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Beyond the Expected

Each Keppel & Kismet gift features premium, small-batch products crafted with care. We carefully select gifts with intention and purpose to foster genuine connections and leave a meaningful impact.
Ready to Ship Gifts

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Frederick, Maryland

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Intaglio Printmaking - Dry Point 7/25 & 8/1

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Pyramid Atlantic Art Center, Hyattesville MD

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Pyramid Atlantic Art Center, Hyattesville MD

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Panel Discussion: Alfred Lacks Carter Jr. with invited voices

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INSPIRE STUDENTS.
ENHANCE LEARNING.

We strengthen learning by making arts education and cultural experiences an integral part of classroom instruction for all students in Baltimore City Public Schools.

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INSPIRE STUDENTS. ENHANCE LEARNING. We strengthen learning by making arts education and cultural experiences an integral part of classroom instruction for all students in Baltimore City Public Schools.

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For educators looking to infuse the arts into their educational practices, we’ve developed hundreds of free learning resources: lesson plans, articles, learning guides for performances, how-tos, and much more. Kennedy Center Education is here to help you succeed with newly revised lesson plans and…

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Join PBS KIDS as we support young children to learn about art! The lessons have been co-designed by museum and educational partners and feature many of your PBS KIDS friends. Introduce media clips, extension activities, articles, and crafts in your classroom and share resources with families to strengthen a school-to-home connection

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The following NAEA Standards represent the professional judgment of the art education field about the characteristics of preparation programs that will enable all visual arts educators to provide high-quality art instruction for every student.

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The National Art Education Foundation (NAEF) invests in innovative initiatives to support instructional practice, research, and leadership in visual arts education.

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Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio Thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio Thinking 2: The real benefits of visual arts education, 2nd Edition. New York, NY: Teachers College Press.

Hogan, J., Hetland, L., Jacquith, D., & Winner, E. (in press, 2018). Studio thinking for the elementary school. New York, NY: Teachers College Press.

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Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio Thinking: The real benefits of visual arts education. New York, NY: Teachers College Press. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013). Studio Thinking 2: The real benefits of visual arts education, 2nd Edition. New York, NY: Teachers College Press.

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Franklin Furnace provides physical and virtual support for performance art, artists’ books, installation art, and avant-garde art forms

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The Jerome Foundation was founded by Jerome Hill (1905-1972), a noted filmmaker, composer and painter, and awards grants to emerging artists in Hill’s home state of Minnesota and New York City, where he spent much of his creative life.

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Supporting Artists and Writers with Families

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Project based support

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Creative Capital - Investing in Artists who Shape the Future

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Creative Capital has awarded $40 million to 642 groundbreaking artists nationwide through funding, counsel and career development services. Our Professional Development workshops have empowered nearly 12,000 creative minds to strengthen their careers and enrich their communities.

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New York Foundation for the Arts empowers the creative community by providing critical support, resources, and opportunities.

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Emergency Relief Programs | Artist Communities Alliance

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The Artist Communities Alliance, with funding from The Joan Mitchell Foundation and continued with support from the Golden Foundation, established an emergency fund in support of artists facing an unforeseen emergency or triggering event to participate in artists’ residencies. The fund disburses mini-grants to artists who have already been accepted and scheduled for a residency, but who would not otherwise be able to participate due to a sudden change in circumstances.

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Information about Grants & Other Opportunities The Funding Resources section of the site contains the following: Free Email Funding Newsletters – WomenArts is collaborating with the Women in the Arts & …

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Forwarding the interest of Awesome in the universe, $1,000 at a time.

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Call For Entry and Application Management for the Arts | CaFÉ - CallForEntry.org

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CaFÉ™ is the foremost call for entries submission and online jurying solution by and for artists specifically for the arts and the public art field.

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Artist residencies provide artists, scholars, educators and other creative professionals the time, space and resources to work, individually or collectively, on the research and development of their practice.

Artist residencies vary; some of the ways they differ include:

Location (rural, remote, urban, tribal lands)

Culture and climate

Accessibility

Program design

Living space

Workspace

Access to specialized equipment

Fees (application costs and scholarships)

Length of stay

Other supports (alumni program, curator visits, documentation, teaching opportunities)

The first step in an artist's residency experience is research. An artist must understand their needs, limitations and interests at this moment in their life and career in order to find programs that are well-aligned. Once an artist has a clear understanding of their needs within the context of a residency, including their preferred workspace, length of residency, location and more, the Artist Communities Alliance (ACA) Directory can serve as a useful research tool.

Using the Directory

Artists can use the Directory for as broad or as narrow a search as they wish. Users can filter their search based on discipline, available equipment, accessibility and more, but it is important to be deliberate about these searches. How does a restraint or interest translate into a search?

ACA encourages artists to be clear, proactive and intentional in their research process. Below, you'll find different approaches to the research process and guidance for generating the best search results.

The Directory is a tool and platform to discover and celebrate the varied diversity, typology and context in which artist support programs exist. It is a site for artists, arts administrators and other creatives to find opportunities. The Directory includes Organizations, Residency Programs, Open Calls and Jobs.

Currently, ACA maintains a list of wheelchair accessible member programs here.

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Location (rural, remote, urban, tribal lands) Culture and climate Accessibility Program design Living space Workspace Access to specialized equipment Fees (application costs and scholarships) Length of stay Other supports (alumni program, curator visits, documentation, teaching opportunities) The first step in an artist's residency experience is research.

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Arts for Learning K-12 Artist Residencies: Support the learning of any topic through a series of in-depth, artist-led workshops.

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Res Artis: Worldwide Network of Arts Residencies

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A global network of vetted residencies for artists, curators, researchers & creatives

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Beautiful Trouble - Boyd

Pedagogy for Liberation - Shor and Freire

Teaching to Transgress -bell hooks

Systemic Racism 101 - Living Cities and Pilgrim

Activists Speak Out

Education for Socially Engaged Art - Pablo

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Studio Thinking from the Start by Jillian Hogan, Lois Hetland, Diane B. Jaquith, and Ellen Winner

Engaging Learners Through Art Making, TAB, Second Edition by Katherine M. Douglas and Diane B. Jaquith

The Learner-Directed Classroom by Diane B. Jaquith and Nan E. Hathaway

Natty Professor by Tim Gunn

Art for All by Liz Byron

No More Secondhand Art by Peter London

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Standard based visual art terms

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Art Classroom funding

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Fresh Artists is an innovative nonprofit empowering compassionate, creative and capable young people to tackle the critical shortage of arts funding in our public schools.

We create real-life opportunities for kids to engage as philanthropists, to exhibit their artwork in high profile places for decision-makers to see and to deliver innovative visual art programs and art supplies to public schools struggling with shrinking budgets.

Fresh Artists is honored to work with the hundreds of children represented in its collection and the Art Teachers who ignite their creativity inspiring them to share their stories. Continue reading more about us...

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Fresh Artists is an innovative nonprofit empowering compassionate, creative and capable young people to tackle the critical shortage of arts funding in our public schools. We create real-life opportunities for kids to engage as philanthropists, to exhibit their artwork in high profile places for decision-makers to see and to deliver innovative visual art programs and art supplies to public schools struggling with shrinking budgets.

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We have more than 13 million titles to choose from, from the earliest board books to the all-time classics of literature.

Purchasing Power

Used books are often treasures that are out-of-print or rare. With Wish Lists you can choose to be notified the instant we find a copy, see how often we find rare titles, and see who else is interested.

FREE Shipping & More

When you've found the books you want we'll ship qualifying orders to your door for FREE in 100% recyclable packaging. If there is no demand for a book, we will donate it to charity, or we'll recycle it.
More About Us

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New & Used Books | Buy Cheap Books Online at ThriftBooks

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Over 13 million titles available from the largest seller of used books. Cheap prices on high quality gently used books. Free shipping over $15.

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Platform for creating interactive quizzes

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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Artful and Visible Thinking Routines 1 pagers and organizers.pdf

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The framework takes the image of an artist's palette as its central metaphor. Typically, a palette is made up of a relatively small number of basic colors which can be used and blended in a great variety of ways. The artful thinking palette is comprised of 6 thinking dispositions - 6 basic colors, or forms, of intellectual behavior - that have dual power: They are powerful ways of exploring works of art, and powerful ways of exploring subjects across the school curriculum.
Click here for a Spanish version of the Artful Thinking Palette.
The Artful Thinking palette comes alive through the use of "thinking routines." Each thinking disposition has several thinking routines connected to it. Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. They are used flexibly and repeatedly - with art, and with a wide variety of topics in the curriculum.

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15 Minutes of Fame: The Body

Kristi Trangsrud, Lisa Willis Carpenter

Grade Level: Fourth, Third

Arts Content Area: Visual Arts

Non-Arts Content Area: Math, Science

A Song By Any Other Name

Courtney Bailey

Grade Level: Second

Arts Content Area: Dance, Music, Theatre Arts

Non-Arts Content Area: English Language Arts

Above, Below and Around the Corner

Shane Barham, Tina Stocks, Lori Little, Anita Hales

Grade Level: Kindergarten

Arts Content Area: Theatre Arts, Visual Arts

Non-Arts Content Area: Math, PE, Science

Analyzing a Screenplay

Ryan Waldrop

Grade Level: Fourth

Arts Content Area: Theatre Arts

Non-Arts Content Area: English Language Arts

Another Miraculous Journey of Edward Tulane

Susan Zelasky, Donna Underwood, Kelly Merrick, Roger Otto

Grade Level: Fourth, Third

Arts Content Area: Theatre Arts, Visual Arts

Non-Arts Content Area: English Language Arts

Bayang (“Shadow”) Fables

Nancy East

Grade Level: Third

Arts Content Area: Theatre Arts, Visual Arts

Non-Arts Content Area: Social Studies

Breathing in the Garden

Michelle Krasner, Cris Laurens, Susan Warren, Jamila Smith

Grade Level: Fifth, First, Fourth, Kindergarten, Second, Third

Arts Content Area: Visual Arts

Non-Arts Content Area: English Language Arts

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We are excited to provide this searchable directory as a resource for educators to integrate the arts into elementary classrooms across Wake County. These lesson plans have been developed by educators who've participated in the Arts Integration Institute. To date, nearly 100 lesson plans are available to inspire and engage you and your students!

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SY23-24 Stage 1 School

This course is for Stage 1 Partner Schools during School Year 2023/2024. This course allows an enrolled Arts Integration Coach to document their school's progress towards completing all Stage 1 requirements.

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This course is for Stage 1 Partner Schools during School Year 2023/2024. This course allows an enrolled Arts Integration Coach to document their school's progress towards completing all Stage 1 requirements.

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Alma's Way - Goodbye, Howard!/Re-Use, Re-Do Video | PBS KIDS

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Alma tells everyone Howard is moving./Alma tries to make art from recycled materials.

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Watch for free your favorite PBS KIDS shows like Daniel Tiger’s Neighborhood, Wild Kratts, Odd Squad, and Sesame Street.

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🦄Never Let A Unicorn Scribble! | Kids Book Read Aloud | Vooks Narrated Storybooks

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Vooks - Stories and Read Alouds for Kids

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Color Blocked! | Animated Storybook For Kids | Vooks Narrated Storybooks

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Childrens Artist History Youtube Channel

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Childrens Artist History Youtube Channel

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craft projects ideas "animation playfull learning edutainment cartoon history paintings teachers fun school" art with mati dada

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Welcome to the wonderful world of Mati and Dada, where learning meets creativity and imagination. Seven year old Mati, a cheerful young girl with a zesty passion for art,is magically transported into the lives of great artists by her eccentric sidekick, Dada.

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The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class.

Verbal / Linguistic

Explanation and understanding through the use of words.

This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.

Example Lesson Plans

(re)Introducing Phrasal Verbs to ESL Students
Comparative and Superlative Forms
Countable and Uncountable Nouns - Noun Quantifiers
Reading - Using Context

Visual / Spatial

Explanation and comprehension through the use of pictures, graphs, maps, etc.

This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.

Example Lesson Plans

Drawing in the Classroom - Expressions
Vocabulary Charts

Body / Kinesthetic

Ability to use the body to express ideas, accomplish tasks, create moods, etc.

This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."

Example Lesson Plans

Lego Building Blocks
Young Learner's Games for ESL Classes - Simon Says
Telephone English

Interpersonal

Ability to get along with others, work with others to accomplish tasks.

Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities.

Example Lesson Plans

Conversation Lesson: Multinationals - Help or Hindrance?
Creating a New Society
Guilty - Fun Classroom Conversation Game
Let's Do Tourism

Logical / Mathematical

Use of logic and mathematical models to represent and work with ideas.

Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.

Example Lesson Plans

Match-up!
English Grammar Review
Different Uses of "Like"
Conditional Statements - Reviewing the First and Second Conditional

Musical

Ability to recognize and communicate using melody, rhythm, and harmony.

This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Example Lesson Plans

Grammar Chants
Music in the Classroom
Practicing Stress and Intonation
Tongue Twisters

Intrapersonal

Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses.

This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage.

Example Lesson Plans

Setting ESL Objectives
English Learning Goals Quiz

Environmental

Ability to recognize elements of and learn from the natural world around us.

Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.

Example Lesson Plan

Global English

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Multiple Intelligences in the ESL Classroom

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The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class.

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O ther Sample MI Plans

Todd J. Eckstein - Instrumental jazz
Catherine Ordemann - Biology Maria Aerts - Health and general nutrition Jon Lutgen - Accepting responsibility Kim Brooks - Parenting Styles
Marie Muhvic - Physical Education
Justin Gerlach - Elementary Spanish Lesson
John Fietsch - Making Shapes - Geometry

Link's Pages- Multiple intelligences
Intelligences Defined

Naturalistic Intelligence Defined
Journal Articles On Line
New Horizons for Learning Electronic Journal - Vol. III, #5, March/April 1998
Why teachers are drawn to using Multiple Intelligence Theory in the classroom
The eighth intelligence Back to Curriculum Index
Back to Lesson Plans Index

MI Plan #3

Kate Boesch, ED381

Area of Concentration: Botany

Objectives and Procedures :

A. Verbal/Linguistic Intelligence

Procedure: Students will be assigned to a specific tree, where they will be responsible for creating an identity for that tree. Individually, they will give the tree personal traits and characteristics in a short essay format. B. Logical/Mathematical Intelligence

Procedure: In groups of two, students will calculate the age of a tree by counting the number of rings that appears on a tree stump. C. Spatial/Visual/Verbal and Interpersonal Intelligences.

Procedure: Using partners, one student will vividly describe the visual aspects of a specific tree to his/her partner, while the other will visualize it in his/her mind. Upon verbal description, the student will then draw the tree to see if their visualizations match the description of the other student. D. Musical/Rhythmic/Auditory Intelligences

Procedure: Using rhyme, rhythm or song, small groups of students will identify and name specific trees in any type of format that they may wish to use. E. Bodily/Kinesthetic and Intrapersonal Intelligences

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Multiple Intelligences: Tips and Ideas | Education World

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Explore practical, everyday strategies for integrating multiple intelligences into instruction and assessment.

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Maybe you've heard about the theory of multiple intelligences, but you're not sure how it works in your classroom. Maybe you've never heard of it, but you know some of your students are smart in ways tests aren't measuring. Or maybe you're just looking for a spark to liven up learning this year. No matter what, multiple intelligences can give you - and your students - a new way to approach learning.

The Theory of Multiple Intelligences

In 1983, Howard Gardner proposed the theory of multiple intelligences (MI), though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:

Linguistic (skilled with words and language)

Logical-mathematical (skilled with logic, reasoning, and/or numbers)

Bodily-kinesthetic (skilled at controlling bodily motion such as sports, dance, etc.)

Visual-spatial (skilled with images, spatial judgment, and/or puzzles)

Musical (skilled with sound, rhythm, tone, and music)

Interpersonal (skilled at communicating with/relating to others)

Intrapersonal (skilled at self-knowledge, reflection, etc.)

Naturalistic (skilled at understanding/relating to the natural world)

For many teachers, MI theory makes perfect sense. Who hasn't had a student who couldn't write a coherent paragraph but can solve any kind of puzzle you put in front of them? Or the student who persists in tapping their pencil rhythmically as they study because "it helps them think"? While not all questions about the science of MI have been answered, it can be extremely helpful in the classroom.

How to Use Multiple Intelligences in the Classroom

Get to Know Your Students Better

There are many MI assessment tools available online and to print for use in your classroom. These tests can provide a fascinating snapshot of your students' innate abilities. Students should think about how to use their strengths to help them in all subjects. Maybe that musically intelligent student should make up a song to help her learn the Periodic Table of Elements. Or that visually inclined student should draw a picture to help remember the life cycle of a butterfly.

Expand Upon Traditional Activities

Traditional school activities focus primarily on linguistic and logical-mathematical intelligences. But here are some ways to reach any intelligence type in your classroom:

Linguistic

Ask students to write a story about what they're studying. If they're learning a process, have them write an instruction manual or give a "how to" speech. Writing scripts, making videos, or designing a brochure are other good activities for this intelligence.

Logical-Mathematical

Beyond doing math problems, this intelligence focuses on logical reasoning and problem solving. Can students conduct a survey and graph or chart the results? For English or history classes, use a debate to teach the basics of logic and rhetoric. Ask students to function the way a real-life scientist does - using logic and/or math to solve a problem or propose a hypothesis.

Bodily-Kinesthetic

Let bodily-kinesthetic students act out a skit, do a dance, or physically simulate a scientific process. Use manipulatives in math, have them build a model with clay, or create a collage about an important concept.

Visual-Spatial

Let these "picture-smart" students draw a diagram, illustrate a group project, or develop a PowerPoint presentation. You may want to encourage this group to use symbols or colors to help them make sense of their notes, since they may struggle with traditional note-taking methods. Graphic organizers can also help them.

Musical

These students may be gifted musicians, but they also tend to have a good ear for rhythms and a sense of patterns. Consider musical activities such as having them create a rap song about their subject or make connections between sound/music and the information you are teaching. For example, ask students to choose three pieces of music - one that represents a solid, one that represents a liquid, and one that represents a gas. Have them play a clip of each piece of music and then explain why they chose each one - this will appeal to their interests while still allowing you to check for comprehension (e.g., the "solid" music should sound heavier than the "gas" music). These students may also enjoy creating podcasts or other auditory items.

Interpersonal

These learners are usually the ones who speak up frequently. Take advantage of that chatty energy through class discussions or group work, let them teach the class, or use technology to have them interact with others via Skype, chat, etc.

Intrapersonal

Give these students assignments that challenge them to make connections between their personal experiences and the class subject. Blogs, journals, and essays on personal topics are common tasks, but these students can also benefit from metacognitive assignments, that is, encouraging them to think about their own learning styles and processes. Developing a portfolio of individual assignments may also appeal to these students.

Naturalistic

Incorporate the outside world to hold these students' attention. Field trips and project-based learning are ideal, but anything that allows them to get some fresh air and interact with plants and animals will help. Take class outside on a nice day, or invite these students to help you take care of a classroom garden. Use natural items like flowers or rocks for math manipulatives or have them write a poem about the sky.

Coming up with assignments to reach all of the multiple intelligences can be very time-consuming, so start small! Pick one or two intelligences that you don't normally use in your lessons, and find a way to incorporate them. Interpersonal, intrapersonal, and naturalistic can be some of the easier ones to start with.

Another solution? Choose one common assignment (for example, book reports) and brainstorm MI alternatives, such as: write a song about the book, build a diorama about the book, etc. Then allow students to choose an alternative to the traditional assignment once in awhile. You might be surprised by the results!

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12+ Ways to Teach Using Multiple Intelligences - TeachHUB

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Maybe you've heard about the theory of multiple intelligences, but you're not sure how it works in your classroom. Maybe you've never heard of it, but you know some of your students are smart in ways tests aren't measuring. Or maybe you're just looking for a spark to liven up learning this year.

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O ther Sample MI Plans

Todd J. Eckstein - Instrumental jazz
Catherine Ordemann - Biology Maria Aerts - Health and general nutrition Jon Lutgen - Accepting responsibility Kim Brooks - Parenting Styles
Marie Muhvic - Physical Education
Justin Gerlach - Elementary Spanish Lesson
John Fietsch - Making Shapes - Geometry

Link's Pages- Multiple intelligences
Intelligences Defined

Naturalistic Intelligence Defined
Journal Articles On Line
New Horizons for Learning Electronic Journal - Vol. III, #5, March/April 1998
Why teachers are drawn to using Multiple Intelligence Theory in the classroom
The eighth intelligence Back to Curriculum Index
Back to Lesson Plans Index

MI Plan #3

Kate Boesch, ED381

Area of Concentration: Botany

Objectives and Procedures :

A. Verbal/Linguistic Intelligence

Procedure: Students will be assigned to a specific tree, where they will be responsible for creating an identity for that tree. Individually, they will give the tree personal traits and characteristics in a short essay format. B. Logical/Mathematical Intelligence

Procedure: In groups of two, students will calculate the age of a tree by counting the number of rings that appears on a tree stump. C. Spatial/Visual/Verbal and Interpersonal Intelligences.

Procedure: Using partners, one student will vividly describe the visual aspects of a specific tree to his/her partner, while the other will visualize it in his/her mind. Upon verbal description, the student will then draw the tree to see if their visualizations match the description of the other student. D. Musical/Rhythmic/Auditory Intelligences

Procedure: Using rhyme, rhythm or song, small groups of students will identify and name specific trees in any type of format that they may wish to use. E. Bodily/Kinesthetic and Intrapersonal Intelligences

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Developing students' multiple intelligences in the classroom can be a complicated task when planning courses. In the same way, meeting the needs of all students during daily lessons is an even more significant challenge. However, through the use of different activities, the development of students' intelligences can be promoted, while meeting the objectives of the lesson.

On behalf of this, we can introduce the Theory of Multiple Intelligences as a compliment and help when planning our courses. The theory was developed by Harvard University psychologist Howard Gardner. It proposes the existence of eight types of intelligences in the human being and the capacity we all have for their development, which allows us to understand why we learn in different ways.

Next, we present the eight intelligences with their description and activities that can be integrated into the daily lessons of all subjects.

Verbal-linguistic intelligence

We can find this intelligence in students who can understand, use, and manipulate written or spoken words.
Classroom activities:
Logical-mathematical intelligence

It is distinguished in students who can use numbers correctly and understand abstract relationships.
Classroom activities:
Visual-spatial intelligence

This intelligence is usually measured along with the verbal-linguistic and logical-mathematical intelligences in the IQ Test. It is defined by the ability to form a mental model of a space world and to maneuver using this model.
Classroom activities:

Musical intelligence

We can find it in those students with the ability to perceive, distinguish, transform, express sounds, and musical forms.
Classroom activities:
Body-kinesthetic intelligence

It is defined as the ability to solve problems or develop products using the body or parts of it.
Classroom activities:

Theater production

Craft use

Learning by discovery

Use of Legos

Body movement activities (dance, pantomime, role play, acting)

Activities related to physical education (play, jumping, sport, physical exercises)

Intrapersonal intelligence

It is defined by the ability to self-discipline and self-understanding. Together with interpersonal intelligence, it is called emotional intelligence.
Classroom activities:

Use of 1 minute reflection periods

Activities that integrate the independent study

Provide classroom spaces for individual study

Activities related to the theme of self-esteem

Self-taught readings

Application of learning centers

Interpersonal intelligence

It can be found in students who can understand other people: what motivates them, how they work, and how to work with them cooperatively.
Classroom activities:
Naturalist intelligence

It is the ability to appreciate, categorize, classify, explain, and connect everyday life with nature.
Classroom activities: To know how to identify the intelligences in your students and apply Multiple Intelligences into the Classroom, we recommend you to access: Multiple Intelligences in the Classroom: Theory into practice. If you want to know your students' intelligences CLICK HERE to obtain your free copy of our Multiple Intelligences Test for your students. References
Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria: ASCD.

Bartolomei-Torres, P. (2018). Inteligencias múltiples en el aula, un recurso para el aprendizaje significativo en la Enseñanza de una Lengua Extranjera (Ph.D). Universidad de Granada. Recuperado de http://hdl.handle.net/10481/52430

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences. New York: Basic Books.

McClellan, J., & Conti, G. (2008). Identifying the Multiple Intelligences of Your Students. Journal Of Adult Education, 37(1), 13-32.

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48 Classroom Activities for the development of Multiple Intelligences - Learningbp

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Developing students' multiple intelligences in the classroom can be a complicated task when planning courses. In the same way, meeting the needs of all students during daily lessons is an even more significant challenge. However, through the use of different activities, the development of students' intelligences can be promoted, while meeting the objectives of the lesson.