ВПЛИВ ХУДОЖНЬО-ЕСТЕТИЧНОГО ВИХОВАННЯ УЧНІВ НА РОЗВИТОК МНОЖИННОГО ІНТЕЛЕКТУ

Abstract

The article describes how artistic and aesthetic education of schoolchildren affects intelligences defined by the distinguished American psychologist Howard Gardner. It is described that verbal-linguistic intelligence can be developed through acquaintance with the best examples of prose, drama and poetry as well as engagement of schoolchildren to express their own ideas and opinions. Arts also contribute to development of logical-mathematical intelligence, e.g. it helps to calculate precise proportions during painting and define clear perspective. Visual-spatial intelligence is closely related to imagination and transferring the imagined objects into reality contributes to development of this type of intelligence. Bodily-kinesthetic intelligence is associated with movements. Children are extremely active, that is why it is necessary to direct this energy into something useful, e.g. dancing or drama. As for musical-rhythmic intelligence, there is no better way to develop this type of intelligence as with the help of listening to music, singing songs, playing musical instruments and creating one’s own pieces of music. Interpersonal and intrapersonal intelligences contribute to the state of harmony with oneself and each other. Naturalistic intelligence is connected with communication with nature, and the process of artistic education contributes to the ability to see beauty in the nature, evaluate and protect it. Finally, existential intelligence relates to philosophical speculations about one’s own life and works of art can help to look at the life from the other perspective. In such a way, the importance of teaching arts and through arts in the process of developing multiple intelligences is emphasized. Besides, some difficulties that can impede the development of certain types of intelligence are identified (absence of necessary resources, historical, cultural, geographical, family and situational factors). The defining role of culture in the development of multiple intelligences is pointed out, as well as the fact that each culture possesses all the defined types of intelligences to some extent. To crown it all, it is emphasized that every child has the ability for a high level of development of any kind of intelligence under proper conditions, presence of skilled instructors and motivation.