ESH130 Lecture Notes - Lecture 9: Soundscape, Arts Integration, Theory Of Multiple Intelligences
9 Jun 2018
School
Department
Course
Professor
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Readings
Why$integration?:$ Multiple$Intelligence$ (MI)$Theory
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The$ IQ$Test$ and$MI$ Theory
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‘Along$with$this$one-dimensional$view$of$how$to$assess$people's$minds$comes$ a$
corresponding$ view$ of$school,$ which$ I$will$ call$the$ "uniform$ view."$ A$uniform$school$
features$ a$core$curriculum,$ a$set$of$facts$ that$everybody$should$know,$and$very$few$
electives.$ The$better$ students,$ perhaps$ those$with$higher$IQs,$are$allowed$to$take$
courses$ that$call$ upon$critical$ reading,$ calculation,$ and$thinking$skills.$ In$the$ "uniform$
school$there$ are$regular$assessments,$ using$paper$and$pencil$instruments,$ of$the$IQ$or$
SAT$variety’$ ($$;(T+UK;
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Multiple$Intelligences
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+++‘All$of$us$have$the$ full$range$ of$intelligences;$ that$is$what$ makes$ us$human$beings,$
cognitively$ speaking.
---No$ two$ individuals—not$even$identical$twins—have$exactly$the$same$intellectual$
profile.$That$is$because,$even$when$the$genetic$ material$ is$identical,$individuals$have$
different$ experiences;$ and$those$who$are$identical$twins$are$often$highly$motivated$ to$
distinguish$themselves$ from$one$another.
---Having$a$strong$intelligence$ does$not$mean$that$one$necessarily$ acts$intelligently.$ A$
person$with$high$mathematical$ intelligence$ might$use$her$abilities$to$carry$ out$
important$experiments$ in$physics$or$create$ powerful$new$geometric$ proofs;$but$she$
might$waste$ these$abilities$ in$playing$the$ lottery$all$day$or$multiplying$ ten-digit$
numbers$in$her$head’.$G$$;(J)+YSK;
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What$is$Integration?
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Arts$Integration$Example:$*
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“Once$ upon$a$time$ there$ were$ three$ little$ pigs.$ One$pig$built$a$house$of$straw$ while$
the$ second$pig$built$his$house$ with$sticks.$ They$built$ their$ houses$very$ quickly$and$then$
sang$and$danced$all$day$because$they$were$ lazy.$The$third$little$ pig$worked$ hard$all$
day$and$built$his$house$with$bricks.
A$big$bad$wolf$saw$the$two$little$pigs$while$they$danced$and$played,$and$thought,$
“What$ juicy$tender$ meals$ they$will$ make!”$ He$ chased$the$ two$ pigs$and$they$ ran$and$
hid$in$their$houses.$The$big$bad$wolf$went$ to$the$first$house$and$huffed$and$puffed$
and$blew$the$house$down$in$minutes.$ The$frightened$little$ pig$ran$to$the$second$pig’s$
house$that$was$made$of$sticks.$ The$big$bad$wolf$now$came$to$this$house$and$huffed$
and$puffed$and$blew$the$house$down$in$hardly$any$time.$ Now,$the$two$little$ pigs$were$
terrified$ and$ran$to$ the$third$ pig’s$house$that$ was$ made$of$bricks.
The$ big$bad$wolf$ tried$ to$huff$and$puff$and$blow$the$house$down,$ but$he$could$not.$ He$
kept$trying$for$hours$but$the$house$was$very$strong$and$the$little$pigs$were$ safe$
inside.$He$tried$ to$enter$ through$the$chimney$but$the$third$little$pig$boiled$a$big$pot$of$
water$ and$kept$ it$ below$the$chimney.$ The$wolf$ fell$into$it$and$died.$The$ two$ little$pigs$
now$felt$sorry$for$having$been$so$lazy.$They$too$built$their$houses$with$bricks$and$lived$
happily$ever$ after”.
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Notes
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Week$9-Integration$'in'$and$'through'$Arts$Education$(1)
Document Summary
Week 9- integration "in" and "through" arts education. Notes from integration in and through arts education (1) lecture. --welcome to two weeks about the arts and integration. This is an exciting time for you because in this part of the semester we focus on applying your knowledge and skills to the authentic context of the general classroom or early childhood centre. --in a sense we have already started this investigation: through our investigation of learning centres. Integration is probably the most common way of including the arts in the general classroom experience. --the premise behind an integrated approach to learning is what is know as multiple. The idea of multiple intelligences has been widely promoted through the research of howard gardner. --multiple intelligence theory postulates that all people have a variety of intelligences from birth and that these varieties of intelligences are either nurtured or stifled by experiences.
