The Leonardo Effect

 

After extensive research into the work of Leonardo Da Vinci, the ‘Leonardo Effect’ was produced; combining Art and Science to improve children's learning outcomes across the curriculum. Research found that what Leonardo Da Vinci was saying could potentially work within an educational context. Da Vinci possessed the curiosity of a child and believed that using all of the senses in first-hand investigations to be essential to learning for children (Leonardo Effect 2011). Years of research showed that providing children with the opportunity to take a similar approach to learning unlocked their potential, gave them a passion for learning and made teaching a meaningful task (Leonardo Effect 2011). The approach allows children to creatively develop ideas and to become more confident as collaborators and contributors (Leonardo Effect 2011).
       

     There is a four stage 'teaching methodology', tested and validated, which guides teachers on how they can engage their pupils within learning; enabling children of all abilities to access learning. These stages can help to understand the purpose of the Leonardo Effect, and how a simple method can be so effective.
Capture Children’s imagination
Using first-hand experiences in relevant contexts and drawing on children’s intrinsic curiosity, to inspire self-generated questions. From here, a process of discovery-based learning begins, involving research with multimedia, books, experts, and fellow pupils (Leonardo effect, 2011).
Development
Children explore in depth, develop ideas and conduct experiments through visual, aural and kinaesthetic methods (Leonardo Effect, 2011).
Creation
Pupils are challenged to apply their knowledge and skills in an innovative and creative context, taking their learning further, and exceeding usual curricular requirements (Leonardo Effect, 2011).
Reflect and Communicate
In this phase pupils are encouraged to evaluate their own work and communicate their knowledge to a wider audience or beyond in a multitude of ways. They can also now choose to embark on a new learning adventure; inspired by the skills and knowledge they have acquired (Leonardo Effect, 2011).
I believe the Leonardo Effect to be a really effective method of learning; allowing children to engage in self discovery by asking questions and using different sources to aid them in research. I think the approach places creativity and discovery at ‘the heart of learning’, and pupils seem to connect with learning more during this.
      By presenting their findings to others, children are able to build on their confidence and communication skills. During this approach they also develop their skills within group work, effective decision making, and of course using their imagination; allowing creativity to flow. Getting the children to research for themselves is a great way of developing self-motivated learning. From my point of view, the Leonardo Effect is a great way to facilitate acquisition of transferable skills.