The distancing of music education from practices that promote exclusively the mental model in the classroom is now a one-way street. Gardner's theory looks like a roadmap in this direction. Its very inspirer (Gardner & Hatch, 1989), having identified early on that linguistic and logical intelligence are the ones that are evaluated and made visible in the school of western society, recognizes that the cultural peculiarities of each people can not be silenced (Gardner, 1999). At the same time, the fragmentary and sloppy nature of research is found, with which in most cases the Greek traditional song is approached in the context of formal education (Stavrou, 2004). In addition, the personal experience of the speaker as a student and kindergarten teacher confirms the mentioned attitude towards our musical tradition.

             In this light, Gardner's Theory can be a springboard for the approach of local music culture to the school context in a way that highlights the Multiple Intelligences (MI) of children. Besides, in this way, the cognitive objects (the traditional music in this case) are taken much more effectively by the children if their Multiple Intelligences are utilized (Flouris, 2006). At the same time, a major issue is the utilization of the personal musical experiences that each student brings to the classroom (Fox, 1991). Children can feel members of a ‘musical event’, when the classroom is transformed into a community where each student communicates his socio-cultural experiences (Dionysiou, 2016, p. 181).

          On this basis, in our research, a way of communication of preschool children with the Greek traditional song was proposed through a modern perspective utilizing Gardner's Theory. The theoretical framework preceded and was followed by the research practice that went from the relevant educational proposal with the reference song ‘Dili Dili’ (Minor Asia). Qualitative research was conducted using tools from different methodological approaches. At the same time, the interview with the teacher, her personal notes as well as the children's works were chosen as means of data collection. One of the research questions was what attitude the students showed towards the traditional song, which was an occasion for exploring their personal experiences in relation to it.

           The teaching proposal was implemented in a kindergarten in Attica in the last week of operation of the school by the teacher of the classroom, due to the current unfavorable conditions. It lasted 30-40 minutes over a period of 5 days. The children in the class that participated were 5-6 years old. The educational intervention highlighted the positive effect it has on the contact of infants with traditional song. On the one hand, the early intervention and, on the other hand, the existence of activities that are based on the principles of Gardner Theory and, consequently, activate students' Multiple Intelligences.

• Μουσικές εμπειρίες στο σχολείο, στο ωδείο και στην κοινότητα

Despina Hamali was born and raised in Pyrgos, Ilia. She completed her undergraduate studies at the Department of Early Childhood Education (University of Athens). Recently, she graduated from the distance-learning postgraduate program of the University of Nicosia, ‘Music Pedagogy’. The title of her dissertation was ‘The Greek Traditional Song in Preschool Age through another perspective: An educational intervention in kindergarten based on the Theory of Multiple Intelligences (Gardner)’. During school and university years, she took lessons in Byzantine Music, where she eventually holds a Diploma. At the same time, she attended Politiki Lyre lessons, individual lessons of traditional song and Tropical System (Makam). Additionally, she was a choir member of department of greek music in Athens Conservatoire. Currently, she is a choir member of ‘Domna Samiou Association’. She has also completed the 9-month music pedagogical seminar at the ‘Philippos Nakas Conservatory’. Finally, she has worked for a year as a kindergarten teacher in private education.