1	The Musical Intelligence: From Piaget to Gardner Carla Piper, Ed. D. http://www.soundpiper.com
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3	Based on Vision of Society Vision translated into Learning Experiences What do you believe is worth knowing? What do you know about the learners and their development?
4	What Should be Taught? Essential knowledge changes throughout history and culture Dictated by social and political pressure Current California subjects considered “CORE” English-Language Arts* Mathematics* History-Social Science* Science* Visual and Performing Arts *Currently tested!
5	Ancient Greece and Rome Believed that free human beings should strive for excellence in: Body Mind Spirit Olympic games for amateur competition Rejoiced in the fine arts Plato – philosopher wrote The Republic Established nursery schools
6	Plato’s Academy Recommended Course of Study “The exact sciences would first be studied for ten years to familiarise the mind with relations that can only be apprehended by thought.” Arithmetic Plane and solid geometry Astronomy Harmonics
7	The Enlightenment New emphasis on the potential of humankind To understand universe To transform society Effort to make education more practical and scientific Move away from influence of religion to a more humanistic view of life
8	Head – Hands - Heart Johann Pestalozzi (1746-1827) Believed all children have a right to education Believed education had potential to awaken the potential in each child – and lead to social reform The aim is to educate the whole child Intellectual education is only part of a wider plan.
9	Pestalozzi’s Orphans
10	Aims of Education in 1818 “Objects of primary education” Purpose to foster human qualities: Morals Understanding of duties to neighbors and country Knowledge of rights Intelligence Faithfulness in social relations.
11	Education for Democracy Improve society through schooling Prepare citizens to live in a democratic society School is a democratic society in itself, preparing students for community life Children develop full personal potential: self actualization Educate the whole child Physical Social Emotional Intellectual
12	The Whole Child
13	Aims of Education - Today Public schools in U.S. established for moral and social reasons as well as academic. “Surely we should demand more from our schools than to educate people to be proficient in reading and mathematics.” Educational Leadership, September, 2005
14	Narrowed Educational Aim Industrial Revolution invented way of thinking about productivity. Technical rationality Set standards Determine best practice for achieving goals Predict success for all High premium on effectiveness and efficiency Measurement mania and competition The speed of reaching the destination is considered a virtue. Consider the faster student the brighter student
15	Invention of Education One of the most magnificent of human inventions is the Invention of Education--no other species educates its young as do we. At this time of great change, we must remember the ancient value of education and preserve it— Not just facts, data, information, but Knowledge, understanding, judgment, wisdom. We must use the ancient arts and crafts of education to prepare youngsters for a world we can not anticipate or fully envision.
16	Elliot Eisner Consequences of current reform efforts and emphasis on boosting test scores. Narrowed the curriculum and “blinkered” our vision of what we used to call “the whole child.” “To focus all our attention on measure academic performance is to blind us to these youngster’s need to live a satisfying life.” Aim is not to simply focus on the narrowly cognitive, but to see how students respond emotionally, imaginatively, and socially. The arts make it possible in vivid ways to eliminate a distinction between cognition and emotion.
17	Quote of the Day! “Children are not a can of baked beans… Standardized in the cooking and canning process” Assembly line model Products have little variability Uniformity is a virtue Elliot Eisner 2005
18	Each Child is a Unique Case “When schools get obsessed with ensuring predicable results, they tend to treat children in uniform and standardized ways.” Children differ: Temperament Aptitude Intellect Social competence Emotional vulnerability All children are alike in some ways and every child resembles certain children more than others.
19	Jean Piaget The Study of Knowledge and Development Three Types of Knowledge Physical Social Logical
20	Piaget Quotes Equilibrium - balance between the structure of the mind and the environment "The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done – men [women] who are creative, inventive and discoverers.“
21	Developmental Concept Learning Assimilation – what makes sense in child’s environment Accommodation – new in context with known Adaptation – adjusts to the environment and learns the consequences of specific actions Organization – integrates schemata and develop more complex logic
22	Sensorimotor Stage Birth to two Objects exist outside of their visual field - object permanence Learn strictly through sensory experience within their environment - KINESTHETIC
23	Pre-operational Stage Ages 2 - 7 Period of Language Development Egocentrism - only see self perceptions Categorize by single obvious feature
24	Concrete Operational Stage Ages 7 – 12 Develop ability to handle complex logic and make comparisons Hypothesize and reason ONLY about things they’ve experienced themselves
25	Formal Operational Stage Age 12 – Adult Abstract thinking ability Offer interpretations and draw conclusions Formulate hypotheses
26	Piagetian Stages
27	Lev Vygotsky Advocate of preschool programs that meet the needs of the whole child Children need to acquire a set of fundamental competencies that shape their minds for further learning: Cognitive Linguistic Social-emotional Lifelong process of development dependent on social interaction with adults and peers
28	Explicit Instruction Skills for preschoolers need explicit instruction: Oral language Deliberate memory Focused attention Self regulation Preschool thinking is reactive – immediate response to what children see and feel Preschoolers ability to learn depends on: repetition or an experience that is personally meaningful.
29	Goals of Preschool Education Children move from reactive thinking to the ability to think before they act. Children are able to reflect and draw on past experience to engage in thoughtful behaviors.
30	Cognitive Development Changes in cognitive skills are related to intellectual growth and age Child’s behavior not just result of external stimuli – but also internal stimuli Social learning actually leads to cognitive development Individual differences in children should be recognized and addressed
31	Multiple Intelligences
32	Definition of Intelligence The ability to solve problems that one encounters in real life The ability to generate new problems to solve The ability to make something or offer service that is valued within one’s culture
33	Multiple Intelligences Diverse preferred modes of learning for each individual Different ways of information processing Result of years of scientific brain research Stroke victims Accident victims Alzheimers patients
34	Research Findings Intelligence is not fixed at birth. It changes and grows through life. It can be improved and expanded. Intelligence can be taught and improved by activating levels of perception. Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system. A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence. Most persons possess all intelligences – but in varying strengths (at varying times)
35	Frames of Mind “The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals” Intelligence is changeable – not stagnant Genetics influences intelligence BUT providing a nurturing, positive, and stimulating learning environment is very important!
36	Eight Intelligences Verbal-Linguistic Intelligence – word player Logical-Mathematical Intelligence - questioner Bodily-Kinesthetic Intelligence - mover Visual-Spatial Intelligence - visualizer Musical-Rhythmic Intelligence – music lover Interpersonal Intelligence - socializer Intrapersonal Intelligence - individualizer Naturalist Intelligence – nature lover
37	How can we help our children develop their intelligences? Stage 1: Awaken - trigger the intelligence Stage 2: Amplify - strengthen by practice Stage 3: Teach - learn and acquire specific knowledge Stage 4: Transfer the intelligence to real life - Knowing how to live in the real world
38	The Music Lover Musical-Rhythmic Learner Shows sensitivity to rhythm, melody, and sound Notices non-verbal sounds in the environment Learns more easily if sung or tapped out. Musical intelligence develops very early Most closely aligned to the verbal/linguistic
39	Brain Activity Auditory Cortex Visual Cortex Frontal Cortex Motor Cortex
40	The Musical Intelligence Central to the musical intelligence Pitch (or melody) Rhythm: Pitch is more important in certain cultures - "Oriental societies that make use of tiny quarter-tone intervals" Other cultures (such as sub-Saharan Africa) emphasize rhythm where "rhythmic ratios can reach a dizzying metrical complexity"
41	Music in Early Childhood The musical intelligence emerges earlier than any of the other intelligences Positive early childhood experiences, particularly those that explore the creative potential of music, are crucial to the development of the musical intelligence. The role of the educator in fostering the development of the musical intelligence is significant in early childhood
42	Portrait of Early Music Competence In infancy, normal children sing, babble, produce undulating patterns, and imitate tones sung by others. An important transition in their musical lives occurs in the middle of the second year of life when them begin to emit tones that explore small intervals from seconds to fourths. They begin to invent spontaneous songs and imitate short patterns from familiar songs. By age three or four, the original tunes and exploratory sound play give way to conformity as they begin to limit themselves to the songs of the dominant culture. By school age, children know what a song should be according to the cultural practice. They can produce a fairly accurate rendition of common melodies.
43	Musical Development For most children in our culture, there is little further musical development after the school years begin unless they exhibit unusual musical talent or have exceptional opportunities. Musical repertoire may expand, skill in performance may improve, and knowledge about music may increase, but creative development is minimal. Gardner states that this may be because "music occupies a relatively low niche in our culture, musical illiteracy is acceptable" Our society does not have high musical expectations for the average individual, in contract to expectations for the mastery of verbal or mathematical skills.
44	Child’s Experience with Music Crystallizing experiences spark the musical intelligence, starting off the development of talents and abilities. These experiences may provide a turning point for the child. Paralyzing experiences shut down the musical intelligence, discouraging the development of talents and abilities. A child's musical growth is easily stunted when he/she is told to "stop that racket" as he/she practices an instrument.
45	Gardner Quote "if we can explain music, we may find the key for all human thought."
46	The Music Lover Activities Beat and Metronome Tempo and Dynamics Syllables and Accents Vowels and Consonants Rapping and Rhyming The Elements of Music Rhythm Echoes Rhythm Relay Bell Songs Melody Question and Answer Singing and Solfege Timbre Music Rhythm Everywhere Feeling Funny Animal Parade Musicland March Mother Goose Rap Songs for Teaching Music
47	The Word Player Verbal Linguistic Learner Uses words effectively Has highly-developed auditory skills Enjoys reading, playing word games, and writing Has good memory for verse, lyrics, or trivia Preschool age great for repetition and memorization
48	Learning and Memory Short-term working memory - ability to hold on to a piece of information temporarily in order to complete a task Information is transferred to long-term memory through the hippocampus Hypocampus integrates sensory information along with amygdala Hypocampus – long term memory Amygdala – affective responses Brain Stem – emotional reflex reactions Thalamus – the “you”
49	Memory
50	Long Term Memory Explicit – declarative Subjects' conscious recollection of things and facts. Subjects memorize a given set of items (a list of words, a group of pictures, etc.) and then recall them verbally. Implicit – non-declarative Automatic recall without the conscious effort Procedural – unconscious, automatic sensorimotor Emotional Conditioning
51	Long Term Memory
52	The Word Player Activities Letter names and letter sounds Oral language Memorization Rhyme, rhythm, and repetition Nursery Rhymes Conversations and communication Musical phrases: questions and answers Story telling Concepts of print: musical notation Music ABCs Letter Names and Sounds Animal Farm Song Zoo Song Riding On My Horse Yes, Please Say Hi I Like You Do You Know What I Can Do? The Name of the Game What’s your Name? Mother Goose Rap
53	The Questioner Logical-Mathematical Learner Thinks conceptually and abstractly Is able to see and explore patterns and relationships Enjoys reasoning, calculating, playing logic games, solving puzzles. Likes brain teasers, logical puzzles, and strategy games.
54	The Questioner Activities Beat and metronome Flashcard rhythm echoes Rhythm pyramid Rhythm patterns Bell melody patterns Musical timeline High and low musical vibrations – Bell sizes Timbre and acoustics Concepts - shapes in musical notation Music Circles-Go-Round Rhythm Everywhere Count to 30 We Can Count to 100 Listen Songs for Teaching Songs for Teaching Numbers and Counting
55	The Mover Bodily-Kinesthetic Learner Likes movement Communicates well through body language Enjoys physical activity Excels at hands-on learning Processes knowledge through bodily sensations – moving, touching, manipulation, role plays, creative movement
56	The Mover Activities Gross motor movement Fine motor movement Playing instruments Tempo – fast and slow Breathing and singing Music Animal Parade Getting Bigger Every Day Exercise Time Five Fingers Circle Dance Everybody Walk Balancing Ball Game Relaxing Songs for Teaching Action Songs
57	The Visualizer Visual-Spatial Learner Thinks in terms of physical space Notices images and thinks in pictures Learns best through drawings, designs, and imagery Likes mazes, jigsaw puzzles, films, diagrams, maps, charts
58	The Visualizer Activities Patterns Musical notation Highs and lows Colored bells Balance and symmetry Shapes Music I Like Sunny Days Circles Go Round Circle Dance Riding on my Horse Rhythm Everywhere Songs for Teaching Songs for Teaching Art Appreciation
59	The Nature Lover Naturalistic Learner Sensitivity to the world of nature Demonstrates ability to empathize with animals Enjoys working with plants, (gardening, farming and horticulture Has a natural sense of science and natural living energy forces (weather and physics) Enjoys cooking and working with products of nature Sees patterns in nature
60	The Nature Lover Activities Musical Games Outdoor story time Campfire songs Music Rhythm Everywhere Listen I Like Sunny Days Relaxing Songs for Teaching – Click on Science
61	The Individual Intrapersonal Learner Is in tune with their personal inner feelings, moods, and motivations Has an accurate picture of personal strengths and limitations Has capacity for self-discipline Learns best through independent study and introspection
62	The Individual Activities Drawing and painting Pretending Dramatizing Reading Conversation Music I Like Sunny Days Do You Know What I Can Do? I’m Getting Bigger Everyday Smile I’m Riding on my Horse Sad, Mad, Glad Lullaby Songs for Teaching – Click on Character Education
63	The Socializer Interpersonal Learner Enjoys interacting with others Learns best through group activities Sensitivity to facial expressions, voice and gestures and has ability to respond effectively to those cues Understands and cares about people Likes to socialize
64	Character Education
65	The Socializer Activities Modeling conversation Rocking Stuffed Animal or Doll Group Motor Activities Dancing Music Yes, Please We’re the Same Inside I Like You What’s Your Name? The Name of the Game Lullaby Ball Game Circle Dance Sad, Mad, Glad Lullaby Songs for Teaching – Click on Character Education
66	What knowledge is important today? “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.” The first dilemma: What should be taught? Howard Gardner – 2003 From Multiple Intelligences after Twenty Years http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
67	Howard Gardner What should be highlighted: facts, information? data? If so, which of the countless facts that exist? Subject matters and disciplines--if so, which ones? Which science, which history? Should we nurture creativity, critical thinking? If there is to be an additional focus, should it be arts, technology, a social focus, a moral focus?
68	Today’s Focus for Education What is Special about Human Beings “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. 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.”
69	Gardner’s Closing Thought “While I have spent decades studying intelligences….. Words from a Wise American “Character is more important than intellect.”