Multiple Learning Styles in Art Term Paper

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Howard Gardner's contributions to the field of education are profound, extensive, and revolutionary. His theory of multiple intelligences states that students are able to absorb, manipulate, and produce information through a variety of media. In fact, by means of his research findings, Gardner claims individuals possess different aptitudes, all of which are legitimate forms of intelligence. Naturally, his scholarship reaches educators and policy makers and changes the way in which learning is perceived and education is delivered.

The implications of the theory of multiple intelligences on curricula are considerable and open to interpretation. Some educators contend that applying this theory translates into alternative delivery of instruction so as to afford learners several points of reference. Others view pedagogical use of multiple intelligences to be an effective method of fostering students' natural abilities. Yet other instructors hold that employing multiple intelligences in education necessitates the expansion of curriculum. Gardner himself asserts there is a range of valid ways to successfully incorporate his theory into education.

One of the most effective methods of utilizing multiple intelligences in classrooms is constructing interdisciplinary units. By presenting curriculum through all subjects, learners realize there exist fundamental connections between all facets of education. Learning centers devoted to particular intelligences furthers this purpose. For example, verbal-linguistic centers that contain literature, writing activities and apparatus, and language instruction easily lend themselves to various units of study. Bodily-kinesthetic intelligence is tapped and enhanced through hands-on, active learning tasks. Intrapersonal centers wherein students may work individually and direct their learning also advance educational experiences. Doubtless, there are a myriad of ways teachers may construct divergent, multi-modal, and accepting classrooms.

Instructional perspectives and practices are not the only aspects of education that may be affected by multiple intelligences theory.

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In fact, assessment is another component greatly influenced by this innovative educational philosophy. The traditional practice of administering standardized tests to students throughout their educational careers is under severe criticism by educators, policy makers, and society alike. In view of its inherent limitations, alternative assessments are being developed in order to more holistically and accurately evaluate students' knowledge and skills. Although not yet perfected, educational professionals increasingly utilize such assessment improvements. Gardner advocates embedding assessment throughout the learning process. Students, being active agents in evaluation, should demonstrate their understanding through overt and authentic demonstrations. What's more, learners must reflect on their experiences and learn from them, thereby guiding future educational endeavors. Within the multiple intelligences framework, pupils are encouraged to reveal their knowledge and skills through an assortment of media that exploit a broad range of aptitudes. Furthermore, instructors must allow learners to track and gauge their progress over the educational lifespan. Portfolios, among other assessment tools, accomplish this objective.

While individual educators and schools may incorporate the theory of multiple intelligences into instruction in various ways, there exist many similarities among them. Instruction and curricula are balanced, allowing sufficient exploration and development of all intelligences. Parental involvement is an integral aspect of education. Instruction connects classrooms with homes, communities, and peer groups. Students more deeply engage in a smaller range of curricula. Through autonomous activities, projects, and interests, students develop self-confidence and are better able to direct their own learning. Creative and critical thinking skills are promoted through programs that balance self-selected topics and teacher-generated activities and skill instruction. Using student interest and talent as a springboard, extended, enriching programs support learners' budding and maturing strengths. Finally, learners play an active and significant role in….....

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