The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials. / School of Music
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181117 |
| Date | January 2004 |
| Creators | Stark, Deborah L. |
| Contributors | Ester, Don P. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 166 leaves ; 28 cm. |
| Source | Virtual Press |
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