This study explored the meaning teachers and children in an elementary school setting
make of music. This study utilized an adapted version of Thomas Armstrongâ s musical
intelligence checklist, as well as additional questions probing both teachers and children to relate
their past and present experiences with music and how they are musically intelligent. This study
was conducted with two third grade classes and two fifth grade classes, with the researcher
spending one class period with each group. Implications for how music is affecting elementary
students, as well as the meaning it holds for teachers, were discussed. In addition,
recommendations for future study of music in early education were made.