Musical

Musical
The capacity to perceive (e.g. as a music aficiaonado), discriminate (e.g. as a music critic), transform (e.g. as a composer), and express (e.g. as a performer) musical forms. This intelligence includes sensitivity to the rhythm, pitch, or melody, and timbre or tone color of a musical piece. ONe can have a figural or "top-down" understanding of musci (global, intuitive), a formal or "bottom-up" understanding (analytical, technical), or both.
 * Excerpt from "Multiple Intelligences in the Classroom" by Thomas Anderson**

This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers (to a certain extent) and composers.
 * Wikipedia:**

//** Learning Situations: **// These "music smart" people learn best through sounds including listening and making sounds such as songs, rhythms, patterns, and other types of auditory expression. They are able to use inductive and deductive reasoning and identify relationships in data. Provide students with audio and video recorders to capture their musical expressions. Ask them to choose appropriate music to go with a slide show, artwork, or poem. Create and record hand-made instruments. Add other intelligences such as drawing patterns of music or writing about music and sounds.

// **Roles:** // They like to choose and compose music for multimedia presentations. They like to see and hear patterns, so they may be good at sequencing a presentation. They are good listeners, so ask them to look for things that might be missing after watching a videotape. @http://www.lth3.k12.il.us/rhampton/mi/MI%20&%20Technology.htm

Write lyrics or poems || Google Docs, Word, || Digital storytelling with music || Photostory 3 Voicethread || Creating music or music loops || Dj Mixing software, audacity Looplabs || listening skills || podcasts, audacity || organizing presentations (flow of presentation) || powerpoint, graphic organizer, word || finding music for specific purposes || iTunes sound web sites Royalty free music || manipulating sound files || Audacity Garageband (Mac) || creating sound files || Audacity Garage Band ||