MarcoGram April 2005 -- Leonardo da Vinci and the Spirit of Invention

Leonardo da Vinci and the Spirit of Invention
Born into very modest circumstances on April 15, 1452, Leonardo da Vinci became the quintessential Renaissance man – a consummate inventor whose boundless curiosity and imaginative creativity led him to spectacular achievements in the arts and sciences. Share with your students the spirit of invention that Leonardo so fully embodied with this month's MarcoGram. Use the activities below to get started, then scroll down for more links and resources on this topic.

Presumed self portrait of Leonardo da Vinci, c. 1513.

1. Leonardo da Vinci invented many products – from armored tanks to helicopters – that were too advanced for his time. Centuries passed before many of his inventions were developed by other people. Innovators improved and updated Leonardo's inventions to make them more useful for modern times, and entrepreneurs invested money to manufacture and sell the inventions.

Think of some products you use every day, such as your toothbrush, lunchbox, telephone or sneakers. How do you think these products have changed since they were first invented? What features convinced you or your parents to buy these particular products?

Tell the class that they will develop a product that will remind students to do their homework. Ask them to be "inventors" and brainstorm some ideas for such a product, and write each idea on the blackboard. Next, ask students to be "innovators" by selecting one invention from the list and improving and refining it into a final product. Finally, ask students to assume the role of "entrepreneur" and develop marketing ideas that will encourage people to buy the product.

Learn more about inventors, innovators and entrepreneurs in:

"An Entreduction" (3-5) from EconEdLink, National Council on Economic Education

"Eureka!" (K-2) from EconEdLink, National Council on Economic Education

"I Can Be an Entrepreneur" (3-8) from EconEdLink, National Council on Economic Education

"U.S. History: Inventors & Entrepreneurs" (3-8) from EconEdLink, National Council on Economic Education

2. Most inventions eventually become obsolete because either people's tastes have changed or newer technology has been developed. For example, polyester fabrics were replaced with softer and lighter synthetic materials, and typewriters have been replaced with faster computers. When older items are replaced with new inventions, some people may not immediately understand the benefits of the new invention.

What inventions have shown to be a benefit to society? (Answers are plentiful and subjective, but seat belts, medicines and washing machines are good examples.) What inventions are perceived to be a detriment to society? (i.e., weapons) Do you think the television is a positive or negative invention? Why?

Go to the Famous Inventions: A to Z Web site (reviewed by ReadWriteThink) or Zoom Inventors and Inventions (reviewed by Science NetLinks), and choose two or three inventions with which all students are familiar. Divide the students into two groups and have them discuss among themselves the uses for each invention. Ask one group to list the positive effects the inventions have had on society, and ask the other group to list the negative effects. Then, have the groups debate whether the positive effects outweigh the negative, or vice versa.

Investigate the impact of inventions, technology and industry on society in:

"Leonardo da Vinci: Creative Genius" (6-8) from EDSITEment, National Endowment for the Humanities

"The Technology of Mars Exploration" (9-12) from Xpeditions, National Geographic Society

"Thomas Edison's Inventions in 1900 and Today: From 'New' to You!" (3-5) from EDSITEment, National Endowment for the Humanities

"Timelines and Texts: Motivating Students to Read Nonfiction" (6-8) from ReadWriteThink, International Reading Association and the National Council of Teachers of English

"Uncivil Civilization in The Hairy Ape" (9-12) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts

3. The word "invention" usually calls to mind tangible objects that make life safer, more convenient, more comfortable or more fun. However, the spirit of invention also extends to such diverse topics as mathematics and art. Combining his skills as a mathematician and artist, Leonardo da Vinci developed the chiaroscuro technique, which uses light and shadow to give flat paintings the illusion of dimension.

Explain to students that in chiaroscuro, three-dimensional objects are defined through the use of light and shadow. Demonstrate this technique by showing students the Fra Filippo Lippi painting Portrait of a Man and a Woman at a Casement (c. 1440), available on the ARTSEDGE-reviewed Metropolitan Museum of Art Web site, and Leonardo's famous Mona Lisa (c. 1503-06), available through WebMuseum, also reviewed by ARTSEDGE. Ask students to look closely at the neck, shoulders and hands of the subjects in the paintings. What do they notice? What are the differences between the paintings? (The outlines of Lippi's subjects seem flat and rigid, while Leonardo's soft, shadowy edges give provide a realistic depth.) Supply students with paper and colored pencils, and challenge them to replicate this technique by drawing three-dimensional geometric shapes, such as cubes, cylinders or pyramids, using light and shadow and as few solid lines as possible.

Look for other examples of the chiaroscuro technique in:

"Geography and History in Songs" (9-12) from Xpeditions, National Geographic Society

"Leonardo da Vinci: Creative Genius" (6-8) from EDSITEment, National Endowment for the Humanities

"Missing Masterpieces" (5-8) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts

"Some 'Escher' Drawings" (6-8) from Illuminations, The National Council of Teachers of Mathematics

4. Leonardo da Vinci was very observant, curious and inquisitive, and he spent a considerable amount of time surveying and mapping assorted machines and public works, some of which can be observed in the Leonardo's Mysterious Machinery game, a Science NetLinks-reviewed resource. More than 500 years later, a similar inquisitive nature fueled NASA scientists and researchers as they designed and built machines to encounter unmapped terrain on Mars.

Why is it important for NASA scientists to map the surface of Mars before sending human beings there? Name some specific ways the maps might one day help astronauts on a mission to Mars.

Ask students to imagine they are expert mapmakers who have been given one week to create a map of a distant island that they have never visited. Unfortunately, the boat captains and deck hands are on strike, and no one can reach the island for at least a month. As mapmakers, what tools could the students use to complete the assignment? Encourage students think like NASA scientists and "invent" technologies that might not exist yet to aid them in their quest.

Find out more about maps, machines and Mars in:

"Latitude, Longitude and Mapmaking" (6-8) from Xpeditions, National Geographic Society

"Leonardo's Machines" (6-8) from Science NetLinks, American Association for the Advancement of Science

"The Technology of Mars Exploration" (9-12) from Xpeditions, National Geographic Society