Minds in motion Jump into their world_

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					                    Minds in Motion
                 Jump into Their World
            Encouraging Kinesthetic Intelligence

Hand Outs

NCaeyc Conference
October 3, 2009
Presenter:    Xan Regan, BS, MA
What is creative movement?
It is the use of nonverbal exploration and communication to solve problems and discover
the world we live in through natural motion.

Who does it benefit?
Everyone. All ages, sizes, genders, shapes and nationalities.
“If you can move, you can dance. If you can speak, you sing.”
- African proverb

Why is it important?
   1. Creative Movement stimulates intellectual, physical and emotional development
      in children. (Gilbert, 2002)
   2. In child development, Piaget recognized sensory motor skills a central role
      in children's early cognitive development.
   3. Studies demonstrated that infants' experiences of self-produced
      locomotion (e.g., crawling) are related to such cognitive skills as object
      permanence and the organization of spatial information (Bai & Bertenthal,
      1992; Bertenthal, Campos, & Kermoian, 19.94; Campos et al).
   4. Children left on their own will develop limited skill sets through independent
      exploration. The Zone of Proximal Development is Vigotsky’s term for the range
      of tasks that are too difficult for the child to master alone but that can be
      mastered with guidance and assistance.

Paiget’s Theory of Cognitive Development - Stages of Development
Piaget’s theory identifies four developmental stages and the processes by which children
progress through them. The four stages are:

   1. Sensorimotor stage (birth - 2 years old)

       The child, through physical interaction with his or her environment, builds a set
       of concepts about reality and how it works.

   2. Preoperational stage (ages 2-7)

        The child is not yet able to conceptualize abstractly and needs concrete physical

   3. Concrete Operations (ages 7-11)

       As physical experience accumulates, the child starts to conceptualize, creating
       logical structures that explain his or her physical experiences. Abstract problem
       solving is also possible at this stage. For example, arithmetic equations can be
       solved with numbers, not just with objects.

   4. Formal operations (beginning at ages 11-15)

       By this point, the child’s cognitive structures are like those of an adult and include
       conceptual reasoning.

                                   I hear and I forget.

                                I see and I remember.

                                I do and I understand!

Our brain has two Hemispheres.
The left-brain is the logical and reasoning side. It allows us to solve math and science
problems and prefer order and routine our lives.
The right side of our brain is where our creativity resides. It looks at whole parts of a
problem and synthesizes all the information we take in.

Creative movement utilizes both sides of their brain, creating a bridge to more
successful, meaningful learning. When children are physically engaged and
motivated, their brains are thinking fully and making numerous connections within
themselves and their world.

              Right Brain                        Left Brain
              • Visual, focusing on images,      • Verbal, focusing on words,
              patterns                           symbols, numbers
              • Intuitive, led by feelings       • Analytical, led by logic
              • Process ideas simultaneously     • Process ideas sequentially,
                                                 step by step
              • 'Mind photos' used to            Words used to remember
              remember things, writing           things, remember names
              things down or illustrating        rather than faces
              them helps you remember
              • Make lateral connections from • Make logical deductions from
              information                     information
              • See the whole first, then the    • Work up to the whole step by
              details                            step, focusing on details,
                                                 information organized
              • Organization ends to be
              • Highly organized
              • Free association                 • Like making lists and
              • Like to know why you're          • Likely to follow rules without
              doing something or why rules       questioning them
              exist (reasons)
              • No sense of time                 • Good at keeping track of time
              • May have trouble with            • Spelling and mathematical
              spelling and finding words to      formula easily memorized
              express yourself
• Enjoy touching and feeling       • Enjoy observing
actual objects (sensory input)
• Trouble prioritizing, so often   • Plan ahead
late, impulsive
• Unlikely to read instruction     • Likely read an instruction
manual before trying               manual before trying
• Listen to how something is
                                   Listens to what is being said
being said

• Talk with your hands             Rarely uses gestures when talking
                                  Multiple Intelligences
I learn best by __________________________________________?
Our answer to this simple question will probably reveal information about our learning
style and the mode of intelligence that is dominated in our lives.

    Howard Gardener introduced the theory of Multiple Intelligences in the 1980’s,
      expanding the world’s definition of “Smart”. He recognized seven modes f
      intelligences and later add an eighth. Because there are multiple ways to one can
      learn and demonstrate intelligence, we must strive to offer opportunities in our
      home bases and curriculum that reflect the multiple unique intelligences of our
      students. As Paiget’s Cognitive stages of development states, children begin
      their learning journey in the sensory motor. We all are kinesthetically intelligent,
      exploring our self and environment through motor and reflex actions. Over time
      as our cognitive skills develop, we discover and build propensities for other
      modes of intelligence, often settling on a few that become our dominant learning
      styles. As teachers we must recognize our personal learning mode, but make
      sure that it does not dominate our home base. We must take care to ensure that all
      eight modes are represented to optimize the learning and development of each of
      our unique children. I have found that for many of us the kinesthetic domain,
      which is critical for full development, is often left to develop on its own. For
      many of us, we have lost awareness of our kinesthetic intelligence.

                                                            MULTIPLE INTELLIGENCES
“All students can learn and succeed, but not
all on the same day in the same way.”
- William G. Spady                                      Excerpted from Armstrong, Thomas. Multiple
                                                        Intelligences in the Classroom, Alexandria,
Virginia, Association for Supervision and Curriculum Development (1994).


Where does your true intelligence lie? This quiz will tell you where you stand and what to do about it.
Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot
down a "T." If it doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave it blank.

 1. _____ I'd rather draw a map than give someone verbal directions.

 2. _____ I can play (or used to play) a musical instrument.

 3. _____ I can associate music with my moods.

 4. _____ I can add or multiply in my head.

 5. _____ I like to work with calculators and computers.

 6. _____ I pick up new dance steps fast.
 7. _____ It's easy for me to say what I think in an argument or debate.

 8. _____ I enjoy a good lecture, speech or sermon.

 9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music.

11. _____ I always understand the directions that come with new gadgets or appliances.

12. _____ I like to work puzzles and play games.

13. _____ Learning to ride a bike (or skates) was easy.

14. _____ I am irritated when I hear an argument or statement that sounds illogical.

15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting).

18. _____ I'm good at finding the fine points of word meanings.

19. _____ I can look at an object one way and see it sideways or backwards just as easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle and sing in the shower or when I'm alone.

24. _____ I'm good at athletics.

25. _____ I'd like to study the structure and logic of languages.

26. _____ I'm usually aware of the expression on my face.

27. _____ I'm sensitive to the expressions on other people's faces.

28. _____ I stay "in touch" with my moods. I have no trouble identifying them.

29. _____ I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.
  MULTIPLE INTELLIGENCE SCORING SHEET Place a check mark by each item you marked as
  "true." Add your totals. A total of four in any of the categories A through E indicates strong ability. In
  categories F and G a score of one or more means you have abilities as well.

            A            B              C          D         E             F          G

            Linguistic   Logical-       Musical    Spatial   Bodily-       Intra-     Inter-
                         Mathematical                        Kinesthetic   personal   personal

            7 ___        4 ___          2 ___      1 ___      6 ___        26 ___     27 ___
            8 ___        5 ___          3 ___      9 ___     13 ___        28 ___     29 ___
            14___        12 ___         10 ___     11___     15 ___                   30 ___
            18 ___       16 ___         20 ___     19___     17 ___
            25 ___       21 ___         23 ___     22___     24 ___

  Totals:       ____         ____           ____   ____          ____          ____       ____

  The Seven Multiple Intelligences in Children

Children who
              Think                     Love                            Need
are strongly:
                          reading, writing,
                                                                        books, tapes, writing tools paper diaries,
Linguistic    in words    telling stories, playing
                                                                        dialogues, discussion, debate stories
                          word games, etc.
                                                                        things to explore and think about,
Logical-      by          questioning, figuring
                                                                        science materials, manipulatives, trips to
Mathematical reasoning out puzzles,
                                                                        the planetarium and science museum
                          calculating, etc.
              in images   designing, drawing,                           art, LEGOs, video, movies, slides,
Spatial       and         visualizing, doodling,                        imagination games, mazes, puzzles,
              pictures    etc.                                          illustrated books, trips to art museums
                          dancing, running,
              through                                                   role play, drama, movement, things to
Bodily-                   jumping, building,
              somatic                                                   build, sports and physical games, tactile
Kinesthetic               touching, gesturing,
              sensations                                                experiences, hands-on learning
                          Singing, whistling,
              via rhythms                                               sing-along time, trips to concerts, music
                          humming, tapping
Musical       and                                                       playing at home and school, musical
                          feet and hands,
              melodies                                                  instruments
                          listening, etc...
              by          leading, organizing,
              bouncing    relating,                                     friends, group games, social gatherings,
Interpersonal ideas off   manipulating,                                 community events, clubs,
              other       mediating, partying,                          mentors/apprenticeships
              people      etc.
              deeply      setting goals,
                                                                        secret places, time alone, self-paced
Intrapersonal inside      meditating, dreaming,
                                                                        projects, choices
              themselves being quiet,
     Creative Movement helps us to inspire and motivate our class to do more than just
     automatically “Go through the motions of our day.” It allows them to become totally
     involved in their world.

Name some children in your class that you think may have strong Kinesthetic or
Musical intelligences.




Look at the list below and see if they exhibit any of the following characteristics.

Bodily-Kinesthetic Intelligence

_____ excels in one or more sports (preschool: shows physical prowess advanced for

_____ moves, twitches, taps, or fidgets while seated for a long time in one spot

_____ cleverly mimics other people's gestures or mannerisms

_____ loves to take things apart and put them back together again

_____ put his/her hands all over something he/she's just seen

_____ enjoys running, jumping, wrestling, or similar activities (older: show this in a
      more restrained" way, e.g., woodworking, sewing, mechanics) or good fine-motor
      coordination in other ways

_____ has a dramatic way of expressing himself/herself

_____ reports different physical sensations while thinking or working

_____ enjoys working with clay or other tactile experiences (e.g., finger-painting)

Other Bodily-Kinesthetic Strengths:
Musical Intelligence

_____ tells you when music sounds off-key or disturbing in some way other way

_____ remembers melodies of songs

_____ has a good singing voice

_____ plays a musical instrument or sings in choir or other group (preschool: enjoys
      playing percussion instruments and/or singing in a group)

_____ has a rhythmic way of speaking and/or moving

_____ unconsciously hums to himself/herself

_____ taps rhythmically on the table or desks as he/she works

_____ sensitive to environmental noises (e.g., rain on the roof)


Bodily-Kinesthetic Intelligence

              creative movement, mime
              hands-on thinking
              competitive and cooperative games
              physical awareness and relaxation exercises
              all hands-on activities
              body maps
              use of kinesthetic imagery --Books
              cooking, gardening, and other "messy" activities
              manipulative
              describe concepts with Elements of Dance based on Labon’s Movement
              physical education activities
              communicating with body language/ hand signals
              tactile materials and experiences use of props
              body answers /gestures

Kinesthetic Intelligence flourishes in engaging spaces.

Simple suggestions for maximizing your movement and music
  1. Put a full-length mirror in the area. Children love to watch themselves make
     shapes and move.
  2. Add pictures and text of body parts and actions.
  3. Tape different pathways on the floor with tape. Put paper and marker nearby so
     that they can draw their own movement pathways.
  4. Put pipe cleaners out and encourage children to bend them into shaped and try and
     put yourself into the shapes you created. I call this the human pretzels.
  5. Talking instruments. Don’t leave all the instruments out a one time. Put
     contrasting sounding instruments out together. Maybe a triangle and sand blocks.
     Try putting three or four of the same type of instruments out but in different sizes
     or shapes.
  6. Make sure you have things to can go over, around, between, through, in, on or

Here are some of my favorite books and poems that lend
themselves to creative movement.
  1. Swimmy, By Leo Lionni
     This is a story of an adventurous fish and his sea creature friend who darts, floats,
     push and much more.
  2. The Run Away Bunny, By Margaret Wise Brown
     This is a great book about a mother bunny and her baby. The baby bunny
     imagines different ways to run away but the mommy always knows how to get
     him back.
  3. Where the Wild Things Are, By Maurice Sendak
     This book is full of move ideas like angry shapes and actions, sailing boats,
     growing vines, Wild Rumpus and finally the safety and love of your home.
  4. The Tiny Seed, By Eric Carl
     Full of images of a seed’s travel through the air and finally its landing and
  5. My Shadow, By Robert Louis Stevenson. This is great for mirroring and
                            Labon’s Movement Analysis Incorporating the Elements of Movement
              Who?                           what?                    where?                            when?              How?

              A student                      moves                    Through space                     And time           With
              BODY                           ACTION                   SPACE                             TIME               ENERGY
                            legs             Non-locomotor                                              Metered:
e             Parts                          (axial):
    stretch    of                                                                                       tempo              sudden/sustained
    bend       the                                                    Size: large small     narrow      accent
                                             twist                    wide                              rhythmic pattern   Weight:
                                             turn                                                                          Strength: push,
                                             rise                     Level: High / medium / low        Free Rhythm:       horizontal,
                                             fall                                                       breath             impacted
              Head, eyes, face, shoulders,   swing                                                      open score         impact
                                                                      Place: on the spot (personal
              ringers, torso, , feet, etc.    rock                                                      sensed time        Lightness: resist
                                             tip                      through the space (general        improvisation        The down-
                      Whole Body:            shake                                                                         initiate up
              body shape                                                                                Clock Time:        Resiliency:
              symmetrical/asymmetrical       Locomotor (traveling):                                     seconds            rebound, even up
              rounded                        slide                                                      minutes            and down
                                                                      Direction: forward/backward
              twisted                        walk                                                       hours              up and down
                                                                         sideways diagonal
              angular                        hop                                                                           Flow:
              arabesque                      somersault                                                 Timing             free,
                                             run                      Orientation: facing               relationships:     bound
              body systems:                  skip                                                       before             balanced
              muscles                        jump                                                       after              neutral
                                                                      Pathway: curved/straight
              bones                          leap                                                       unison
                                                                          zig-zag   random
              organs                         roll                                                       sooner than        Quality:
              breath                         crawl                                                      faster than        flowing
                                                                      Relationships: in front
              balance                        gallop                                                                        tight
                                                                      behind over         under
              reflexes                       chainé turns                                                                  loose
                                                                      alone/connected       near/far
                                             do-si-do                                                                      sharp
              inner:                                                                                                       swinging
                                                                      individual & group proximity to
              senses                                                                                                       swaying
              perceptions                                                                                                  suspended
              emotions                                                                                                     collapsed
              thoughts,                                                                                                    smooth
                 Movement Analysis Worksheet

Theme or Topic to be explored ____________________.
List at least 10 sub ideas about your Topic
   1.                                       6.
   2.                                       7.
   3.                                       8.
   4.                                       9.
   5.                                       10.

Select one area from above to expand on.

Select one idea from above to create activities for movement experiences.

               Movement Analysis Using Elements of Dance




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