Date

6-17-2026

Department

School of Music

Degree

Master of Arts in Music Education (MA)

Chair

Nathan Street

Keywords

music, education, assessment, musical aptitude, multiple intelligences, correlation

Disciplines

Education | Music

Abstract

This quantitative correlational study examines the relationship between musical aptitude, measured by Edwin Gordon’s GIA assessments, and students’ predominant multiple intelligences (MIs), as defined by Howard Gardner. Although MI has been widely researched, little is known about how intelligence strengths relate specifically to musically adept students. High school music students at Fayetteville Christian School in Fayetteville, NC, were first assessed using the GIA to identify those demonstrating musical aptitude. Eligible students then completed the AMI R/ARCH Profile to determine their strongest MI. A correlational analysis examined whether specific intelligence strengths are commonly associated with musical aptitude. Grounded in Gardner’s MI framework and Gordon’s validated aptitude profiles, this study provides insight into the cognitive characteristics of musically adept learners. Findings aim to inform music educators’ pedagogical decisions, support more effective instructional design, and establish a foundation for future research across diverse educational contexts.

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