The Leonardo Effect. (259 Words)

Our Perspectives on Science

Our Perspectives on Art

In both art and science there is a beginning, a process and an end product.  This end product has an audience and a utility according to the processes of creativity and with both you start with an idea, take a risk, experiment until it works then end up with a creation at the end..  Humans need logic to perceive our world and we also need art to satisfy our visual and creative sides, so in my opinion, art and science should be used together to allow greater understanding.

This is transferred into The Leonardo Effect; an inspirational pedagogy designed to capture the imagination of the learner.  It is regarded a 'syncronised intergration' that entwines the subjects of art and science while encouraging creativity and flow into the learning experience with four stages.  These stages are specifically designed to develop higher order thinking skills and the internalisation of knowledge.  The learner is said to develop positive self-esteem, motivation, confidence in taking risks and meta-learning. 

To examine the The Leonardo Effect within communities of practice we were given the task of thinking of synonyms and related words for 'water', this process captured the imagination.

After this had been completed we were asked to develop our ideas into a scientific question relating to the answers that we originally thought of.  As a group, this process developed an interest in what our world would be like if we only had one land surrounded by one ocean?  What would happen if our lands had remained the Super Continent Pangaea?

We researched this subject, maturing our ideas and created a presentation that we reflected upon and discussed.

Our Group Presentation

What might have happened if the world had remained Pangaea from caroline1971

In line with the process of The Leonardo Effect, our collaborate presentation was arranged to capture our audiences imagination, to create an interest for our audience to investigate our question further.  This pedagogy promoted our own understanding and motivated our own learning experience while motivated a fascination in our question which in turn engrossed the group into the possibilities. This system of learning was indeed representative to creativity theory which easily be transferred throughout the curriculum.