We've discussed at length how different people learn in different ways, have different strengths and weaknesses, and perform differently in different types of environments. Enter Multiple Intelligences (MIs). Ok, so the idea has some valid basis, but storytelling? I suppose that the relation of personal experiences could validate some concepts to students, but consider the following excerpt from the article: "Prepare for storytelling by listing the essential elements you'd like to include in the story. Then use your imagination to create a special land, a group of colorful characters, and a whimsical plot to carry your message home." (emphasis mine) Rapping? I could entertain you all by busting an ill phrase of phat rhymes about bitstrings, but something tells me you have better things to do with your time than listen to MC Luke wax semi-poetic on java code. I could go on in the same vein about board games, chanting, discographies, and my personal favorite, feeling-toned moments (although Shoe's daily primal scream was a personal favorite and left me feeling rejuvinated and ready for more).
As I continued to read the article, I couldn't decide on the author's target age demographic. Perhaps these seemingly more assinine techniques would be effective on grade-schoolers, but I can't seriously envision college-level freshmen paying attention in earnest (and not throwing things).
Furthermore, although not everyone benefits from traditional teaching at the same level, at least you know what you're in for. With any likelihood, this "orthodox" style of education is similar to what most students have experienced up until entering college. To paraphrase Abe Lincoln, you can't please all of the people all of the time -- I don't think that things are in such bad shape that such drastic measures are warrented.
MY COMMENTS: While I agree with you that listening to polymorphism raps and telling stories about inheritance wouldn't help most college level students learn CS; I do feel that in an introductory course you do have some responsibility to offer different ways to learn the material. I don't think you should discount group learning, or many of the other techniques discussed, even though many of them need to be revised for a college level course.
I'm not sure if this is totally on topic, but as a brief sidenote, when I was in the 7th grade, our science teacher taught the entire class a song reciting the greek alphabet. For an entire day of class, she had the entire class singing this inane song. We thought it was so ridiculous and stupid. Well, 8 years later I still remember that damn song, and can recite the greek alphabet because of it. (As a quick poll, who can recite the english alphabet without at least thinking about the alphabet song we learned in nursery school?) Anyway, it's a silly story, but I'm adding it as testimony that "silly" teaching techniques can be effective.
Do not let the suggested examples ruin your thoughts of the idea. As I stated in prior reactions, it is not the examples that we should take out of this article, but rather the idea- the idea that people learn differently. Take this and run with it. Come up with cool alternatives and experiment. That is what education is about.