Method and Role for Cultivating Emotional Intelligence in Music Education
Keywords:
Emotional Intelligence, Music education, Collaborative learning, Mindfulness, Reflective practicesAbstract
This paper aim to study cultivating Emotional Intelligence (EI) in music education, emphasizing its significance in enhancing both individual and collaborative musical performance. Emotional Intelligence, encompassing self-awareness, self-regulation, empathy, and social skills, is a crucial factor in fostering emotional expression and teamwork in musical contexts. Despite its recognized importance, limited frameworks exist for effectively integrating EI into music education. This study aims to identify and evaluate practical teaching approaches, including mindfulness exercises, reflective practices, and collaborative learning activities, that support the development of EI among music students. Utilizing a mixed-methods approach, the research combines quantitative analysis of performance outcomes with thematic analysis of reflective journals to assess the effectiveness of these strategies. Findings indicate that EI-focused interventions improve emotional communication, enhance collaboration in ensembles, and empower students to navigate the emotional complexities of musical expression. The paper concludes with actionable recommendations for music educators to embed EI training into curricula, fostering a generation of emotionally intelligent and expressive musicians.
References
Allen, M., Ploeg, J., & Kaasalainen, S. (2014). The relationship between emotional intelligence and clinical teaching effectiveness in nursing education. Journal of Professional Nursing, 30(1), 19-25.
Bisquerra, R., & Pérez, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82.
Campayo-Muñoz, E.-Á., & Cabedo-Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34(3), 243-258.
Corcoran, R. P., & Tormey, R. (2013). Does emotional intelligence predict student teachers’ performance? Teaching and Teacher Education, 35, 34-42.
Elbyaly, M., & Elfeky, A. I. M. (2023). The role of emotional intelligence in developing creativity among music students. Journal of Music Education Research, 45(2), 123-137.
Facer, K., & Selwyn, N. (2021). Digital technology and the future of education: Lessons from the sociology of expectations. Learning, Media and Technology, 46(1), 1-12.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Groot, A. (2023). Emotional intelligence and its impact on ensemble performance quality. International Journal of Music Performance, 28(1), 78-92.
Hollis, R. (2021). Reflective practice in music education: Developing self-awareness and collaborative skills. Music Educators Journal, 107(3), 45-52.
Kanesan, P., & Fauzan, N. (2019). Emotional intelligence models: A review. International Journal of Research in Counseling and Education, 3(2), 72-76.
Liu, Y., Li, H., & Carlsson, C. (2023). Mobile learning as a pedagogical model in music education. Journal of Music, Technology & Education, 16(1), 5-20.
McGinnis, S. (2018). The role of emotional intelligence in music education: A review of literature. Update: Applications of Research in Music Education, 36(2), 22-28.
Megías-Robles, A., Gutiérrez-Cobo, M. J., Cabello, R., & Fernández-Berrocal, P. (2020). A short version of the Trait Meta-Mood Scale for adolescents: Development and psychometric properties. Frontiers in Psychology, 11, 2221.
Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36-41.
Pool, L. D., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306-312.
Qiao, X., & Gu, Y. (2022). Integrating mindfulness practices into music education: Effects on student well-being and performance. Psychology of Music, 50(4), 1234-1248.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.
Schmidt, P., & Tang, C. (2020). Digital technologies in music education: A review of the literature. Research Studies in Music Education, 42(2), 157-173.
Smiling Mind. (2024). Kids taught to meditate in class amid mindfulness push in schools. Herald Sun. Retrieved from
Zhang, W. (2022). Differentiating interactive and static e-learning environments in music education. Educational Technology Research and Development, 70(4), 987-1002.
Kaschub, M. (2009). Defining emotional intelligence in music education. Visions of Research in Music Education, 13.
LaRoche, S. (2024). Building mental fitness skills in children through mindfulness. Herald Sun. Retrieved from
Scott, N. (2024). Implementing mindfulness programs in schools: Teacher perspectives. Herald Sun. Retrieved from
McGinnis, S. (2018). The role of emotional intelligence in music education: A review of literature. Update: Applications of Research in Music Education, 36(2), 22-28.
Liu, Y., Li, H., & Carlsson, C. (2023). Mobile learning as a pedagogical model in music education. Journal of Music, Technology & Education, 16(1), 5-20.
Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36-41.
Pool, L. D., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306-312.
Qiao, X., & Gu, Y. (2022). Integrating mindfulness practices into music education: Effects on student well-being and performance. Psychology of Music, 50(4), 1234-1248.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Cong Jia, Adenan Ayob
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
