1.0.

Introduction

The elements of Arts in Education (AIE) have been incorporated into the teaching of
English in the primary school in Malaysia. The elements of AIE consist of visual, musical and
movement which can be seen in the Primary School Standards – Based Curriculum, also known
as KSSR (Kurikulum Standard Sekolah Rendah) which is formulated in order to ensure that all
subjects including English language play an important role in fulfilling the physical, emotional,
spiritual, intellectual and social needs of the pupils. According to Gardner (2004), every pupil is
a unique individual with at least eight core intelligences. Hence, this written task will focus on
the elements of AIE that are found in the KSSR by looking at four modules which are listening,
speaking, reading, writing and language art and what ways could the theory of Multiple
Intelligences can be adapted for teacher in an English language classroom with students of
mixed abilities.

2.0. Elements of AIE in KSSR

2.1. Visual art

Visual art is a way of making and communicating meaning through imagery. Visual arts
education provides creativity and aesthetic experiences through exploring, investigating,
experimenting, inventing, designing and making in a range of media. It promotes observation
and ways of seeing and helps the child to acquire sensitivity to the visual, spatial and tactile
world and to aesthetic experience. Johnson (2008), states that visual and verbal expression can
be nurtured through active discussion about art, artists and their work through talking,
extensions and reflection. By referring to the KSSR Year 2 English Language Curriculum, visual
art is being implemented in unit 2 where the students has to make a sock puppet to role – play
the story. This activity helps to make them more understand as they do hands on as well it
enhances their vocabulary especially in identifying animal. The sock puppet indicates the visual
art because the student construct the activity with a variety of three – dimensional materials
which help the students to become more spatially aware, encourage inventiveness and help to
promote sensitivity to structure immediate and wider environments.

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 Figure 1 : Sample of activity from Year 2 English textbook

2.2. Musical art

Music is an aural language that uses the basic elements of pitch, rhythm, timbre and
form. It helps to nourish the souls of children and stimulates their intellects. Howard Gardner
(1983), concludes that people who have frequent experience with music can use the elements
in musical activities, including playing with instruments and composing. The foundation for this
interest can be laid in the early childhood classroom by providing many opportunities for
children to play and create with musical instruments. In music curriculum, specifically in English
language, it comprises listening and responding, performing and composing activities. Focused
listening is emphasised to encourage the students to listen with attention to sounds in the
environment and gradually become aware of how sound is organised. With incorporated to
KSSR Year 2 English Language curriculum, element of musical art is clearly seen through
listening and language art activities. For example, in unit 1, the activity of making finger puppets
and using it while singing the song is introduced in the KSSR. As the students sing action songs
and recite jazz chants, they internalize the rhythms, patterns and intonation of the language.

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 Figure 2 : Sample of activity from Year 2 English textbook.

2.3. Movement art

Through movement art, Laban (1963) recommends that children develop body
awareness, space awareness and an understanding of how movements can be varied. He
developed a system of analysing movement through the element of time, weight, space and
flow that educator can use in the classroom by doing the activities that involve movement of the
students. Moreover, by doing activities that involve music and movement, children learn better.
According to Jalongo (1996), music and movement are interconnected for young children. Music
and movement often occur simultaneously and can be observed together during children’s early
years. As they learn by using their bodies through activity such as action song and role play,
there are several interactive components at work like sensory development (see, hear, touch,
taste, smell) and motor development (large and small muscles) which enable them to gather
information and knowledge. in KSSR Year 2 English Language curriculum, movement art is
clearly shown through language art activity such as in unit 5 where the students has to do a role
play on Little Red Riding Hood. This activity requires student to show their body parts. So, as
they act, which involve movements and the space occupied, students also learn new knowledge
about their body.

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 Figure 3 : Sample of activity from Year 2 English textbook.

3.0. Multiple Intelligences Theory

Multiple Intelligences (MI) Theory has been considered in language teaching. According
to Snider (2001), MI Theory – related materials have the strong potential to improve foreign
language instruction because they engage learners’ innate abilities. By applying the theory,
English teacher can address the great diversity in learners, develop learners’ intelligences and
create an individualised learning environment (Christison, 1996). In English language
classroom, one of the activities that teacher can do is writing and singing English song or
poetry. The example of activity is shown in the frame below.

Instruction : Write and sing the words of your favourite song or poetry. Teach it to your
partner and learn a song from him or her. Then come to the front of the class and sing
it to the class. Try to teach it to the whole classroom.

Frame 1 : Activity that implement MI Theory and element of AIE.

Writing the lyrics of a song and then uttering the song is not only required both making
use of students’ musical intelligence and linguistic intelligence, but also made use of a variety of
their skills such as presentation skills as well as interactive skills along with interpersonal

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intelligence. In addition, elements of AIE such as musical and movement art are also being
implemented in this activity. Other activities that teacher can do is drama. Drama is a powerful
way of engaging children in learning because it is multisensory. This dramatic art involve four
Gardner’s (1983) multiple intelligences which is bodily – kinesthetic, musical, spatial and
linguistic. It also implements the elements of AIE such as visual, musical and movement.

4.0. Conclusion

In conclusion, the Primary School Standards – Based Curriculum is created in line with
the elements of AIE and MI Theory. Educators can compliment different learning styles with a
variety of activities targeting different intelligences. These activities should be tried out at
different times as certain intelligences are aimed to be activated.

(1024 words)

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References

Christison, M.A. (1996). Teaching and Learning Language Through Multiple Intelligences.
TESOL Journal, 6 (1), 10 – 14.

Gardner, H. (1983). Frames of mind : The Theory of Multiple Intelligences. New York : Basic
Books.

Gardner, H. (2004b) Frames of mind: The theory of multiple intelligences. New York: Basic
Books.

Jalongo, M. R. (1996). Using recorded music with young children : A guide for non – musicians.
Young Children, 51(5), 6 – 14.

Johnson, M. (2008). Developing verbal and visual literacy through experiences in the visual arts.
Young Children, 63(1), 74 – 79.

Laban, R. (1963). Modern educational dance. London : MacDonald and Evans.

Snider, D. P. (2001). Multiple Intelligences Theory and Foreign Language Teaching.