The musical child learns by rhythm, music, and hearing and they really love music. Those who have a high level of musical-rhythmic intelligence displays greater sensitivity to sounds, rhythms, tones, and music. These children and adults enjoy singing , listening to music, play an instrument, remembers melodies or tunes easily, hear the differences in instruments, make up or write their own songs, and can remember facts by making up a song for them. Those who are strong musical intelligence can learn best by lecture. Our culture doesn't put such a great importance on being smart with music. Many people think it's a nice talent to have, but don't consider it an intelligence, but it is and shouldn't be overlooked.
Careers suited for this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers, and composer.
Here are some ways to expand your child's experiences with the musical intelligence that will be enjoyable:
1. Listen to as many different kinds of music as you can.
2. Sing with your family or friends.
3. Play musical games whenever you get the chance.
4. Get involved in music at school.
5. Learn to read music and learn to play an instrument.
6. Become more aware of the music around you.
7. Compose a song or musical piece.
8. Start a band.
If you have a child that shows dominates in musical intelligences make sure they play an instrument, sing in a choir, write music and develop that part of them. They should also develop the other part of their brain by write poems and stories, take up a sport, play logical games, take art classes, and go outside and hear the music in nature. To get more information on the musical intelligences read, "Your Smarter Than You Think", by Thomas Armstrong, PhD. or google multiple intelligences. If you want to get more involved with your child's education purchase my book, "A Parent's Handbook: How to Get the Best Education Possible for Your Child K-6 Grades". You can purchase my book at http://www.besteducationpossible.com/ or http://www.amazon.com/ .
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