"The ability to perceive the visual-spatial world accurately (e.g., as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g., as an interior decorator, architect, artist, or inventor). This intelligence involves sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself appropriately in a spatial matrix." (Armstrong 2)
DEVELOPMENT - Topological thinking in the early childhood years combines with the ability to think abstractly of shapes and dimensions at ages 9-10. The "artistic eye" remains throughout life, into old age.
POTENTIAL - Students may explore careers as artists or architects, using or designing navigational systems, building and designing inventions, etc.
COMMON STATEMENTS - "I can see pictures when my eyes are closed," "I am very sensitive to differences in color," "I like to use photographic equipment to record the things I see," "I like doing puzzles and mazes," "My dreams are very vivid and realistic," "I don't generally need maps, I can find my way around," "I like to draw," "I like reading books that have lots of illustrations."
Teaching Strategies for Spatial Intelligence
Visualization, Use color as a tool in the classroom, Picture Metaphors, Idea sketching, Concept maps, Graphic SymbolsWays to help Spatially Intelligent Students Excel:
**Provide an art area, with paints, collage materials, drawing supplies and paper, that students can visit during the day.Classroom Environment Techniques
**To call the class to attention, hang a picture of an attentive classroom or student on the board, and point to it.