My Australian friend and music guru, Phil Rooke brought this blog to my attention.
In the UK, the concentration on literacy and numeracy, ‘the basics’ and an increasing emphasis on the Sciences, Technology, Engineering and Mathematics has meant that the Arts are under increasing pressure in the school curriculum. This represents a counterblast and a justification, if one were needed for music and the wider arts in the curriculum.
For those who take a strictly utilitarian approach to the curriculum – teach those subjects that will lead to a productive economy – it is worth noting that in the UK the Arts in their widest sense to include film and audio, internet design and creative industries generally, contribute more to GDP than construction!
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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