Professional Documents
Culture Documents
Whiz kid
By Edmund M. Silvestre, The Philippine Star, July 23, 2003
When the Aliw foundation recently gave its new Best Female Artist award to
Karel for Magnificat, friends were especially thrilled, because they had practically
seem the popular teen talent grow up in front of their very eyes.
That was because, since 1995, the musical had been holding some of its
rehearsals in the home of lead singer-actress Pinky Marquez, Karels mom.
In some TV interviews, Karel has said that her love for performing bloomed
during those rehearsals and performances, during which she imbibed the passion
for theater that her mother Pinky shared with the musicals other original
performers like Andy Bais, Rito Asilo, Jingle Buena, Dulce and Bodjie Pascua.
For our part, we have always been struck by Karels unique
combination of Frenchy looks and husky singing voice. We urged Pinky to give her
young daughter opportunities to perform, but it took years before Karel herself
realized that she felt most fulfilled when she was singing and acting.
Once she had come to that realization, however, nothing could stop
the already teenage Karel from quickly making her mark in the biz.
As an actress, she became regular on some TV shows for teen viewers.
Then, her singing talent got noticed when she guest in some musical programs. Her
unusual one-two punch in terms of acting and singing made her stand out even
more in a field of beautiful young talents- who could do neither well!
Career boost
But Karels biggest career boost came when she was chosen over many other
auditionees for the coveted slot of veejay.
Despite all these success, Karel continues to dream of doing more than just
walk-on roles in theatrical productions. Which is why we sat down with Pinky and
Karel to conceptualize a play that will star Pinky and KArel in a story about a mother
and daughter, mounted early next year.
Karel said she was thrilled to be playing her first major role onstage, and was
especially delighted that she was acting with her mother.
Karels new Aliw award affirms what those whove known for years have long
been aware of: that shes a young talent with a genuine gift and love for performing
that will take her far in the field of entertainment.
In 1996, the editors of TIME, the weekly magazine, published a special edition
that features the remarkable characters that influenced the forces and great events
of the past one hundred years. Titled Great People of the 20 th Century, the book
presents the biographies and achievements of the most memorable and
unforgettable individuals. As stated in the book, the six sections brim with insights
into life and times of an unforgettable gallery of men and women;: the diplomats
and the warriors, the scientists and the moguls, the explore who surprised us and
the artist who moved us, these are:
The Leaders- the diplomats and dictators who have shaped the
destiny of nations: American Presidents Theodore Roosevelt, Woodrow
Wilson, Franklin Delano Roosevelt, Harry S. Truman, John F. Kennedy, Lyndon
B. Johnson and Richard Nixon; Russian Marxist Vladimir I. Lenin and Joseph
Stalin, Russian President Mikhail Gorbachev, Chinese Communist Leader Mao
Zedong, German Chancellor Adolf Hitler, British Prime Minister Winston
Churchill, French President Charles de Gaulle.
The activists- the men and women who fought for change from
outside the traditional halls of power: Indian peace advocate Mohandas
Gandhi, South African President Nelson Mandela, Israeli President David Ben-
Gurion, Ayatollah Khomeini of Iran, German doctor Albert Schweitzer, the
Dalai Lama of Tibet, Yugoslavian Mother Teresa, American educator John
Dewey, Italian educator Maria Montessori, American Margaret Sanger,
American preacher Billy Graham, Poe John XXIII, Pope John Paul II, Polish
President Lech Walesa, and Philippine President Corazon C. Aquino.
The pioneers- the men and women who have dared to explore new
fields and breakdown barriers: American pilot Charles Lindbergh who
pioneered the first solo flight across the Atlantic Ocean, American pilot
Amelia Earhart, the first woman to fly the Atlantic solo, American pilots Wilbur
and Orville Wright, French Jacques Costeau who explore the depths of the
oceans, mountain climbers Edmund Hillary and Tenzing Norkey, American
environmentalist Rachel Carson, Viennese father of psychoanalysis Sigmund
Freud, Swiss psychologist Carl Gustav Jung, French philosopher Jean-Paul
Sartre, American baseball player Jackie Robinson.
The innovators- the gifted few whose visions have changed our lives:
American Henry Ford, founder of Ford Motor, Co., American pilot Eddie
Rickenbacker, American newspaper publisher William Randolph Hearst,
American cartoon filmmaker Walt Disney, British economist John Maynard
Keynes, Russian David Sarnoff, the father of mass media, American Ted
Turner, founder of Cable News Network or CNN, American industrialists Tom
Watson Sr. And Jr. who introduced the International Business Machines or IBM,
American computer genius and founder of Microsoft, Bill Gates.
The creators- the artist whose work has shaped and mirrored
the century: Spanish visual artist and painter Pablo Picasso,
considered as the centurys most significant artist who created the
cubist style of art, German architect Mies Avn Der Rohe, American
photographer Alfred Stieglitz, American painter Georgia OKeefe,
American novelist James Joyce, British novelist Virginia Woolf, Irish
playright George Bernard Shaw, British stage and film actor Laurence
Olivier, stage and film comedian Charlie Chaplin, Russian neoclassical
choreographer Balanchine, Russian composer Igor Stravinsky,
American jazz band leader Louis Armstrong, American composer
George Gershwin, American rock and roll Elvis Presley, British pop
stars band called the Beatles composed of bassist Paul McCartney,
lead guitarist George Harisson, rhythm guitarist John Lennon and
drummer Ringo Starr.
The prominent men and women from different countries all over the world
who have carved a name for themselves in their respective fields of endeavor,
as well as the many other people who have excelled in their lines of expertise,
have four things in common: they possess the central elements of giftedness
and talent, namely, intelligence or high intellectual ability, creativity, talent, and
task commitment.
Can you imagine what it is to be like Lea Salonga or Cecile Licad who attained
international fame and brought honors to our country through their outstanding
achievements in the performing arts at a very young age? Or Emil Justin Cebrian,
jon Bryan Santiago Tiosin and Omar Parrenas Rizwan whose remarkable and
impressive academic achievements at an early age accelerated their education?
Their performance in school indicates their mental ages are far advanced than
their chronological ages. Average boys and girls would be much older than these
young achievers before they can even approximate their feats.
Or, how about our national hero. Dr. Jose Rizal, who is one among the few
geniuses of renown in the world? Not far behind are the other exceptional Filipino
heroes whose intelligence and creative talents showed in the roles they played in
the attainment of our freedom from the foreign conquerors. Likewise, worthy 0of
recall are the many other compatriots and leaders, both rich and poor, in various
fields of endeavors, who pursued their commitment to serve the people through
significant leadership roles, innovative ideas, creative inventions and similar
achievements.
Then there is the long list of philosophical thoughts, scientific theories,
inventions and technological advances through the centuries that intelligent and
creative human minds evolved in the sciences, the various fields in medicines,
mathematics, the arts and other areas. The achievements introduced dramatic
changes in human lives such as increase in the life span, cure for diseases, more
convenient, comfortable and enjoyable life styles and information technology.
Human Intelligence
The nature of the human intellect has fascinated scholars and became the
subject of debates, studies and propositions as early as during the time of the
Greek philosophers Plato and Aristotle. When the field of psychology began to
emerge in the 17th and 18th centuries as a discipline separate from philosophy,
mathematics and biology, individuals such as John Locke, Charles Darwin, Francis
Galton and Charcot continued to influence the study of intelligence. A number of
prominent European schools of psychology flourished until the early part of the
19th century. Some American psychologists studied in Europe and returned home
to establish influential psychology programs in the United States. The study of
intelligence gained popularity and greatly influenced by the works of Wilhelm
Wundt, James MsKeen Cattell, G.S Hall and Hermann Ebbinghaus.
As the students of the great schools began to form their own programs, the
number of theoretical and empirical incestiagtions of intelligence increased. The
prominent psychologist of the 20th century was Edward L. Thorndike, Alfred
Binet, Pearson, Charles Spearman, Goddard, stern, Theodore Simon. Yerkes,
Lewis, Terman, Hollingworth, Goodenough, Vigotsky, and Jean Piaget.
In the latter part of the 20 th century, new statistical designs and modern
experimental strategies were developed that made psychological testing popular
in most western countries. The theory of multiple intelligences began to appear,
particularly in the work of Thurstone and Guilford. The prominent theorists were
Burt, Thurstone, Wechsler, Guilford, Vernon, Hunt, Anna Anastasi, Thorndike,
Inhelder, Taylor and Eysenck.
Current trends in intelligence theory and research involve the formation of
more complex multiple intelligence theories. Standardized tests to measure
intelligence are used only as one of the source of data about mental ability. The
fields of genetics and neurological research methodologist on the measurement
of intelligence have generated a number of factors on intelligence. In addition to
mental ability, other data are considered simultaneously in determining the
intelligence level of the person. Data are derived from the environment,
biological factors and psychological aspects of the intellect. The prominent
theorists in the present movement include R. Catell (1905-1998), Caroll (1916- ),
Jensen (1923- ), Kamin (1924- ), Renzulli (1936- ), Gardner (1943- ), and
Sternberg (1949- )
While a big number of definitions of intelligence have been published, there
seems to be consensus or agreement on what intelligence actually is. Catell,
(1971) defines intelligence as a composite or combination of human traits which
includes the capacity for insight into complex relationships, all of the process
involved in abstract thinking, and a capacity to acquire new capacity.
Sternberg calls his theory triarchic because intelligence has three main parts
or dimensions: contextual part, an experiential part, and a componential part.
1. Linguistic Intelligence
2. Logical-Mathematical Intelligence
Logical-mathematical intelligence is the ability to explore patterns, categories
and relationships by manipulating objects or symbols and to experiment in
controlled, orderly ways. The indicators of logical-mathematical intelligence are
manifested by persons who:
Want to know how things work.
Are interested in if then logic
Oriented towards rule-based activities
Play with numbers, enjoy solving problems
Love to collect and classify things
3. Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence refers to the ability to use fine and gross motor
skills, in sports, the performing arts and crafts production. The indicators of this
component of the multiple intelligences are observed among persons who:
Have a good sense of balance, good eye-hand coordination
Have sense of rhythm, graceful in movement
Communicate ideas through gestures, body movement and facial
expressions read body language
Have early ease in manipulating objects and toys
Solve problems through doing
The following activities develop bodily kinesthetic intelligence: role-
playing, dramatization, skits, mimes, body language, gestures, facial
expressions, dancing, sports, games, experiments, laboratory works.
Persons who are successful in the following professions have highly
bodily-kinesthetic intelligence; ballet and folk dancers, choreographers,
sculptors, professional
athletes, gymnasts, surgeons, calligraphers, jewelers, watch makers,
carpenters and circus performers.
4. Spatial Intelligence
Persons who are successful in the following professions have high spatial
intelligence: urban planners, architects, engineers, surveyors, explorers,
navigators, mechanics, curators, map designers, fashion designer, florists,
interior designers, visual artist, muralists, photographers, movie directors, set
designers, chess players and cartoonist.
5. Musical Intelligence
6. Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and get along with
others. The indicators of the multiple intelligences are observed in persons who:
Demonstrates empathy towards others, feel so much for others
Are sensitive to the feelings of others
Act as mediator or counselor to others
Relate as well to peers and adults alike, like to be with other people
Are admired by peers, make friends easily
Display skills of leadership
Work cooperatively with others
Enjoy cooperative and group activities
7. Intrapersonal Intelligence
8. Naturalist Intelligence
Naturalist intelligence is the most recent addition to the original list of seven
multi[ple intelligences. Naturalist intelligence refers to the persons ability to
identify and classify patterns in nature. In prehistoric times when people relied
on hunting animals and gathering plants, naturalist intelligence was used to sort
what animals and plants were edible or not. At present, a person uses his or her
naturalist intelligence in the ways he or she relates to the environment. A person
who has naturalist intelligence abilities is likely to be sensitive to changes in flora
and fauna, weather patterns and similar environmental factors.
Life begins in the mothers uterus eighteen to twenty four hours after
fertilization- the process where the spermatozoa or sperm cell from the
father and the ovum from the mother unite to form the zygote, the one-
celled organism that will develop for the next nine months into the
embryo, the fetus, and finally will be born as the infant.
The zygote undergoes meiosis or cell division from two, four, sixteen until
there are millions of human cells, clusters of which are predetermined to
develop into the central nervous system, the skeletal system.
The brain cells begin to form as early as three weeks after fertilization had
taken place.
The pregnant mothers condition and the uterine environment exert
tremendous influences on brain development. Studies show that the
growing brain is highly susceptible to changes in the developing organism.
There are pieces of evidence that specific academic abilities such as
reading or mathematics may be affected by hormones secreted during
pregnancy. Poor maternal nutrition and lack of protein retard brain growth.
A pregnant womens heavy use of alcohol, prohibited drugs, even
common drugs for headaches, heartburn, diarrhea without doctors
prescription can affect brain development.
The natural pattern of brain development shows that the brain is
organized in systems of connections that do increasingly complex
functions as they mature mainly from inside to outside and from back to
front.
The neurons or brain cells begin to form as early as three weeks after
fertilization, multiplying more rapidly than the other cells of the body. A
thin layer of neurons in the developing embryo folds inwards and rises to
a fluid-filled cylinder known as the neural tube. The cells produced in the
neural tube will migrate to other locations and accurately lay down the
connections to link one part of the brain to another. In addition, the
embryonic brain must construct a variety of temporary structures,
including the neural tube that will eventually disappear. The instructions
programmed into the genes guide the neurons in their long migration to
become specific parts of the body later on.
Starting at the top of the spinal cord, the fetal brain first develops brain
stem structures for reflexes and basic motor coordination. Rocking
movements help develop part of this complex. As the mother moves
about, the fetus is rocked and the movements add to the stimulation. The
cerebellum and the vestibular system which is linked to the balance
mechanism of the ear undergird the later development of higher cognitive
skills.
Development of much of the brains physical structure called hard
wiring starts at this time directed by a complex genetic program (Time
Magazine, 1998). Neurons, the future thinking cells, are produced in
abundance. Many neurons migrate to particular sections of the brain to
form part of the subsystem that will later control reflexes, voluntary body
movements, perception, language and thinking. Some neurons fail to
attach themselves to any area and disintegrate or disappear. No one yet
understands how these neurons know where to go, or why some integrate.
What is known is that the process of cell differentiation and migration
determines the future structure of the brain.
Ten to twelve weeks after conception during the first trimester or three
months of pregnancy, the neurons that carry electrical messages through
the nervous system and brain send pulsing staccato bursts of electricity.
The distinctive coordinated waves of neural activity change the shape of
the brain and carve mental circuits into patterns that over time will enable
the newborn infant to perceive a fathers voice, a mothers touch, a
colorful mobile moving over the crib. Of all the discoveries in neuroscience
recently, the most breathtaking is the finding that the electrical activity of
the brain cells changes the physical structure of the brain. For the
rhythmic firing of neurons is no longer assumed as the by-product of
building the brain but it is an essential process that takes place in the
utero.
The growth spurts in the formation of neurons or brain cells lasts from the
second trimester of pregnancy 4th to the 6th month) until the age of two.
Meanwhile, glial cells begin to form and nourish the neurons and hold
them together.
The cell systems are the raw materials for the normal development of the
brain. Any disturbance in the process may cause cranial malformation, a learning
disability of mental retardation.
Studies show that the interaction between genetic traits and experiences is
constant from the time of conception. Every baby inherits a physical brain
structure as well as certain chemical and electrical response patterns that
strongly influence the ways in which the brain responds to environmental stimuli
while in the mothers womb and after birth. A current study shows that a childs
personal tempo- the natural place of responding and the speed of carrying out
activities- seem to be genetically determined.
The first federal definition of the gifted and the talented was contained in the
1972 Marland report. Gifted and talented children are capable of high
performance and demonstrate potential ability in any of the following six areas:
General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Ability in the visual or performing arts
Psychomotor ability
The Gifted and Talented Childrens Act of 1978 defined gifted and talented
children as those possessing demonstrated or potential abilities that give evidence
of high performance capability in such areas as intellectual, creative, specific,
academic or leadership ability, or in the performing or visual arts, and who, by
reason thereof require services or activities not ordinarily provided by the school.
The definition encompasses almost all of the areas where a person can demonstrate
outstanding performance. Almost all of the states have built their programs for
gifted and talented leaders around the federal definition.
Piirtos 1999 definition states that the gifted are those individuals who, by
way of having certain learning characteristics such as superior memory,
observational powers, curiosity, creativity and the ability to lean school-related
subject matters rapidly and accurately with a minimum of drill and repetition, have
aright to an education that is differentiated according to those characteristics,
Piirto further states that even if gifted students do not become producers of
knowledge or makers of novelty, special education should train them to become
adults who will produce knowledge or make new artistic and social products.
There are times when the characteristics of gifted and talented persons are
misinterpreted as bordering on abnormal behavior, aggressiveness, antisocial
behavior and the like.
Shaklee (1989, cited in Heward, 2003) listed the identities of young gifted
and talented children as follows:
Exceptional learner in the acquisition and retention of knowledge:
a. Exceptional memory
b. Learns quickly and easily
c. Advanced understanding/ meaning of area
Exceptional user of knowledge in the application and comprehension of
knowledge
a. Exceptional use of knowledge
b. Advanced use of symbol systems- expressive and complex
c. Demands a reason for unexplained events
d. Reasons well in problem-solving-draws from previous knowledge and
transfer it to other areas.
Exceptional generator of knowledge- individual and creative attributes
a. Highly creative behavior in areas of interest and talent
b. Does not conform to typical ways of thinking, perceiving
c. Enjoys self-expression of ideas, feelings or beliefs
d. Keen sense of humor that reflects advanced, unusual comprehension of
relationships and meaning
e. Highly developed curiosity about cause, future and the unknown
2. multifactored evaluation
Information is gathered from a variety of sources using the following
materials:
group and individual intelligence tests
performance in the school-based achievement tests
permanent records, performance in previous grades, awards received
portfolios of student work
parent, peer, self-nomination
Horizontal enrichment adds more content and increases the learning areas
not found in the regular curriculum for the grade level. The students go beyond
the grade requirement and move on to study the subjects in the higher grades.
For example, mathematics subjects like Algebra or Geometry that are partly
included in the regular curriculum, or, advanced subjects like Trigonometry and
calculus may be included in the differentiated curriculum. Science, English and
Filipino are enriched by expanding the content covered in the same manner.
Most of the special education classes in the different regions of the country
utilize the self-contained class. High-ability students are enrolled in a special
class that is taught by a trained special education teacher. Mainstreaming
activities are arranged so that the students can socialize with their peers, share
their knowledge and assist in peer mentoring the slow learners.
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Karel ______________________________________________________________________
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2. Using the matrix below, compare and contrast the theories and definitions of
intelligence as advanced by the proponents.
Proponent Theory of intelligence Definition of intelligence
1. Alfred Binet and
Theodore Simon
2. Charles spearman
3. Lewis M. Terman
4. Edward L. Thorndike
5. Louis L. Thurstone
6. J.P. Guilford
7. Robert Sternberg
8. Howard Gardner
1. Look for references and materials on the great people of the 20 th century- the
leaders, activists, pioneers, innovators, scientists and creators. Write a brief
paper about them. Share your work with your classmates.
2. Visit a special class of gifted and talented pupils in s school near your home. Talk
to them, keeping in mind the characteristics that you have learned in the
chapter. Write a report on your findings. Share your paper with your classmates.