This study investigates how integrating multiple learning theories with embodied teaching strategies can enhance engagement and learning outcomes in children’s group piano classes. As an educational form situated between individual and collective instruction, group piano teaching holds distinctive value in fostering children’s comprehensive musicianship and social learning. However, current pedagogical practices often suffer from uniform course structures and insufficient consideration of learning diversity. To address these issues, this research adopts a multidisciplinary perspective drawn from educational psychology, developmental psychology, and music pedagogy. It constructs a curriculum framework grounded in Gardner’s theory of multiple intelligences, Golay’s learning pattern typology, and Piaget’s stages of cognitive development, with particular attention to how these theories reveal overlapping, divergent, and tangential learner traits within heterogeneous group settings. The study analyzes four main instructional formats—pure group instruction, performance-oriented classes, short-term piano camps, and hybrid models combining individual and group lessons—and proposes a spiral, open-structured curriculum that promotes cognitive, affective, and kinesthetic development through cooperative learning, flipped-classroom methods, and multimodal engagement. At the practical level, three core activities are designed: Little Ensemble Showcase, Rhythmic Dictation Olympics, and Score Detection and Reports. These activities draw upon Dalcroze eurhythmics, Kodály’s movable-do approach, and Orff’s creative pedagogy, integrating movement, rhythmic composition, and critical listening into group piano instruction. Through embodied experience and collaborative exploration, students construct musical understanding and develop interpretive awareness. Ultimately, this study advocates a holistic rethinking of piano pedagogy that places interaction, reflection, and collaboration at the center of musicianship cultivation. By bridging theory, cognition, and classroom practice, it contributes a new theoretical and practical pathway for fostering inclusivity, engagement, and aesthetic depth in 21st-century music education.