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college and university

Although the validity of the theory has been debated, “it has been embraced by a range of educational theorists and applied by teachers and policymakers to the prob- lems of schooling … The theory can also be found in use within pre-school, higher, vocational and adult education initiatives” (Smith, 2008). An excellent discussion of the global impact of MI theory can be found in the book, Multiple Intelligences

Around the World, which describes edu-

cational uses in places such as Ireland, Australia, Japan, China, South Korea, Norway, Romania, Turkey, Denmark, India, Argentina and Columbia.

Brain-Based Learning (BBL)

Brain-based learning emerged in the 1980s as a result of Gardner’s work, among oth- ers, and the appearance of new fields such as neurobiology and cognitive neurosci- ence, and the use of new brain imaging tools such as magnetic resonance imaging (MRI) and positron-emission tomogra- phy (PET). There also exists the field of “neuromusical” research, as can be found

in Neurosciences in Music Pedagogy

(2008). Generally, BBL in education can be viewed as the classroom application of principals regarding learning as gleaned from the work of neurologists, biologists, psychologists and physicians (and musi- cians). In other words, BBL in education implies that, in matters of teaching and learning, consideration should be given to how the brain learns best. Probably the most influential writing regarding the implications of BBL to pedagogy in teacher education was the 1991 Caine and

Caine publication, Making Connections: Teaching and the Human Brain. Crowell,

Goleman, Jensen and Sousa also contrib- uted to the use of BBL in education by sharing neurological research framed in best practices.

Most recently, Caine et al (2009) submit- ted that by delimiting BBL to 11 prin- ciples, powerful pedagogy can emerge. These principles, recently expanded to 12 (see http://www.cainelearning.com/files/ Wheel.html), include that:

1) Each brain is uniquely organized. 2) Learning engages the entire physiology. 3) The mind/brain is social. 4) The search for meaning is innate.

5) The search for meaning occurs through patterning.

6) Emotions are critical to patterning.

7) The brain processes parts and wholes simultaneously.

8) Learning involves both focused atten- tion and peripheral perception.

9) Learning always involves conscious and unconscious processes.

10) We have at least two different types of memory: spatial (“autobiographical”) and rote.

11) Learning is developmental.

12) Learning is enhanced by challenge and inhibited by threat.

The work of the Caines and their associ- ates has been particularly profound in disseminating the educational usefulness of BBL across the United States and the globe.

Teacher Training Within a Framework of MI and BBL

Utilizing the constructs of MI and the brain-based learning principles set forth by Caine et al., a pedagogical framework for powerfully delivering instruction in music teacher education can be realized. This delivery would include consideration of student and teacher learning styles and preferences, thus allowing the imple- mentation of thoughtful lessons that are meaningful to students and consequently result in enhanced student attention and learning. Planning and delivering this student-centered curriculum would in- clude incorporating strategies for multiple

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Wisconsin School Musician

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