In the last two decades of the twentieth century in particular, a renewed interest arose in the relationship between music making and intelligence. This yet again led to the question of whether or not music making has any influence on intelligence. As a result of popular views, incorrect and incomplete reports and research which has not been based on an adequate scientific foundation, however, claims about the potential of making music to increase intelligence are currently being questioned. Even though the literature study could not prove beyond all doubt that music making increases intelligence, it is nevertheless significant that most of the top achievers in the matric final examination make music, play in orchestras or sing in choirs. The main objective of the study is to determine the nature of the relationship between music making and intelligence. A further aim of the study is also to establish whether the making of music contributes towards equipping learners with life skills which enable them to be successful in their lives later on. In addition to the literature study, this study also includes an empirical investigation. For the purposes of this study the Baron Emotional Quotient Inventory: Youth Version was used. The experimental group consisted of forty nine learners who are members of either the Northwest Youth Orchestra or the Musikhane orchestra. A control group consisting of fifty learners from the same schools as the experimental group was involved as well. In-depth interviews were also held with the conductors of respectively the Northwest Youth Orchestra and the Musikhane orchestra. Questionnaires were completed by music teachers in the Northwest Province and by some of the Musikhane workers, in order to compare the qualitative results of the questionnaires and interviews with the quantitative results of the BarOn EQ-i:YV questionnaire. The findings of the study are based on an empirical study, which includes qualitative and quantitative testing. It was indicated, amongst others, that the positive influence of music making on academic achievement is to be found on the affective rather than the cognitive level. Furthermore, music making equips learners with certain life skills, like self-discipline, self-confidence and good inter- and intrapersonal relationships, which help them to be successful in other areas of their lives, such as their school work. / Thesis (Ph.D. (Music))--North-West University, Potchefstroom Campus, 2004.

Dissertation (Ph. D.)--University of Akron, Dept. of Counselor Education and Supervision, 2007. / "December, 2007." Title from electronic dissertation title page (viewed 02/27/2008) Advisor, Robert C. Schwartz; Committee members, Karyn Bobkoff Katz, Cynthia A. Reynolds, Sandra Spickard-Prettyman, Fred H. Ziegler; Department Chair, Karin B. Jordan; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (MA(Psychology))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: Damon Mitchell. "... in partial fulfillment of the requirements for the degree of Master of Science in Criminal Justice." Includes bibliographical references (leaves 40-43). Also available via the World Wide Web.

Thesis--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 76-94).

Thesis (MASpor)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (MS)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Carl Igo. Includes bibliographical references (leaves 62-66).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 89-99). Also available on the Internet.