s theory of Multiple Intelligences (MI). Gardner (1993) asserts that individuals present multiple intelligences that go beyond the concept of g or general intelligence as measured by standard IQ (intelligence quotient) tests. The specific intelligences that are identified by Gardner's (1993) theory are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. While one might assume that the most successful music students would be those exhibiting strength in terms of musical intelligence, each of the other intelligences can also be addressed within the context of music instruction (Armstrong, 2000).
It is in this general context that the present study is positioned. At issue herein is, ultimately, the question of how student learning styles can be used as the basis for modifying instructional methods in music education. By assessing student learning strengths or what Gardner (1993) called Intelligences, the music educator gains the capacity to tailor instruction to capitalize upon each student's primary mode of learning. This study will use a quasi-experimental research design to determine if the basic Suzuki (1978) method of piano instruction is most likely to be successful among children who exhibit strong Musical Intelligence as measured by Gardner (1993). This could lead to recommendation as to how the original Suzuki piano instruction method can be modified by developing sequential learning activities and/or instructional methods that response to the student's primary "Intelligence" as defined by Gardner (1993).
In essence, the study represents an effort to integrate the theory of MI with an established music education model. While the Suzuki Method as described by Suzuki, Mills, Ferro, Schreiber, Behrend, Jempelis, et al (1973) itself provides for a variety...