How to Think Like
Leonardo da Vinci
Ralph Caouette
Let’s face it. You’ve been recognizing the word “design”
buzzing about much more
lately and even hear of it in
regards to twenty-first-century learning. So what’s the commotion about
and what could it mean for my art
program?
For the most part, perceptions of
art remain centered in narrow viewpoints that often limit the reach art is
capable of in this century. Ask many
parents, community members, voters,
etc., what art is and what it does for
the youngster and most often you will
hear “art is drawing, painting, and
sculpture,” or “fine-art appreciation,”
or “it is about expressing yourself.”
Most responders do not elaborate
beyond these descriptions.
Re-imagining Art
To be effective and relevant in
twenty-first-century learning, art
needs to be more inclusive. Visual
communication, visual culture, and
design are the perceptions—hence
the realities—we
must listen to when
one describes what
art does and what it
comprises. What if
the next person you
ask states, “Drawing
helps me to better understand things.
It allows one to plan, to see the way
things work, and to say things I cannot with words. Processes of art and
design center a person’s thinking and
allow for a more fluid and whole literacy. Art is a major tool of expression
and appreciation of our lives!” I could
not imagine such a response without
a more inclusive usage of design in
our programs.
What is needed is a Renaissance.
To get started, let’s go to an always
inspiring example: Leonardo da
Vinci. One could
not find a better
exemplar for building an art program
than Leonardo
da Vinci. His art,
design, and curi-
osity are the perfect foundation for
any art program, at any level. What
provides the fuel? Curiosity on a wide
scope.
One could not find a
better exemplar for
building an art program
than Leonardo da Vinci.
Inspiring Curiosity
With any learning, one starts with
questions: How can design be of rel-
