Transcript MUSICAL INTELLIGENCE

MUSICAL
INTELLIGENCE
Howard Gardner’s
Multiple Intelligences
Gardner's Definition:
• Musical Rhythmic Intelligence,
(music smart), is the capacity to
think in music, to be able to hear
patterns, recognize them, and
perhaps manipulate them.
• People who have strong musical
intelligence don't just remember
music easily - they can't get it
out of their minds, it's so
omnipresent. Now, some people
will say: "Yes, music is
important, but it's a talent, not
an intelligence." And I say,
"Fine, let's call it a talent. But,
then we have to leave the word
intelligent out of the
conversation and out of all
discussions of human abilities.
You know, Mozart was pretty
smart!"
Characteristics
• Have sensitivity to sound
patterns
• Hum tunes
• Tape or sway in rhythm
• Discriminate among sounds
• Have a good sense of pitch
• Move rhythmically
• Capture the essence of a
beat and adjusts movement
patterns according to
changes
• Remember tunes and sound
patterns
• Seek and enjoy musical
experiences
• Play with sounds
• Am good at picking up
sounds, remembering
melodies, noticing
pitches/ rhythms and
keeping time.
Careers for musical ones . . .
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Lyricist
Composer
Orchestra member
Band member
Singer
Dancer
Teacher of music
Sound recorder
Morse Code operator
Instrument maker
Entertainer
Conductor
Music Critic
Wolfgang Amadeus Mozart
Scott Joplin
John Lennon
Stevie Wonder
George Gershwin
John Williams
Andrew Lloyd Weber
Carlos Santana
Louis Armstrong
Pyotr Iliach Tchaikovsky
Jimi Hendrix
Ludwig van Beethoven
Billie Holiday
Kurt Cobain
Aaron Copeland
Danny Elfman
Ella Fitzgerald
Yo-Yo Ma
Itzhak Perlman
Ray Charles
Hans Zimmer
Benefits of Music in the
Classroom
• Music effects brain
growth and bodily
systems:
– Reduces stress
– Enhances immune
system
– Relaxation or
excitement
– Heart rate, blood
pressure, blood flow
– Affects memory
– Improves
coordination
Music in Early Childhood
Settings
• Create experiences to
understand, interpret,
respond to, and create
music. Ask what music
sounds like; is it fast or
slow; what instruments
can be heard . . . Let
children manipulate
objects to make sounds,
play instruments, clap
hands. Let children
dance, move, create
representations of music
through drawing, clay,
etc. More ideas?