of instructional strategies that address student learning styles and skill levels, there is certainly room for improvement and for identifying those specific styles of learning that are represented as multiple intelligences that can be used within the context of music education in order to achieve positive student learning outcomes. It is the belief of the researcher that integration of MI assessment and recognition of student strengths into the presentation of piano instruction based on the established Suzuki (1978) method will be of value to music educators and will have the potential to enhance student learning outcomes.
Walters (1989) noted that learning involves two fundamental elements: content and skill. Content consists of the characteristics of the material being learned, whereas skill is the action that the learner applies to the material being learned. Walters (1989) says that in music learning, content can encompass minor tonality, triple meter, and tonic
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