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Transcript of BTP Report Phase I Jasmeet
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Exploring Multiple Intelligence for Kids through Play
By
Jasmeet Singh Sethi
07020509
Under the guidance of
Prof. Avinash Shende
Department of Design
INDIAN INSTITUTE OF TECHNOLOGY GUWAHATI
Bachelors Thesis Project Tinkerable
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Certificate
This is to certify that the project entitled :
Exploring Multiple Intelligence for kids through Play done by
Mr. Jasmeet Singh Sethi (07020519) is an authentic work carried out by
him at IIT Guwahati under my guidance.
The matter embodied in this project work has not been submitted earlier
for award of any degree to the best of my knowledge and belief.
Examiner 1
Examiner 2 .
Guide..
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IPR DeclarationI, the undersigned student, declare that in accordance to the IPR norms
generally followed in Academics, I have acknowledged appropriately all
sources of material / content including visuals / designs / copyrights
accessed from other authors / sources / references and used in this
project as part of our academic reporting.
I declare that the contents of this project report including
visuals/designs other than those whose origin / source has been
appropriately acknowledged, are a result of my original efforts.
Signature:
Jasmeet Singh Sethi
07020509
IIT Guwahati.
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Acknowledgement
I would like to thank my guide Mr. Avinash Shende for the amount oftrust he put into me and my thoughts, no matter how farfetched they
seem. The project had always been very ambitious and his support was
all that was needed.
Secondly, I would like to thank Vivek and Adarsh for all the time they
invested. A special thanks to my friends, juniors and teachers for their
co-operation.
Special thanks to Asst. Librarian Mr. Rajbanshi for his enthusiasm and
knowledge.
Lastly, I would like to dedicated this project to the spirit of education
and its lost meaning.
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Abstract
There seems to be a need to understand a childs abilities and focus
so as to provide a better education and his development to a fully
realized individual.
The traditional notion of intelligence, based on I.Q. testing is limited
in terms of judging an individual and leads to stereotypes. The project is
an exploration based on the theory of M.I. by Dr. Howard Gardener,
using the theme of play.
.
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Contents
1.Introduction
1.1 Objective1.2 Aim1.3 Motivation1.4 Methodology
2. Literature Review
2.1 Intelligence2.1.1 Multiple Intelligence
2.2 Education in India2.2.1 Introduction2.2.2 Historical Overview
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2.2.3 Children and play2.2.4 Technology and Education-Critique
3. Analysis
3.1 Analysis of M.I.3.2 Case Example Lego blocks3.3 Intervention
4. Hypothesis
4.1 Intelligence4.2 Experiential Learning4.3 Guidelines
5. Product Concept
5.1 Concept5.2 Visualization5.3 Initial Draft
6. References
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1. Introduction
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" Once upon a time the animals decided they must do something
decisive to meet the increasing complexity of their society. They held a
meeting and finally decided to organize a school. The curriculumconsisted of running, swimming and flying. Since these were the basic
behaviors of most animals, they decided that all the students should take
all of the subjects.
The duck proved to be excellent at swimming, better in fact than his
teacher. He also did well in flying, but he proved to be very poor in
running. Since he was poor in this subject he was made to stay after
school to practice it and even had to drop swimming in order to get more
time in which to practice running. He was kept at this poorest subject
until his webbed feet were so badly damaged that he became onlyaverage at swimming. But average was acceptable in the school so
nobody worried about that except the duck.
The rabbit started at the top of his class in running, but finally had a
nervous breakdown because of so much make-up time in swimming a
subject he hated.
The squirrel was excellent in climbing until he developed
psychological blocking in flying class when the teacher insisted he start
from the ground instead of from the tops of the trees. He was kept at
attempting to fly until he became muscle bound and received a C in
climbing and a D in running.
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1.1. Objectives
Development of possible design guidelines and solutions to act as a
medium to foster exploration in terms of different individuals abilities.The desired characteristics will be as follows:
Child centered Add-on to the current education system Blends easily in a play environmentThe focus will be on kids ( age group 6-10 yrs).
1.2. Aim
Development of a min. of 3 activities and one product based on the
observations and proposed guidelines.
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1.3. Motivation
The need for education is an issue that needs not a debate. There are
many organizations and individuals who are working to make educationreachable to more and more areas. This particularly shows our concern
towards development of education in terms of quantity.
On the other hand we also need to focus on the quality of
education. I mean so in terms of the types of education that can be made
available not only on the basis of the needs of the industry, but also on
the requirements and abilities of an individual.
A good degree of polarization is seen towards individual pertaining
used to or can be made used to general schooling where they areaccustomed to take paper-pencil tests featuring clearly delineated
answers.
The primary motivation can safely be assumed to be the alternative
schools in operation, which are trying their best to make education
available to children in a way that they feel to be at the centre of it.
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1.4. Methodology
The process this project will follow cannot be linear due to the
vastness of the issue concerned and at the same time, has to providetangible results at the end of the provided short time of a year. The
diagram above shows the process that will be followed.
It consists of two identifiable parts; first being divergent in nature,
will try to explore the realms that overlap with the concerned, through
the stated means, followed by the second phase which by its nature is
convergent, so as to make this fruitful in the form of a design-output.
Process Map [1.4]
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2. Review/Study
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The project demanded an exhaustive study of prevalent methods and
research. The domain of the study lied heavily in psychology and partly in
understanding norms which have been practiced since years and
therefore required a thorough understanding of the same if it was to becritically analyzed and challenged.
The study can be broadly divided into following parts-
Intelligence Child Psychology Education in India Technology and Education Play
2.1 Intelligence
Numerous definitions and hypothesis about intelligence have been
proposed, with no consensus reached by scholars. Intelligence has been
a topic of thorough study in psychology. It started from ability to
differentiate between sensory inputs, to mental processing and
abstraction. But being a science, it has a tendency to approach an issue
empirically. And thus started the works on trying to measure and
compare an individuals so called intelligence. This has led to formulationof tests, largely based upon logical and linguistic nature.
It lacks view of process, of how one goes about solving a problem. As
stated by Dr. Gardener, they rely heavily upon language and upon a
persons skill in defining words, in knowing facts about the world, in
finding connections (and differences) among verbal concepts.[2]
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There are many views and approaches towards intelligence; for
reference they have been explained briefly:
Piagetian
Piaget's work mainly concerned cognitive psychology. He says that an individual is continually constructing hypothesisand thereby attempting to generate knowledge. He talks about various stages of development of intelligence varyingfrom age group.
Informationprocessing
Briefly put, this is a step by step model of how intelligence can be considered from the point of view of informationprocessing. It talks about a horizontal approach, notion of a single-general problem solving approach.
The theory seems limited in terms of finding any biological basis. There seems to be no emphasis or explanation as suchon creativity.
Symbol
systems
This particular approach lays emphasis on human use of various symbolic vehichles in expressing and communicatingmeaning. The use of symbols has been at the core in various creative domains, such as, art, science, mythology, etc.
It lays views upon cultural backing of these symbols. It taks about domains, namely, universal and unique, elaboration
of which would deem unnecessary.
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2.1. 1. Multiple Intelligence
The theory of Multiple Intelligences was developed by Dr. HowardGardner, a psychologist, and professor of neuroscience from Harvard
University.
Traditionally individuals were viewed as possessing degrees of
intelligence, as measured by IQ or some test scores, usually made in
schoolcontexts, about school performance(the Piagetian view).
Developments in psychological theories have caused the
advancement of otherconceptions of intelligence. Modern theories of
intelligence have allowed for a dynamic and multidimensional view ofintellectualpossession. Models of intelligence that combine cognitive
processing interacting with contexts have allowed for these multiple
forms ofintelligence. For example, Sternberg (1994) has presented a
Triarchic theory of intelligence as that which encompasses attributes of
practical problem solving, verbal ability, and social competence.
Although the definition has expanded the Piagetian view, it continues to
place an emphasis on logical competence and verbal facility.
When Gardner was first asked to define intelligence in 1983, he
wrote: "To my mind, a human intellectual competence must entail a setof skills of problem solvingenabling the individual to resolve genuine
problems or difficulties that he or she encounters and, when
appropriate, to create an effective productand must also entail the
potential for finding or creating problems, thereby laying the
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groundwork for the acquisition of new knowledge." These prerequisites
represented his effort to focus on the strengths and abilities people
posses that are important in a particular cultural context. He believes
intelligence is a biopsychological potential.
CriteriaWhen considering evidence to support the existence of a new
intelligence Gardner looks for the following eight criteria. These are
merely brief excerpts from the more specific details that Gardner
provides in his text.
1. Potential Isolation by Brain Damage To the extent that, as aresult of brain damage, a particular faculty can be destroyed or spared in
isolation, its relative autonomy from other human faculties seem likely.
2. The existence of idiot savants, prodigies and other exceptionalindividuals To the extent that the condition of the prodigy or the idiot
savant can be linked to genetic factors or to specific neural regions, the
claim upon a specific intelligence is enhanced.
3. An identifiable core operation or set of operations One mighteven go so far as to define a human intelligence as a neural mechanism
or computational system that is genetically programmed to be activated
or "triggered" by certain kinds of internally or externally presented
information.
4. A distinctive developmental history, along with a definable set ofexpert "End-State" performances The existence of one or more basic
information-processing operations or mechanisms, which can deal with
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specific kinds of input.
5. An evolutionary history and evolutionary plausibility A specificintelligence becomes more plausible to the extent that one can locate its
evolutionary antecedents, including capacities (like bird-song or primate
social organization) that are shared with other organisms.
6. Support from experimental psychological tasks Especiallysuggestive are studies of tasks that interfere (or fail to interfere) with
one another; tasks that transfer (and those that do not) across different
contexts; and the identification of forms of memory, attention or
perception that may be peculiar to one kind of input.
7. Support from psychometric findings To the extent that thetasks that purportedly assess ones intelligence correlate highly with one
another, and less highly with those that purportedly assess otherintelligences, his formulation enhances its credibility.
8. Susceptibility to encoding in a symbol system One of thefeatures that makes a raw computational capacity useful (and
exploitable) by human beings is its susceptibility to marshaling by a
cultural symbols systems. These would include culturally contrived
systems of meaning that capture important forms of information.
TypesGardner has identified nine intelligences although he has also been
considering the possibility of a tentha Spiritual Intelligence. The latter,
when brought up under the context of spiritual feeling or a gift for
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religion, mysticism or the transcendent, usually generates a great deal of
controversy with the science. The nine intelligences all human beings
possess and their primary distinguishing characteristics are as follows:
1. Verbal/LinguisticIntelligence: the capacity to use languageyour native language and perhaps other languagesto express what's onyour mind and to understand other people. Poets really specialize in
linguistic intelligence, but any kind of writer, orator, speaker, lawyer or
other person for whom language is an important stock in trade highlights
linguistic intelligence.
2. Logical/Mathematical Intelligence: the ability to understand theunderlying principles of some kind of a causal systemthe way a
scientist or a logician does; or can manipulate numbers, quantities and
operationsthe way a mathematician does.
3. Visual/SpatialIntelligence: the ability to represent the spatialworld internally (in your mind)the way a sailor or airplane pilot
navigates the large spatial world; or the way a chess player or sculptor
represents a more circumscribed spatial world.
4. Musical/RhythmicIntelligence: the capacities to think in music,to be able to hear patterns, recognize them and perhaps manipulate
them.
5. Bodily/Kinesthetic Intelligence: the capacity to use your wholebody or parts of your body (your hands, your fingers, your arms) to solvea problem, make something or put on some kind of production.
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6. Naturalist Intelligence: the human ability to discriminate amongliving things (plants, animals) as well as sensitivity to other features of
the natural world (clouds, rock configurations).
7. IntrapersonalIntelligence: having an understanding of yourself,of knowing who you are, what you can do, what you want to do, howyou react to things, which things to avoid and which things to gravitate
toward.
8. Interpersonal Intelligence: a person's capacity to understandthe intentions, motivations and desires of other people and,
consequently, to work effectively with others.
9. Existential Intelligence: the proclivity to pose (and ponder)questions about life, death and ultimate realities.
The reason I go into this much detail of the particular theory is
because it will be extensively used in the process throughout this project
and therefore becomes a perquisite for further understanding of work.
Lastly, it should be kept in mind that, the theory of multiple
intelligences is nothing but a tool to understand the notion of
intelligence and abilities of an individual. It gives us a basis of
segmentation.
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2.2. Education in India
"Education in the true sense is helping the individual to be matureand free, to flower greatly in love and goodness"
- J. Krishnamurthi
2.2.1. Introduction
Each generation, since the beginning of human existence, has sought
to pass on cultural and social values, traditions, morality, religion and
skills to the next generation. The passing on of culture is also known asenculturation and the learning of social values and behaviors is
socialization. The history of the curricula of such education reflects
human history itself, the history of knowledge, beliefs, skills and cultures
of humanity.
In pre-literate societies, education was achieved orally and through
observation and imitation. The young learned informally from their
parents, extended family and grandparents. At later stages of their lives,
they received instruction of a more structured and formal nature,
imparted by people not necessarily related, in the context of initiation,religion or ritual.
As the customs and knowledge of ancient civilizations became more
complex, many skills would have been learned from an experienced
person on the job, in animal husbandry, agriculture, fishing, preparation
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and preservation of food, construction, stone work, metal work, boat
building, the making of weapons and defenses, the military skills and
many other occupations.
With the development of writing, it became possible for stories,
poetry, knowledge, beliefs, and customs to be recorded and passed onmore accurately to people out of earshot and to future generations. In
many societies, the spread of literacy was slow; orality and illiteracy
remained predominant for much of the population for centuries and
even millennia. Literacy in preindustrial societies was associated with
civil administration, law, long distance trade or commerce, and religion.
A formal schooling in literacy was often only available to a small part of
the population, either at religious institutions or for the wealthy who
could afford to pay for their tutors. The earliest known universities, or
places of higher education, started teaching a millennium or more ago.
Universal education of all children in literacy has been a recent
development, not occurring in many countries until after 1850 CE. Even
today, in some parts of the world, literacy rates are below 60 per cent
(for example, in Afghanistan, Pakistan, Bangladesh). Schools, colleges
and universities have not been the only methods of formal education
and training. Many professions have additional training requirements,
and in Europe, from the Middle Ages until recent times, the skills of a
trade were not generally learnt in a classroom, but rather by serving an
apprenticeship.
Nowadays, formal education consists of systematic instruction,
teaching and training by professional teachers. This consists of the
application of pedagogy and the development of curricula.
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2.2.2. Historical Overview
The present mainstream educational system was inaugurated in India
in the mid-nineteenth century. Over the next century, it almostcompletely supplanted earlier educational institutions. There had, earlier
been wide network of small village schools- pathshalas, gurukuls and
madarsas. 'One village -one school' was the norm in various parts of the
country, up to the early nineteenth century. A large number of such
schools - reportedly 100,000 in just Bihar and Bengal around 1835 - were
kept alive by local support (William Adam 1835, in Dharampal 2000).They
played an important social role and 'were, in fact, the watering holes of
the culture of traditional communities' (Dharampal 2000). Students from
various castes studied in these schools. In schools, subjects included
literature, philosophy, lexicology, religion and grammar. Instruction wasimparted in local languages. Harking back to the tradition of monastries
and ashrams, schools interspersed training in practical life skills with
academic education.
Within the overall context of decline of local economies, these
schools went into decline and decay under the colonial rule. Deliberate
policy was employed to wipe out this community-based system of
schooling, and replace it with an alien model.
In 1931, Gandhi alleged that 'today India is more illiterate than it was50 or a 100 years ago' (M.K. Gandhi 1931, in Dharampal 2000). He added
that British administrators had '...scratched the soil and begun to look at
the root, and left the root like that and the beautiful tree perished.'
Indigenous education was replaced by an alien rootless system,
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deliberately set up, as articulated by Lord Macaulay (1835), to 'form a
class who interprets between us and the millions we govern; a class of
persons, Indian in blood and colour, but English in taste, in opinions, in
morals and in intellect'.
Despite the transfer of power in 1947, Indian schools continued inthe same mold. Some changes were introduced: the government
expanded its network of schools in both rural and urban areas, and local
languages were accepted as the medium of instruction in these schools.
Today, we have a vast network of government schools in the country,
and a growing number of privately run institutions. Yet, the basic format
remained unchanged; a large number of our schools today are based on
a derivative, mechanistic model. They are designed to produce
individuals who fit into modern society and it's (consumerist,
competitive) values, and are easy to govern since they learn to be highly
disciplined within hierarchical, centrally administered institutions.Schooling thus tends to reinforce social inequalities - class, gender and
caste.
Despite vital differences in facilities and funding, all these schools
share a similar ethos. Mostly competitive, many of them emphasize
external discipline at the expense of inner responsibility. Further, the
accent is on absorbing information rather than on original thinking and
imagination. The setup is centralized and bureaucratic, teachers
distanced from students and most merely doing a job, while the schools
act as delivery points for a set curriculum and content. Few students whopass out of these schools love to learn, since they associate learning with
boredom and pressure.
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2.3. Children and Play
Less known is Vygotsky's research on play, or children's games, as a
psychological phenomenon and its role in the child's development.Through play the child develops abstract meaning separate from the
objects in the world, which is a critical feature in the development of
higher mental functions.[3]
The famous example Vygotsky gives is of a child who wants to ride a
horse but cannot. If the child were under three, he would perhaps cry
and be angry, but around the age of three the child's relationship with
the world changes: "Henceforth play is such that the explanation for it
must always be that it is the imaginary, illusory realization of unrealizable
desires. Imagination is a new formation that is not present in theconsciousness of the very raw young child, is totally absent in animals,
and represents a specifically human form of conscious activity. Like all
functions of consciousness, it originally arises from action." (Vygotsky,
1978)
The child wishes to ride a horse but cannot, so he picks up a stick and
stands astride of it, thus pretending he is riding a horse. The stick is
apivot. "Action according to rules begins to be determined by ideas, not
by objects.... It is terribly difficult for a child to sever thought (the
meaning of a word) from object. Play is a transitional stage in thisdirection. At that critical moment when a stick i.e., an object
becomes a pivot for severing the meaning of horse from a real horse,
one of the basic psychological structures determining the childs
relationship to reality is radically altered".
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As children get older, their reliance on pivots such as sticks, dolls and
other toys diminishes. They have internalizedthese pivots as imagination
and abstract concepts through which they can understand the world.
"The old adage that 'childrens play is imagination in action' can bereversed: we can say that imagination in adolescents and schoolchildren
is play without action" (Vygotsky, 1978).
Another aspect of play that Vygotsky referred to was the
development of social rules that develop, for example, when children
play house and adopt the roles of different family members. Vygotsky
cites an example of two sisters playing at being sisters. The rules of
behaviour between them that go unnoticed in daily life are consciously
acquired through play. As well as social rules, the child acquires what we
now refer to as self-regulation. For example, when a child stands at thestarting line of a running race, she may well desire to run immediately so
as to reach the finish line first, but her knowledge of the social rules
surrounding the game and her desire to enjoy the game enable her to
regulate her initial impulse and wait for the start signal.
2.4. Technology and Education[4] - a critique
Technologys role in imparting education is increasing day by day. It isused in the form of presentations, applications and other multimedia
content. It aids in the form of a strong visual medium. Dictionary
searches, accumulating data and knowledge from encyclopedia had
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never been easier. The content is presented through use of pictures,
images, graphic organizers, mind-maps, videos, etc.
All said and done, it seems quite unfair to teach a child about a plant
through only using books or the above stated multimedia content, if he
has a choice to see the plant for real, to touch it, feel it and observe itclosely, to plant a seed and see the plant grow in his supervision. This
process should be finally aided with the use of books or any other
technology medium.
Technology needs to be used as an aid, rather itself being the primary
medium in question. How can an online feedback system incorporate the
notion of a teacher, who is always there to guide, not just in the sense of
the subject a student is struggling in? How can an interactive chat system
make a child strong socially, if he is too afraid to even come out of his
room?
The primary modes and methods of helping a child to learn, needs to
be further developed before we can have independent technology
intervene. To teach him about a squirrel, why not let him play with a
stuffed toy in its form. It seems fitting that the appreciation of its shape
and form would dramatically increase; also would show a further jump
when aided with technology as an aiding tool.
What needs to be regained is the physicality, at least for domains
that demand it; if possible, a link to the real world around the kid isneeded, so as they can themselves make connections. As said above, the
process can rightfully be aided by technology, but technology should not
be used as a replacement for it.
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The media-aids, help in terms of visual and auditory sensory
experiences, but they fail to incorporate rest of the senses. The full
sensory experience needs to be communicated through its respective
sense and not always linguistically or through visually dominant media.
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3. Analysis
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3.1. Analysis of M.I.
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3.2. Case Example LEGO Blocks
Lego building blocks utilize to the core, the understanding of spatial
relationships, to build structures. Children try their best to make figuresthat they find attractive. Not to forget the limitless possibility if offers for
kids to make things purely thorugh imagination. Interpersonal aspect is
touched, when kids try try to work in groups and teams to create the full
arsenal of their fantasy world.
No. of children invloved - atleast 1
Nature of tasks additive, constructive
Nature of solutions open-ended, no solution in particular
Motivation factor Stated examples; house, robots, etc.
Intelligences involved Visual/Spatial, Interpersonal, Intrapersonal
3.3. Intervention
IIT Guwahati has weekend art classes, hosted in Technology
Complex. This setup was chosen for the intervention. The classes start
from 9 a.m. to 10.30 a.m. every Sunday, having 3 groups of students,from classes 1
st, 2
ndand 3
rdrespectively. Total strength of around 40 is
generally seen.
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Activity Zero - Mute Observers
For the zero session, we chose to be mute observers. The wholesession was overseen and documented. Two coordinators were available,
who conducted the whole session of around 40 kids. The general mode of
teaching was passive. Room had 3 blackboards, on which a certain scene
or object had been drawn by the coordinators/instructors. This was
supposed to be copied and colored in individual drawing books.The
classes consist of basically 2D drawings and coloring. Students try to
imitate what is drawn on the board as much as possible in their
sketchbooks.
Child/ Coordinator ratio20:1Nature of taskPassive
Nature of solutionSingle solution
Motivation factorOn board example
Intelligences InvolvedVisual/Spatial
Discussion
The session managed with a ratio of 20 students per coordinator,
lacks in the possible individual attention a child may need. The singlesolution approach helps in developing drawing skills but lacks in inviting
creativity as a major element.
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Activity One Rocket Launch
The children consisted in 3 groups; 1st, 2nd and 3rd standard
respectively.1st standard children were given the two small sizedcardboard pieces along-with 2nd standard ones. Seniors were given
some small pieces and many larger ones. The tools available were
pencils, cutters and duct tapes. Use of colors was left optional.
The children working on 2d structures, finished fast and moved on to
make larger objects, like 2D monsters or to 3D objects. Children were
getting inspired by other children around them. This seemed to be a
good example of how children learn things, while doing things in groups.
Child/ Coordinator ratio8:1
Nature of taskActiveNature of solutionOpen-ended
Motivation factorScrap build structures
Intelligences InvolvedVisual/Spatial, Intrapersonal, Interpersonal,
Bodily-Kinesthetic
Discussion
Initial ideas kids had, concerned mainly box like objects. Any specific
use didnt really concern them. Buildings and rockets were the common
ideas. A fix with 2D forms was also observed amongst many children,which can be traced back to being seasoned through these art classes
held weekly.
This one session also boosted up the interactivity. It was observed
that 3rd standard students worked better in terms of teamwork; also
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they showed the tendency to think before doing. Some preferred to
sketch before actually making anything.
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Activity Two Salad Monsters
We prepared a list of vegetables and condiments to suit children. The
vegetables were sliced, diced and grated.The kids were first of all introduced to the festival of Holi and the
respective mythology. The session turned to be the initial icebreaker.
The activity required them to use plates as canvases and the salad
vegetables as the colour. They were to think about their fears the so
called monsters. The plan was to let them make their monsters, than
to swap them with their friends, so as they can help each other eat their
monsters off using the condiments. The activity went as planned except
for the swapping part.
The task ended with introducing condiments for kids to eat off their
monsters, after being photographed.
Child/ Coordinator ratio8:1
Nature of taskActive
Nature of solutionOpen-ended
Motivation factorMonster/Fear
Intelligences InvolvedVisual/Spatial, Intrapersonal, Interpersonal,
Naturalistic
Discussion
The different cut shapes were used as basic elements to create the
monsters. Children made monsters inspired from their reservations and
fears. Some had no clear idea of how their monsters looked, while some
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chose to discover the form in the process of making. Kids showed a great
affinity towards ketchup. Some preferred honey and tamarind sauce.
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Activity Three Wally
The wall of the TC room was covered with A2 sheets this time. The
raw materials were; newspaper cutouts in variety of shapes and sizes,
cardboard stencils to be used on walls and glue.
At first kids were given the newspaper cutouts and glue to stick
shapes on walls. This was done for around 30 minutes. After this, they
were handed wax crayons and cardboard stencils. The use of more
newspaper cutouts was kept optional.
Child/ Coordinator ratio8:1
Nature of taskActiveNature of solutionOpen-ended
Motivation factorCommon Giant Canvas
Intelligences InvolvedVisual/Spatial, Intrapersonal, Interpersonal
Discussion
Kids showed a tendency to stick to their own working regions as their
personal canvas. To limit this, kids were instructed to change positions
midway in session.
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4. Hypothesis
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4.1. Intelligence
A characteristic oflive beings, which due to its very nature, aids insurvival through understanding and/or utilization ofresources
presented to the being.
Intelligence is a characteristic of lifeforms Lifeforms aim at survival
and this is the property that lets them. What does this property do? It
gives them the ability to utilize resources for their survival; how much
they understand this, is a matter of how developed that intelligence is.
The intelligence can be very well governed by the cultural influence.
For that reason, there arises the case of selective exposure.Like father,like son syndrome, talks about high tendency of exposure to same set
of skills as the parents, or peer group [cultural group]. This makes way
for so called polarity, and reduces the chances of full mental
development.
It is supposed that one intelligence can be nurtured, using the other
as a base.
To get an idea of the same, a subject was asked to perform a task.
SubjectMathematically dominant, not confident in visual skills
Task Using math as an inspiration to draw illustrations.
Time1 hour
The illustrations so made, are shown on the left side.
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Play Experience Learn
4.2. Experiential Learning
The learning can be attributed to the experiences that we have. The
human brain works by making connections between differentinformation. The process demands constant influx of new information
and at the same time old information connections need to be reaffirmed
by exposure to similar experiences. All and all, kids are experience
hungry machines when they are in the learning phase.
The activities and environment should be able to provide different
possible experiences to aid the process. The project lies around
suggesting, play as an experience stimuli. Children have a tendency to
involve in play as a means to indulge them, and the above stated
behavior starts subconsciously.
The reasons that can be thought of for explaining the pros of play are
as follows-
Incorporates a sense of discovery Removes inhibitions Attributes to group behavior/ imitation of social groups Learn by doing approach Recreational Feeling of independence
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4.3. Guidelines
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5.Product Concept
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5.1. Concept
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The concept consists ofglass canvas, which will be painted/ colored,
using rolling stencil sheet as an aid. The movable sheet provides
freedom to draw at different parts of canvas. The rolling action provides
flexibility in terms of trying to use the full stencil.
The concept derives heavily from Visual/Spatial and Interpersonal
Intelligences. The use of stencils as aid (Activity three), helps children to
easily draw elements they like. Stencils can be of different types based
on content they carry. The stencils can aid as a means of visual
inspiration.
The integration of this module in a space can lead to a collaborative
approach amongst kids, due to the large size of the canvas and flexibility
of use from both the sides.
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5.2. Visualization
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Stencil Sheet Graphics
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Social Collaboration
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5.3. Initial Draft
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6. References
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[1]www.janebluestein.com/handouts/animal.html
[2]Frames of Mind Howard Gardener
[3]Paul Tough, Can the right kinds of play teach self-control?, New York Times, 2009/09/27 (reviewing the Tools of
the Mind curriculum based on Vygotskys research
[4]Carlson-Pickering, Jane. 1999. "Multiple Intelligencesand Technology: A Winning Combination"
Rhode Island Teachers in Technology Initiative - (RITTI)
Web:(http://www.ri.net/RITTI_Fellows/Carlson-Pickering/MI_Tech.htm)
[5]Teaching mixed media to children Karla Cikanova
[6]Muiltimodal teaching and learning Kress, Jewitt,
Ogborn and Tsatsarelis
[7]Alternative Schooling in India Vittachi Raghavan
http://www.janebluestein.com/handouts/animal.htmlhttp://www.janebluestein.com/handouts/animal.htmlhttp://www.janebluestein.com/handouts/animal.htmlhttp://www.ri.net/RITTI_Fellows/Carlson-http://www.ri.net/RITTI_Fellows/Carlson-http://www.ri.net/RITTI_Fellows/Carlson-http://www.ri.net/RITTI_Fellows/Carlson-http://www.janebluestein.com/handouts/animal.html -
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