Democracy, Multiple Intelligence, Art
Project Site and Participants
The project that this research is based on took place at Pantera Elementary School in Diamond Bar, California. The school population comprises approximately 200 students and twelve teachers. The ethnic make-up of Pantera is as follows: 36.8% Asian, 19.8% Hispanic, 35.9% White, 2.9% Filipino,.5% Pacific Islander and.4% American Indian/Alaskan. Neighborhoods within Pantera's boundaries are middle- and upper-middle class, with some new, upscale housing. Pantera has 2.2% of its students identified as limited English proficient students who collectively speak 13 languages other than English. Eleven percent of the students in grades 4 and 5 have been identified for the Gifted and Talented Education (GATE) program.
The fifth-grade class targeted in this research is typical of the school population in terms of ethnic diversity and class standing. Two students have been identified as limited English proficient students and seven are identified as GATE students. There are also two students in a reading specialist program (RSP).
The students in this class were allowed to discover their own strengths using a multiple-intelligence-based curriculum, which both empowered them as individuals and allowed them to develop the core skills that any individual will need to succeed in our high-tech society.
Introduction
We are often been told that education lies at the root of our democracy. And this is true - but also an overgeneralization. Children can be taught in the classroom to reject democratic ideals as easily as they can be taught to embrace them. This paper argues that a democratically structured classroom - in which students are both instructed and empowered - is indeed a powerful tool for creating the citizens of tomorrow. But a classroom in which children are put into standardized boxes - as is becoming increasingly the case - is one in which the principles of democracy are not only ignored but squandered. This research examines two particularly powerful tools for inculcating in children the critical thinking skills necessary for becoming engaged and effective citizens of a democracy - teaching based on multiple intelligence and the integration of the performing and visual arts into the curriculum.
It should come as no surprise to us that children - and adults - learn in different ways and that we can use different learning styles and different kinds of intelligences to help children achieve their greatest potential. While there are a number of different ways in which the idea of multiple intelligence can be used to provide classroom instruction, one of the most powerful may be to integrate the concept of multiple intelligence and the praxis of art education. Participating in the arts - music, dance, and visual art - helps children learn not only about the arts themselves but also about a wide range of other subjects. Teaching the arts in schools is both an end in itself - i.e. It teaches children to value and understand expressive forms of culture - but it can also be a means to another end, empowering children to learn other subjects such as math or reading with greater ease and enthusiasm. This research has demonstrated the usefulness and importance (one might even argue the imperativeness) of teaching the arts in school. With so many states now facing dire financial problems and with arts-in-schools budgets one of the very first things to be cut whenever such budgetary crises loom, it is important that we remember that arts education is not a luxury but in fact lies at the heart of the educational process - as well as at the heart of the democratic process.
Children enjoy participating in the arts, and when adults see children having such a good time it is often hard for them to imagine that the children may also be at the same time mastering complex cognitive skills, but this is an artifact of the ways in which adults conceive of learning. For adults, learning is often associated with work and so it opposed to enjoyable and pleasurable activities. But for children, learning itself is a pleasure and meshes perfectly with (and reinforces) other forms of learning. However, this discovery of the joy inherent in learning is all-too often absent from classrooms in which "the teachers teaches and the students are taught; the teacher knows everything and the students know nothing" (Freire, 2001, p. 73).
This paper found that education in all of the art forms benefits children by increasing their cognitive skills: When children engage in the arts they are able to access and incorporate many different learning styles and intelligence factors that enhance not only their learning within the arts themselves but also verbal and written skills. The effectiveness of teaching through the arts as a way of supporting a multiple intelligence...
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