HOw does intelligence type influence interaction in a space?
Ally | Emma | Marilia | Hannah
Going into the workshop, our group was studying the way children reacted to the sounds around them. As we began to ask questions and walk around the site, however, there was a shift in our interest. As the kids began to start thinking about sound, they also started thinking about other aspects of the landscape that create what we so fondly call "place". We then noticed that out of our 4 students, each one was noticing something different about the space. The side comments or reactions to a specific area led us to question why these kids, all 5th graders, were so different in the way they perceived their environment. This led us to shift our study towards intelligence type and it's influence on the perception of landscape.
[define]
Expanding on the technical definition, intelligence is also the ability to apply knowledge to [interact, create, perceive, discuss, remember, and comprehend] one's environment. But, we still all manipulate, perceive, interact, etc... with our environment's differently, right?
[explain]
According to a study by Clements and Dorminey on the eight intelligences called Spectrum Matrix, we do manipulate, perceive, interact, etc... with our environment's in very different ways. Which intelligence do you think you fall under the most?
This drawing aims to quickly summarize what Clements and Dorminey studied by giving the basic traits of the intelligence type and the potential elements within the landscape that a particular intelligence relates to best.
This drawing aims to quickly summarize what Clements and Dorminey studied by giving the basic traits of the intelligence type and the potential elements within the landscape that a particular intelligence relates to best.
[observe]
Utilizing our knowledge of the site and now of the eight different intelligence types, for each child that we were observing we created a quick synopsis of what they like about Caroline Elementary, why and took a stab at the intelligence type we thought they best fit.
[map]
How and where do these intelligence types interact with the site? We mapped out the general locations and included the justifications for the areas we picked below.
[reflect]
Emma:
Initially, we went into the workshop with a whole plan to analyze sound, but turns out the children in our group, potentially the whole school, don't really pay that much attention to sound, or it's one of the less interesting topics to think about. So, after making some adjustments to our workshop activity, we decided to walk around with the kids and ask them questions, a much looser way of observing the school's landscape. As soon as we had a conversation with each of the kids, it was apparent how different each of them were from one another, and from us! It made me think of the Spectrum Matrix reading by Clements and Dorminey, so why not take the workshop opportunity and talk about the differing Intelligence types, rather than drone on about how our sound experiment failed...
Initially, we went into the workshop with a whole plan to analyze sound, but turns out the children in our group, potentially the whole school, don't really pay that much attention to sound, or it's one of the less interesting topics to think about. So, after making some adjustments to our workshop activity, we decided to walk around with the kids and ask them questions, a much looser way of observing the school's landscape. As soon as we had a conversation with each of the kids, it was apparent how different each of them were from one another, and from us! It made me think of the Spectrum Matrix reading by Clements and Dorminey, so why not take the workshop opportunity and talk about the differing Intelligence types, rather than drone on about how our sound experiment failed...
Ally:
I went into the workshop with an open mind. It was surprising that our group of students had not thought about sound and how it plays a huge role in defining a space. However, the information and thoughts they did share with us was helpful and insightful. The student I worked closely with shocked me with her knowledge of plant identification and their specific characteristics. She was also full of ideas and thoughts on improving that outdoor spaces and linking it with school activities. She had very keen senses, observant of her surroundings throughout our whole sight walk. Her ideas also involved the needs/wants of the other grades. It was important to her that the other grades were thought about as well especially because she will be moving to the middle school. I did gain a sense that the students are ready to embrace change. They are very open-minded considering the fact that the property is very beloved with great significance to them.
I went into the workshop with an open mind. It was surprising that our group of students had not thought about sound and how it plays a huge role in defining a space. However, the information and thoughts they did share with us was helpful and insightful. The student I worked closely with shocked me with her knowledge of plant identification and their specific characteristics. She was also full of ideas and thoughts on improving that outdoor spaces and linking it with school activities. She had very keen senses, observant of her surroundings throughout our whole sight walk. Her ideas also involved the needs/wants of the other grades. It was important to her that the other grades were thought about as well especially because she will be moving to the middle school. I did gain a sense that the students are ready to embrace change. They are very open-minded considering the fact that the property is very beloved with great significance to them.
Marilia:
Hannah: Going into this workshop I knew that we as a class would learn a lot, but I was concerned with the thought of quantifying the data. It can be hard to categorize the different impacts space has on kids, particularly when the kids don't even recognize it themselves. It was encouraging, however, to see how willing they were to engage and talk with us. We learned about the differences in what girls do on the playground versus what boys do. We learned about their concerns and what was important to them in this space (swings, for example). Sophie, the student I worked with, was a little shy at first but became more outgoing as we traversed along the Nature Trail. She had admitted to never thinking about sound before, and yet had no trouble identifying the sounds she didn't like. I thought this was interesting, because even though she never thought about it, she is still impacted by it. It was an encouraging experience because it led me to think more about how kids are aware of the disadvantages, but are rarely encouraged to change them.
intelligence_types.pdf | |
File Size: | 19 kb |
File Type: |