I did my multiple intelligence test and my #1 is no surprise to me, "interpersonal". I've always been a people person! Totally not a "money" person. You could show me a perfect plan for a business opportunity and I could not do it. I've met so many people over the years, especially when I used to play guitar & sing at parties in my late 20's to mid 30's. Always felt I could read people very well, though. My second was music smart. Lots of my cousins are in bands (career-wise) and I played & sang at many weddings. Never asked a penny (see, can't make a dime!) but got a lot of beautiful gifts for it!
I like how you did art/creative assignments, song connections, and drama as follow-up activities with Romeo & Juliette.
One thing I always do is get my students to analyze & present a classic French song, then do a CD cover as if the song was the title song of an album. This year, and 2 years previous, I had an artist and help my students create 3-D clay tile representations of their art work - was awesome!!!
As for Drama, I love it. Acted in plays at the Chester Playhouse while teaching in Chester, years ago.
I have students do a final project in French Language Arts at the end of the year that usually involves a lot of work, and takes a fair amount of time, but I believe that it incorporates the three domains described in the article by Prince Hycy Bull, Ph.D.
The assignment begins by having students read aloud a story about a beautiful, self-centered, yet poor woman who feels she should be living a life in luxury, borrows a diamond necklace to go to a ball with her husband. Like when Cinderella enters the room, she is immediately the one that everyone notices. After a night of dancing with a line-up of men, in front of their jealous wives, she gets home with her husband to find the diamond necklace missing!
Students must then form groups to recreate the story as a play, writing out the direct speech and narrative comments only (and stage directed comments), and create a unique, well-described, plausible ending.
As with constructivist theory, students must participate actively in order to build their play collaboratively and hopefully grow as a writer / actor. The activity is definitely aligned with several of Gardner’s multiple intelligences as they need to
Linguistic: discuss, negotiate, and come to agreements as they write the script for the play (using language), and present the play orally (filming it).
Spatial: planning each scene and how people will enter & exit scenes, avoiding blocking while acting / filming, putting props in certain places (setting up a room at their home as their poor, drabby apartment, and setting up a ball room), background actors (men in line waiting to dance with her, expressions of jealous wives in the background), etc.
Bodily-kinethetic: expressing themselves with emotion while acting out the play.
Musical: in the past, several groups have had music added to their play after editing what they recorded
Interpersonal: the discussions and building that goes on in groups, and the performance itself.
Intrapersonal: the reflection that goes on not only once the play is over as a self and group evaluation, but during the process (getting together in circles on the floor with partner from other groups to share how it’s going), and while filming (looking at it to make sure a retake is not necessary, or to change a scene a little).
Naturalistic: being creative as they construct the end of a story that could happen in the real world, making connections with their prior knowledge to complete the task.
The simple fact that they are learning while constructing, using words as the write their script, and creating images as they film their work, aligns this assignment with cognitive theory.
No wonder it always seems to be the favourite assignment of the year for my classes.
Mike
I like how you did art/creative assignments, song connections, and drama as follow-up activities with Romeo & Juliette.
One thing I always do is get my students to analyze & present a classic French song, then do a CD cover as if the song was the title song of an album. This year, and 2 years previous, I had an artist and help my students create 3-D clay tile representations of their art work - was awesome!!!
As for Drama, I love it. Acted in plays at the Chester Playhouse while teaching in Chester, years ago.
I have students do a final project in French Language Arts at the end of the year that usually involves a lot of work, and takes a fair amount of time, but I believe that it incorporates the three domains described in the article by Prince Hycy Bull, Ph.D.
The assignment begins by having students read aloud a story about a beautiful, self-centered, yet poor woman who feels she should be living a life in luxury, borrows a diamond necklace to go to a ball with her husband. Like when Cinderella enters the room, she is immediately the one that everyone notices. After a night of dancing with a line-up of men, in front of their jealous wives, she gets home with her husband to find the diamond necklace missing!
Students must then form groups to recreate the story as a play, writing out the direct speech and narrative comments only (and stage directed comments), and create a unique, well-described, plausible ending.
As with constructivist theory, students must participate actively in order to build their play collaboratively and hopefully grow as a writer / actor. The activity is definitely aligned with several of Gardner’s multiple intelligences as they need to
Linguistic: discuss, negotiate, and come to agreements as they write the script for the play (using language), and present the play orally (filming it).
Spatial: planning each scene and how people will enter & exit scenes, avoiding blocking while acting / filming, putting props in certain places (setting up a room at their home as their poor, drabby apartment, and setting up a ball room), background actors (men in line waiting to dance with her, expressions of jealous wives in the background), etc.
Bodily-kinethetic: expressing themselves with emotion while acting out the play.
Musical: in the past, several groups have had music added to their play after editing what they recorded
Interpersonal: the discussions and building that goes on in groups, and the performance itself.
Intrapersonal: the reflection that goes on not only once the play is over as a self and group evaluation, but during the process (getting together in circles on the floor with partner from other groups to share how it’s going), and while filming (looking at it to make sure a retake is not necessary, or to change a scene a little).
Naturalistic: being creative as they construct the end of a story that could happen in the real world, making connections with their prior knowledge to complete the task.
The simple fact that they are learning while constructing, using words as the write their script, and creating images as they film their work, aligns this assignment with cognitive theory.
No wonder it always seems to be the favourite assignment of the year for my classes.
Mike