MUSICAL INTELLIGENCE Howard Gardner’s Multiple Intelligences.

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 . . .

• 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?