WEBVTT 00:00:00.000 --> 00:00:02.439 Good morning wonderful people, especially on 00:00:02.439 --> 00:00:05.160 the LinkedIn newsletter. I'm beginning today 00:00:05.160 --> 00:00:09.160 a series of talks and discussions, hopefully 00:00:09.160 --> 00:00:12.580 it'll spur a lot of discussions, on the nine 00:00:12.580 --> 00:00:16.300 different types of intelligence proposed by Howard 00:00:16.300 --> 00:00:19.640 Gardner back in 1983, the book called Frames 00:00:19.640 --> 00:00:22.960 of Mind. I believe this should be the right way 00:00:22.960 --> 00:00:30.149 we should examine, check out and Hopefully explore 00:00:30.149 --> 00:00:33.490 and make this the new norm of testing so -called 00:00:33.490 --> 00:00:37.270 IQ or intelligence quotient. Because the way 00:00:37.270 --> 00:00:40.729 we test it now with all this STEM education and 00:00:40.729 --> 00:00:43.909 all this nonsense does not take care of the holistic 00:00:43.909 --> 00:00:46.490 view of human intelligence. We are talking about 00:00:46.490 --> 00:00:48.490 artificial intelligence. Let's get the human 00:00:48.490 --> 00:00:51.850 intelligence straight, isn't it? So I shall begin 00:00:51.850 --> 00:00:55.689 now. There are totally nine types and later on 00:00:55.689 --> 00:00:58.060 after finishing this I'll leave resources on 00:00:58.060 --> 00:01:00.500 a google drive you can check that out but first 00:01:00.500 --> 00:01:03.820 let's begin the learning this one begins with 00:01:03.820 --> 00:01:06.920 musical intelligence how to identify it earlier 00:01:06.920 --> 00:01:10.239 on when i talk about musical intelligence i'm 00:01:10.239 --> 00:01:12.459 not speaking only about children who can sing 00:01:12.459 --> 00:01:16.159 beautiful or play instruments flawlessly i'm 00:01:16.159 --> 00:01:19.420 talking about a deep cognitive orientation the 00:01:19.420 --> 00:01:22.219 way the child's brain processes the world through 00:01:22.219 --> 00:01:25.700 rhythm pattern sound tone cadence vibration and 00:01:25.700 --> 00:01:29.920 resonance Musical intelligence is not talent, 00:01:30.400 --> 00:01:33.400 it's a thinking style. And organized schools, 00:01:33.459 --> 00:01:36.140 nations that recognize it will build more creative, 00:01:36.420 --> 00:01:39.980 adaptive, and emotionally rich children, young 00:01:39.980 --> 00:01:43.560 adults, and therefore next generations. So what 00:01:43.560 --> 00:01:46.260 exactly are we talking about when we speak of 00:01:46.260 --> 00:01:49.079 musical intelligence? It's characterized by oral 00:01:49.079 --> 00:01:52.060 orientation, heightened listening sensitivity, 00:01:52.400 --> 00:01:56.500 and accuracy. Patterning, an instinctive search 00:01:56.500 --> 00:01:59.280 for patterns in sound, in language, in numbers 00:01:59.280 --> 00:02:04.099 or movement. Resonance, the ability to emotionally 00:02:04.099 --> 00:02:07.840 quote -unquote identify with patterns and rhythms. 00:02:08.659 --> 00:02:10.919 These are children who are naturally inclined 00:02:10.919 --> 00:02:15.560 towards that. Audiation, thinking musically not 00:02:15.560 --> 00:02:19.879 verbally, processing information in terms of 00:02:19.879 --> 00:02:23.860 sound. Children, strong in this intelligence, 00:02:24.000 --> 00:02:26.900 seek patterns in new information, detect rhythms 00:02:26.900 --> 00:02:30.900 in speech and tone. If their empathic child, 00:02:30.939 --> 00:02:33.900 which many are these days, born in this new vibration, 00:02:34.000 --> 00:02:36.699 they'll detect. Whether you're lying, whether 00:02:36.699 --> 00:02:39.580 you're angry, they can sense it faster than the 00:02:39.580 --> 00:02:41.960 adults born in an older energy were. Anyway, 00:02:42.240 --> 00:02:47.080 back to. Move naturally to tempo. Observe languages 00:02:47.080 --> 00:02:51.060 faster. Remember concepts using sound based cues. 00:02:51.360 --> 00:02:53.759 They thrive on information that has cadence, 00:02:54.319 --> 00:02:58.479 beats or sonic structure. This is cognitive architecture. 00:02:59.340 --> 00:03:01.960 How to identify musical intelligence in children. 00:03:02.139 --> 00:03:04.620 Now this I'm making mainly for the psychologist, 00:03:04.979 --> 00:03:08.539 child counselors, everybody who's working with 00:03:08.539 --> 00:03:12.780 children, teachers, parents, you know. Your precious 00:03:12.780 --> 00:03:15.439 children you need to identify which one of these 00:03:15.439 --> 00:03:18.020 intelligence is displayed more by your children 00:03:18.020 --> 00:03:21.039 I shall go ahead later and explore the astrology 00:03:21.039 --> 00:03:24.860 part bridge that and Hopefully do some more case 00:03:24.860 --> 00:03:26.979 studies so that you get a more grounded approach 00:03:26.979 --> 00:03:31.520 to this anyway back to Children who carries intelligence 00:03:31.520 --> 00:03:36.319 tack on rhythms tables floors and toys You know 00:03:36.319 --> 00:03:39.759 you can find them doing such things Mimic sound 00:03:39.759 --> 00:03:43.659 patterns with uncanny accuracy. Repeat phrases, 00:03:43.840 --> 00:03:47.080 jingles, language patterns effortlessly. They 00:03:47.080 --> 00:03:49.740 show early interest in melody, beats and sound 00:03:49.740 --> 00:03:52.580 toys. They learn new words or languages quite 00:03:52.580 --> 00:03:56.780 fast. Use rhythm to self -soothe or focus. They 00:03:56.780 --> 00:04:00.819 notice subtle difference in sounds or in tone 00:04:00.819 --> 00:04:04.560 or cadence that adults seem to miss. how this 00:04:04.560 --> 00:04:07.379 appears in young adults, creative pattern recognition 00:04:07.379 --> 00:04:10.819 across disciplines, high sensitivity to tone 00:04:10.819 --> 00:04:13.919 in communication, they can read your tone when 00:04:13.919 --> 00:04:18.180 you speak. They get all that information just 00:04:18.180 --> 00:04:20.660 by tone, something that you will take ages to 00:04:20.660 --> 00:04:24.300 figure out by the root language, isn't it? Strong 00:04:24.300 --> 00:04:27.540 memory when information is rhythmically structured, 00:04:27.800 --> 00:04:31.319 ability to identify irregularities quickly, sound, 00:04:31.420 --> 00:04:35.560 logic and environment. They have a strong intuitive 00:04:35.560 --> 00:04:39.439 grasp of languages, poetry, beat based learning. 00:04:40.639 --> 00:04:42.500 They have a preference for environments with 00:04:42.500 --> 00:04:45.139 movement like flow, music, sound cues, something 00:04:45.139 --> 00:04:48.180 like all the kids these days love Zumba, that 00:04:48.180 --> 00:04:50.180 class where you move with the beats, isn't it? 00:04:50.240 --> 00:04:52.180 It's getting very popular with young adults. 00:04:52.920 --> 00:04:55.879 That's musical. That's a brain that cognitively 00:04:55.879 --> 00:05:00.439 recognizes beats. What do we do to nurture this? 00:05:01.079 --> 00:05:03.699 We need to first of all have pattern based learning 00:05:03.699 --> 00:05:06.399 tools. Use rhythm blocks, pattern blocks, sound 00:05:06.399 --> 00:05:08.939 pattern exercises for math, science and logic. 00:05:09.600 --> 00:05:11.779 Sound awareness practices. Train the students 00:05:11.779 --> 00:05:14.620 to hear environmental sounds. Identify different 00:05:14.620 --> 00:05:18.399 bird chirping, for example. Identify tones. Symbol 00:05:18.399 --> 00:05:22.120 to sound matching. Echo exercises. Sound awareness 00:05:22.120 --> 00:05:24.660 practices, if you want to take it on a conscious 00:05:24.660 --> 00:05:29.310 level, you can also say have exercises which 00:05:29.310 --> 00:05:32.389 make them match the bird sounds. What is it really 00:05:32.389 --> 00:05:35.709 saying? Is the bird angry? Is the bird sad, for 00:05:35.709 --> 00:05:38.910 example? There's a difference in that. Movement 00:05:38.910 --> 00:05:41.529 integrated learning incorporate rhythm based 00:05:41.529 --> 00:05:44.089 movements, body percussion, kinesthetic pacing 00:05:44.089 --> 00:05:48.029 to embed concepts. Visual pattern reinforcement. 00:05:48.829 --> 00:05:51.490 They can use visual pattern drawing, code patterns, 00:05:51.689 --> 00:05:54.850 rhythmic charts, structural visual auditory memory 00:05:54.850 --> 00:05:59.310 tools. They can also have foreign language memory 00:05:59.310 --> 00:06:01.670 that improves dramatically with cadence -based 00:06:01.670 --> 00:06:06.089 teaching. So we need to establish this as the 00:06:06.089 --> 00:06:09.449 basis for evaluating musical learning. Musical 00:06:09.449 --> 00:06:12.370 learning is very important to evaluate as cognitive 00:06:12.370 --> 00:06:16.110 science. To help our children who are coming 00:06:16.110 --> 00:06:18.129 in with very high consciousness, a very different 00:06:18.129 --> 00:06:21.389 generation is in it, even the Gen Zs. Musical 00:06:21.389 --> 00:06:24.329 thinkers excel in careers that require deep pattern 00:06:24.329 --> 00:06:27.879 recognition. emotional intelligence, fast auditory 00:06:27.879 --> 00:06:31.399 processing, innovation driven by sensory insight, 00:06:31.819 --> 00:06:35.980 linguistic sensitivity, high speed recall, empathy 00:06:35.980 --> 00:06:40.060 and rhythm driven collaboration. I'll put the 00:06:40.060 --> 00:06:42.439 full text of this in the LinkedIn newsletter 00:06:42.439 --> 00:06:46.779 also. For those on my YouTube channel, you can 00:06:46.779 --> 00:06:50.040 dive in, come to the newsletter on my LinkedIn 00:06:50.040 --> 00:06:53.310 profile, you can check it out. Okay, this is 00:06:53.310 --> 00:06:55.490 mainly for counselors, psychologists, parents 00:06:55.490 --> 00:06:58.129 and teachers who are helping our beautiful children. 00:06:59.269 --> 00:07:02.370 So, if you're not familiar with the work of Howard 00:07:02.370 --> 00:07:05.670 Gardner, he has published a book back in 1983 00:07:05.670 --> 00:07:09.069 called The Frames of Mind, which covers these 00:07:09.069 --> 00:07:11.149 nine types of intelligence. This is the first 00:07:11.149 --> 00:07:13.709 one. I'll see you in the next one. Meanwhile, 00:07:13.850 --> 00:07:15.129 take care. Be safe.