In 1983, Howard Gardner, a Harvard University professor in education set forth a theory about multiple intelligences. In his theory he proposed that among human beings there are at least eight different types of intelligence, and in later work, he proposed even more types. A glossary of multiple intelligences explained by Ezarik (2001), explains the basis for his work in the first eight types of intelligence that Gardner recognized and defined.

1. Linguistic- in which people express themselves well and have good reading writing and speaking skills, and an attention to the rhythms of languages.
2. Logical-mathematical intelligence- which involves reasoning skills, numbers and recognizing patterns and relationships “between concepts and objects”, which is conducive to good problem solving skills.
3. Spatial intelligence- which involves thinking and imaging in pictures, maps and charts, and an understanding of how color and form work together.
4. Body-kinesthetic intelligence- skill in coordination, physical flexibility and athleticism.
5. Musical intelligence- which involves sound, rhythm and vibration, and utilizes music as an _expression.
6. Interpersonal intelligence, which involves working with and learning from and with others- understanding and communicating well with other people.
7. Intrapersonal intelligence- skill for reflecting on ourselves and learning from that reflection. Having an understanding of one’s own self.
8. Naturalist intelligence, which involves recognition of, appreciation of and understanding the natural world, and an ability to make sense of subtle differences in the natural realm. (p.6)

In later work, Gardner recognized another type of intelligence, which he refers to as spiritual or cosmic intelligence. Currently, this intelligence is being studied at Harvard in Project Zero, which is in the process of accumulating neurological information, but there is of yet no scientific baking for this new intelligence (Gardner, 1999, p. 65).

Samples, (2000) discussed traditional teaching methods that have been based on “delivering facts and information through cognitive lectures on content”. This was a style of teaching that worked well for the scholarly type, but did not reach many students. In the 1960s and 70s, a new approach developed, where hands- on methods were used, in order to teach through experiential methods. “Yet very little was done to include ‘entrepreneurs’ or ‘poetic’ students. Science materials have not changed during the past ten or fifteen years” (p. 50).

Samples goes on to say that approaches using learning modalities, learning styles and multiple intelligences can create more viable teaching methods that are realistically linked to the “increasingly complex world” (p. 50). Diverse instructional approaches have been seen to nurture flexibility, reinforce the idea that there are many different ways to learn, show a deeper appreciation for the individual and increase chances of students actually being successful in the learning environment.

Nolen, (2003) discussed how this knowledge of multiple intelligences might be applicable in the classroom. She noted that “Many teachers struggle with finding ways to reach individual learning styles and needs” (115), and that Gardner’s concepts might provide some solutions. It is clear that these same ideas about multiple intelligences can be practically applied to Middle Eastern dance instruction.

Linguistic intelligence can be approached with teaching the student through verbal instruction as well as the sharing of anecdotes and cultural information with the class. Those who are strong in this skill will best understand movement through the verbal explanation. This encourages those who are strong in this intelligence and helps to develop it in others.

Musical intelligence can be approached through an actual formal musical analysis and representation, and in the beginning class, as a way of capturing and understanding feelings which the music brings forth, and how to express the physical. Music also ties to other kinds of intelligences, for example logical intelligence, since it is math oriented.

Logical intelligence is a skill of people who are academically inclined in the traditional sense because of the logical sequence of teaching format, and are usually considered to be good students in any traditional classroom. These are people who will respond well to a strictly formatted class and to choreography.

Spatial intelligence can be approached through the use of picture and drawing elements as a teaching tool. A student with this intelligence usually learns well if films, diagrams and other picture elements are involved in the process. Classes in which videos of dancers are utilized are often very valuable to students who learn in this way.

Body/kinesthetic intelligence can be fostered through the use of hand-on methods in the classroom. Being allowed to touch the instructor or have the instructor touch them in order to feel the physical movement is helpful to people with this learning style.

Interpersonal intelligence is best utilized in the classroom through having students work in teams and interact, for example through practicing and allowing interaction between the students; having a partner in class or learning a choreography that is practiced in the classroom as a group. Group activity stimulates this type of learning which is basic to many people.

Intrapersonal intelligence can be approached in the learning environment by frequent acknowledgement from the teacher and through the use of positive reinforcement or praise. People with this learning ability are often very good at a long term commitment to studying the dance..

Natural intelligence can be best utilized through actually going into the work environment as opposed to the classroom setting. This allows the student to actually get the experience of performing or watching other perform. Student nights in a restaurant or other type of realistic environment are a good way to support this intelligence. Also, it is good for the student to go to events and venues where there is professional dancing in order to see it in action.

Most people will have at their disposal more than one of the intelligences discussed here so that they may be linguistic-kinesthetic- natural learners, for example. Nolen states that it is possible for teachers to structure learning and teaching so that most intelligences are approached in presenting the material to be learned. She says,

“Teachers who teach towards the multiple intelligences realize the benefits, such as active learners and successful students” ( 115).

Simmons and others have stated that they find the multiple intelligence approach to be of great benefit to students because it allows them to use their different skills and strengths, background and interests. Using multiple intelligences as a teaching and learning tool helps to create an equity in the education process that is lacking when logical/mathematical intelligence was the main focus. ( This is an especially important point when teaching dance!) There are still many issues to be explored in this approach but there are also many ways to measure its success. In applying multiple intelligences theory to teaching Middle Eastern dance, we see the same advantages for the student. There is added benefit for the instructor in knowing that she/he is doing the best that she can do to give her students every learning advantage.

References

Ezarik, M.M. (2002, November/December). Explore your smarts: multiple IQs. Career World, p. 6.

Nolen, J. L. (2003, Fall). Multiple intelligence in the classroom. Education, p. 115.

Samples, B. (2000, January). Instructional diversity. The Science Teacher, p. 50.

Simmons III, S. (2001, May). Multiple intelligences at the middle level: models for learning in art and across the disciplines. Art Education, p. 18-25.

Snyder, R.F. (2000, December/January). The relationship between learning styles/ multiple intelligences and academic achievement of high school students.

The High School Journal, p.11-21.