Category Archives: Multiple Intelligences

Color Me Purple Book Giveaway Contest

How do you encourage curiosity in your child (between the ages of 8-12) and keep him or her asking questions?

How do you encourage curiosity in your child (between the ages of 8-12) and keep him or her asking questions?

Donna & I are excited to provide two people with free copies of our children’s book Color Me Purple. Donna says, “Color Me Purple is more than a book. There is the compelling storyline that provides information about 8 different types of intelligence (yes there is more than one) that we call ‘smarts.’ It is a flip-book and your child can make the butterfly — fly. Finally, and perhaps most importantly there are Information boxes, to be used for discussion about each smart. Empower your child!” I love this because it is Donna and layout designer Seth who provided all the creativity!

TO ENTER

Answer the question in the box above in 150 words or less.
Enter your answer below in the comments box or on http://www.theartofnow.org OR  on the Color Me Purple book give-away posts found on my Facebook or Donna’s Facebook page.

Contest Deadline: Saturday, December 10, 2016

The 2 winners will be selected and announced on Sunday, December 11, 2016

Thank you and enjoy!!!

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Color Me Purple Knowledge Boxes

The purpose of Color Me Purple is to help children  understand that a) there are many different ways to be smart, and b) there are probably many more smart kids in their classes and schools than they ever imagined. To enhance the story and make it more meaningful for mature readers and the adults in their lives, there are 18 text boxes, or  aside explanations of the concepts and theories behind the story.

The first three of these topics — Introduction to Smart and Related Terms, Thinking and Questioning, and Multiples Intelligences are introduced on the Tips page of this blog. In the coming week, I will introduce the remaining 15 topics on that page as well.

Have fun exploring intelligence in it’s many forms and colors!

Intrinsic Versus Extrinsic Motivation

One parent wrote of Color Me Purple: “The knowledge box about “Passion and Practice” resonated most with me today. Towards the bottom of page 13, you wrote, ‘Extrinsic motivations feed a student’s intrinsic motivation to work at becoming better. The challenge for teachers and parents is to encourage practice without killing intrinsic motivation.’ As I read that, I thought to myself, ‘Ain’t that the truth?!?’”

She went on to explain the fine line between encouraging and discouraging her 10-year-old son’s intrinsic interest in piano: “I’d noticed that he’d been spending a lot of his free time messing around at the piano whenever he had a spare moment, plunking out songs that he was attempting to sight read from music we happened to have laying around, or just playing by ear. I suggested to him that we set up piano lessons, and he agreed to give it a try. But, when songs were giving him trouble, he quickly became frustrated, and wanted to give up and quit. It became a battle for me to try to convince him to keep practicing.

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“That’s when I realized that he was no longer playing JOYFULLY as he had been when he was playing for HIMSELF rather than playing to please someone else. As much as I value the important life lesson of developing grit and perseverance, I also want to value and honor my son’s desire to do what makes him happy, and I want to be sure that I am helping to nurture his talent rather than squelch it! One day he approached me calmly and explained to me that he LIKES playing the piano but that he does NOT LIKE taking lessons. He promised that if I would let him quit piano lessons he would continue playing on his own, for fun. So that’s what we did.

“Now he is playing the piano more than ever — by himself on his own terms. He’s not shying away from challenge either. I hadn’t realized that adding extrinsic pressure would threaten his intrinsic motivation in such an extreme way, and I’m relieved that we were able to restore his intrinsic desire to pursue his music smart!”

 

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Color Me Purple

“Color Me Purple,” my just-published 2016 children’s book, illustrated by Madison artist Donna Parker, is a fictionalized story of real kids from Wisconsin. Some of the characters are based on a single child. Many of them are composites of several children. All of these children were lucky because someone recognized that they had a talent. In addition, that someone did something about it. Whatever the child’s economic, ethnic, or social background, and whether he or she was thriving or starting to slip through the cracks in school, someone said, “It’s time to intervene, to encourage this child to become all that he or she can become!”

Children are smart in many different ways. Yet, too often, they are stereotyped based on their deficits and discouraged in their learning rather than encouraged. Color Me Purple is intended to help children and those who care for them understand that it is good to be smart. They can be proud of what they do well. They should work to use and improve their abilities rather than let them languish. They can dream big. But dreaming big alone is not enough. As their support systems help them to gain confidence and feel good about themselves they can hone their skills, define their goals, and help themselves and others to say “yes” to thriving in a multicolored, multicultural, multitalented world.

I have written this book as a way to help children, along with their teachers, parents, and caregivers, understand that there are many, many children who should be encouraged for different combinations of talents or kinds of smart. Based on the theory of multiple intelligences by Dr. Howard Gardner of Harvard University, the story presents 8 children between the ages of 7 and 18, from 8 different ethnic backgrounds, who are smart in 8 different ways. Text boxes, interspersed throughout the book, explain the educational and psychological theories behind the story for readers who wish to delve deeper into the concepts being introduced.

From the last chapter, a bit of what has occurred in the main character’s thinking is presented: “Before the whole Kennedy thing came up, I was just me. Remember? I’m browned-eyed, brown-skinned, and so on? I thought I was ordinary, and in some ways I am. So are Kennedy and Sameer, Bambi and the others. I’m glad to know that we can be ordinary and smart at the same time… There is so much more to me than what you see on the outside. What makes me smart is that I like thinking about hard questions in about the same way Gommgi likes playing the piano…

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I am happy in this rainbow world of smartness. I’m learning about my inside colors. I think they are what make me the me I want to be.”

To meet Angie, Kennedy, Sammy, Bambi, and the others, you can buy “Color Me Purple” by contacting me at ellieschatz1@gmail.com. Directions are on the “Contact Ellie Books” page.

All Kinds of Smart

As people all over the world have been watching the Olympics this summer, myself included, I wish the lessons shared by the participants would be equally applied to all kinds of smart. Whether your talents lie in linguistics, mathematics, music, art, nature, interpersonal, or intrapersonal areas of development, the requirements for success are the same.

As Gabby Douglas flew through the air, and touchingly a rare flying squirrel landed at our birdfeeder (no one in our area had ever seen one until this creature appeared for a few days and then again disappeared), here are a few talent-development lessons I felt were worth repeating:

  1. Opportunity is the key: From Michael Phelps to Gabby Douglas, from track sprinters from around the world to athletes of all backgrounds and specialties, we have heard how the doors of opportunity had to be opened. There are so many potentially talented children out there who are never recognized, supported, and applauded when successful; anchored when in trouble. Gabby’s mother made the supreme sacrifice for her little girl to shine.
  2. Letting go must happen sooner or later: Over the years I have seen parents struggle to let their talented children go to a summer camp in their area of passion, be it academics, music, or any other field. Gabby’s mother listened to Gabby and Gabby’s encouraging older sister when it was time for her to leave home. She let her go, not for a week, but for years of hard training, living with a new family and community, and facing a diverse world of new values and hard lessons.
  3. Hard work: In her first interview upon winning her gold medal, Gabby attributed her success to hard work and dedication. This may seem like a no-brainer, but it isn’t. Young talented children often think success comes naturally or with a little luck. The necessity of hard work, i.e., practice and persistence, must be taught. Our Olympic champions are great role models.
  4. Success is golden: Gabby became homesick in Iowa, but she persisted in reaching for her dreams. Of her win, she said, “I did think it was a gold-medal performance.” Self-confidence and focus are not easy to achieve when things go wrong, as they frequently did for members of the gymnastics team, including Gabby. But, as Gabby explained, “If you can push through the hard days, you can get through anything.”
  5. Belief is golden: “It’s very tough for me to focus,” Gabby reported in The New York Times, Aug. 2, 2012.  But as Douglas was going to the Olympic arena, her mother called and said, “I believe in you, baby.” Douglas said, “I believe, too.”
  6. Success is not perfection: Even Michael Phelps did not always win. Doing your best and working through the disappointments are lessons that loving families bestow upon their talented youth. As Gabby inspires other young African Americans, her message is clear: I am so happy to be me, and although I would have preferred another gold, it’s not the end of the world that I didn’t get it. On to the next competition! On to the next challenge and new experience.
  7. Respect others for their talents and dreams: At WCATY summer programs, I have had students who received perfect 800’s on their SAT Math tests at ages as young as 13 and 14 sit in an advanced math classroom with other smart students who did not and most likely could not achieve perfection. I saw the same kind of respect and camaraderie in those classrooms as I’ve been observing among the gymnastics, swimming, track and other competitors. That their passion for their field includes a desire to experience new levels of knowledge or success by others as well as by themselves is exciting to behold.

In summary, may we realize that the lessons learned by our young Olympians are lessons to be learned, valued, and respected for children with all kinds of smart.