“When
we are involved in creative work, we feel that we are living more fully than
during the rest of our life”
Mihaly
Csikszentmihalyi
I have started with this quote to inspire us, to
reflect how creativity is important in our life, work and existence as a human
being even if we don’t think it is a big deal. Education is a big part of our
life and it should be a happy time for us as well. This is why creativity
should take important place in our education to flourish every new experience,
idea and learning.
There are many new concepts and ideas introduced into
education to improve creative learning and teaching. Today, I would like to
reflect my thoughts on the creative approach, the Leonardo Effect. This
approach is implemented into many primary schools across the United Kingdom.
The main valuable aspect of this approach is the
ability to combine and synchronise two separate subjects, such as science and
arts, into one. In this process, science and art are treated equally that allow
learners to empower their learning through creative and artistic expression. It
has been referred as ‘synchronised integration’. It moves away from content
based curriculum to more skills orientated learning and teaching across subjects
and themes (Hickey and Robson, 2013).
The main aims of this approach are to give children
opportunity to take ownership of their learning, inherent the process of
discovery, exploring and curiosity (The Leonardo Effect).
As stated by the British Educational Research Association Conference
(2005), the Leonardo Effect
“It
is a unique interdisciplinary approach removing subject boundaries by identifying
subject commonalities.”
This approach has been locally used in one of the schools
in the Swansea area, Ynystawe Primary School, since 2006.
Referring to Johnston (2005) the
creative science activities in schools may encounter some barriers in
implementation. The current structured curriculum may not provide enough time
for teachers to accommodate explorative and creative activities for pupils.
Additionally the risk of possible danger during experiments may put children safety
at risk. Johnston (2005) also mentioned that teachers may face difficulties in
assessing pupils learning. The assessment criteria are very specific and may
not facilitate creative outcomes of learning science if it is not followed with
the correct guidance.
In my opinion, it is important to go beyond structured and
divided curriculum subjects. The key to success is to develop a more combined
learning process that will involve creative and effective teaching methods. By
the creative approaches learning will be based on hands on experience, freedom
to explore, learning through mistakes, curiosity and passion to learn and
discover. This approach not only improves children knowledge but also helps
teachers to look for links and combine subjects.
To fully understand this approach we have explored it
in practice. In groups we planned and undertook a learner led enquiry regarding
Earth. Our research question was: “What would happen if Earth suddenly stopped
spinning?” The process we went through, resources and materials to find the
answer generated the progressive plan of asking questions to get to the final
conclusion. It was a good team work, practical learning that helps us to expand
our knowledge, make choices and take control of our learning.
The final result of our discovery learning and the
process we went through as a group, we presented in a form of
presentation attached below. By approaching this unique form of learning, I
have been able to discover an exhilarating new way of thinking, master and
implement its four principles that are essential for successful learning.
Reference
Barrow, L., H. (2010)
‘Encouraging Creativity with Science.’ Creative
Education. 1, pp.1-6
Gelb, M. (2009) Think
Like Da Vinci: 7 Easy Steps to Boosting Your Everyday Genius
Hickey, G., I. and
Robson, D. (2013) The Leonardo Effect:
Motivating Children to Achieve Through interdisciplinary learning. Oxon:
Routledge.
Johnston, J. (2005) Early Explorations in Science.
Maidenhead: Open University Press
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