The Leonardo Effect

Following on from the previous post, it seems that some have taking the links between Science and the Arts into account. Art and Science education lecturers in Belfast focused on the work of Leonardo Da Vinci and his endless curiosity surrounding art and science. (Hepburn, H. 2008) After five years of extensive research an interdisciplinary teaching methodology was devised based on Da Vinci’s work, sweeping through the UK since the completion of its pilot schemes across the four countries. The system involves a “synchronised integration” of the two subjects as an alternative method to the current teaching techniques of the national curriculum. (Leonardo Effect, 2011)

The Leonardo Effect claims to promote children’s confidence, develop skills transferable into maturity and enable them to reach their full educational potential. Its aim is to renew children’s interest in their education, refreshing a love of learning. It trains teachers to approach their work at a different angle to inspire the children and develop self-motivated learning, to become more confident in contributing and collaborating with their school work.

To achieve these goals, a four stage system was devised. The first stage is discovery-based learning which takes advantage of a child’s natural curiosity, using their own experiences relating to the subject in hand, prompting them to research using a variety of different media. Next, teachers should allow the children the freedom to develop their work, discovering for themselves links in their research, finding out where each lead takes them. This is also to be completed using various resources, as children differ in their learning capabilities and may not flourish if they are to utilise only a select few chosen by their teacher. The third stage requires the children to apply the knowledge they have gained to the work they are undertaking, which the Leonardo Effect claims is a higher level of learning which exceeds current curricular requirements. The final stage involves personal reflection and communication between themselves and their peers and teacher. This can manifest in a number of ways, for example, the children can present what they have learnt to one another, they can discuss it or they can continue their research having discovered further information they wish to research.

Currently in the UK, over 100 schools are using the Leonardo Effect and it can be applied to both primary and secondary education. From several articles and references on the website, it is clear to see that its implementation in its pilot schemes have proved to be very successful. (Flanagan, M. Hickey, I. Robson, D. 2007)

With over two decades worth of criticisms of the national curriculum, it is most definitely time its implementation was refreshed. Many children feel forced to attend school, it is time we worked to abolish the majority who feel this way and get children excited at the prospect of going to school. The Leonardo Effect provides them with a sense of control and empowerment over their own education. Surely, it should not be for the teacher to decide how you learn a subject, leaving children to endure the monotony of being told what to do and how to do it, day in and day out, with very little care given to how they feel about a subject or to their questions that arise in their curious minds.

The current structure does not allow teachers the time to respond to the questions, let alone opinions, asked by their pupils, unless it is completely relevant to the subject being taught. The Leonardo Effect is a very effective way of utilising the short time teachers and pupils have to cover the vast amount of subjects within the national curriculum.

Teaching and learning should be a collaborative journey of discovery, not a process of manufacturing.

(See links on the right to find out more about the Leonardo Effect)

Display of children's work in Ysgol Bryn Gwalia, Flintshire, who use the Leonardo Effect