skills for learning

Music and Emotional Intelligence

Learning Strategies for Musical Success

This series of posts explores connections between music and other Gardner-listed multiple intelligences. My previous posts discussed  Music and the Body, Music and Nature, Music and Words, Music and Numbers, and Music and Pictures.

In 2009 a report from the UK’s authoritative Office for Standards in Education, Children’s Services and Skills (Ofsted) criticized music educators for not exploiting music’s ‘powerful’ potential for improving pupils’ lives. Ofsted was referring to the emotional-intelligence benefits of music education.

When students engage in project-based learning they get opportunity to develop and practise a range of skills to which traditional schooling does not cater. Relating to peers involves decision-making, expressing opinions, tolerating and accepting different views, regulating emotions, cooperating, and not always getting one’s way. These are skills of emotional intelligence. Increasingly the world is acknowledging that emotional intelligence (EI)—also referred to as emotional quotient (EQ) and social and emotional learning (SEL)—is essential for school…

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Linking music with other learning areas

Michael Griffin, author of ‘Learning Strategies for Musical Success’ has explored the connections between music and other Gardner-listed multiple intelligences. He believes that life is interdisciplinary and multisensory, and the richer the brain diet stimulated by the senses, the more complex the brain becomes. Learning material presented with pictures and sound provides an emotional attachment that makes it easier to remember and more enjoyable to learn. The most effective memory-building techniques are based on the principle of association, and the strongest associations are emotional.


Michael Griffin: