Bodily-Kinesthetics

Perhaps the most tangible benefit of music education for students is the increase in their performance in the classroom. People often say, “Music makes you smarter,” but where is the evidence? As South Dakota State University’s Professor Kevin Kessler eloquently stated via email, “How were you

I. Plato, a Greek philosopher once said “I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.”

Results of the VARK self-assessment quiz indicated that I have a strong preference for kinesthetic and weak preference for Read-Write learning style. Second quiz for intelligence shows I have high percentage for Visual-Spatial and low for Rhythmic-Musical. Being a strong kinesthetic learner and with high Visual-Spatial intelligence, I will likely to teach by demonstration and less on reading and writing. Furthermore, I will have more hands-on and role-play and arts and crafts activities and less on reading and writing assignments. Create projects and activities in which all five senses (sight, touch, taste, smell, and hearing) will be used. This style of teaching will benefit the kinesthetic learners with Visual-Spatial and Bodily-Kinesthetic

In Joanne Lipman’s “A Musical Fix for U.S. Schools”, she describes the benefits music can bring to a student’s IQ that allows them to perform superior in school. Music forces a person to think differently than how they usually may in other classes. This allows for new thinking strategies to form, improving the cognitive side of the mind. This positive difference is shown when a canadian study was done with music training where the results showed an increase in IQ in the group of people children studied (Lipman). With that study, the favorable results of music is clear for children. An IQ measures the intelligence of people, which is related to the cognitive abilities of the mind, and therefore the person. People may think that music may

You can be intelligent by having bodily kinsthetic. You can coordinate your body with your mind. If you are playing soccer and you're trying to do a skill and be very good at it. "Cordinating your mind with your body, bodily kinsthetic". I was dribbling and a defender came and I did a move to get around her.

Kinesthetic learners are learners who learn by doing a task or some sort of direct involvement. They are often fidgety or find multiple reasons for movement and are not very attentive during audio or visual presentations. They like to try out new things, constantly be doing something or making gestures while speaking. Kinesthetic learners are often poor listeners, find success in physical activities and learn better when being able to move during learning. Concentration is greater achieved if movement can be incorporated into

Over the past 20 years, numerous scientific studies found a strong positive relation between playing music, intellectual capacity, personal growth and social interaction with others. Researchers maintained that music can also help children in acquiring literacy, consequently improving their academic achievement. We now know that music impacts different areas of child development; including intellectual, social and emotional, motor, language, and literacy skills (Barrett & Bond, 2014).

The search of information of this study yield the correlation between music education, musical training, and musical experience of children and the ability that music have on the enhancement of children learning ability in the areas of auditory perception, reading related skills, verbal and nonverbal reasoning. The participants in this research are children between the ages of 3 to 10 year old and are all elementary school aged children.

Jennifer is clearly a bodily-kinesthetic learner. Miss Jameson engaged her learning style by going outside and providing activities that did not involve sitting at a table doing paper work. Miss Jameson is teaching in a way that Jennifer thrives in while Mr. Thompson is lacking that teaching style.

Music -- whether it be musical instruction or simply listening to music -- has been shown to improve cognitive abilities. Making music is a complex process that requires the tuning of fine motor skills, which

I am going to provide real-world examples for three types of intelligence as theorized by Gardner: verbal/linguistic, body-kinesthetic (movement), and logical/mathematical. I'll explain why each example represents one of the types of intelligence and present argumentative critics that have been offered against Gardner's research.

Bodily-Kinesthetic Intelligence are people who learn better by involving muscular movements, they are good at physical activities and building things.

The kinesthetic learners are called the "do-ers" or the active learners because they learn by doing. In my opinion, I believe that the kinesthetic learner is a combination of the

The arts become a part of a child’s life growing up in a family, socializing with friends, community, and in school. Music education allows for self-expression and connecting students with themselves and others.

The article “The effects of music on achievement, attitude and retention in primary school English lessons” by Koksal, Yagisan, and Cekic show the impact music has in the classroom. The Article claims “best learning environment is one that includes music” (Köksal, et al. 1897). Meaning music activates different parts of the brain that coincide with memory. Through an experimental study mentioned in the article shows music has a “increased achievement in English vocabulary learning” (Köksal, et al. 1899). Memory channels are activated and students are able to retain what is being taught through the use of music. Therefore the article suggests music is a method that can be used in primary schools to exercise the mind helping students hold onto what they learn for longer periods of time. The authors argue music brings out a different level of intelligence in the classroom. However the article fails to briefly describe traditional methods, other possible methods, and possible defaults of a music learning environment jeopardizing a overall well conducted study of music used as a source of education.