Multiple Intelligences How do we learn to understand the world around us?
Multiple Intelligences <ul><li>Diverse preferred modes of learning for each individual </li></ul><ul><li>Different ways of...
Definition of Intelligence <ul><li>The ability to solve problems that one encounters in real life </li></ul><ul><li>The ab...
Research Findings <ul><li>Intelligence is not fixed at birth.  It changes and grows through life.  It can be improved and ...
Frames of Mind <ul><li>“ The ways in which intelligences combine and blend are as varied as the faces and personalities of...
Eight Intelligences <ul><li>Verbal-Linguistic Intelligence – word player </li></ul><ul><li>Logical-Mathematical Intelligen...
The Visualizer <ul><li>Visual-Spatial Learner </li></ul><ul><li>Thinks in terms of physical space  </li></ul><ul><li>Notic...
The Music Lover <ul><li>Musical-Rhythmic Learner </li></ul><ul><li>Shows sensitivity to rhythm, melody, and sound </li></u...
The Word Player <ul><li>Verbal Linguistic Learner </li></ul><ul><li>Uses words effectively  </li></ul><ul><li>Has highly-d...
The Questioner <ul><li>Logical-Mathematical Learner </li></ul><ul><li>Thinks conceptually and abstractly </li></ul><ul><li...
The Mover <ul><li>Bodily-Kinesthetic Learner </li></ul><ul><li>Likes movement  </li></ul><ul><li>Communicates well through...
The Nature Lover <ul><li>Naturalistic Learner </li></ul><ul><li>Sensitivity to the world of nature  </li></ul><ul><li>Demo...
The Individual <ul><li>Intrapersonal Learner  </li></ul><ul><li>Is in tune with their personal inner feelings, moods, and ...
The Socializer <ul><li>Interpersonal Learner </li></ul><ul><li>Enjoys interacting with others </li></ul><ul><li>Learns bes...
How can we help our children develop their intelligences? <ul><li>Stage 1: Awaken - trigger the intelligence </li></ul><ul...
Art, Mind, and Brain:  A Cognitive Approach to Creativity   <ul><li>Part of a research team at Harvard University - Projec...
Howard Gardner <ul><li>What should be highlighted: facts, information? data? If so, which of the countless facts that exis...
What knowledge is important today? <ul><li>“ If knowledge doubles every year or two, we certainly cannot multiply the numb...
What Should be the Focus of  Arts Education? <ul><li>What is Special about Human Beings </li></ul><ul><li>“ Human beings h...
Bloom's Taxonomy  Learning Domains <ul><li>Cognitive   - intellectual capability, ie., knowledge, or 'think'  </li></ul><u...
How do we learn? <ul><li>Bloom's Taxonomy Learning Domains </li></ul>Cognitive intellectual  capability  knowledge 'think'...
Cognitive Fields in Art <ul><li>Art history  </li></ul><ul><li>Art criticism  </li></ul><ul><li>Perception  </li></ul><ul>...
Affective Objectives in Art <ul><li>Students will express personal feelings in their art production.  </li></ul><ul><li>St...
Pscyhomotor and Multisensory Stages in  Art <ul><li>Perception  </li></ul><ul><li>Readiness to act  </li></ul><ul><li>Abil...
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Mivisualarts

  1. 1. Multiple Intelligences How do we learn to understand the world around us?
  2. 2. Multiple Intelligences <ul><li>Diverse preferred modes of learning for each individual </li></ul><ul><li>Different ways of information processing </li></ul><ul><li>Result of years of scientific brain research </li></ul><ul><ul><li>Stroke victims </li></ul></ul><ul><ul><li>Accident victims </li></ul></ul><ul><ul><li>Alzheimers patients </li></ul></ul>Gardner 1983
  3. 3. Definition of Intelligence <ul><li>The ability to solve problems that one encounters in real life </li></ul><ul><li>The ability to generate new problems to solve </li></ul><ul><li>The ability to make something or offer service that is valued within one’s culture </li></ul>Howard Gardner Gardner, 1983
  4. 4. Research Findings <ul><li>Intelligence is not fixed at birth.  It changes and grows through life.  It can be improved and expanded. </li></ul><ul><li>Intelligence can be taught and improved by activating levels of perception. </li></ul><ul><li>Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system. </li></ul><ul><li>A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence. </li></ul><ul><li>Most persons possess all intelligences – but in varying strengths (at varying times) </li></ul>Gardner, 1983
  5. 5. Frames of Mind <ul><li>“ The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals” </li></ul><ul><li>Intelligence is changeable – not stagnant </li></ul><ul><li>Genetics influences intelligence </li></ul><ul><li>BUT providing a nurturing, positive, and stimulating learning environment is very important! </li></ul>Unique Gardner, 1983
  6. 6. Eight Intelligences <ul><li>Verbal-Linguistic Intelligence – word player </li></ul><ul><li>Logical-Mathematical Intelligence - questioner </li></ul><ul><li>Bodily-Kinesthetic Intelligence - mover </li></ul><ul><li>Visual-Spatial Intelligence - visualizer </li></ul><ul><li>Musical-Rhythmic Intelligence – music lover </li></ul><ul><li>Interpersonal Intelligence - socializer </li></ul><ul><li>Intrapersonal Intelligence - individualizer </li></ul><ul><li>Naturalist Intelligence – nature lover </li></ul>Gardner, 1983
  7. 7. The Visualizer <ul><li>Visual-Spatial Learner </li></ul><ul><li>Thinks in terms of physical space </li></ul><ul><li>Notices images and thinks in pictures </li></ul><ul><li>Learns best through drawings, designs, and imagery </li></ul><ul><li>Likes mazes, jigsaw puzzles, films, diagrams, maps, charts </li></ul>architect
  8. 8. The Music Lover <ul><li>Musical-Rhythmic Learner </li></ul><ul><li>Shows sensitivity to rhythm, melody, and sound </li></ul><ul><li>Notices non-verbal sounds in the environment </li></ul><ul><li>Learns more easily if sung or tapped out. </li></ul><ul><li>Musical intelligence develops very early </li></ul><ul><li>Most closely aligned to the verbal/linguistic </li></ul>End-state: composer
  9. 9. The Word Player <ul><li>Verbal Linguistic Learner </li></ul><ul><li>Uses words effectively </li></ul><ul><li>Has highly-developed auditory skills </li></ul><ul><li>Enjoys reading, playing word games, and writing </li></ul><ul><li>Has good memory for verse, lyrics, or trivia </li></ul><ul><li>Preschool age great for repetition and memorization </li></ul>poet
  10. 10. The Questioner <ul><li>Logical-Mathematical Learner </li></ul><ul><li>Thinks conceptually and abstractly </li></ul><ul><li>Is able to see and explore patterns and relationships </li></ul><ul><li>Enjoys reasoning, calculating, playing logic games, solving puzzles. </li></ul><ul><li>Likes brain teasers, logical puzzles, and strategy games. </li></ul>scientist
  11. 11. The Mover <ul><li>Bodily-Kinesthetic Learner </li></ul><ul><li>Likes movement </li></ul><ul><li>Communicates well through body language </li></ul><ul><li>Enjoys physical activity </li></ul><ul><li>Excels at hands-on learning </li></ul><ul><li>Processes knowledge through bodily sensations – moving, touching, manipulation, role plays, creative movement </li></ul>dancer
  12. 12. The Nature Lover <ul><li>Naturalistic Learner </li></ul><ul><li>Sensitivity to the world of nature </li></ul><ul><li>Demonstrates ability to empathize with animals </li></ul><ul><li>Enjoys working with plants, (gardening, farming and horticulture </li></ul><ul><li>Has a natural sense of science and natural living energy forces (weather and physics) </li></ul><ul><li>Enjoys cooking and working with products of nature </li></ul><ul><li>Sees patterns in nature </li></ul>botanist
  13. 13. The Individual <ul><li>Intrapersonal Learner </li></ul><ul><li>Is in tune with their personal inner feelings, moods, and motivations </li></ul><ul><li>Has an accurate picture of personal strengths and limitations </li></ul><ul><li>Has capacity for self-discipline </li></ul><ul><li>Learns best through independent study and introspection </li></ul>Reflective Individual
  14. 14. The Socializer <ul><li>Interpersonal Learner </li></ul><ul><li>Enjoys interacting with others </li></ul><ul><li>Learns best through group activities </li></ul><ul><li>Sensitivity to facial expressions, voice and gestures and has ability to respond effectively to those cues </li></ul><ul><li>Understands and cares about people </li></ul><ul><li>Likes to socialize </li></ul>leader
  15. 15. How can we help our children develop their intelligences? <ul><li>Stage 1: Awaken - trigger the intelligence </li></ul><ul><li>Stage 2: Amplify - strengthen by practice </li></ul><ul><li>Stage 3: Teach - learn and acquire specific knowledge </li></ul><ul><li>Stage 4: Transfer the intelligence to real life - Knowing how to live in the real world </li></ul>Neurons (brain cells) make connections between different parts of the brain.
  16. 16. Art, Mind, and Brain: A Cognitive Approach to Creativity <ul><li>Part of a research team at Harvard University - Project Zero </li></ul><ul><li>Attempt to ''unravel the nature of artistic thinking'' </li></ul><ul><li>Art is a different language, with its own sets of symbols and meanings. </li></ul><ul><li>Young children at the age of 3 have extraordinary imaginations. </li></ul><ul><li>After the age of 8, children become more inhibited and literal in their art. </li></ul>Howard Gardner Google Books Questia Project Zero Harvard
  17. 17. Howard Gardner <ul><li>What should be highlighted: facts, information? data? If so, which of the countless facts that exist? </li></ul><ul><li>Subject matters and disciplines--if so, which ones? </li></ul><ul><li>Which science, which history? </li></ul><ul><li>Should we nurture creativity, critical thinking? </li></ul><ul><li>If there is to be an additional focus, should it be arts, technology, a social focus, a moral focus? </li></ul>
  18. 18. What knowledge is important today? <ul><li>“ If knowledge doubles every year or two, we certainly cannot multiply the number of hours or teach twice as quickly. Some choice, some decisions about what can be omitted, is essential.” </li></ul><ul><li>The first dilemma: </li></ul><ul><li>What should be taught? </li></ul><ul><li>Howard Gardner – 2003 </li></ul><ul><li>From Multiple Intelligences after Twenty Years </li></ul><ul><li>http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf     </li></ul>
  19. 19. What Should be the Focus of Arts Education? <ul><li>What is Special about Human Beings </li></ul><ul><li>“ Human beings have done many terrible things but countless members of our species have done wonderful things as well: works of art, works of music, discoveries of science and technology, heroic acts of courage and sacrifice. </li></ul><ul><li>Our youngsters must learn about these achievements, come to respect them, have time to reflect about them (and what it took to achieve them) and aspire some day to achieve anew in the same tradition…or perhaps even to found a new tradition.” </li></ul>Howard Gardner, 2003
  20. 20. Bloom's Taxonomy Learning Domains <ul><li>Cognitive - intellectual capability, ie., knowledge, or 'think' </li></ul><ul><li>Affective - feelings, emotions and behaviour, ie., attitude, or 'feel' </li></ul><ul><li>Pscyhomotor and Multisensory  - manual and physical skills, ie., skills, or 'do' </li></ul>
  21. 21. How do we learn? <ul><li>Bloom's Taxonomy Learning Domains </li></ul>Cognitive intellectual capability knowledge 'think' Affective feelings emotions behavior attitude 'feel' Pscyhomotor Multisensory manual and physical skills 'do'
  22. 22. Cognitive Fields in Art <ul><li>Art history </li></ul><ul><li>Art criticism </li></ul><ul><li>Perception </li></ul><ul><li>Aesthetics </li></ul>Integration in the Three Domains: Cognitive, Affective, and Psychomotor - Chapter Six (p. 59)
  23. 23. Affective Objectives in Art <ul><li>Students will express personal feelings in their art production. </li></ul><ul><li>Students will express feelings common to their age. </li></ul><ul><li>Students will show feelings about external events in their art. </li></ul><ul><li>Students will indirectly express their personal feelings through art criticism. </li></ul><ul><li>Students will express feelings by sharing art as gifts. </li></ul>
  24. 24. Pscyhomotor and Multisensory Stages in Art <ul><li>Perception </li></ul><ul><li>Readiness to act </li></ul><ul><li>Ability to copy an instructor </li></ul><ul><li>Ability to carry out simple, and then complex movement patterns with confidence </li></ul><ul><li>Ability to modify and adapt established patterns to meet special situations </li></ul><ul><li>Ability to create new movement patterns </li></ul>

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