Cooperative Learning / Discussion on Multiple Intelligences
By Matty
Objectives:
- To examine William Shakespeareís Romeo & Juliet through Howard Gardnerís defined musical intelligence.
- To further explore William Shakespeareís Romeo & Juliet through Gardnerís MI Theory.
- To discuss intelligence, alternative assessment, and the secondary classroom environment using multiple intelligences.
Rationale:
Howard Gardner, Erika Lindemann, and Judith Langer each believe in the student-centered classroom. Lindemann and Langer explore theory and possible lesson plans for integrating literature and the student-centered classroom. Gardner provides even more theory and more possible lessons that integrate individual abilities, including language comprehension, mathematical computation, personal relationships, physical coordination, visualization, and musical talent into the classroom. Howard Gardner supports a re-evaluation of curriculum and assessment. This lesson introducing MI Theory will incorporate exploration of a sample lesson through cooperative learning and discussion. We will take the literature of Howard Gardner and use Judith Langerís envisionment building with the concepts of learning : "Exploration of possibilities; the need for students to learn to control and develop their own inquiry and move toward fuller understandings; and the use of literature for social, personal, critical, and cognitive development" (Envisioning Literature 56).
Procedure:
- Ask if any student has studied Shakespeareís Romeo and Juliet. Find out how:
--reading it?
--performing it?
- Distribute the summary of Shakespeareís Romeo and Juliet.
- Explain the procedures for the lesson: a) LISTEN to music to explore Romeo and Juliet b) discuss reactions to music c) explore Howard Gardnerís MI Theory d) examine other possible intelligences useful to understanding Romeo and Juliet e) discuss implications in the classroom and assessment of using Gardnerís MI Theory
- Distribute song lyrics to Dire Straitsí "Romeo and Juliet."
- Listen to Dire Straitsí "Romeo and Juliet."
- Discuss student reactions, song similarities & differences compared to Shakespeareís play.
- Distribute Leader Profile Sheet.
- Discuss Gardnerís Multiple Intelligences.
- Count off by 4ís.
- Direct student groups to brainstorm other possible activities that incorporate at least one of the intelligences and may help understanding of Romeo and Juliet. Students may have up to 7 activities.
- After 7-10 minutes, re-convene as a whole class.
- Allow discussion of studentsí activities that incorporate the linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal intelligences.
- Allow general discussion of the implications of Gardnerís MI Theory on the classroom environment, curriculum, alternative assessment, and intelligence.
Materials:
- Dire Straitsí "Romeo and Juliet."
- Lyrics to Dire Straitsí "Romeo and Juliet."
- Synopsis of William Shakespeareís Romeo and Juliet.
- Howard Gardner and MI Theory Fact Sheet.
- Howard Gardnerís Multiple Intelligences: The Theory in Practice.
Evaluation:
-Students will critique the song, discuss the implications, and create activities using Gardnerís MI Theory. -Students will incorporate lessons using multiple intelligences in their classrooms.
Resources:
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994.
Campbell, Linda. "How Teachers Interpret MI Theory." Educational Leadership. Sept. 1997: 14-19.
Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.
Knopfler, Mark. "Dire Straits Songs Lyrics." [Online] Available http://web.mit.edu/proac/www/dire/lyrics.html November 27, 1998.
"The Tragedy of Romeo and Juliet." [Online] Available http://www.geocities.com/Broadway/1796/story.html November 27, 1998.
Lyrics to "Romeo and Juliet"
-Dire Straits
A love-struck Romeo sings on streets a serenade
Layiní everybody low with a love song that he made
Finds a streetlight, steps out of the shade
Says something like, "You and me babe. How about it?"
Juliet says, "Hey, itís Romeo! You nearly gave me a heart attack!"
Heís underneath the window; sheís singiní, "Hey la! My boyfriendís back!
You shouldnít come around here, singing up at people like that.
Anyway, what you gonna do about it?"
"Juliet, the dice was loaded from the start.
And I bet, and you exploded into my heart.
And I forget, I forget the movie song.
When you gonna realize, it was just that the time was wrong?
Juliet!"
Come up on different streets; they both were streets of shame.
Both dirty, both meanóyes, and the dream was just the same.
"And I dreamed your dream for you and now your dream is real
How can you look at me as if I was just another one of your deals?
You can fall for chains of silver; you can fall for chains of gold.
You can fall for pretty strangers, and the promises that they hold.
You promised me everything. You promised me thick and thin.
Now you just say, ëOh Romeo! You know, I used to have a scene with him!í
Juliet! When we made love you used to cry.
You said, ëI love you like the stars above, Iíll love you till I die.í
Thereís a place for usóyou know the movie song!
When you gonna realize, it was just that the time was wrong?
Juliet!
I canít do the talk, like they talk on the TV.
And I canít do a love song, like the way itís meant to be
I canít do everything, but Iíll do anything for you.
I canít do anything except be in love with you.
Now, all I do is miss you and the way we used to be.
All I do is keep the beat and bad company.
And all I do is kiss you, through the bars of a rhyme
Julie, Iíd do the stars with you, anytime!
Juliet! When we made love, you used to cry.
You said, ëI love you like the stars above, Iíll love you till I die.í
Thereís a place for usóyou know the movie song.
When you gonna realize, it was just that the time was wrong?
Juliet!"
A love-struck Romeo sings on streets a serenade
Layiní everybody low with a love song that he made
Finds a convenient streetlight, steps out of the shade
He says something like, "You and me babe. How ëbout it?"
"You and me babe. How ëbout it?"
Go to Howard Gardiner Fact Sheet