MULTIPLE INTELLIGENCES AND MUSIC CLASSES- AN INNOVATIVE APPROACH
MULTIPLE INTELLIGENCES AND MUSIC CLASSES- AN INNOVATIVE APPROACH

Summary/Abstract: As music teachers in mainstream schools, we approach teaching strategies, activities, work tasks and games in our lessons, more or less intentionally, for pupils who have and demonstrate musical abilities, as about the rest of them, considered as not having a musical ear, either neglecting them or assigning them other compensatory work tasks, in the best situation. Because they require not only creativity, willingness and a good knowledge of pupils' abilities, inclinations and capabilities, but also a considerable effort in the didactic design of the process of transmitting and assimilating knowledge, differentiated activities are used particularly when there are pupils with Special Educational Needs included in the classroom. According to Gardner's Theory of Multiple Intelligences, each human being possesses and demonstrates in practice different types of intelligence, with the specification that some of them may be more developed and easily observable, while others may only be present in a rudimentary form. So, in order to make the instructional-educational process more effective, it is necessary to considering the abilities and inclinations of each pupil at music classes for designing and carrying out activities, not only to enhance and strengthen their abilities, but also to meet their needs.This article aims to explore the application of the theory of multiple intelligences to music classes. Proposing an innovative approach to teaching-learning-assessment strategies, the article analyzes the relevance of each type of intelligence in specific lesson approaches and, at the same time, provides concrete examples of teaching activities and games that capitalize on these intelligences.

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