January 24 – May 17, 2015
A Guide for Educators
www.mcfta.org.leonarado
Pre-Arrival Information
BOOKING A TOUR
If you have not already scheduled a tour for your group, contact our Education Department at
museumtours@mcfta.org.
TEACHERS! PREVIEW EXHIBITION FOR FREE
We encourage educators to plan ahead for their tour and to consider visiting the exhibit in advance
free of charge. This will allow you to formulate pre- and post-lessons and prepare your students for
their visit. Recommended times are after 2:30pm when most tour groups have left for the day. Contact
the Education Department at museumtours@mcfta.org to schedule your FREE preview today!
UPON ARRIVAL
You may be asked to divide your group into smaller groups when you arrive. The number of groups
needed will depend on the size of your group and other groups in the museum at the time of your
visit. Each group will need to be assigned one or more chaperones. These small groups will rotate
through the sections of the museum during your visit.
EDUCATION ENTRANCE
A Center educator will meet you at the entrance facing West St. Andrews Rd. and the Library.
Please do not enter through the front of Midland Center for the Arts.
CHAPERONE RESPONSIBILITIES
•Chaperones are responsible for supervising groups and making sure they follow the Museum rules.
•Chaperones must accompany their groups at all times while they are touring the Museum. Your
chaperones’ interest and attention adds to your class’s tour experience.
•Chaperones are asked to assist the students and continue to supervise while at lunch or in the
restrooms.
•Chaperones are responsible for supervising the students in the gift shop.
•Chaperones are asked not to bring infants or younger children with them as this can be a distraction
for the students and diverts their attention from the group.
LUNCH
The museum has indoor lunchroom facilities and there are outdoor spaces to picnic if weather
permits. These spaces must be reserved at least two weeks in advance of your trip, as they fill
quickly. It is best to make your reservation when you book your tour. We provide tables and
chairs, however, if your group is large, some of the students may have to eat picnic-style on the
floor. Please have your group clean up after themselves.
MUSEUM ETIQUETTE
• Do not touch or lean against any furniture, walls or items in the galleries on the fourth floor unless invited to do so.
• Hall of Ideas is the only constant hands-on area of the Museum.
• Food, drinks, gum, and smoking are not permitted in the Museum.
• Stay with the group leader at all times.
• No running is allowed in the Museum.
• Please use indoor voices.
• Photography is not permitted in the galleries on the fourth floor; however photos may be taken in
the Hall of Ideas.
Hands-on and photography policies in the fourth floor galleries may be altered depending on the exhibit.
Much of the Leonardo da Vinci
exhibiton is hands-on!
The exhibition Leonardo da Vinci: Man-Inventor-Artist-Genius is organized by EMS Exhibits, Vienna and
distributed by Exhibits Development Group, USA.
Sponsored by
®
...
The Museum Store at Your Center
The museum store has a variety of child-friendly and educational products for sale and we welcome
supervised visitation by school groups. If your students would like to have the opportunity to visit the
museum store, please inform your tour guide upon arrival. Pre-planning will help eliminate last minute
buying rushes and bus delays. Merchandise will be available with prices ranging from $1 to $20.
Please inform your students so they may plan accordingly.
Leonardo da Vinci:
Man, Inventor,
Artist, Genius
CLASSROOM
LESSONS
INTRODUCTION TO LEONARDO
Leonardo da Vinci, known as the artist who created the Last Supper and the Mona Lisa, possessed
talents that extended beyond his paintbrush into the fields of science and engineering. During his
lifetime, Leonardo produced thousands of pages of notes, sketches, inventions and designs that
explored topics such as human flight, warfare, and the natural world. Because of his diverse interests
and ideas, many of which would not come to fruition for hundreds of years after his death, he is often
referred to as the original “Renaissance Man.”
Leonardo was born in the town of Vinci, Italy on April 15, 1452. Leonardo’s last name “da Vinci”
literally means “from Vinci.” Leonardo grew up on his father’s estate with his grandparents and uncle,
Francesco. As a young boy, Leonardo began keeping notebooks where he recorded his observations
and discoveries of the world around him. He studied plant and animal life with his Uncle Francesco,
who ran the family estate. The knowledge Leonardo gained would later be utilized in his paintings and
scientific studies.
At the age of fourteen, Leonardo moved to Florence and became apprenticed to a well known and
successful artist, Andrea del Verrocchio. Most young men followed the same career path as their
father. Because Leonardo’s parents were not married, he was not allowed to be a lawyer like his father.
Fortunately, art was a field he was allowed to pursue. Leonardo worked with Verrocchio, became
a master craftsman, and earned the title “Maestro.” His apprenticeship helped him appreciate the
relationship between art, science, and math. This connection influenced Leonardo’s future work.
In 1482 Leonardo left Florence and offered his services to the Duke of Milan, as an artist and military
engineer. Since French forces were threatening Milan, Leonardo assisted the Duke for the next eighteen
years. One of his designs was a giant catapult that could operate in complete silence. To prevent the
spread of disease when a plague struck Milan in 1484 Leonardo designed a new layout for the city that
included canals, a system for sewage disposal, and separate areas for deliveries and home entrances.
With the Duke of Milan as his patron, Leonardo was commissioned to create one of his most famous
paintings, the Last Supper. A patron is a person who supports artists and scientists by providing money
for their projects. Leonardo created a life sized statue of the Duke’s father on a horse. During his
rigorous study for the monument, Leonardo became very fond of animals and became a vegetarian.
In Milan, Leonardo started his first bottega, a studio where others come to learn and work with a master
artist, with five of his own apprentices. Leonardo’s bottega quickly became a hot spot for artists and
thinkers who spent days discussing ideas and sharing information with Leonardo.
France occupied Milan in 1499, so Leonardo returned to Florence. Leonardo, along with his son
Salai, helped Italian cities fortify their defenses with his weapons of war. Three years later the French
government commissioned Leonardo to survey France’s newly conquered areas in central Italy. During
these travels, Leonardo created detailed, color coded maps of each city noting locations of fortresses,
walls and gates, and surrounding villas. Leonardo’s work would provide the best descriptions of central
Italy available during this time period.
By the time Leonardo was 55 years old Florence and Milan were competing over his presence, each
wanting his time and his genius. While traveling between the two areas he had been working on one
of his most famous pieces of art, the Mona Lisa. While in his sixties, Leonardo was invited to Rome to
work under Pope Leo X. During this time it is believed that Leonardo began his work on another of his
famous paintings, St. John the Baptist. Before leaving Rome, Leonardo also completed his famous red
chalk self-portrait.
Leonardo left Rome for France in 1516. At the age of 67, Leonardo wrote a will leaving Salai his money
and land and his faithful assistant Melzi his books, writings, and paintings. Leonardo died on May 2,
1519 in the company of King Francis I, who is considered to be France’s first Renaissance king.
While visiting Leonardo da Vinci: Man, Inventor,Artist, Genius you will explore more than 50 custom-built
wooden models of Leonardo’s most innovative designs and inventions. The exhibition is divided into
four categories: hydraulics, machines, war, and flight. Some examples include a hang glider, helicopter,
military tank and elegant bridge structures – many of which can be seen realized in today’s technology.
The models have been produced in vivid detail from his original drawings by skilled Italian craftsmen in
Florence, Italy. Numerous models are interactive and hands-on, and visitors are encouraged to push,
pull and crank for a greater understanding of their purpose and operation.
BEFORE YOUR VISIT
MAP SKILLS
As you discuss Leonardo da Vinci, have the students label the map below. This will help them to
understand the area where Leonardo lived. Vinci, Leonardo’s birth place, has been labeled for you.
Using an atlas or wall map, label the following places: France, Italy, Milan, Florence, Rome, Venice,
& the Alps.
Vinci
SKETCHING GADGET ANATOMY: Activity Recommended for Physics Classes
When Leonardo made sketches or worked on a painting he would sign the item “Leonardo,” since “da
Vinci” simply means “from Vinci,” which was his birthplace. Therefore, his works are often referred to as
“Leonardo’s” instead of “da Vinci’s.”
Once Leonardo began to work with machines he understood that separate machine parts could be
modified or combined to create new machines or improve those that already existed. This activity will help
the students prepare for visiting the Leonardo exhibition. Use the links below to help plan a lesson about
machines and their parts. Students will work in groups to learn that each part of a machine plays a role in
making the whole machine work properly. When they complete their sketch, have the students sign their
drawings with their first name only, like Leonardo.
After they familiarize themselves with different machine parts and how they work together, they will be
able to take notes on the parts of various machines they will see during their visit to the Museum. A few
examples of machines they will see include a naval cannon, a hydraulic saw, an automatic hammer
machine, and a catapult.
Web sites:
Sketching Gadget Anatomy activity
http://www.mos.org/sln/leonardo/sketchgadgetanatomy.html
The Inventor’s Toolbox
http://www.mos.org/sln/leonardo/InventorsToolbox.html
CLASS CODEX: ACTIVITY RECOMMENDED FOR ALL AGES
(Michigan Educators can use this in place of Drop Everything and Write or Daily Prompts)
*This activity is intended to be assigned before, during, and after your visit. *
During Leonardo’s life he constantly drew and wrote notes in his notebooks. Later, after Leonardo’s
death historians compiled the sketches and thoughts from his notebooks to create codices, one more
than a 1000 pages long. A codex is a group of sketches and notes that have been sewn together to
create one notebook.
As a class you will create a “class codex” based on your visit to Leonardo da Vinci: Man, Inventor, Artist,
Genius. Below are steps to follow to create your “class codex.”
Before your visit to the Museum
Follow the links below to show your students examples of Leonardo’s codices. This will give them an
understanding of how to format their information. Inform the students that they will be creating their own
page in your “class codex” after their visit to the exhibition.
Pre-k through 2nd grade students may find it easiest to complete this project with our MCFTA Kids
Activity Sheet. Access to MCFTA’s Kids Activity Sheet is available at the following link: www.mcfta.org/
museums/alden-b-dow-museum-of-science-and-art/leonardo-da-vinci-man-inventor-genius-man-artistgenius/
Students 3rd grade and above will be given a copy of a student activity worksheet where you may have
them work on their own inventive sketches. This would make an excellent post visit activity. These
sheets will be found in your MCFTA Educator Folder. You can also access the link to this activity page
at the following location: www.mcfta.org/museums/alden-b-dow-museum-of-science-and-art/leonardoda-vinci-man-inventor-genius-man-artist-genius/
CODEX RELATED WEB SITES FOR REFERENCE:
Bill Gates discusses his purchase of a Leonardo’s Codex Leicester.
You will also see a picture of the codex to the right and you may click on the picture to enlarge it.
http://blog.seattlepi.nwsource.com/microsoft/archives/111500.asp
Choose the links to the right to see various pages of the Codex Atlanticus
http://brunelleschi.imss.fi.it/genscheda.asp?appl=LIR&xsl=manoscritto&lingua=ENG&chiave=100776
List of the 10 Codices
http://www.museoscienza.org/english/leonardo/manoscritti
RESEARCHING THE HISTORY OF ONE OF LEONARDO’S INVENTIONS
During your visit to the Museum
Note any important information about the object. All the notes should be taken around their sketch
just like the examples they viewed while in class.
After your visit to the Museum
Research the object you chose during your visit to discover the following:
•
When did Leonardo create his sketch of the object?
•
Was an object like this actually created for use?
•
What do we call it?
•
When was the “modern” invention created?
•
Who built the “modern” invention?
•
Where in the world was this “modern” invention unveiled?
•
Do we still build/use the “modern” invention today? If so what is its use?
•
Could we have gotten along without this invention? Why or why not?
Once the students have completed their research they should include any extra notes on their
sketch. Students will turn in their sketch with notes so that the teacher can create a “class codex.”
Let the students look through their “class codex” and discover all of the exciting inventions credited
to Leonardo.
POEMS/RHYMES/RIDDLES
Leonardo da Vinci enjoyed creating poems, rhymes, and riddles. After reviewing the information
about his life with the information above each student will create a poem, rhyme, or riddle about
Leonardo or any of his inventions. Ask for a volunteer or choose a student to recite their work.
MIRROR WRITING
Leonardo da Vinci was well known for his art work and inventions; he was also known to write in a
peculiar way. During Leonardo’s day it was almost unheard of for people to write with their left hands. It
was considered the “work of the devil.” Those who knew Leonardo tolerated his left handedness because
of his genius. Leonardo’s left handedness was even more outrageous to society because he wrote
backwards (e.g. Leonardo = odranoeL). Many scholars and Leonardo enthusiasts alike have speculated
about his peculiar form of writing; ideas range from Leonardo’s desire to keep the ink from smudging to
his need to keep his ideas and notes from the prying eyes of thieves who would steal them. While visiting
the Leonardo exhibition take note of the backwards writing on his sketches.
Use the links below to give the students the opportunity to write like Leonardo.
WEB SITE
MCFTA Mirror Writing
http://www.mcfta.org/PDFlinks/MirrorWriting.pdf
Information about Leonardo’s style of writing
http://www.mos.org/sln/leonardo/LeonardoRighttoLeft.html
From Right to Left Activity information
http://www.mos.org/sln/leonardo/classroomrighttoleft.html
For a follow-up activity, ask the students to write a journal entry about why they think Leonardo used
“mirror writing.”
Suggestions:
Do they believe he did this to be sneaky?
Was this way of writing more practical for him?
Was Leonardo writing this way because he wanted to be different? Ask the students to share their opinions with the class.
AFTER YOUR VISIT
Calling all Inventors
Follow the footsteps of Leonardo by creating an invention that will make life in today’s society easier.
Leonardo invented machines, everyday items (some for entertainment), and even community plans
to make life easier and safer. Students will think of an idea and sketch it on paper. Like Leonardo’s
inventions, the students’ inventions can help people in society with their day to day tasks, provide
entertainment, or help keep society healthy/safe.
Students should complete the following steps:
• Write a one page report explaining what the invention is.
• Will it make life easier?
• Is it for entertainment?
• Will everyone be able to afford one?
• Who would this invention appeal to?
• Is the invention an improvement of something already in use?
• Prepare a drawing/3D model (bonus points)
• Present the invention to the class
WEB SITE:
http://www.leonardodavincisinventions.com/war-machines/
AIRPLANES TAKE FLIGHT
Leonardo was very interested in all types of flying objects. He spent many years studying wings of birds
and thinking about flying. He sketched out an invention that later led to the creation of the helicopter.
Students will create paper airplanes to see which will fly the farthest in their class, test them on a
“runway,” and measure how far they fly. Leonardo’s plan for the helicopter did not work out when a model
of his sketch was created several centuries later. Students may go back to the drawing board to improve
their distance. This is a good time to talk with the class about wind resistance and force.
Materials:
Copy paperScotch Tape
Paper Clips
Scissors
Rubber Bands
Glue
Measuring Tape
After the airplanes are completed, take the students to the hallway for testing. Place tape on the floor to
indicate where the students should stand to “launch” their plane. Students will “launch” their planes one
at a time. Measure flight distance each plane flew to the spot of initial impact.
Discuss why some airplanes flew better than others. Talk about the aerodynamics of each type of plane.
Ask the students to explain what they could do differently to make their planes fly better. What happened
to their planes after they added or took away some “parts?” Discuss actual airplanes and see if the
students can make a connection between the weight and dimensions of the plane and how well it flies.
For example, why would we not see a plane shaped like a box flying in the air?
WEB SITE:
Follow this link for more information about flight:
http://www.zurqui.com/crinfocus/paper/air-enlace.html
THAT’S DEBATABLE!
Ask the students to list some objects that they observed after visiting Leonardo: Man, Inventor, Genius.
Write the list on the board and have the class choose an invention of Leonardo’s that is used in the
present time (e.g. military tank). Conduct a class discussion on the positive and negative influences of
that invention on society.
Below are examples of questions the students can discuss in their debate:
• Do you think the item is useful in some way?
• Do you think the item has advanced society?
• How would society be different if the item had not been invented?
• Do you think it’s a good idea to invent something and let the public decide about its use, or do you
think sometimes it’s better to hold back ideas as Leonardo did? Give examples.
Leonardo felt that some of his ideas were best kept secret so that large numbers of people would not be
harmed. For example Leonardo invented a diving suite that allowed people to sink enemy ships by diving
below and piercing holes in the bottom. However, Leonardo did not share this invention because he felt a
moral dilemma of inventions that could bring harm to others.
FLYING MARSHMALLOWS
In the exhibition you will see a model of Leonardo’s sketch of a catapult. This war machine was utilized
to toss objects a long distance. Have students create a simple catapult and chart the progress of their
design. Students will learn through trial and error how to angle the launching arm (spoon) and where to
hold their catapult to improve their accuracy.
Materials:
Soup/Vegetable can for base (7 oz. would be best)
Plastic spoon for launcher (sturdy enough to pull back without breaking)
Rubber band to hold the spoon to the can
Large marshmallow as ammunition
To construct their catapult each student or group of students will use one soup can and a rubber band to
hold the handle of the spoon to the can. The dish of the spoon should extend from the can to be able to
pull back on it to launch their marshmallow. *Hint: It’s better to place the spoon parallel with the can, but
let the students experiment with where to place their spoons.
Give the students four tries at launching their “ammunition” on the ground or a long table. Measure the
distance of each launch. After each launch they may “improve” their catapult. For example they may
change the position of the spoon or the angle of the base. Record the distance of each launch on the
graph and describe each “improvement” made to their catapults.
When the students have completed their four launches, have them write a report explaining the methods
applied to improve the distance of their marshmallow. If their distance did not improve, they should give a
theory as to why. Higher grades should discuss angles, force, and motion.
WEB SITE:
Find more projects about catapults and the history of catapults here:
http://www.stormthecastle.com/catapult/index.htm
*Note: If the soup/vegetable cans are in good shape, encourage the students to donate them to the
school canned food drive.
Marshmallow Catapult
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12 Inches
9 Inches
6 Inches
3 Inches
1st Attemp
2nd Attemp
3rd Attempt
4th Attemp
Launch Attempt
LEONARDO’S QUOTES
In the exhibit, you saw some of Leonardo’s ideas come to “life.” Now it is time to bring “life” to Leonardo’s
quotes. Below is a set of quotes by Leonardo da Vinci.
Have the students choose one or two quotes and write about what they think the quote(s) mean in a notebook or as a journal entry. Explain that this is a free writing exercise. Ask them to create some quotes of
their own.
“Iron rusts from disuse; water loses its purity from stagnation... even so does inaction sap the vigor of the
mind.”
“For once you have tasted flight you will walk the earth with your eyes turned skywards, for there you
have been and there you will long to return.”
“Blinding ignorance does mislead us. O! Wretched mortals, open your eyes!”
“Anyone who conducts an argument by appealing to authority is not using his intelligence; he is just using
his memory.”
“I have offended God and mankind because my work didn't reach the quality it should have.”
“It had long since come to my attention that people of accomplishment rarely sat back and let things happen to them. They went out and happened to things.”
“Learning never exhausts the mind.”
(HIGH SCHOOL) ESSAY QUESTION
After visiting Leonardo da Vinci: Man, Inventor, Genius students will have a better understanding of who
Leonardo da Vinci was. Have students write an essay discussing the following question.
Did the Renaissance make Leonardo or did Leonardo make the Renaissance?
MAKE A PARACHUTE LIKE
LEONARDO DA VINCI
You will need:
• plastic grocery bag
•scissors
• 4 strings measuring about 8 in.
• 1 string measuring about 6 in.
• small light toy or cork
• giftwrap tape or stapler
• ruler (optional)
How to get started:
Take a grocery sack and cut out an estimated 9 inch square with scissors. Next, cut a string into 4 pieces
each measuring about 8 inches. Then, tape or staple 1 piece of string into each corner of the square.
Tie all hanging pieces together into a knot. Take a little toy or cork and 6 inch string and tie it to the knot
attaching it to the parachute.
Lift the parachute above your head and release it. Watch it fill up with air and float down to the ground.
MEASURE UP TO VITRUVIAN MAN
Generally speaking, the human body grows in proportion to all of its parts. Do
your measurements match up to da Vinci’s proportions? Record your measurements after each number & have fun!
1. “The length of the outspread arms is equal to the height of a man.”
Arm span measures from middle finger tip to tip while arms are fully extended =_____inches.
Height without shoes = _____inches.
2. “The length of the hand is one-tenth of the height of a man.”
Measure hand from tip of middle finger to the end of the palm = ____inches.
Divide your height without shoes by 10 =_____inches?
3. “The foot is one-seventh of the height of a man.”
Measure your foot =_____inches multiple by 7 = _______inches? Does this match your height?
Compare to height without shoes (completed in step 1.) = _____inches.
4. “The length of the foot is equal to the length of the forearm.”
Measure from wrist to inner elbow = ______inches.
Compare to measurement of your foot (completed in 3.) = _____ inches.
5. “The width of the shoulders is a quarter of the height of a man.”
Measure shoulder to shoulder =_____inches.
Compare to height without shoes from above = _____inches.
How did you measure up? Things to think about……
Are you still growing?
Do you think these proportions were figured for “mankind” men only, or Europeans?
Are your ancestors from Europe, Asia, Africa, or the Americas? Do you think this heritage matters?
PAPER HELICOPTERS
Spinning Helicopter Lesson for Educators
http://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf
Print multiple helicopters per page:
http://www.papertoys.com/spinning-helicopter.htm
Use these directions to cut & fold helicopters.
http://www.exploratorium.edu/science_explorer/roto-copter.html
GEOMETRY SHAPE FLASH CARDS
2-Dhttp://www.parenthub.com.au/wp-content/uploads/2D-Shape-and-Names-English.pdf
3-Dhttp://www.parenthub.com.au/wp-content/uploads/3D-Shape-and-Names-English.pdf
Midland Center for the Arts Educator Guide has used a generous portion of the Houston Museum of Natural Science’s
work to create this educator guide.
As you enter the exhibition, you will see a five minute video highlighting some of Leonardo’s works. Select three ideas or inventions that were implemented or created in the centuries after Leonardo’s time.
1.
2.
3.
Observe the artwork on the timeline at the start of the exhibition. Choose one that interests you.
Name (Title) /Date of Artwork:
Why did you choose this artwork?
FLYING MACHINE: MAN POWERED VS. WIND POWERED
Leonardo became fascinated with flight at a very young age. By looking at his sketches and viewing the
models in the exhibition, you can see his thought process transition from man powered flight to wind
powered flight. Most important, Leonardo wanted to keep man in the air for the longest period of time
possible. Read the text panels for the Hang Glider and the Glider with Manouverable Wing Extremities
which are hanging from the ceiling.
Compare these two objects. Do they have a lot of parts? List all that you see.
Which one needed man power to keep it in the air?
Which one used wind power?
Which flight machine would you prefer to try? Why?
Take turns entering the Mirrors Room. Notice that you have a 360 degree view of yourself. How would
this be useful?
List three professions that would use this ability.
1.
2.
3.
Once you enter the “War” section of the exhibit, study the catapult, you will need this information to
build your own simple catapult when you return to school. Take any notes you think you might need.
While looking at the models and sketches in the “War” section decide which model would be the most
useful in battle.
Name of War Machine:
Why?
Once you pass under the Arched Bridge you will see many models that can be manipulated. Spend
time pushing, pulling, and turning the different models. Observe the function of each part and how
they work together in each model.
USING YOUR GEOMETRY KNOWLEDGE IN THE EXHIBIT
While walking through Leonardo da Vinci: Man, Inventor, Artist, Genius write down one or two models
whose mechanisms include 2-D &3-D shapes listed below. Two examples have been done for you.
Shapes
circle
ball
cylinder
triangle
wedge / triangular prism
rectangle
square
3-D box / cube
oval
trapezoid
Models in Exhibition