Multi-Dimensional Model of the Developed Learner Project

Created by: April Barry

 I chose Gardner, Bronfenbrenner, and Piaget to describe a developing learner because the three theories
seem to represent the developing learner well. Gardner talks about the different intelligences that are a part of
each of us but at varying levels. This connects to the making of a violin because there are many parts to the
violin and they each need a different level of attention. Piaget talks about a developing learner that goes from
knowing almost nothing (like just having the blueprints and pieces of wood for a violin) and going through the
various stages of the learner (which is like going through the different steps to creating a violin), all the way up
to the developed learner who can think abstractly and doesnt need everything right in front of them (just like
ending up with the final violin). Bronfenbrenner talks about everything that is around the individual that goes
into creating, influencing, and leading the developing learner into who they will be. This connects to the
making of the violin because everything around the completed violin goes into creating it. Below is the
information that is on my tri-board poster that goes more into each theory and how it connects into the making
of the violin.

Multiple Intelligence Theory

Howard Gardner created a list of the 8 areas of intelligences everyone possess. These intelligences are at
varying levels; some areas are stronger than others. Theses intelligences deal with our mental system.
Verbal-Linguistic (word smart)
o The ability to use language (native and other languages) to express what you are thinking and to
understand other people.
o Connection: creating the voice of the violin by the use of sound
Logical-Mathematical (number smart)
o The ability to effectively use numbers, good at reasoning, can see patterns, and analyze
problems.
o Connection: following the blueprints, and measuring
Visual-Spatial (picture smart)
o The ability to visualize various things around us (to interpret or create)
o Connection: putting the violin pieces together (like a puzzle)
Bodily-Kinesthetic (body smart)
o The ability to have good whole body movement and balance
o Connection: the action of the pieces of wood being cut and planed and then being put together
Musical (music smart)
o The ability to think in patterns, rhythms, and sounds while having a awareness and appreciation
for the sounds.
o Connection: the music (sounds and tones) the violin makes when played (after its been
assembled)
Interpersonal (people smart)
o The ability to interact, relate, and understand others.
o Connection: the maker conveying their personal touch to differ the look/sound of the violin from
others
Intrapersonal (self-smart)
o The ability to be aware of your own feelings (emotions/inner moods) and are able to self-reflect
well
o Connection: the understanding how the way a violin goes together to create the sounds/tones
Naturalist (nature smart)
o The ability to be more tuned into nature/environment and subtle changes
o Connection: the aged wood used to build the violin
Stages of Cognitive Development in The Cognitive Theory
Cognitive theory deals with the development of a child.
Sensorimotor 0-2 years old
 o The learner can tell the difference between themselves and objects. The learner learns about
cause and effect (i.e. if I pull this string, then the toy will play music). The learner also gains the
understanding of object permanence and knows that even though things are not right near them,
they still exist.
o Connection: the planning and material gathering stage of making a violin
Pre-operational 2-7 years old
o The learner is developing their language skills/knowledge and that objects can be represented
with words/pictures. The learner in this stage has problems seeing things from other viewpoints.
The learner also categorizes items by one feature.
o Connection: The violin maker/luthier is creating the pieces needed to make the violin
Concrete operations 7-11 years old
o The learner has logical thinking about various events and objects. The learner has learned to
classify objects by many features. The learner also can put objects in a specific order that is
done in a single dimension.
o Connection: the violin maker/luthier is putting the violin together
Formal operations 11 years and up
o The learner can now think abstractly (think within their heard instead of having the objects in
front of them). The learner can test hypotheses that they come upon. The learner also starts to
think and become concerned with the future, hypothetical situations, and ideological issues.
o Connection: the violin maker/luthier putting the final touches on the violin to have a finished,
playable violin and the years after its made.
Ecological Theory
Bronfenbrenners Ecological Theory deals with the relationships between the learner and their environment.
The ecological theory starts with people, places, etc. close to the learner and expanding all the way out to
society, culture, etc. Each layer of the theory is a part of the learner and their environment. At the center is the
learner (i.e. the completed violin)
Microsystems:
o The microsystem deals with the immediate environment(s) that a child is a part of and has direct
contact with. Within this system the environment(s) affect the child (whether its positive or
negative) and the child affects their environment(s). This layer usually contains family, school,
peers, neighborhood, and childcare places. (schoolworkhelper.net)
o Connection: the violin blueprints, the maker/luthier, aged wood pieces and the tools.
Excosystem
o The excosystem deals with a social system where the child doesnt deal with it directly. This
layer affects the childs development by being related to something within their microsystem.
The child doesnt need to be directly involved for them to feel the affect. A few thinks that could
affect the learner is their parents work schedule, community events, media, etc.
(floridahealth.gov)
o Connection: the maker/luthier creating the pieces needed to make the violin front/back pieces,
ribs, fingerboard, scroll, etc., the amount of time the luthier spends on the violin pieces, and other
luthiers and what they base their work on.
Macrosystem
o The macrosystem deals with the outermost layer of a childs environment. This outer layer
contains general beliefs, values of the culture the child lives in, and principles to regulate
behavior within the environment. Things within this layer give meaning and life to an individual
and has control over the interaction within all levels of the social system (schoolworkhelper.net)
o Connection: the luthier putting the pieces together to create the violin.
Chronosystem
o The chornosystem deals with time as it relates to the childs environment. The parts in this
system that relates to the child are external (i.e. the death of a parent) or internal (i.e. changes
 that occur with age). As the child gets older, they react differently to external and internal
changes. (floridahealth.gov)
o Connection: the amount of time to create a violin from beginning to end and how each
maker/luthier affects the outcome of the look and sound of the violin.

Sources for information:

Atherton, J. (2013). Learning and Teaching; Piaget's Cognitive Developmental Theory. Retrieved from
http://learningandteaching.info/learning/piaget.htm
Barry, A. (Presenter) (2015, March). Howard Gardner's Multiple Intelligence Theory. PowerPoint
presentation
Bronfenbrenners Ecological Systems Theory. (n.d.). Retrieved from
http://www.floridahealth.gov/AlternateSites/CMS-
Kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf
McLeod, S. (2009, September 17). Jean Piaget. Retrieved from
http://www.simplypsychology.org/piaget.html
St. Rosemary Educational Institution. "Growth and Development Theory: URIE BRONFENBRENNER
(1917-2005)." http://schoolworkhelper.net/. St. Rosemary Educational Institution, Last Update: 2015. Web.
http://schoolworkhelper.net/growth-and-development-theory-urie-bronfenbrenner-1917-2005/

Sources for pictures:

http://www.abc.net.au/local/photos/2011/12/14/3391185.htm
http://www.classicfm.com/instruments/violin/violin-making-pictures/f-holes/
http://www.classicfm.com/instruments/violin/violin-making-pictures/measurements/
http://www.classicfm.com/instruments/violin/violin-making-pictures/measuring-thickness/
http://www.classicfm.com/instruments/violin/violin-making-pictures/scroll-carving/
http://www.classicfm.com/instruments/violin/violin-making-pictures/shaving-gouging/
http://www.classicfm.com/instruments/violin/violin-making-pictures/violin-making-getty-pictures-3/
http://www.rufinoviolins.com/violin.htm
http://www.theviolinsite.com/violin_making/violin_wood.html
http://www.theviolinsite.com/violin_making/index.html
https://violinmakerswife.wordpress.com/page/3/
http://www.wikihow.com/Build-a-Violin