FOUNDATION OF EDUCATION – Psychology of Education

The concept of distributed intelligence in Gardner’s theory of Multiple Intelligences.

By

O’Niel Tobias MA, B.Ed. (Hons.), Dip. P.A., Dip. S.A.

Theatre Arts Educator
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Multiple Intelligences

"Reason, intelligence, logic, knowledge are not synomous.",

-Howard Gardner

The three learning styles are visual, auditory, and kinesthetic. To learn, we depend on our senses

to process the information around us. Most people tend to use one of their senses more than the

others. Adapted from Instructor Magazine, 8-89 (2009)

Though the information above has its disparity, this in-depth research concludes more multiple

styles of learning capabilities have greater significance, in other words, we all learn through

more than one style such as: visual, naturalist, interpersonal, intrapersonal, kinesthetic, musical,

mathematical and linguistic. This paper will introduce to you the concept of distributed

intelligence in Gardner’s theory of Multiple Intelligences.

"The Distance Learning Technology Resource Guide," by Carla Lane “challenge an educational

system that assumes that everyone can learn the same materials in the same way and that a

uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our
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educational system is heavily biased toward linguistic modes of instruction and assessment and,

to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a

contrasting set of assumptions is more likely to be educationally effective. Students learn in

ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society

as a whole - would be better served if disciplines could be presented in a numbers of ways and

learning could be assessed through a variety of means."

Intelligence

Sattler describes a famous symposium conducted in 1921 at which 13 psychologists gave 13

different definitions of intelligence (1992, pp. 44-45). Some of these definitions are paraphrased

below:

Intelligence is. . .

 the tendency to take and maintain a direction. . .

 judgment, otherwise called good sense, practical sense, initiative. . .

 everything intellectual can be reduced to . . . relations or correlates. . .

 adjustment or adaptation to the environment. . .

 global capacity to act purposefully, think rationally, and deal effectively. . .

 the ability to plan and structure behavior. . .

 the process of acquiring storing, retrieving, comparing memory. . .

 the ability to solve genuine problems or difficulties.

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Lumpers define intelligence as a general, unified capacity for acquiring knowledge, reasoning,

and solving problems (Weinberg, 1989). Galton, for example, first proposed that individuals

possessed a general intellectual ability, which he called the "g" factor. This capacity may be

demonstrated in different ways, such as navigating without a compass, programming a computer,

or memorizing the Koran.

Splitters maintain that intelligence is composed of many separate mental abilities that operate

more or less independently. One splitter, Harold Gardner, has identified seven different types of

intelligence. These include linguistic, logical/math, verbal/spatial, musical, bodily/kinesthetic,

interpersonal, and intrapersonal abilities.

There are other approaches to intelligence. We have studied Piaget, who believed that

intelligence represents the biological adaptation of an individual to the environment. Piaget

suggests that intelligence increases as children develop, especially from birth through age five. In

a work questioned by many (Ogbu, 1974, 1978), the controversial Arthur Jensen suggested that

race determines intellectual ability (1969).

Other kinds of intelligence might include social intelligence—the ability to get along well in

society (Taylor, 1990) and survival intelligence—the ability to survive. Certainly the ability to

survive in a wilderness will be different from the ability to survive in an inner city, but I expect

both calls for similar capabilities. He continues to state that, “Intelligence is the ability to create
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an effective product or offer a service that is valued in a culture; a set of skills that make it

possible for a person to solve problems in life; the potential for finding or creating solutions for

problems, which involves gathering new knowledge.”

Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated

in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of

intelligence to also include such areas as music, spacial relations, and interpersonal knowledge in

addition to mathematical and linguistic ability.

Human Intelligence

Human intelligence from Lewis Terman’s point a view is our ability to think in terms of abstract

ideas. This researcher devised the first standardized intelligence test, however according to

Edwin Boring, a renowned psychologist, intelligence is the results of the intelligence test.

Though the above researchers are quite competent Howard Garner’s (the father of multiple

intelligence) description of human intelligence offers greater clarity. He states, it is the capacity

to do something useful and valued in the society , the ability to respond successfully to new

situations and to learn from past experiences and the ability to resolve problems encountered in

life.

Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University,

developed the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional

beliefs in the fields of education and cognitive science. Unlike the established understanding of

intelligence -- people are born with a uniform cognitive capacity that can be easily measured by

short-answer tests -- MI reconsiders our educational practice of the last century and provides an
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alternative.

According to Howard Gardner, human beings have nine different kinds of intelligence that

reflect different ways of interacting with the world. Each person has a unique combination, or

profile. Although we each have all eight intelligences, no two individuals have them in the same

exact configuration -- similar to our fingerprints.

The Multiple Intelligences

Linguistic Intelligence- allows individuals to communicate and make sense of the world

through language. Poets exemplify this intelligence in its mature form. Students who enjoy

playing with rhymes, who pun, who always have a story to tell, who quickly acquire other

languages—including sign language—all exhibit linguistic intelligence.

Logical-Mathematical Intelligence enables individuals to use and appreciate abstract relations.

Scientists, mathematicians, and philosophers all rely on this intelligence.

Musical Intelligence allows people to create, communicate, and understand meanings made out

of sound. Composers and instrumentalists clearly exhibit this intelligence.

Visual Intelligence makes it possible for people to perceive visual or spatial information, to

transform this information, and to recreate visual images from memory. Well-developed spatial

capacities are needed for the work of architects, sculptors, and engineers. The students who turn

first to the graphs, charts, and pictures in their textbook, who like to “web” their ideas before
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writing a paper, and who fill the blank space around their notes with intricate patterns are also

using their spatial intelligence. While usually tied to the visual modality, spatial intelligence can

also be exercised to a high level by individuals who are visually impaired.

Bodily-Kinesthetic Intelligence allows individuals to use all or part of the body to create

products or solve problems. Athletes, surgeons, dancers, choreographers, and crafts people all

use bodily-kinesthetic intelligence. The capacity is also evident in students who relish gym class

and school dances, who prefer to carry out school projects by making models rather than writing

reports, and who toss crumbled paper with frequency and accuracy into wastebaskets across the

room.

Intrapersonal Intelligence helps individuals to distinguish among their own feelings, to build

accurate mental models of themselves, and to draw on these models to make decisions about

their lives. Although it is most difficult to assess who has this capacity and to what degree,

evidence can be sought in students’ uses of other intelligences—how well they seem to be

capitalizing on their strengths, how cognizant they are of their weaknesses, and how thoughtful

they are about the decisions and choice they make.

Naturalist Intelligence helps to recognize and categorize plants, animals and other objects in
nature

Intrapersonal Intelligence is geared towards understanding one's own interests, goals. These

learners tend to shy away from others. They're in tune with their inner feelings; they have

wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be

taught through independent study and introspection. Tools include books, creative materials,

diaries, privacy and time. They are the most independent of the learners .
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Multiple Intelligences Lesson Plans

Dr. Howard Gardner developed the theory of Multiple Intelligences in 1983 to help educators,

psychologists and parenting experts better understand how children process and learn

information.

Not only has the theory become a respected way of looking at learning, it has helped validate

other experts’ work. Dr. Joseph Renzulli, professor and director of the National Research Center

on the Gifted and Talented at the University of Connecticut, says he started his work with

intelligence years before Gardner’s theory. But it was Gardner who brought widespread

acceptance to the idea. That helped bring attention to The Renzulli Learning System, which

utilizes the Intelligences. A great admirer of Gardner, Dr. Renzulli says, “The most important

thing The Multiple Intelligences theory has done is called attention to the ways children express

themselves.”

The following are lesson plans for each intelligence:

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Mathematical – logical Intelligence

Core Operations: Mathematical number, categorization, relations

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LESSON PLAN

For the Week beginning: March 25, 2013

SUBJECT: Mathematics

SUBTOPIC : Algebra

GRADE: 7

TIME: 15 mins.

DATE: March 25 – 27, 2013

ROOM:

TEACHER: Mrs. M. Hylton, Mr. O. Tobias, Mrs. N. Risden

Objective:
At the end of the lesson students should be able to:
1.0 translates worded problems into algebraic expressions.

Content:
Scope of the Content:

a) Definition of algebra

b) Identify clue words

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c) Convert real life scenario to algebraic expression

Instructional Material

White Board: to note points in the lesson

Textbook:

Teaching / Learning Activities

The following teaching techniques will be used:

 Questioning: generates feedback and to find out what the students are thinking or already
know.
 Explanation: of terms relating to the lesson
 Illustration/Demonstration: to show examples of worded problems in Algebraic
expressions

Previous Knowledge
Students have all, at some point in time, faced situations which have required them to find
different ways of resolving simple, challenging or complex problems. Students should therefore
be able to develop simple expressions.

Introduction:

The teacher will begin lesson by introducing the unknown. The unknown is always “x” (meaning
anything we don’t know we refer to it as x). Take for instance a jar of pens, we can remove two from the
jar we must be able to come up with an expression to tell how many pens were in the jar?

Development:

1. Teacher will then ask what a mathematical expression is. Students’ response will be noted.

Definition:

Mathematics is made up of symbols that can be combined to make statements about the world
around us. Sometimes those symbols represents numbers, in this case express the unknown.
The most basic kind of mathematical expression is arithmetic operations.

2. Teacher will draw a table on the white board with clue words to help them to come up
with arithmetic operations that would most likely use to represent them.

3. Teacher will write the introductory scenario on the board. This will be used to
demonstrate how to convert worded problem to algebraic expressions by identifying the
clue word used in the statement.
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4. Students will be given an example to come up with an algebraic expression.

5. Teacher will walk around to assist students.

6. A few other worded problems will be written on the whiteboard; different individuals
will be asked to attempt it on the board.

7. Teacher will point out errors, if any.

Summary
Students will be asked questions base on what was taught, to see if a basic understanding of
the lesson was achieved.

Assessment
Students will be asked to complete the following questions for class work.

1. I drive my car at 55 miles per hour. How far will I go in "x" hours?

Ans: 55 x

2. Three students rent an apartment for $ "x" per month. What will each have to pay?

Ans: x/3

3. "y" items cost a total of $25.00. Express their average cost:

Ans: 25/y

4. "He makes $1.50 an hour less than me. What is his pay if he worked five hours.

Ans: y = 5(m – 1.50)

5. What if the number (x) of children was reduced by six, and then they had to share twenty
dollars? How much would each get?

Ans: 20/(x – 6)

6. The length of a football field is 30 yards more than its width "y". Express the length of
the field in terms of its width y

Ans: l = y + 30

Evaluation
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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Lesson Notes

Definition

Algebra is a language, just as English and Spanish are languages. It is used to solve problems. It
uses unknown values which are referred to as variables. These variables are represented by
letters of the alphabet.

To solve a word problem, you may need to translate that problem into an algebraic expression or
equation.

Certain words indicate certain mathematical operations. These include:

Clue words Symbols

is/was/will be =
total +
more than +
minus -
Less than -
of *
per *
times *
twice *
Half /
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Scenarios

1. Maggie has $5 more than Kim.

m=5+k

2. The height is 2 cm less than the length.

h=l–2

3. Express the number (x) of apples increased by two

Visual Intelligences

Core Operations: accurate mental visualization, mental transformation of images

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Subject Design Arts

Grade Nine

Date March 2013

Theme: Three Dimensional art

General Objectives: Exploring and Utilizing Resources

Topic: Mask

Problem The drama club at your school is putting on on play, several different mask
will be worn, the Art Department has been asked to produce these mask

Gardeners multiple intelligences was used in the construction of this lesson plan. The
intelligence which was looked at for this specific lesson was Visual-Spatial.- This is the
intelligence that thinks in terms of physical space, as do architects and sailors. Since this
intelligence allows students to become very aware of their surroundings and environment the
task of designing and making mask was a great idea since the students would become very aware
of other cultures and the environment as a whole, since a lot of waste or discarded materials will
be used in the construction of the masks. Making of the mask encompasses all the elements of
,Visual - Spatial . In creating the mask students will be drawing, using verbal and physical
imagery ,photographing and creating three dimensional art work.

Specific Objectives: At the end of the Lessons students should be able to:

 To learn about different cultures through their masking traditions.

 To tie into the Social Studies and English curricula and offer an interdisciplinary
way of looking at world studies.
 Experiment with a variety of mask making media.
 Develop a sense of 3-D(three dimensional art).
 To encourage creativity
 Design, create and make a mask

Content: See Attachment

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Design Brief: Students are asked to create and make a mask

Function : These mask will be both decorative as well as functional,they will be used by the
drama club in putting on the school play

Resources

Newspaper,cardboard, small mesh wire, glue, tape,needles, hotplate,water,balloons, scissors and

stencil knives.

Technology

Both simple and advanced technology will be used in completing the mask.

 Example of simple Technology: tearing the paper vs. cutting it with scissors
 Example of advanced Technology: using the computer as reference,using the hotplate for
boiling water vs coal stove.

Points to consider

 Are there enough resources to make this lesson a success?

 What materials will be used to construct the mask?
 What personal feelings does a mask conjure up?
 What types of mask is required, ceremonial,theatre,fun or funerary?
 What is the purpose making the masks?

Planning and solution

TEACHERS TASK STUDENTS TASK

Introduce the lesson to the class by displayingStudents will question teacher about each of
several different mask the mask
Group the students and give a mask to each Collect the resources from the teacher
Discuss the relevance of mask to some society Disscus and question about the relevance of
mask
Discuss and show a powerpoint presentation Observe the powerpoint presentation,then
on the various types of masks. question the teacher on any unclear
information
Discuss and show students some of the Discus with the teacher some possible
possible materials that can be used to make materials that could be used for mask
mask
Discuss the pros and cons of working with Discuss the pros and cons of working with
each material each material
Distribute materials and allow the students to Distribute materials and allow the students to
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begin the construction of their mask begin the construction of their mask
Display and critique the finished pieces Display and critique the finished pieces

Assessment for mask

1. Poorly done
2. Average
3. Good
4. Excellent

1 2 3 4
Creativity
Originality
Craftsmanship
painting
Finish/Aesthetic

Mask Analysis

First, physically describe the mask so that someone who is blind could picture it.

 What is this mask made out of? How was it made? what tools were used to make
it?
 Where does it come from. How old is it? How dies it reflect place and time?
 What was the mask used for? (ceremonial, theatre, funerary, fun, etc. Please be
specific and try to describe the use).
 Who wore the mask? (man, woman, child) What was their profession? Living or
dead? etc.
 What sort of character would the masquerader become when he or she put on the
mask?
 What sorts of noises and movements would accompany the wearing of the mask?
 What values might have been placed on the mask? (Monetary, religious, statues,
etc.)
 Has the meaning or usage of this mask changed over time, either within or outside
the culture in which it was made?
 What personal associations does the mask conjure up?
 What does this mask tell you about the people who made it? (Lifestyles, beliefs,
skills, etc.)
 If this were your mask, what would you do with it?
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We used masks from our study collection from Africa, Japan, Eskimo, New Guinea. You could
use prints, go to a museum, etc. After students had done the work (usually in teams) we
discussed their answers and they were given known information.

Books

Masks of the World - An extensive collection of beautiful masks from around the world.

Masks: Faces of Culture - This is the companion volume to the 1999-2000 exhibition at The
Saint Louis Museum of Art that provides a cultural history of masks.

Maskmaking - From simple variations on brown paper bags to bal masqué designs, plaster and
plasticine molds—the whole range!

The subsequent units were on:

Death Masks

Egyptian sarcophagi masks & Pre-Columbian burial masks. We discussed burial customs, beliefs
in the after-life and the process of creating the death masks. I think everyone can find plenty of
Egyptian info! As for Pre-Columbian, the burial rituals were quite similar (also the Chinese). It is
the belief in an after-life that probably made the concept of human sacrifice so palatable to the
Pre-Columbians. It was considered honorable to give up one's life for the good of the
community, and the souls of the sacrificed went to a special "heaven". Using plaster-gauze mask-
making techniques, students created their own death masks.

Book: Mummies And Death in Egypt - Today, a good century after the first X-rays of mummies,
Egyptology has the benefit of all the methods and means at the disposal of forensic medicine.
The 'mummy stories' we tell have changed their tone, but they have enjoyed much success, with
fantastic scientific and technological results resolving the mysteries of the ancient land of the
pharaohs.

Theatre Masks

Greek and Roman theatre masks and Japanese Noh theatre masks. Noh drama originated in
religious dances, which by the mid-14th century became a type of music drama utilized by the
Buddhist religion. Masks were required by the principal actors or shite. European theatre -
mystery plays, Commedia dell'Arte. Carnival/Mardi Gras. Lambourne, Lionel, Madame
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Tussaud's Book of Victorian Masks, New York: E.P. Dutton, 1987. Info on European masking.
Student created Terra-cotta theatre masks using mythology as topics.

Book: Japanese No Masks - 120 full-page plates of magnificent, elaborately carved, museum-
quality masks worn by actors playing gods, warriors, beautiful women, feudal lords, and
supernatural beings.

Spirit Masks

African, New Guinea, Native American (north and south) Students created cardboard & papier
mache spirit masks, including natural fibers, shells, etc. Ladislas Segy, Masks of Black Africa,
New York Dover Publications, 1976 Terms for spirit mask include Ancestor Worship - Belief
that the spirits of ones ancestors will watch over and aid members of the society. Animism - The
belief that objects contain living spirits or living qualities Ideology - The result of man's
encounter with external reality and the justification for rituals. Ritual - Acts performed to invoke
preternatural entities. It cast spiritual prayers into the visible world. A means of
calling/requesting powers to do mans' will.

Book: African Masks: From the Barbier-Mueller Collection - The book includes 100 color plates
and numerous black-and-white photographs of the masks as they are used in religious and
secular ceremonies.

Mask Making unit suggestions from Kathy Douglas:

It is my belief that we need to connect to the students and provide them with the opportunity to
use the information we share in school for their own purposes. As Eisner says (paraphrased) we
want students to do well in life, rather than just well in school. So, going back to the Big Ideas
discussion, we try to get to essences. When I introduce my mask center the discussion is the
essence of masks: masks can hide you/ tell people about you, masks can be ugly/beautiful,
scary/funny, part of a costume, part of a job uniform, realistic/fantasy, a story telling tool, a
decoration, a religious artifact, part of theater performance, and so on. Next question: What do
these various masks have in common? One answer, perhaps, exaggeration... color... etc. Next
question: What are some ways a mask could be created? (papier mache, plaster, a box, a bag,
face paint, etc etc) Next question: What sort of mask are you interested in making and what is the
best way to do that, to express what you want to express? .... Thinking about the issues of 8th
graders (middle schoolers)...what drives them, motivates them? How about the masks that kids
assume in school in order to be popular? Or to rebel against authority? How about a mask
expressing both insides and outsides of a personality?
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Stencil Print: This is a process of printing on fabric, stencil print is achieved by applying
paint/ink to a cut stencil then applying pressure to the surface of fabric. To get a desirable effect
it is suggested that 100% cotton or calico be used. A single shape is called a motif, however
when this motif is repeated it is called a pattern..

Design Brief: To design /cut a design a stencil ,which will be transferred onto a letter size paper
or fabric..

Function : The printed paper will be used to make book markers , for book wrapper or T-shirt
transfer..

Resources: paints fabric ink, powder/poster paint, newspaper, sponge, ruler

Technology the use of scissor and stencil knives for cutting..

Points to consider

 Can the project be completed in the given time

 Are all the resources available
 Is there enough space for the printing bed,
 is there enough material top make the printing bed?
 What is the purpose of printing the paper
 What is the purpose of printing the fabric

Planning and Solution

TEACHERS TASK STUDENTS TASK

Discussion about the topic Discussion about design and designing

Questioning students about the variety of fabrics Student will identify patterns in nature as well as
that they might have noticed commercial ones

Display of visual{printed fabric or T shirt) Assign o to their designated groups and collect
papers from the teacher

Group students, while issuing paper and paint for Cutting of stencil
printing
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Instruct students how to cut the stencil and how to Doing sample prints
print

Display and critique

Evaluation 1.Students will be asked to take a sample of a man made pattern

Evaluation 2:
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Musical Intelligences

Core Operations: pitch, rhythm, timb

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Lesson Plan

Subject: Music

Topic: Sounds, Stories, and Symbols: Finding the Music in Me

Grade: 9

Overview
The lessons presented here represent a developmental sequence for the teaching and learning of
musical expression. Activities are designed to address the creative potential of children as they
progress from early childhood through adolescence. Beginning with an awareness of self as
music maker, children move to apprenticing with the various music making roles of the culture,
and continue by critically examining music making as a function within larger social and
historical contexts.

In order to offer a clearly perceptible developmental framework regarding musical expression,

we found it necessary to limit our focus to a single tradition of musical practice. Cognizant of the
need for authentic interpretation, we chose western art music because of our own experience and
knowledge in its many genres, styles, histories, and social meanings. It is our hope that these
ideas stimulate similar teaching and learning strategies with music from additional cultures.

Scope and Use of Activities

Each activity is conceived as a "theme" over which teachers and children can create their own
"variations" through repetition and extensions.

Introduction
Beginning with the body and adding use of the voice and musical instruments, these activities are
meant to engage students in musical thinking through a curricular framework based upon
imagination and interaction.

Objective

Students will:
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1. Respond with movement to a variety of musical moods.

Integrating Curricula: Reading, writing, vocabulary, drama, social studies

Material: CD/Cassette Player

Song: "If You're Happy and You Know it"

Musical Instruments: interesting sounding hand-held instruments like drums, shakers, triangles
or finger cymbals, guiro, claves or woodblock, glockenspiels

Paper and pencils or crayons

A conductor's baton

Activity: Hearing Feelings in Music

Sing "If You're Happy and You Know it," or another favorite song about Feelings.

Invite discussion about emotions, asking questions such as "What kinds of feelings did you have
when you woke up this morning?" or "What makes you happy? Sad?" Angry? Joyful?"

Music can make us feel happy or sad or angry or joyful or even scared! Play excerpts (we
suggest some compilations above) and invite children to move to each example. You'll want to
prepare your own movement ahead of time

Activity Two: Creating Music from Feelings

Review the moods from the reading (e.g., silly, grumpy, angry, excited, sad, joyful). Invite
individual children to show a movement that might demonstrate that mood. Reread the book, and
do the movements together.

Children draw their own iconic representations of a sound-mood and perform on an instrument
(or multiple instruments) of their choice.
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Compile children's representations into a musical class version of the TODAY WE FEEL book.
These can be copied and given to each child to take home and perform.

Extensions:

Extend movement/instrument-playing improvisations into a game. Three roles can be

represented: one child or team who moves, another child or team of children who play
instruments, and another team (or the rest of the class if using individual children) who either
draw a visual representations of what the sound/movement looks like or guesses what emotion
the other group is trying to depict. The choice of emotion to be moved/played could be initiated
by either the mover(s) or player(s).

Children make their own individual TODAY I FEEL books.

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Interpersonal Intelligences

Core Operations: awareness of others’ feelings, emotions, goals, motivations

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Subject Design Arts

Grade Eight

Date March 2013

Theme: Easter

General Objectives: Exploring and Utilizing Resources

Problem: The students in the art class have decided to start a mini- enterprise.the
company has decided to design and print shirts.

Reason for teaching this lesson: This lesson which was planned in collaboration with the
students, will employ Gardener’s interpersonal skills. This skill is particular important to the
lesson because it allows students to interact with peers. Through this activity the students will be
be using people and communication skills as they will decide among themselves who will be
managers, secretary ,sales persons or delivery persons. This lesson will allow students to
delegate task and know how to interact with others. This lesson was decided on since the term
"interpersonal skills" is used often in business contexts to refer to the measure of a person's
ability to operate within business organizations through social communication and interactions.

Specific Ojectives: At the end of the Lessons students should be able to:

1. Explain the process involved in completing a simple stencil print

2. Cut a stencil
3. Print a letter size sample of a stencil.
4. Print the stencil onto a shirt
Stencil Print: This is a process of printing on fabric, stencil print is achieved by applying
paint/ink to a cut stencil then applying pressure to the surface of fabric. To get a desirable effect
it is suggested that 100% cotton or calico be used. A single shape is called a motif, however
when this motif is repeated it is called a pattern.

Design Brief: To design /cut a stencil , which will be transferred onto a letter size paper or
fabric..

Function : The printed paper will be used to make book markers , book wrapper or T-shirt
transfer..

Resources: paints fabric ink, powder/poster paint, newspaper, sponge, ruler

Technology the use of scissor and stencil knives for cutting..

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Points to consider

 Can the project be completed in the given time

 Are all the resources available
 Is there enough space for the printing bed,
 is there enough material top make the printing bed?
 What is the purpose of printing the paper
 What is the purpose of printing the fabric

Planning and Solution

TEACHERS TASK STUDENTS TASK

Discussion about the topic discussion about design and designing

Questioning students about the variety of Students will identify patterns in nature as well as
fabrics that they might have noticed commercial ones

Display of visual{printed fabric or T shirt) Assign students to their designated groups and
collect papers from the teacher

Group students, while issuing paper and paint Students will cut the stencil
for printing

Instruct students how to cut the stencil and Students will print each stencil sample prints
how to print

Display and critique of the finished piece

Home Work: .Students will be asked to take a sample of a man made pattern

Evaluation 2:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Handouts for students

Stencil-printing is like screen-printing, in that it produces the same results on fabric, but it's a lot
cheaper and probably a lot more fun. Plus, it doesn't require smelly chemicals to clean up!

1. Make your design. This is most easily done on a computer with a program like Adobe
Photoshop or Photoshop Elements, as it's easy to move components of the design around until
you have something you like, especially if your design involves text. Make sure that your design
will fit on the substrate (what you're going to put the design on - a t-shirt, bookbag, etc. Note that
this should be something like canvas or cotton, avoid nylon or plastic). Also, for your own sake,
keep your design simple - a line drawing or black text, with areas that are to be removed in black.

Print. Once you're happy with your design, print it out in black and white on posterboard. You
can do this by cutting a piece of white posterboard down to a size that will fit in your printer
(typically you can simply cut the posterboard to a width of 8.5 inches and the printer will accept
it).

Using an X-Acto knife, cut out your stencil design. If you did the previous steps correctly, the
black areas of your image should be what you need to remove. Try to keep the black areas in one
piece and keep them; you'll need them later. If there is a white area that's "floating," i.e.
completely surrounded by black, keep it too. The white stencil left over after cutting the black
part out is called the "positive stencil" and the black that you cut out is the "negative stencil."

Make sure your substrate is clean and set it up on a hard, flat surface such as a table. If you
are putting your design on a bag of some kind, you should place a cardboard game box or a large
 30

book, with a layer of paper on top of it in case your paint bleeds through, inside the bag. Put some
paper or extra posterboard directly underneath the surface that you're printing on anyway, to
avoid a mess.

Take some painter's tape and mark out the area where your design will go on your
substrate. This is to help with alignment. Use the positive stencil to help; you don't need any
extra space around where the design will end up being. Set the positive stencil on the substrate
and place the tape down along the edges, without touching the stencil. If you want your design to
have a 'background,' go on to the next step and don't remove the stencil just yet.

If you want your design to appear to be printed on a "background," take the negative
stencil, the black part, and spray the back of each piece (if there are multiple ones, e.g.
letters) LIGHTLY with craft glue. Using the positive stencil as a guide, carefully press the
negative stencil onto the substrate, and then gently lift the positive stencil, taking care not to
remove the stencil pieces that you have glued down.

Paint a large area. The easiest way to apply paint to a large area is to take your cheap hand-
towels, stack at least three of them on top of each other, and then fold them lengthwise (hotdog-
style; if your design is small, fold it widthwise or hamburger-style), then picking them up by the
non-folded edge. Using either a paint tray, a few paper plates taped together, or a piece of waxed
paper, pour large pools of the color(s) of fabric paint you want to use for your background. Using
red/pink, yellow and blue and putting the pools close to each other will create a pretty rainbow
effect, as the red and yellow will blend into orange and the yellow and blue will blend into green.
Press the folded edge of the towels into the paint, and use that to blot the paint onto your
substrate. Don't rub the paint, it'll smear.

Use a hair dryer to speed the drying process. You could also put some waxed paper over the
paint and run an iron over the design for about 20 seconds. If you don't want your design to have
a background, skip the previous step and just spray the back of the positive stencil lightly with
craft glue and stick it to your substrate, including all "floaty" bits. Alternatively, if you like the
design how it is, you're now finished and can proceed to show off what you've made!

If the negative space needs color, though, squirt a little fabric paint onto a paper plate and
use a paintbrush to paint in your design. You can use as many colors as you want; you can
even use the method above if you desire a gradient-like effect, although you may end up with
paint going where you don't want it to.

Dry the paint again using a hairdryer or iron and waxed paper. Now you're finished and can
show off your project!
 31

Creating a Painting : Printmaking with stencils

Teacher Name: Nicole Risden Student Name: ____________________________________

CATEGORY 10-8 7-6 5-4 3-1 Score

Creativity Student has taken Student has Student has Student has not
the technique taken the copied some made much
being studied and technique being painting from attempt to meet
applied it in a way studied and has the source the requirements
that is totally used source material. There of the
his/her own. The material as a is little evidence assignment.
student's starting place. of creativity,
personality/voice The student's but the student
comes through. personality has done the
comes through assignment.
in parts of the
painting.

Design choice The student used The student The student The student did
an appropriate used a mostly used a not choose an
design for this appropriate somewhat appropriate
project based upon design for this appropriate design for this
knowledge of the project. design for this project.
process project.

Printing skill Application of Application of Application of Application of

paint is correct, paint is mostly paint is paint is not
lines are sharp and correct, lines somewhat correct, lines are
crisp. are mostly correct, lines not sharp and
sharp and crisp. are somewhat crisp.
sharp and crisp.

Use of Student typically Student Student Student

materials keeps painting typically adequately deliberately
materials and area adequately cleans and takes misuses
clean and cleans materials care of materials
protected without and work area materials if AND/OR does
reminders. The at the end of the reminded. not adequately
student shows session without Occasional clean materials
great respect for reminder, but spills and messy or area when
the materials and the area may be work area may reminded.
his fellow messy during be seen. Shows Shows little
 32

students. the work some respect respect for

session. Student for materials materials or
shows respect and fellow fellow students.
for materials students.
and fellow
students.

Time/Effort Class time was Class time was Class time was Class time was
used wisely. Much used wisely. not always used not used wisely.
time and effort wisely.
went into the
planning and
design of the print.
 33

Kinesthetic Intelligences

Core Operations: kinesthetic control of one’s own body, control in handling objects
 34

Lesson Plan

Subject: Drama

Topic: "Tableau in Our Daily Lives"

Specific Objectives

At the end of this session, the young people in this group should be able to:

1. Explain how we use our bodies in theatre to convey information.

Presentation/Methodology

1. Begin the class with the students seated at desks. Begin to talk about drama, what forms

they are familiar with, and what sorts of terms are associated with drama.

2. Ask the students to move the desks back to create a working space in the center of the

room. Bring them back to circle center.

3. Discuss the school rules that are still in effect throughout the sessions. Introduce the idea

of Circle Center, and rehearse coming back to center. Talk about finding your own space,

freeze, and Give Me Five. Ask the students to take a moment to tell the person next to

them about their favorite movie or play, then practice coming back together.

4. Explain what a warm up activity is, and how it helps an actor prepare to move around.

Begin the movement activity with students walking around the room silently. When the

teacher claps, quickly change direction either 90º or 180º. When the teacher calls out a

number, change the speed of your movement from 1 being the slowest to 10 being the
 35

fastest. When the teacher calls out a height, change your height to match what they say

(high, middle, low).

5. In pairs, play a quick game of mirroring. Students should decide who goes first, and the

second person follows the first. After a few minutes, switch roles. Finish and circle

center, seated.

Process

1. In the circle, discuss what tableau is. Talk about the types of images we might see

looking at a typical moment in life. What values can we express with our bodies? What

emotions? What attitudes? Working with the team teacher, possibly model some of these.

What might an angry person look like? Someone in love?

2. Ask the students to find their own space, and then to find a partner. In place, all pairs

working simultaneously, have the students begin to form two person tableaus. When

forming these, students should think about what each scene means to them. During these,

allow half the room to break the pose and see what the other half is doing.

a. Two people holding a newborn baby

b. Business partners concluding a deal

c. A romantic relationship breaking up

d. Two people who don't like each other passing on the street

e. Long lost friends meeting after many years

3. Come back to Circle Center to discuss the images that were seen. What images stand out

the strongest? What elements were effective? How did people convey emotion with their

bodies?
 36

4. Now ask the students to break out again and work in the same pairs. This time have one

student create a tableau of their own. Their partner creates an image to match the first

one, building off of it. The first person then matches the second one, and so on.

5. Circle Center, and discuss briefly what was seen and what it was like to respond to each

other. Begin the discussion about the World Trade center. What were images that were

seen on TV? What were images in the newspaper, seen around town, etc.? Examples

include people running from the building, medical personnel treating people on the

sidewalk, reporters hiding behind a car.

6. Break out again into pairs. Create some of these images, and freeze letting the groups

look around.

7. Have everyone relax and bring two volunteers into the center. Ask the rest of the class to

mold them into a pair of people at the time of the attack. Student images should relate to

the pair around them, so they are adding on to the existing scene. Creating a timeline

around the central pair, form other images, some before the attacks and some after. Move

all of the images into one composed image, and give students time to see their work.

8. Come back to Circle Center, finish with a game of Scene Freeze. Two volunteers begin a

simple scene. At any time a member of the audience may come in and say, "freeze," tag

one person out, and change the scene.

9. (OR) Finish with a game of What Are You Doing. One person asks the other what they're

doing, and then must do what the person they asked said. Partners should then switch

roles.
 37

Reflection and Assessment

1. At the final dialogue discuss what steps the country might take next, other than war. How

will daily life change? How could we have portrayed this?

2. What sorts of things did we see today through movement?

3. How did body position, posture, and expression create these images?

4. Are these elements we see in our daily lives? When do we create images with our bodies?

5. After the students are dismissed, discuss with the administrators their impressions.

Additional Ideas

1. During step number 6, create images before and after the event. Have each pair create

one of each, and move back and forth between the two images. Do this with the entire

group.

2. Work movements into the images. As students create images of events the day of the

attack, ask them to think of a simple repetitious movement they can sustain. Have each

group perform these together to create one image.

3. After groups have created the timeline, allow them to come forward one at a time and

silently, present their image, and step back for the next group.
 38

Verbal Intelligences

Core Operations: syntax, phonology, semantics, pragmatics

 39

LESSON PLAN

For the Week beginning: March 25, 2013

SUBJECT: English Language

SUBTOPIC : Short Story

GRADE: 9

TIME: 15 mins.

DATE: March 25 – 27, 2013

ROOM:

TEACHER: Mrs. M. Hylton, Mr. O. Tobias, Mrs. N. Risden

Objective:
At the end of the lesson students should be able to:
1.0 Identify the key elements of a story

Content:
Scope of the Content:

a. elements of a story

Instructional Material

Textbook: Improving Comprehension by Roy Narinesingh ; Developing Skills in Composition

by Roma Shanan; GSAT Test Prep Language Arts (Shawn Johnson)

Teaching / Learning Activities

The following teaching techniques will be used:

 Questioning: generates feedback and to find out what the students are thinking or already
know.
 Explanation: of terms relating to the lesson
 40

Introduction:

Class will begin by volunteers sharing what their favourite story is and why they enjoyed the
story. Teacher will tell them that over the next two weeks they will learn how to create an
interesting short story.

Development:

1. Students will be asked to read the following from a handout:

A good narrative contains the following elements: title, setting (include time and place),
characters, problem or conflict, steps showing how the characters try to solve the problem and
finally the conclusion.

2. Students will be asked to answer oral questions posed by the teacher based on what was
read.

3. Students will be instructed to read the story, “The Friends” then give the following
information:
a. Title
b. Setting (Time and Place)
c. Characters
d. Problem/Conflict
e. Steps to Solve the problem
f. Conclusion

4. The teacher will explain that he/she was the narrator of the story and ask students who
they think a narrator is. She will then ask them what they think the verb “narrate” means
since it is related to narrator.

5. Based on discussions, students will be instructed to put each focus word beside its
meaning. {conflict, narrator, setting, title, conclusion, characters}
…………………….Persons in a story
……………………. The problem in a story
……………………. A person who tells a story
……………………. The name of a story
……………………. The place and time that a story takes place
……………………. The ending of a story

Summary

Students will be asked to tell what element of a story means.

 41

Assessment

1. Students will be placed in groups of 5 to create a story using a picture supplied by the
teacher. Students should use form to create elements prior to writing.

2. Individuals should use drafts to write a short story for homework including all the
elements in their story.

Students Activities: (N.B. Students will be given handouts)

Evaluation:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Lesson Notes

The Friends

Two friends, Hemant and Vikas, planned to go hiking in the woods. They packed their
knapsacks, lugged them over their shoulders and started out.

One evening, while walking through the dense forest, they heard a bear growl. They were very
scared and started to run away, but "Twick, twick", they could hear the twigs breaking with each
step the bear took towards them.

Desperate, Hemant saw a low branch hanging from a tree. He quickly caught hold of the life-
saving branch and climbed on top of the tree as soon as possible. He was so scared that he did
not even look at his friend once.
 42

Vikas, who was behind the first, was not so lucky. The
bear was right behind him and when he saw Hemant save himself, all he could think of doing
was to was to throw himself flat on the ground.

And that's how the bear found him. Face down on the ground and not even daring to breathe. The
bear put his nose close to Vikas' ear - and then he sniffed and sniffed and sniffed. He was trying
to make out whether Vikas was just pretending or if he was dead.

Then finally he stopped sniffing. Vikas dared to take small breath. Then the bear growled, and
Vikas' blood ran cold.

But by then the bear had decided that Vikas was not alive and it is well-known that bears will not
touch dead meat. So the bear slouched off into the forest.

Seeing that the worst of the danger was over, Hemant slowly climbed down the tree where he
was hiding. Walking up to Vikas, who was still so shaken up that he could hardly stand, Hemant
he laughingly asked, "Hey, what did Master Bear whisper to you?"

Vikas gave Hemant a long steady look. "He told me," said Vikas very slowly, "never to trust a
friend who deserts you at the first opportunity he gets. So, if you'll excuse me..." Saying that,
 43

Intrapersonal Intelligences

Core Operations: awareness of one’s own feelings, emotions, goals, motivations

 44

Lesson Plan

Subject: Caribbean History

Topic: Characters in Caribbean Slavery

Lesson Description

The focus of this lesson/project is the causes of the Slavery in Jamaica. Using a variety of
resources including Internet sites, video and books the students will gain personal insights into
some of the causes of slavery and the personal backgrounds and motivations of the people who
lived during that time. This lesson will be directed towards developing the students’ intra-
personal skills through the creative use of technology.

Each student will choose a character from the period. They may choose a historical figure or a
generic personality such as a plantation owner, northern factory worker, a slave , a soldier in the
Union or Confederate army, a freed slave. The student will then research their character and
using a variety of resources, including their imaginations, develop a persona for that character.
The students will then be asked to portray their character in a variety of situations.

Objective:

• The students will develop their intra-personal skills by generating a persona for character from
Slavery imagining how this person felt and what motivated their actions. They will demonstrate
and give life to their created persona by creating journal entries and writing letters and develop
writing skills appropriate to assignments in this lesson. (journal entries, letter writing)

Concepts

• Content Areas- Social Studies, American History, Language Arts, Creative Writing, Computer
Skills

• Teaching Methods-

Discovery Learning: Students discover facts and explore concepts on their own using a variety of
resources with minimal supervision from the teacher.

Cooperative Learning: students develop and demonstrate their ideas through interaction with
their peers.

Materials / Equipment

• video player, television, video tape “Gettysburg”

• computers for students to work on

 45

• Internet access, web page

Procedures

• Introduction- The class will view the video. Prior to watching the video the teacher will give
the students with a number of questions to consider while watching the video. These questions
are designed to prime the students for the coming assignment.

- What are the characters’ motivations?

- What external factors are influencing the characters?

- Are the characters suffering from any internal conflicts?

- What factors or events in the past shape the characters’ personalities?

• Research and Character Development-

• Writing activity

The students, based on their research of their characters, are to reflect on how the characters felt
and reacted to slavery and the issues surrounding it. The students are to use their own feelings
and imaginations to bring their characters to life. They are to produce two journal entries and a
letter authored by their characters. The journal entries should focus on the characters feelings,
goals and motivations but it should also include at least one geographic reference appropriate to
the character and at least one reference to some historic event.

• Summary

The students will discuss the issues raised in the open forum and relate them to other material
covered during this unit. Students will be encouraged to share any insights they have gained into
their character and into the causes of Slavery by answering the following questions.

- What motivated your character?

- How did they feel about the slavery?

- What external factors affected your character’s attitude and actions?

- Did your character have any internal conflicts?

 46

Assessment

• Written

The students will write two journal entries and one letter by their character. These will include
within them at least one geographic one historic reference relevant to the character. It should also
reflect the characters feelings and opinions.

• Participation

The students must participate in the open forum with a minimum of one entry each day. They
will also be expected answer the questions within the summary and share their answers with the
class.
 47

Naturalist Intelligences

Core Operations: recognition and classification of objects in the environment

 48

Subject Design Arts

Grade Seven

Date March 2013

Theme: Creating and Making

General Objectives: Exploring and Utilizing Resources

Topic: Stone Art

Problem As part of the environmental awarenesss club you are asked to produce
several stone animals for the school beautification project

Gardeners multiple intelligences was used in the construction of this lesson plan. The
intelligence which was looked at for this specific lesson was Naturalistic. This area has to do
with nurturing and relating information to one’s natural surroundings. Examples include
classifying natural forms such as animal and plant species and rocks and mountain types. This
ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it
continues to be central in such roles as botanist or chef. The lesson on stone painting allows the
students to work in harmony with nature. It allows the students to take a closer look at, and
respect both living and non living things. this lesson will be useful to students who are studying
in the geography, social studies or the agriculture and the environmental classes.
Specific Objectives: At the end of the Lessons students should be able to:

 To learn about different types of stone.

 To tie into the Science curricula and offer an interdisciplinary way of looking at
living and non living things.
 Experiment with a variety of painting styles.
 Develop a sense of 3-D (three dimensional art).
 To encourage creativity
 Design and paint a stone animal

Content: See Attachment

Design Brief: Students are asked to create and paint a stone animal

Function : These stones will be both decorative as well as functional,they will be used by the
environmental club as part of their beautification project.
 49

Resources

Newspaper,cardboard, small and large brushes, glue, tape,water,balloons,paints and buckets.

Technology

Both simple and advanced technology will be used in completing the mask.

 Example of simple Technology: tearing the paper vs. cutting it with scissors
 Example of advanced Technology: using the computer as reference

Points to consider

 Are there enough resources to make this lesson a success?

 What type of stones will be used?
 What type of paint will be used?
 What age group is this project suitable for?
 What is the purpose painting the stones?
 Where will they be displayed?

Planning and solution

TEACHERS TASK STUDENTS TASK

Introduce the lesson to the class by displaying Students will question teacher about each of
several different stones the stonesand where they where found
Group the students and Explain to the class that Collect the resources from the teacher
they are each going to create a pet from stone

Tell them they must find a suitable stone

Discuss the relevance of making the place look Disscus and question about the relevance of the
beautiful beautification project
Discuss and show a powerpoint presentation Observe the powerpoint presentation,then
on the various types of stones paintings. question the teacher on any unclear
information
Discuss and show students some of the Discus with the teacher some possible ideas
possible ideas that can be painted on each that could be used for the stones
stone.
Discuss the pros and cons of working with Discuss the pros and cons of working with
each material each material
Distribute materials and allow the students to Distribute materials and allow the students to
begin the painting of their stones begin the construction of their stones
Display and critique the finished pieces Display and critique the finished pieces
 50

Assessment for stone art

1. Poorly done
2. Average
3. Good
4. Excellent

1 2 3 4
Creativity
Originality
Craftsmanship
painting
Finish/Aesthetic

Evaluation____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Attachment (Content outline)

Stone painting are just an extention of the artist’s canvas.Almost any image can be painted unto the
surface of the stones. After being painted the beautiful stone can be used indoors for sdoor stops or
they can be place outside as garden ornaments. It is recommended that an oil based p[aint be used to
cover the surface of the stones.
 51

References

Instructor Magazine. (2009). What's YOUR Learning Style? Retrieved from

http://sunburst.usd.edu/~bwjames/tut/learning-style/

Lane, C. (n.d.) 'Gardner's Multiple Intelligences',The distance learning technology resource

guide, http://www.tecweb.org/styles/gardner.html.

Roger Taylor, T. (n.d.). Curriculum Design for Excellence, Inc. Retrieved from

www.RogerTaylor.com

Sattler, J. M. (1992). Assessment of children (eds.). San Diego, CA: Author.

The Renzulli Learning System. (n.d.). Retrieved from

http://www.renzullilearning.com/whatisrenzullilearning.aspx

Veenema, S., Hetland, L., & Chalfen, K. (n.d.). “Multiple Intelligences: The Research

Perspective, A Brief Overview of the Theory.” The Project Zero Classroom: Approaches
to Thinking and Understanding. Harvard Graduate School of Education and Project Zero.
Retrieved from
http://www.learner.org/workshops/socialstudies/pdf/session3/3.MultipleIntelligences.pdf