Last updated: August 3, 2019
Topic: ArtMusic
Sample donated:

 2.1.3.3.

Spatial / Visualintelligence        Thisintelligence refers to the ability to perceive the visual-spatial worldaccurately. This intelligence relies heavily on images, pictures, maps color,line, shape, form, space in order to communicate and to organize information.It involves visualizing and representing spatial ideas. According to Teele(2000), visually inclined learners enjoy doing maps, charts, diagrams, jigsawand mazes ,puzzles as well. Architects, designers, photographers, sculptors,and inventors possess a high level of visual intelligence.

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              2.1.3.4.Intrapersonalintelligence            It is also known as “self-smart”. Itrefers to as self knowledge and the ability to act accordingly on thatbasis  .Learner with a highly developed  intrapersonal intelligence “can easilyaccess her own feelings, discriminate between many different kinds of inneremotional states, and use her self-understanding to enrich and guide herlife” (Armstrong, 1993, p. 11).

 This intelligence involves awareness of one’s strengths and weakness,thoughts, motivations, and moods .An interpersonal learners have a good senseof self-esteem, self-regulation and self-discipline. They prefer working alonerather than working with others .They also respond well to a set of mediumincluding journals, bibliography, and diary etc. 2.1.

3.5.Interpersonal intelligence              This intelligence is trigged byinteractions with others. According to Gardner (1983), an individual with ahighly developed interpersonal intelligence understands and distinguishes others’motivations, intentions, needs, and their desires .It involves being sensitiveto verbal communications such as voice and nonverbal cues like facialexpressions, voice and gestures. Learners who are strong at interpersonalintelligence “may have been labeled “too talkative” or”excessivelySocial” in the traditional classroom” (Mckenzie, 2005,p.12).Students with interpersonal tendency learn best interacting with others.

They do enjoy engaging in social gatherings such as committees’ and clubs.Politicians, teachers, Clinicians and religious leaders are likely to exhibit astrong interpersonal intelligence2.1.3.6.Bodily / kinesthetic intelligence             This intelligence is triggedthrough physical interaction with the environment .Gardner (1999) defines bodilyintelligence as the capacity to use one’s whole body or parts of it to solveproblems or to create something.

This intelligence involves certain physicalskills such as coordination, strength, flexibility, and speed, as well as hapticabilities. Students who are strong at physical activities learn best by doing.This means that “they thrive in hands-on learning environments” (Mckenzie,2005, p.12). Dancers, athletes and surgeons exhibit a well-developedbodily-kinesthetic intelligence. 2.1.

3.7. Musical intelligence               This intelligence is referred toas “Sound Intelligence”,” Sound Smart “and “Musical-Rhythmic Intelligence”. Thisintelligence involves musical skills such as composing, performing, andappreciating music (Gardner, 1999). According to Nicholson-Nelson (1998)individuals who are sensitive to pitch and rhythm have a musical intelligence.

They enjoy listening to music and recognizing sounds. Their learning isassociated with singing, humming, rapping, recording andtapping and so on. Musicians,Singers, songwriters,dancers,composers, and music teachers exhibit a strong musical intelligence.

2.1.3.8.

Naturalisticintelligence              The naturalist intelligence wasproposed afterwards.  Gardner (1999)defines this type of intelligence as the ability to recognize and classify speciesof environment .  This intelligence hasto do hierarchies and categories.   According to Armstrong (1993)  “the naturalist reveals the intelligence of the”green thumb”that knack that some people have to garden, to nurture household plants,create wonderful landscapes, or in other ways show a natural care for flora”(p. 225). Hunters, fishermen, farmers andgardeners exhibit a well developed naturalistic intelligence.2.

1.3.9.Existentialintelligence                Gardner (1999) identifies theexistential intelligence as “human capacity to raise and ponder largequestions” (p.

19) .It is the understanding of processes within a large context.It  subsumes philosophy and religion andunderscores the values of beauty, truth as well as goodness. It allows learnersto see their place in the big picture in relation to the classroom, thecommunity or the universe. Students with a well-developed existentialintelligence are able to summarize and synthesize ideas from variousdisciplines.