Multiple+Intelligences+Howard+Garner+Visual+Spatial+Intelligence

=Visual/Spatial Intelligence=

Visual/Spatial intelligence (see Graphic 12c) deals with such things as the visual arts (including painting, drawing, and sculpture); navigation, map-making, and architecture (which involve the use of space and knowing how to get around in it); and games such as chess (which require the ability to visualize objects from different perspectives and angles). The key sensory base of this intelligence is the sense of sight, but also the ability to form images and pictures in the mind. Our childhood daydreaming, when we pretended we could fly or that we were magical beings, or maybe that we were heroes/heroines in fabulous adventure stories, used this intelligence to the hilt.

Capacities involved:

 * Active imagination
 * Forming mental images
 * Finding your way in space
 * Imagine manipulations
 * Graphic representation
 * Recognizing relationships of objects in space
 * Accurate perception from different angles

To catalyze your visual/spatial intelligence:

 * Work with “artistic media” (such as paints, clay, colored markers, and pens) to express an idea or opinion; for example, what you think the 21st century will be like.
 * Do intentional daydreaming; for example, dream about the ideal vacation spot with as much visual detail as you can muster.
 * Practice internal imagination exercises – visualize yourself in a different period of history or have an imaginary conversation with your hero/heroine, a character from literature, or a historical figure.
 * Use various “design skills” such as drawing, architecture, diagrams, or creating a poster to convey your ideas or thoughts to others.

To strengthen this intelligence:

 * Use active imagination to picture things that are outrageous or fantastic, use visual media such as paints, colored markers, or clay.
 * Use mind-mapping skills, and draw patterns/designs.

Vocational pursuits:
Architecture, graphic design, cartographer, drafting, painting, sculpting, advertising.

Sources: Lazar (1991), Walters (2003)

(Original page by Mary Frangie)