Multiple-Intelligence: MUSICAL
DEFINITION CHARACTERISTICS
• Involves skill in the performance,
composition, and appreciation of
musical patterns.
• Encompasses the capability to
recognize and compose musical
pitches, tones, and rhythms.
• The ability to compose songs and
music, sing and play instruments
and appreciate all kinds of music.
Also having a strong sense of
universal harmony and
awareness of patterns in life.
• Musical intelligence is the
capacity to think in music and
rhythm.
• Have good rhythm. Can easily
memorize songs.
• May be very spiritual. Sensitivity
to sounds, rhythms, tones, and
music.
• Notice and enjoy different
sounds. Often have a song
running through their head.
• Strong aptitude for playing an
instrument. They are gifted with
the ability to compose
• Appreciates emotional power of
music. Have an unquenchable
passion for music.
ISSUES
• It is hard to teach one
intelligence; what if there are
seven? It is hard to enough to
teach even when anything can be
taught; what to do if there are
distinct limits and strong
constraints on human cognition
and learning?
• We are all musically intelligent.
• Some educators are bridging
music activities to musical
growth, rather than academic
content.
• How do musical learning styled
people learn best?
Angeli M. Tardaguila
III-1 BECEd

ACTIVITIES ASSESSMENT
1. My Animal Family
Materials:  Have a big group discussion and ask the
• Handkerchief following questions:
• Closed door area 1. What techniques did you use to find your
Mechanics: family easily?
1. Divide the class into 4-5 groups. 2. What have you learned in the activity?
2. Each group will be name a specific animal,
(ex: cat, dog, bird, duck & cow)
3. Everyone will be blind folded and scattered
around the room.
4. Within 3 minutes, each player should meet
their animal family through producing the
sound of the animal assigned to them.
2. Hear and Seek  Each student will present to the class what
Materials: object they have find and produce its sound.
• Handkerchief

• CD player & recorded identical sound of

different objects

• Real objects

Mechanics:
1. Children will be blind folded
2. The teacher will play the identical sound of
different objects and let the children listen to
these.
 3. After the listening activity, the children will
identify the different sounds they heard.
4. After identifying, the children will look for the
real objects around the classroom.  Write a paragraph explaining why one is
3. Musical Grab Bag important than the other or why they are
Materials: equally important. Give thoughtful reasons for
• For each group- a bag of various noise-making your opinions.
objects
• Plastic lids
• Small container of dried beans
Mechanics:
1. Arrange the class into groups of 4 to 6, based
on number of objects in the bags.
2. Give each group a bag of musical instruments.
It is upon to them to decide how to use the
instruments to play along with the music they
will be hearing. Have them listen to the music
first. When the music replays, they should
play along with it.
3. Allow time for each student to choose an
instrument and decide how to play it.
4. Play a simple, familiar melody. Then play the
same melody again, directing students to play  List all things you do everyday that are unique
along with the music. to you, things done by your classmates. Which
5. Repeat this process with different types of list would be longer: the activities you have
music. common with each others or those particular to
4. This is the way we are you?
Materials: None
Mechanics:
1. Arrange the class into pairs. Tell the class that
each pair is to find five activities they have in
common that they do everyday. They should
then choose one activity.
 2. Once students have chosen their activities,
their task is to make up a sentence about the
activity. They then develop a rhythm to go
with the sentence.
3. Circulate around the room as students work
on their sentence. Encourage them to use
words with sounds that can be emphasized or  Find a place outside the classroom, sit and
lend themselves to a certain kind of rhythm listen to the sounds around you. Listen for 10
(e.g., We WAAAAATCH TV until we FAAAALL minutes; then write what you heard. Use the
ASLEEEEEEP) sounds in a story or poem.]
4. When all the pairs are ready, ask them to
perform their sentences for the class.
5. Sounds of Silence
Materials:
• Paper and pencils
• Timer (optional)
Mechanics:
1. Be sure each student has paper and a pencil.
Explain that this activity is about listening to
the sounds around us.
2. For 5 minutes, everyone sits silence and
listens to the sounds around them. As  Describe another activity in which a steady
students hear sound, they should write its rhythm is important for success.
name or source down. Older students may
wait until the end of the time period to write
every sound from memory. Model the activity
at your desk.
3. After 5 minutes, ask the students to share
their list and put a check mark next to the
sounds on each list that were also named by
another student.
6. Pendulum Pairs
Materials:
 • None
Mechanics:
1) Arrange the students into two lines facing
each other. The two persons facing other
should then form a pair. Ask each pair to
stand back to back. They should have enough
room around them so they can swing their
arms forward and back.
2) Make sure the class knows how a pendulum
works. Each pair of students forms a
pendulum by swinging one arm back and
forth. The partners should decide whether
they will swing their left or right arms and
take turns swinging that arm forward and then
back to their sides, then forward again.
3) One’s partners arm goes forward on the odd
numbers and back on the even  Has music changed your mood? Describe the
(raise on 1, lower on 2); the other partner’s situation, including why you were in a certain
arm should move forward on the even mood, and explain how a certain piece of music
numbers and back on the odd (raise on 2, changed how you were feeling.
lower on 3). Explain that you will begin
counting aloud to 20, keeping a steady beat,
and then count silently. The pairs should
swing their arms to your beat.
4) Count aloud to 20. Once the counting begins,
the pairs should not talk to each other. Then
count silently to 50, keeping the same beat.
Most pairs soon lose the beat, but will
probably pick it up again before finishing the
counting.

7. Mood Music
Materials:
 • A sheet of paper numbered 1-10
• A tape of excerpts from several different  Describe your feelings as you conducted or
pieces classical music performed in the orchestra.
• Blackboard
Mechanics:
1) With the students, generate a list of moods
and emotions. Write the list on the board. If
some of the words are unfamiliar, discuss
their meaning.
2) Heave students listen to several different
musical selections. As they listen, they should
determine the mood of the music and write
the mood after the number of the selection on
their numbered sheet of paper.
3) Play the music, stopping briefly between
selections to allow student to write down the
name of the mood or feeling the music  Why conductor is important to a musical
presented. performance?
8. Classroom conducting
Materials:
• 3-5 minutes recorded music
Mechanics:
1) This is a whole class activity. Tell the class
they will be listening to some music. They
should listen carefully to the rhythm and tone
of the music. Tell them you will then play the
music again, and they job is to “conduct” the
musicians as they perform. Demonstrate, or
ask volunteers to demonstrate, some common
conducting gestures.
2) Play the music through once with the students
seated.
3) Then ask the students to stand and be ready  Write about the experience of following
 to conduct. Play the music a second time as someone else’s directions with no advance
they conduct to the music. warning of change. How did this make you feel?
9. Environmental Orchestra Were you comfortable or uncomfortable?
Materials:
• None
Mechanics:
1) Arrange students into groups of 6-8. Ask each
group. Ask each group to agree on a place
whose sounds they will imitate. It should be a
place where several different sounds might be
heard there.
2) Ask each group to select one person to be
their “conductor.” The re maining members  Why do you think that something seems like a
form an “orchestra.” Each member makes one big ess when several people are working on it?
of the sounds they have discussed.
3) Once the conductor has been chosen and
each member has a sound, the group should
agree on the conducting signals.
4) Ecah group performs its concert for the rest of
the class.
10. Crescendo  Is it sometimes a good idea to change the rules
Materials: or he way something is usually done? Explain
• None your answer and give an example.
Mechanics:
1) Have the student pair up and face each other.
One partner begins by making a sound and a
motion that the other person can easily
repeat. The sound and motion should change
volume and speed, build up to a fast
crescendo, become slow and soft, and so on.
The partner tries to imitate the volume and
speed as they change.
2) After the partners have gained some skill at
 this, have them switch roles. This activity
requires students to tune in to each and
respond accurately.  Make up rules for another game in which one
11. Clap Along person must figure out something that a whole
Materials: group of people know about. Name your game
• None and write the rule clearly.
Mechanics:
1) Ask student to close their eyes and begin to
clap in whatever pattern they choose. At first,
the noise will seem to be a mess, but if they
stick with it, something interesting happens.
Eventually, a pattern emerges.
12. Musical Chair Cooperation
Materials:
• Chairs and music
Mechanics:
1) In this version of musical chairs, the group
wins or loses. The object of the activity is to
end up with all students seated. It is the  Whet is something you would like to change?
group’s job to see that everyone has a place How could you initiate that change?
to sit, even if it’s in on someone’s lap.
2) Arrange the chairs in circle. There should be
one chair fewer than the number of students.
3) Begin the music as the students walk around
the circle. Stop the music unexpectedly.
4) Before you begin the music again, remove one
chair.
5) Continue this routine until the students cannot
find a way for everyone to have a seat.
13. Who’s the star?
Materials:
• None
Mechanics:
 1) Ask for a volunteer to leave the room. The  How would you define now, “Patient is a
remaining students should select one person virtue?”
to be the “star.” Students then scatter, to fill
up as much space as possible.
2) When the volunteer student returns to the
room, he or she must try to guess who the
“star” is. The clue is how loudly the students
clap. In moving around the room, when the
volunteer moves away from the star, the
clasping grows softer and softer.
3) When the volunteer discovers the “star”, he or
she joins the group. The “star” leaves the  When it be important to change what you’re
room for the second round, another “star” is doing in the middle of things.
chosen.
14. Take me to Your Leader
Materials:
• None
Mechanics:
1) Find a simple song that everyone in the group
knows such as “Mary Had a Little Lamb” or
“Three Blind Mice.” The students stand in an  Describe a situation in which it would be
unbroken circle, facing each other, with arms important for everyone to follow the group.
touching and sing songs as beautifully as they
can, without a leader. They must remain in
the circle.
2) Give the students 30 seconds to discuss how
they will do this. You call “Go!” they should
begin. Repeat as many times as you wish.
15. Place Percussion
Materials:
• Over head projector
• Blackboard or flip chart
Mechanics:
 1) Explain that the object of this exercise is for
everyone in the group to clap out in rhythm
the displayed words. This must be done all
together, with no extra sounds at the wrong
places. If anyone misses a beat, the group  Write a song teaching a skill or a craft. Include
must start over. steps for success.
2) Success is achieved when the group gets
through all four sets of words in total unison.
16. Strike up the Band
Materials:
• None
Mechanics:
1) Divide the class into two groups. One group is
orchestra the other one are the dancers.
2) After a brief planning session, the orchestra
begins to play and the dancers must dance to
the rhythm and beat of the music. After a
minute or so call “Stop” and ask the orchestra  Is it easier to understand a story if it is done by
to change their tune. The dancers must then rapping? How did you use cooperation to have
follow the new music. a great performance?
17. One… Two… Clap!
Materials:
• Words to a familiar song
Mechanics:
1) Explain that a group is to perform a song in an
unusual way. Ask for a volunteer to be the
group “metronome.” This person marches in
place in a steady rhythm to provide the beat
for the group.  What is the difference between singing on your
2) Use a short song familiar to the group. This seat and singing leaning on the wall? What did
could be seasonal song or a song studied in you feel?
music class. You might provide copy of the
words.
 3) Arrange students in a circle with the
“metronome” in the center.
4) Explain that every third beat is clapped
instead of sung. Do a practice around.
5) Success is achieved when the group can get
through the entire song.
18. The Teaching Song
Materials:
• Paper
• Pencils
Mechanics:
1) Arrange the students in groups of 4. Be sure
each group has paper and pencils.
2) Tell the students that each group is to think of
a song everyone knows. The group’s job is to
change the words, using the classroom rules
or procedures as the new lyrics.
3) Allow 15-20 minutes for this activity. Then ask
each group to perform their song.
19. Hum it, Rap it!
Materials:
• Objects that produce sound
• Short stories
Mechanics:
1) Divide the class in groups, according to the
number you wish.
2) Give the objects that produce sound to each
group and a copy of a short story.
3) Let them practice to hum and rap it for 15
minutes.
4) After that, let them present the in front of the
class.
20. Choir in the wall
 Materials:
• Background music
• Samples of breathing exercises
Mechanics:
1. On their seats, the whole class will sing first
the most common song they sing.
2. After singing, everybody will stand and will
lean straight back on the wall and sing again
the song.
3. Continue the same routine using the other
songs.

April Giennie L. Roxas

III-1 BECED

ACTIVITIES ASSESSMENT
1. Music For Imaginative Thinking  Draw pictures of what the music made you think.
Materials:
• Cassette player
• Variety of music
Mechanics:
 1. The children will be group into 4 or 5.
2. They have to listen to 10 musical selections that
have different tempos, themes and moods.
3. Write down your impression on the easy-listening
chart.

2. Name That Tune

Materials:
• Cassette player
• Tapes/CDs of your choice
Mechanics:
1. Work with your partner.
2. Create a “Name That Tune Quiz.”  Present your tunes and images to the class and challenge
3. Choose four tunes that are familiar to the class and them to name that tune.
select portions of the songs that will not
immediately reveal their identities.
4. Either create a slideshow images or clip pictures
that can be shown on an overhead to support the
musical excerpts.

3. Sea Sounds
Materials:
• Some popular “beach music”, tunes or sounds heard
at the beach.  Describe how you feel when listening to the sound played.
Mechanics:
1. Listen to the tape.
2. Draw or paint the images that the songs or sounds
bring to your mind.
4. Glass Tap Rap
Materials:
• Variety of drinking glasses containing different
amounts of water.
 Is using instrument other than the spoon can produce
 • Wooden spoon sound?
Mechanics:
1. Tap the sides of the glasses with a spoon.
2. Listen to the different tones.
3. Try to play a familiar tune.

5. Sea Songs
Materials:
• Writing supplies
Mechanics:
1. Write a song that describes the characteristics of a  What are the different characteristics of a sea creature?
sea creature and its adventures in the sea or on the
shore.
2. Use several facts you have learned about the
creature in the song.
6. Shark Songs
Materials: None  How do you feel when you’re riding the waves?
Mechanics:
1. Create an amusing story by producing a cassette tape
that contains lyrics from a variety of popular songs.
7. Drum Beats
Materials:
• Island sticks
• Bamboo
• Coconuts
• Gourds
• Clay(mud)
• Beans
• Shells
• Jute(vines)
• Oatmeal boxes
• Paper-towel holders  What could be the other uses of the instrument you have
 • Cans made?
• Straws
Mechanics:
1. Make an island instrument from common materials
found around your house.
2. Think about what kind of sound you would like it to
make and what it could be used for.
3. After you have made an instrument, name it.

8. A Song in My Heart
Materials: None  Create a sing-along tape to accompany your song book.
Mechanics:
1. Use a tune such as “Te Farmer in the Dell”.
2. Create a pirate songbook that contains at least seven
stanzas about the life of a sea pirate you have
researched.
3. It should have a title, a stanza on a separate,
illustrated pages and a dedication.

9. Island Instruments  Write a how-to manual so that others can build your
Materials: None instrument.
Mechanics:
1. Imagine you’re a pirate stranded on an island.
2. You have decided to spend your time inventing an
instrument made out o materials found on the island.
3. Design and make your own instrument.
4. Name it.

10. The Martian Groove

Materials:
• Art supplies
• Variety of music selections  Create a Martian Puppets and have them dance to the
beat.
 • Tape recorder
Mechanics:
1. Work in a small group.
2. Choose and record music that you think might be
appropriate for a Martian dance.
3. Invent and perform a Martian dance.

11. Sounds in the “Spacey “ World

Materials:
• Tape recorder
• Blank tape
• Variety of noisy objects  What are the different sounds you can hear in space?
Mechanics:
1. Think about what noises you might hear in space.
2. Use various objects to create the noises you
imagine.
3. Tapes record your noises and then rewind your tape
and listen to it.

12. Top Tunes in Space  Pack a travel bag filled with items that you can pull out as
Materials: None you present the song.
Mechanics:
1. Choose a familiar tune.
2. Create your lyrics for it that reflect a space voyage you
are planning to take.
13. Musical Video  Describe what are the importance in working in group.
Materials: None
Mechanics:
1. Working with a partner.
2. Select a song you might enjoy listening to repeatedly
on a space flight.
3. Team up with a friend and create a music video of the
song you selected that will be played on your closed
 circuit voyage.
14. Rhythms of Color
Materials:  How does color represents what you feel?
• Cassette player
• Music tapes
Mechanics:
1. Listen to a variety of music selections.
2. As you listen to each selection, think about how the
music makes you feel and what colors represents
that feeling to you.
15. Streamer Beat
Materials:
• Cassette player
• Music tapes
• Long streamers of crepe paper
• Ribbons
Mechanics:
1. Listen to a song think about how it makes you feel.
2. Choose a color of paper or ribbon that fits your mood
and move with the beat.
16. Bug Jive
Materials:
• Cassette player
 How does music associate to movement?
• Headphones
• Music selections
Mechanics:
1. Choose a partner and assign the names A and B.
 Write a poem or song using one of the following as the
2. A is the leader and listens to a variety of music
first line of a verse:
using headphones.
Susie Squiron ate a worm….
3. A then tries to imagine how creepy crawler would
Billy Bake ate a snake…
move to the music and starts to dance.
Julie Jider ate a spider
4. B then attempts to mirror A’s movements.
 5. Swap roles.
17. Eating Critters  Come up with your own insect combination.
Materials:
• Writing supplies
Mechanics:
• Recall how people feel about a particular animal or
insect.
18. Buzzing Out
Materials: None
Mechanics:
1. Work in group of four or five people.
2. Brainstorm a variety of insect sounds.  Write a song about your obstacle and how humor helped
3. Think about the places where you heard insect sounds. you overcome your problem.
19. The Beetles
Materials: None
Mechanics:
1. Design and make instruments that stimulate insect
sounds.
2. Consider including several types of instruments.
3. Make your own song.
20. I Think I Can, I Think I Can
Materials: None
Mechanics:
1. Try to remember a time when you encountered an
insurmountable obstacle and yet you overcome it.
2. Use the tune and lyrics “High Hopes.”
3. Record your song and play it for the class.

SOURCES:

http://www.ericdigests.org/1998-1/multiple.htm
http://www.infed.org/thinkers/gardner.htm
http://www.wilywalnut.com/musical_intelligence/musical-intelligence.html
http://blog.havefunteaching.com/2010/01/teaching-multiple-intelligences-musical.html
http://www.johnmcintyre.net/index.php?option=com_mojo&Itemid=32&p=3
Multiple Intelligences and Positive Life Habits (Lynne Beachner)
Multiple Intelligences Centers and Projects by Carolyn Chapman
http://kids.lovetoknow.com/wiki/Multiple_Intelligence_Activities
http://www.preschools4all.com/musical-intelligence.html
http://www.directhit.com/ansres/Musical-Intelligence-Activities.html
http://www.readwriteweb.com/start/2009/08/next-big-sound-actionable-inte.php