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Learning 'through' or learning 'about'? The ridiculous and extravagant medium of opera: Gardner's multiple intelligences in pre-service teacher education

Dixon, Mary, White, Julie and Smerdon, Lynda 2003, Learning 'through' or learning 'about'? The ridiculous and extravagant medium of opera: Gardner's multiple intelligences in pre-service teacher education, in NZARE AARE conference 2003 : conference proceedings 29 November - 3 December, AARE, Coldstream, Vic., pp. 1-13.

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Title Learning 'through' or learning 'about'? The ridiculous and extravagant medium of opera: Gardner's multiple intelligences in pre-service teacher education
Author(s) Dixon, Mary
White, Julie
Smerdon, Lynda
Conference name AARE conference 2003
Conference location Auckland, N.Z.
Conference dates 29 November - 3 December 2003
Title of proceedings NZARE AARE conference 2003 : conference proceedings 29 November - 3 December
Editor(s) [Unknown]
Publication date 2003
Start page 1
End page 13
Publisher AARE
Place of publication Coldstream, Vic.
Keyword(s) Education -- Research -- Congresses
Summary In recent years, pre-service teacher education has attempted to incorporate into programs an understanding of Gardner's theory of multiple intelligences as it applies to schools. In this paper the tension between 'learning about' multiple intelligences and 'learning through' multiple intelligences supports Gardner's (1993) distinction between 'understanding' and 'coverage'. This paper examines the use of the performing arts in the professional studies component of our teacher education program. During 2002 at The University of Melbourne, a group of primary and secondary students were offered the opportunity to develop an opera in order to learn about assessment and curriculum. Thirty-seven of the students volunteered to be involved and over a period of six months met this challenge. Our action research study asked two critical questions. To what extent is the understanding of multiple intelligences by pre-service teachers improved by 'learning through'? Can pre-service teachers address fundamental issues in curriculum and assessment through the development of a performance? This experience would be of value to other teacher educators.
Notes Paper : DIX03223
ISSN 1176-4902
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1.1 Full written paper - refereed
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020045

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Created: Tue, 29 Sep 2009, 13:21:11 EST by Mary Dixon

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.