Learners construct self-awareness and social awareness with the use of their brain. It is a tool of artistic behaviorism like no other. It is what makes learners different and it is what enables them to interpret things differently within their learning environments. Likewise, a student’s capacity to learn and a teacher’s capacity to teach or instruct is directly interrelated with theories of (1) multiple intelligences and diverse learning styles; (2) aspects of motivation and learning; and (3) experiential learning or learning from experiences within the student’s ‘real-world’ or ethos. All of these are affected by the cognitive and emotional state of learners. Hence, the brain functions as a proactive tool in which both teacher and student interact in effective teaching and learning processes…creating new ideas and strategic methods resulting in effective, enriching outcomes of constructivism.
The Concept of Multiple Intelligences and Diverse Learning Styles.
The effective teacher recognizes and acknowledges that learners learn differently, with different modalities and styles perceiving and capturing information and stimuli from the world around them. The diversity in learning is often in the form of visual, auditory, and kinesthetic learning. Each modality assists in the pedagogical nature and instructional style of the teacher and the thematic, discovery learning styles of the student. Collaborative interactions between teachers and learners often results in various diverse definitions of learning styles. When analyzing the descriptive definitions of the concept ‘multiple intelligences’ one elementary school student describes it as, “…self smart, music smart, people smart, math smart, nature smart, art smart, body smart, and word smart” (student of Salem Public Schools, 2013, p. 6). As well interpreted by the student, the theory of the ‘Nine Multiple Intelligences’ has been well documented as the ‘Theory of Multiple Intelligences (1983), by Howard Gardner, psychologist and professor of neuroscience from Harvard University. According to Gardner (1983), “…human beings have nine different kinds of intelligences that reflect different ways of interacting with the world. Each person has a unique combination or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration (e.g. fingerprints)” (Gardner, 1983; Educational Resources, 2013, p. 1). Learning styles of teaches and learners can be found within the theory of the ‘Nine Multiple Intelligences’ – visual, auditory, and kinesthetic learning. These are the modalities and stimuli by which the motivations for teaching and learning occur. The Nine Multiple Intelligences are described as: “1. Linguistic Intelligence: the capacity to use language to express what is on your mind and to understand other people (Gardner, 1983); 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or logician does (Gardner, 1983); 3. Musical Rhythmic Intelligence: (Auditory Learning Style), the capacity to think in music; to be able to hear patterns, recognize them and manipulate them (Gardner, 1983); 4. Bodily/Kinesthetic Intelligence: (Kinesthetic Learning Style), the capacity to use your whole body (hands, fingers, arms) to solve a problem, make something, or put on a production (Gardner, 1983); It is the kinesthetic intelligence or learning style that is most utilized when the concept of theatrical performance, dance, and synergies of