The Leonardo Approach

Leonardo Da Vinci came up with a theory for learning which aimed to influence the education of future pupils. His theory involved a more independent classroom which could provide children with the ability to lead their own learning, and also integrate all subjects. The One of the main features of the Leonardo effect is that creativity is core to learning. The Leonardo approach is said to enhance knowledge, imagination, curiosity and the ability to inspire and encourage further investigation.

One lesson taught using the Leonardo approach is able to integrate subjects such as; numeracy and literacy, history, science and art, etc. and also improve everyday life skills. This approach makes the connections between subjects clear, rather than establishing the differences.

The Leonardo approach has different stages throughout the process. The first step is the planning; the pupils create a mind map of their own ideas and the teacher observes to determine what motivates them. The class then participate in discussion where the teacher will link areas of study to the interests of the pupils in the planning process. Each theme suggested creates a line of work which the pupils can take in developing their ideas.

Through the Leonardo approach to learning the pupils are able to; lead their own learning, discover their own skills, and develop their artistic and scientific abilities, problem solving and ability to take risks. As well as an alternative approach to teaching the learning environment is also challenged and the teachers role is altered to more a guide, than having full control of the learning.

The impact the Leonardo approach has on child’s learning is assessed by; recording progress throughout the experience, observation, listening and how successful the outcome. Evidence includes; photographs and teachers’ comments (G. Hickey, 2013, pp. 100-106).

In order to get full understanding of the Leonardo approach we took part in an exercise within out seminar classes. The exercise included the same process as explained above and aimed to encourage further research and extended learning.

First - we created a mind map based on teacher guidance.

Then we used our mind map to decide what topic we would like to research, which topic would interest us the most. From this we decided to research 'The Uses and Effects of Water'. From this we created a presentation:

Whilst creating our presentation, it inspired other inquiry into the subject of water. We were able to take what we learnt in the classroom and extend it further.

Creative Partnerships

Creative Partnerships is a programme which began in 2001. It was set up by the Arts Council England and ran on Government funding for a decade, before funding stopped in 2011. Creative Partnerships were popular in all nine regions of England and has been called the ‘largest creative education programme of its kind in the world’ (Parker, 2013, p. 1).

Creativity requires certain partnerships in order to be enhanced within a school environment. These partnerships may be pupils and teachers, teachers and colleagues, whole schools and the community. Creative Partnerships can extend further than just in the school, it is a programme which involves the invitation of creative professionals into the classroom environment in order to encourage young people’s creativity. These creative professionals come from various agencies, for example; artists, poets, actors, scientists, designers and engineers (Fisher & Williams, 2005, pp. 14-16). The creative professionals and teachers work in partnership with the pupils to complete set projects which are designed to develop creativity. Due to the various skills each school possesses, there would be different projects which would meet the individual requirements and contexts of that specific school.

Creative learning is considered as ‘learning that stimulates learner creativity’ within the creative partnerships scheme. According to Craft, 2005, the work of Creative Partnerships looks to measure the success of young people in creative learning through achievement, engagement with school, motivation, behaviour and reduction of unauthorised absences (Craft, 2005, pp. 54-56).

In Wales, Swansea specifically, there is an organisation called LOCWS which works in partnership with numerous schools in the Swansea area in order to develop creativity in the classroom. Having visited the 'Education and Outreach Exhibition' which LOCWS had set up in the Grand Theatre in Swansea city centre, it was clear to see that they open up a range of opportunities for schools and young people. The exhibits on display were projects which the organisation have achieved with local schools. For example, Townhill Primary school created a model of an elephant:

The project included the use of a collage of different poetry to create the face of the elephant. The purpose of this project was clearly to make use of various areas of creativity. By using art and poetry to create the elephant it has built upon a range of skills which the children possess.

Evidence has shown Creative Partnerships have proved to be successful tool for creative learning. For example, in the region of Slough, 400 young people, who had been involved in Creative Partnerships, were interviewed about the programme. Results showed that the pupils felt that the programme had benefitted them in terms of improving their; motivation, self-confidence, achievement and performance working with teachers and peers (Partnerships, 2004).

Ofsted reviewed the Creative Partnerships programme in 2006. They concluded that it helped develop pupils social and personal skills, the creative practitioners were well trained which resulted in good staff and pupil learning. However, OFSTED criticised the creative partnerships, stating that creativity was not always encouraged, occasionally pupils would simply copy the teachers work and not work for themselves. Also, the tracking of individual pupils' progress was not recorded therefore results were difficult to obtain (Parker, 2013).