It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.

Being creative means first of all doing something unusual... On the other hand, however unusual it may be, the idea also has to be reasonable for people to take it seriously.

If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.

I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available.

When a child is thriving, there is no reason to spend time assessing intelligences. But when a child is NOT thriving - in school or at home - that is the time to apply the lens of multiple intelligences and see whether one can find ways to help the child thrive in different environments.

Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.

What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.