Leonardo Effect

Leonardo Effect

Introduction

The Leonardo Effect is a new form of interdisciplinary learning centred around the integration of subjects. For example, understanding the common aspects of art and science, such as observing, experimenting and creative thinking. ‘It is a unique interdisciplinary approach removing subject boundaries by identifying subject commonalities’ (British Educational Research Association Conference, 2005)

Leonardo Effect

Leonardo Da Vinci is a key influence in this area as he strongly believed that questioning and using senses in investigating is of great importance to the development of ideas. ‘Children are natural philosophers’ (Matthews, 1978, p.6). Feeding animals, visiting places, listening to songs/animals and asking questions to satisfy curiosity. All those experiences aid children’s thinking.

The framework for the Leonardo Effect allows children to take responsibility for their own work and development. The methodology allows the teacher to mix things up in class to engage pupils. A key factor in the Leonardo Effect is that children are involved in the decision making and planning of their learning. The theme is child centred and the work reflects the children’s own ideas. The role of the teacher is to facilitate and guide the pupils.

There are four teaching stages which aid the teachers in removing barriers to learning.

1.      Capturing the child’s imagination: Using the children’s curiosity as a process of investigative-based learning. Giving the children a sense of empowerment where teachers enjoy taking part in learning alongside them.

2.      Development: Exploring, investigating, experimenting and developing ideas provides children with the opportunity to learn experientially.

3.      Creation: Pupils are encouraged to put to use any knowledge and skills they have in a creative context.

4.      Reflect and communicate: At this point children evaluate their own work, by presenting what they have learnt to a wider audience.

During my recent university seminars, the class lecturer split us into four groups. Each group was given an element; fire, water, air and earth. My group task was to write down as many words as possible in 5 minutes relating to ‘air’. Once the 5 minutes was over the groups would switch and we would repeat the task again, however, this proved more difficult each time as the words we thought of were already written down by the previous group.



 

Once we had finished going through all the elements we then had to choose one word from our sheet to study, we chose ‘airplane’. We found ourselves asking many ‘who’, ‘what, ‘why’, ‘where’ and ‘when’ questions. From this we took the research into our own hands as we were curious as to the answers to the questions. Each member of the group researched a different aspect of an ‘airplane’. We then prepared a five minute presentation on ‘airplane’ and delivered it to the class along with a fun task for the class to take part in. It was an enjoyable process and highlighted the Leonardo Effect methodology as subject boundaries were removed as we identified through our questioning and research subject commonalities. Skills such as communication, team work, creativity, thinking outside of the box and confidence were developed through the interdisciplinary approach.

Conclusion

The Leonardo Effect is an effective interdisciplinary, child centred teaching approach where children are empowered to use their knowledge and skills creatively to take responsibility for their own learning. Work reflects the children’s own ideas. The teacher is as a facilitator, guiding and using the children’s natural curiosity as a process of their investigative learning. The final process involves the children’s reflection and evaluation through communicating their knowledge and understanding with others.

 

References

Bryn Gwalia (no date) The Leonardo Effect. www.bryngwalia.org/Our-Learning/The-Leonardo_effect.html (Accessed: 3^rd December)

The Leonardo Effect (no date) The Leonardo Effect Manifesto: Creative curriculum teaching. www.leonardoeffect.com/connecting_learning_to_hard_to_reach_children.html (Accessed: 4^th December)

Matthews (1978) Cited in; Lipman, M. & A. M. Sharp (eds) (1978) Growing up with Philosophy. Philadelphia: Temple University Press.

Swansea Edunet (no date) The Leonardo Effect. https://swansea-edunet.gov.uk/en/schools/ynystawe/Pages/The_Leonardo_Effect.aspx (A