Students Thinking Like Leonardo
Last Summer, after reading “How to Think Like Leonardo da Vinci: Seven Steps to Genius Every Day” by Michael J. Gelb (Delacorte Press c.1998), I began imagining how to use the method in a year-long project with piano students as an approach to learning, teaching, and creativity.
The book draws on da Vinci's notebooks, inventions, and legendary works of art as a means to introduce seven da Vincian principles, the essential elements of genius. Step-by-step, through exercises and provocative lessons, anyone can discover this exhilarating new way of thinking and harness the power of their own genius, mastering life-changing skills such as problem solving, creative thinking, self-expression, goal setting and life balance, and harmonizing body and mind.
With Michael Gelb’s permission, I’ll share those seven principles [the descriptions are my own].
Curiosita - be curious and always keep learning
Dimostrazione - test knowledge and learn from mistakes
Sensazione - make use of all five senses
Sfumato - be open to more than one interpretation
Arte/Scienza - whole brain thinking, balance logic and imagination
Corporalita - equality and controlled use of the hands and body
Connessione - interconnectedness, patterns, links
Beginning in September, I had my students keep journals, as Leonardo did, and introduced a new da Vincian principle every 2-3 weeks. What an incredible journey for all of us!
The students began researching composers, styles, and forms of pieces. They were quick to ask themselves “WHY did I make that mistake?” They loved the eye exercise Leonardo wrote about, learned “layered listening,” and even wondered about what they imagined smelling as they played a piece. Investigating different interpretations and exploring ambiguity was a fun time!
One week, we started lessons with musical puns and improvised phrase endings. The students noticed how structure and form in a piece added beauty and interest. We spent two weeks brushing our teeth with the non-dominant hand and swapping left hand for right hand (and vice versa) in our piano practice. We also played a great detective game to find patterns and variations in our music.
My students’ journals are filling up as they prepare for our spring recital. This semester has been a huge success, and many parents have commented on the change in approaches to both their student’s practice strategies and school work. Now I’m wondering what Leonardo would want me to do with my students next semester!
Respectfully Submitted,
Janice Gaboriault, The Piano Studio of Topsfield
