This article describes how a theory of musical intelligence can be applied to the teaching of music whereby musical learning is viewed as a form of problem-solving. We first introduce basic concepts and then describe the steps in a problem-solving cycle for musical learning. In particular, these steps involve recognizing the existence of a problem, defining the problem, allocating resources to the problem, mentally representing the problem, formulating a strategy to solve the problem, monitoring problem-solving, and evaluating the solution after one is done. Then, we discuss the application of these steps to analytical, creative, practical, and wisdom-based learning and performance. Finally, we draw some conclusions.
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