An Application of Multiple Intelligences Theory Teaching to Sixth Grade General Music Class PDF Download

Author: Christopher O'Brien (J.)
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 208

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Book Description
Examines the theory of multiple intelligences and its relevance to educational situations, goals, and techniques. Also examines how multiple intelligences theory has been used, and may continue to be used to produce maximum efficiency and benefit by music educators.

Author: Bonnie I. Bernard
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
This is a qualitative action research study which aims to increase the understanding of how music instruction, based on Howard Gardner's theory of Multiple Intelligences, affects student self-knowledge, and thus potentially offers a methodology that identifies and satisfies at least some of the learning needs of school children. Reflective journal entries, semi-structured interviews, and a researcher's log triangulate the data. The participants are Grade 3 students from an urban community and the project is based on a six week instructional module framed around each participant's strongest intelligence. The results clearly outline that individual student learning needs are met by incorporating a set of centres in the music room, one for each of Gardner's eight intelligences. The results also describe students who are engaged in their work, show respect and camaraderie, and enjoy the learning process. Professional concerns are addressed such as the transfer of a multiple intelligence approach into other subject areas and regular elementary classrooms, time considerations for this type of transformation, and the paradigm shift in learning and teaching that is required for educators to succeed in this method of instruction.

Author: Megan Lawrimore Bolt
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 55

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Book Description
Students who fall under the label of “special needs” or “exceptional learners” are often forgotten when it comes to music class. Unfortunately, in many schools they either do not attend music classes at all or they only attend with other students who are also considered special needs students. These students deserve the right to be in an inclusive music class with their peers who are not special needs students. Students of all abilities should receive the same opportunities to learn music together. One question that will be addressed is whether music teachers in South Carolina are making their classrooms inclusive for these students. Are the lessons being taught in a way where these students feel included, or are they merely spectators? The author will research different teaching methods to find the best ways to include these students. By studying and using Howard Gardner’s Theory of Multiple Intelligences to help plan my lessons, the research will find ways to hopefully reach every student in the class to help them feel like a vital part of the classroom community. Many students who fall under the label of “special needs” often excel in one area of study. By creating and developing music lessons which teach towards the strengths of these students, the goal is to make music more meaningful for every student.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :

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Book Description

Author: Howard E. Gardner
Publisher: Basic Books
ISBN: 9780465018222
Category : Education
Languages : en
Pages : 320

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Book Description
Howard Gardner's brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind , thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory—the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.

Author: Ann C. Clements
Publisher: R&L Education
ISBN: 1607098571
Category : Music
Languages : en
Pages : 332

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Book Description
Explore the creative ways music educators across the country are approaching emerging practices in music teaching and learning. Outlined in twenty-five unique case studies, each program offers a new perspective on music teaching and learning, often falling outside the standard music education curriculum. Find innovative ideas and models of successful practice to incorporate into your teaching, whether in school, university, or community settings. Close the gap between music inside and outside the music classroom and spark student interest. The diversity of these real-world case studies will inspire questioning and curiosity, stimulate lively discussion and innovation, and provide much food for thought. Designed for music teachers, preservice music education students, and music education faculty, this project was supported by Society for Music Teacher Education's (SMTE) Areas of Strategic Planning and Action on Critical Examination of the Curriculum, which will receive a portion of the proceeds.

Author: New City School (Saint Louis, Mo.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296

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Book Description
Over 60 lesson plans and an abundance of articles have been compiled by teachers who have incorporated Gardner's multiple intelligences theory into their teaching repertoires. Detailed lesson outlines, student worksheets, and ideas for assessment round out this curriculum guide.

Author: Christie Nimmer
Publisher:
ISBN:
Category : Adaptive Education
Languages : en
Pages : 212

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Book Description
Five students in this convenience sample participated in a ten-week study, which focused upon the impact of the use of Gardner's theory of the multiple intelligences within a music education lesson for children with learning disabilities. Music lessons were designed to learn a particular concept in music five different ways through the use of multiple intelligences. Five centers were set up for each lesson linguistically, mathematically, visually, kinesthetically, and naturalistically. Centers were then labeled with numbers so that the students would not be able to identify a label with a center. All students in the classroom were separated into groups, and then participated and rotated through all the centers. During the first lesson, students participated at the centers interpersonally. During the second lesson on the same concept, the students participated intrapersonally. There were a total of eight lessons. Students rotated through the five centers for a particular lesson each week. Location of the centers was changed each week in the music room as well as the numbers that were assigned to the centers for identification. The music lessons were designed to allow all the students to experience five multiple intelligences as well as both interpersonally and intrapersonally, and to demonstrate a strong preference to their favorite centers as well as a strong dislike for their least favorite centers. Analysis of the data indicated that all five participants demonstrated a preference for a particular multiple intelligence used in music lessons.

Author: David G. Lazear
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 50

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Book Description
Over the past 50 years, brain researchers have stated that human beings probably use less than 1 percent of the brain's potential, and research findings about human intelligence have transformed almost all previous definitions of intelligence. This booklet addresses the following key findings in intelligence research: intelligence is not fixed or static; intelligence can be learned and taught; and intelligence is a multidimensional phenomenon that occurs at multiple levels of the brain/mind/body system. After this discussion of the research, the publication is divided into five parts: (1) "Overview of the Seven Intelligences" (verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal intelligence, and intrapersonal intelligence); (2) "Teaching for Multiple Intelligences: A New Look at the Curriculum" (includes an exercise on how one can teach for multiple intelligences in one's curriculum); (3) "New Instructional Methods for Teaching with Multiple Intelligences"; (4) "Teaching about Multiple Intelligences: Re-inventing the Learning Process"; and (5) "A Multi-Modal Approach to Assessment" (includes techniques for student evaluation and teacher self-assessment). (Contains 27 references.) (LL)

Author: Daniel Passadino
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 56

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Book Description
Special education students involved in music classes currently face a lack of inclusivity. Various methods have been used to promote inclusivity in the music classroom. This paper focuses on how Howard Gardner’s multiple intelligence theory promotes inclusivity in the special education music classroom. The multiple intelligence theory streamlines a special education music curriculum by highlighting each child’s strongest intelligence. To assess a child’s intelligences, they must participate in music-related tests. The tests include mini lessons which cater to the multiple intelligences. For example, when children are taught using visuals, some will not be able to learn as effectively if they are strongest in linguistic learning or mathematics. Teachers must differentiate instruction so each student can learn to the best of their ability. The students will in turn benefit by learning more easily, leading to a more productive classroom.