Multiple Learning Styles in Art

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. 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 the assessment process. Evaluation tools are constructed based on student needs and input.

Investigations indicate classrooms and schools that use the multiple intelligences theory to guide instruction report positive outcomes. In one study, researchers state such schools claim improved classroom instruction. Teachers and administrators are able to holistically and fully express their students' abilities. Furthermore, there exists more collegiate collaboration; teachers share their experiences, suggestions, and concerns freely. Naturally, this increases faculty morale and motivation along with professional development. Parents report demonstrable and positive academic and affective gains in their children. Students themselves mirror this sentiment and exhibit eagerness and commitment towards their education. What's more, academic improvements are supported by results of standardized tests.

The author this article values the mentioned theory and practices and finds its relevance in art education. As educational research reveals more effective teaching methodologies, it is an instructor's professional responsibility to incorporate sound practices into his/her classroom. The advantages of adopting research-based instructional practices are twofold. Obviously, learners are provided with up-to-date classroom activities, curricula, and assessment that undoubtedly enhance their educational experiences. Secondly, educators are cultivating their craft. They are regularly and actively honing their knowledge and skills, rendering them more effective professionals.

Using the theory of multiple intelligences as an instructional framework, art instructors can offer students a wide range of learning experiences. In other words, by incorporating various subjects (i.e., math, science, literature) into the art curriculum, students realize that art is applicable to all disciplines. For example, geometry is germane to the art classroom. Geometry students who engage in art projects pertaining to this mathematics subject are apparently more likely to glean lasting and profound impressions and understandings from both disciplines. Through this interdisciplinary, multi-modal approach to education, all curricular areas serve to reinforce one another, providing students with potent and lasting instructional encounters.