How We Develop Multiple Intellegences!
It's not how smart you are,
it's how you are smart!"|
—Howard Gardner Interview, "Common Miracles" ABC 1993
The MI theory is based on the belief that we all possess at least eight unique intelligences through which we are able to learn/teach new information. Although we each have all eight, no two individuals have them in the same exact amounts.
Learning through a variety of unique experiences allows children to better understand themselves as lifelong learners, and to see how others acquire knowledge and apply their skills.
The implications of this are enormous, for both teaching and learning. Just because some people have trouble learning in the logical-mathematical sense is no reason to assume they are not intelligent. They could be strong in one or several other areas. They could become more intelligent in that area through practice and special study. Also, they could probably compensate for their weakness in one area by using other areas of intelligence they are strong in or naturally prefer to use, providing the learning environment permits them to do so!
Verbal-Linguistic Intelligence
This intelligence is activated by the spoken word, by reading (especially poetry), and by writing one's own thoughts, ideas, etc.
Here are some examples of how we activate this intelligence:
The members help create and write a sequel to a story.
Involve the members in group activities.
The members are encouraged to regularly talk about subjects we're working on.
Part of the Arts Award and our funding applications are to keep a log or journal about his/her workshop experiences.
We read, write and create poetry/raps/lyrics and scripts for performances.
Logical-Mathematical Intelligence
This intelligence is activated in problem-solving and or challenging situations.
Here are some examples of how we activate this intelligence:
Members brain storm ideas to create a detailed outline on a project they are working on.
Members compare and contrast objects (physical things - set design) or concepts (mental things - script plans)
Members are encouraged to construct a logical argument for ideas they may have.
Members discuss various techniques that use the same pattern eg Pantomimes always have a dame, a hero, a damsel in distress, a baddie etc.
Visual-Spatial Intelligence
This intelligence is activated when a person must use mental imagery to accomplish something.
Here are some examples of how we activate this intelligence:
Members design a set.
Members study a scene, then re-act it in the correct order.
Members study a scene, then have to describe what they imagine lies just outside the scope of the stage.
Members develop a mind-map for a given project.
Members develop through art and crafts a visual presentation for a project - creating and designing scenery/props/costumes/lighting for a play
Musical-Rhythmic Intelligence
This intelligence is activated when a person uses music and/or rhythm to accomplish something. When used, it is probably the most mood-altering form of intelligence.
Here are some examples of how we activate this intelligence:
Members listen to different types of music to prepare for an activity. For example, members listen to relaxing music to help them focus and concentrate during drama warm-ups BUT we use up-beat fun dance music to warm-up our bodies up for dance and voices up for singing!
Members use music to create effects in films/plays and create and produce songs for musicals.
Members analyse how different people speak - what inflections they use, how they vary the pitch of their voice, etc. This helps them create different characters and think about their own voice and speech.
Members listen to various sounds from nature in an attempt to discern patterns and rhythms. Bird songs are excellent for this. These are then applied as sound effects to performances.
Members listen to music, then describe it's "mood." How can music affect the way an audience member/veiwer feel and create an atmostphere?
Members have vocal training to develop their voice.
Bodily-Kinesthetic Intelligence
This intelligence is activated when a person uses their own body/physical action to accomplish something.
Here are some examples of how we activate this intelligence:
Members help to physically build sets and scenery.
Members learn dance and movement.
Members use physical theatre.
Members learn Stage Combat.
Members use mime.
Members play physical games that are popular in theatre
Members learn about backstage and technical skills.
Interpersonal Intelligence
This intelligence is activated when a person interacts with others to accomplish something.
Here are some examples of how we activate this intelligence:
Utilise cooperative learning techniques for covering project matter.
Members conduct interviews to gather information and assess how projects are going.
Older members are encouraged to teach and assist younger members on how to do/understand something. This is done through volunteer work.
Members work as a team to ensure performances succeed.
Members study different people to gain understanding about characters they can use in acting.
Members reglarly work together on community events.
We use Forum Theatre to see things from different perspectives.
Intrapersonal Intelligence
This intelligence is activated when a person utilises self-reflection and thinking to accomplish something.
Here are some examples of how we activate this intelligence:
Members imagine having a dialogue with a famous figure, historical or otherwise.
Members are taught monologues.
Members are asked about what they learn each week, and what it means to them.
Members use their moods and feelings and draw upon their experiences when acting.
Members discuss and build a plan of how to make a project succeed.
Members brainstorm on how culture influences our thinking.
Naturalistic Intelligence
This intelligence is activated when a person utilises some aspect of nature to accomplish something.
Here are some examples of how we activate this intelligence:
Trips to the theatre to learn from others.
Interacting with something natural - bugs, weather patterns, etc. How these make us feel and move differently eg how our posture changes with the temperature.
Observation of animal behavior. How humans characteristics can be similar!
Using natural material to make a craft eg Grass Seed Heads, magic wands
Designing and thinking about a performance outside.
Many parents have notably seen their children improve at school after joining us.
We like to think that we prepare them for life and encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
They don't need to want a career in the performing arts, they just need to enjoy life!
it's how you are smart!"|
—Howard Gardner Interview, "Common Miracles" ABC 1993
The MI theory is based on the belief that we all possess at least eight unique intelligences through which we are able to learn/teach new information. Although we each have all eight, no two individuals have them in the same exact amounts.
Learning through a variety of unique experiences allows children to better understand themselves as lifelong learners, and to see how others acquire knowledge and apply their skills.
The implications of this are enormous, for both teaching and learning. Just because some people have trouble learning in the logical-mathematical sense is no reason to assume they are not intelligent. They could be strong in one or several other areas. They could become more intelligent in that area through practice and special study. Also, they could probably compensate for their weakness in one area by using other areas of intelligence they are strong in or naturally prefer to use, providing the learning environment permits them to do so!
Verbal-Linguistic Intelligence
This intelligence is activated by the spoken word, by reading (especially poetry), and by writing one's own thoughts, ideas, etc.
Here are some examples of how we activate this intelligence:
The members help create and write a sequel to a story.
Involve the members in group activities.
The members are encouraged to regularly talk about subjects we're working on.
Part of the Arts Award and our funding applications are to keep a log or journal about his/her workshop experiences.
We read, write and create poetry/raps/lyrics and scripts for performances.
Logical-Mathematical Intelligence
This intelligence is activated in problem-solving and or challenging situations.
Here are some examples of how we activate this intelligence:
Members brain storm ideas to create a detailed outline on a project they are working on.
Members compare and contrast objects (physical things - set design) or concepts (mental things - script plans)
Members are encouraged to construct a logical argument for ideas they may have.
Members discuss various techniques that use the same pattern eg Pantomimes always have a dame, a hero, a damsel in distress, a baddie etc.
Visual-Spatial Intelligence
This intelligence is activated when a person must use mental imagery to accomplish something.
Here are some examples of how we activate this intelligence:
Members design a set.
Members study a scene, then re-act it in the correct order.
Members study a scene, then have to describe what they imagine lies just outside the scope of the stage.
Members develop a mind-map for a given project.
Members develop through art and crafts a visual presentation for a project - creating and designing scenery/props/costumes/lighting for a play
Musical-Rhythmic Intelligence
This intelligence is activated when a person uses music and/or rhythm to accomplish something. When used, it is probably the most mood-altering form of intelligence.
Here are some examples of how we activate this intelligence:
Members listen to different types of music to prepare for an activity. For example, members listen to relaxing music to help them focus and concentrate during drama warm-ups BUT we use up-beat fun dance music to warm-up our bodies up for dance and voices up for singing!
Members use music to create effects in films/plays and create and produce songs for musicals.
Members analyse how different people speak - what inflections they use, how they vary the pitch of their voice, etc. This helps them create different characters and think about their own voice and speech.
Members listen to various sounds from nature in an attempt to discern patterns and rhythms. Bird songs are excellent for this. These are then applied as sound effects to performances.
Members listen to music, then describe it's "mood." How can music affect the way an audience member/veiwer feel and create an atmostphere?
Members have vocal training to develop their voice.
Bodily-Kinesthetic Intelligence
This intelligence is activated when a person uses their own body/physical action to accomplish something.
Here are some examples of how we activate this intelligence:
Members help to physically build sets and scenery.
Members learn dance and movement.
Members use physical theatre.
Members learn Stage Combat.
Members use mime.
Members play physical games that are popular in theatre
Members learn about backstage and technical skills.
Interpersonal Intelligence
This intelligence is activated when a person interacts with others to accomplish something.
Here are some examples of how we activate this intelligence:
Utilise cooperative learning techniques for covering project matter.
Members conduct interviews to gather information and assess how projects are going.
Older members are encouraged to teach and assist younger members on how to do/understand something. This is done through volunteer work.
Members work as a team to ensure performances succeed.
Members study different people to gain understanding about characters they can use in acting.
Members reglarly work together on community events.
We use Forum Theatre to see things from different perspectives.
Intrapersonal Intelligence
This intelligence is activated when a person utilises self-reflection and thinking to accomplish something.
Here are some examples of how we activate this intelligence:
Members imagine having a dialogue with a famous figure, historical or otherwise.
Members are taught monologues.
Members are asked about what they learn each week, and what it means to them.
Members use their moods and feelings and draw upon their experiences when acting.
Members discuss and build a plan of how to make a project succeed.
Members brainstorm on how culture influences our thinking.
Naturalistic Intelligence
This intelligence is activated when a person utilises some aspect of nature to accomplish something.
Here are some examples of how we activate this intelligence:
Trips to the theatre to learn from others.
Interacting with something natural - bugs, weather patterns, etc. How these make us feel and move differently eg how our posture changes with the temperature.
Observation of animal behavior. How humans characteristics can be similar!
Using natural material to make a craft eg Grass Seed Heads, magic wands
Designing and thinking about a performance outside.
Many parents have notably seen their children improve at school after joining us.
We like to think that we prepare them for life and encourage children and young people to grow up to become independent, self-sufficient adults as opposed to children who grow up believing the world owes them everything they want.
They don't need to want a career in the performing arts, they just need to enjoy life!