Intelligence Past, Present, and Possible: The Theory of Multiple Intelligences in Dance Education

Warburton, Edward C.

doi:10.1080/15290824.2003.10387224

Cited by 12 publications

(6 citation statements)

References 12 publications

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“…These conceptual models resonant with critical-thinking initiatives in that they focus on the deliberate practice of key movement ideas using explicit frameworks for thinking in, evaluating, and performing dance. 23 The finding of a pedagogical-preference effect in self-selection of a career in teaching aligns with findings in the general population.…”

Section: Revealing Beliefssupporting

confidence: 80%

Beyond Steps: The Need for Pedagogical Knowledge in Dance

Warburton

2008

Journal of Dance Education

Self Cite

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Section: Revealing Beliefssupporting

confidence: 80%

Beyond Steps: The Need for Pedagogical Knowledge in Dance

Warburton

2008

Journal of Dance Education

Self Cite

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“…Experts argue about the development process of one's intelligence, viewed from the theory of MI (the theory of Multiple Intelligences). The intelligence develops and changes over time, especially when individuals get experience and education specifically [29]. Physical education learning uses a learning model based on project learning model provides an opportunity for students to gain knowledge through the process of observation, investigation and implementation of knowledge that has been obtained in order to find solutions / answers to the questions given by the teacher.…”

Section: B Discussionmentioning

confidence: 99%

Enhancing Kinaesthetic Intelligence Using Project-Based Learning Models

Ginanjar¹,

Tarigan²,

Hendrayana³

et al. 2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

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This study aims to determine the effect of projectbased learning models on kinaesthetic intelligence. The population is class XI students of SMA Negeri 1 Lembang, a sample of 80 students was taken using simple random sampling. The method used was an experiment with one group pre-test post-test design. The instrument used was a kinaesthetic intelligence test. Students who study physical education with a project-based learning model score t =-3,647, with Sig. (2-tailed) = 0.001. The application of the project-based learning model is able to give effect to the kinaesthetic intelligence of students in physical learning at SMA Negeri 1 Lembang.

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“…They further find form in the curricula of formal dance education, the pedagogies of dance teachers, and the practices of their students around the world. Cultural exchange through dance education is celebrated (Ashley 2010(Ashley , 2014, social inclusion through dance education is encouraged (Houston 2005;Sanderson 2008) and rational choice-making through dance education is recognized (Bannon & Sanderson 2000;Warburton 2003). This takes place, however, within a very prescribed political environment.…”

Section: Unesco Roadmap For Arts Education Makes Reference To the Un mentioning

confidence: 99%

Researching dance education post-2016: the global implications of Brexit and Trump on dance education

Rowe

Martin

Buck

et al. 2018

Research in Dance Education

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The results of the 2016 British referendum on membership of the European Union and the presidential election in the United States of America initiated political changes that will arguably have resounding impacts, within and beyond the UK and the US for years to come. Much of the rhetoric accompanying these political victories appears to confront humanist ideals associated with inclusion, rationalism and transnational exchange. This article argues that these seismic political events in Europe and America will have an international impact on policies, practices and pedagogies associated with dance education, inevitably challenging those who seek to broaden meanings of socially, culturally, economically and politically inclusive arts education. We have gathered the queries of leading dance education researchers from around the world, to better understand how these political shifts are perceived, who feels they may be affected, how they feel it may affect them, and how research into dance education may respond to, and address, these effects. In doing so, we hope to provide a global snapshot of concerns felt by dance education academics in the aftermath of the 2016 British referendum and US Presidential election, and a research framework for investigating the implications of these events on dance education.

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Intelligence Past, Present, and Possible: The Theory of Multiple Intelligences in Dance Education

Cited by 12 publications

References 12 publications

Beyond Steps: The Need for Pedagogical Knowledge in Dance

Beyond Steps: The Need for Pedagogical Knowledge in Dance

Enhancing Kinaesthetic Intelligence Using Project-Based Learning Models

Researching dance education post-2016: the global implications of Brexit and Trump on dance education

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