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Leadership Communication

Leadership Communication Depictions in Game of Thrones

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Summary

Game of Thrones is an 8 season HBO television series based on George R.R. Martin’s fantasy novels of the same title. It takes place in Westeros’ Seven Kingdoms, where great Houses compete for control of the all-powerful Iron Throne. The world of Game of Thrones is similar to the workplace, except there are more dragons. The characters have varying levels of influence, influence is determined by their social standing and/or wealth. The only character who had no social standing in the episodes I watched was Cerise Lannister. The only person who comes close to having the same level of influence in Game of Thrones as they would in a normal workplace is Daenerys Targaryen, even though she doesn’t have any control over anything. In real life, they’d call it “power”. Also, Daenerys wasn’t around much during season one. She came back two seasons later and she was more powerful than ever. She helped claim the Iron Throne for her family at that point.

The characters that have the most influence are the ones who are either wealthy and/or claim ownership of a very powerful position. They use this influence to their advantage. In one scenario, Cerise Lannister tried getting out of having to marry someone she didn’t want to marry. She tried using her wealth as leverage, but it didn’t work. Anyone who tries to use their wealth as a way out of something is probably going to get outsmarted, because the other person is going to see through that and figure out some other occasion to get out of it. You’ve got to have a plan B and be prepared for anything.

Analysis

The leadership communication between Brienne of Tarth and Jaime Lannister is examined to see how they both have found their redemption through developing a mutual respect for one another. Jaime Lannister is seen as being an abusive boy who never grew up, but instead became an abusive man with power. He had no shame in his actions, believing that he was entitled to do whatever he pleased without repercussion (Yu, & Campbell, 2021). As time passed, his actions grew worse towards himself and those around him, with no redeeming qualities to speak of except for his ability to withstand torture without breaking.

Brienne had been married off as a child to the Lannister family by her father, with no idea of what she was getting into. Like Jaime, she too had no shame for what she did and how she acted. We see Brienne grow from her first impressions; when she arrives in King’s Landing, we see her determined to keep her vow to the Starks, but not necessarily the honorable man that Jaime is. She goes on a secret mission and helps capture Tyrion Lannister, whilst leaving Jaime out of it. The characters also try to manipulate each other for their own personal gain. Sometimes they cheat or steal from one another. Sometimes they help each other out when it counts. Sometimes they’re just trying to stand in the way of someone else’s success. Cerise Lannister wasn’t much of a manipulator, she just let other people manipulate her instead of doing it herself (Yu, & Campbell, 2021). In real life, we’d call that “being a patsy”. She let them use her for their own personal gain.

Many characters are defying their social status and trying to live the “high life” because the life of a commoner is extremely boring and no one cares about them. They want to be something they’re not just because they want the glory that comes with being in a higher position. The lead character of Game of Thrones, aka King of the North Jon Snow, is an orphan that was taken in by the Starks (who are an extremely wealthy family). Instead of doing his chores and waiting for Lord Stark to die so he could inherit his wealth, Jon decides to join a band of mercenaries and fight for gold. This is similar to someone who doesn’t have any power over anything. In real life, we would call this “being a sellout” (Yu, & Campbell, 2021). Unlike Daenerys, who’s trying to reclaim her rightful place as the rightful heir, Jon wants more power simply for personal gain.

Recommendation/ Application

Game of Thrones demonstrates the dangers of leadership communication mistakes like boasting about power, not taking responsibility for failure, and bullying. In real life, we can learn from Brienne’s perseverance and determination to keep her oath to the Starks, Jaime’s ability to listen and understand others, as well as Tyrion’s uncanny ability to always be in good spirits when facing adversity. Leadership communication is often misunderstood in the workplace and among peers. Rather than focus on a single communication style, great leaders develop flexible leadership styles that make them more adaptable to different situations. As communicators, they are able to identify the right tactics and strategies for a given situation.

Game of Thrones depicts leaders who are specifically skilled in one or two areas but limited in others. By studying their strengths and weaknesses, we can determine how specific traits affect leadership communication styles. Daenerys Targaryen is a great example of an ineffective leader with an inflated sense of self-importance who has difficulty listening because she is so convinced her way is best. Her inability to get along with other leaders in the Game of Thrones series causes her to lose valuable allies. Daenerys Targaryen’s lack of leadership communication skills can be attributed to a lack of understanding about good leadership communication traits (Yu, & Campbell, 2021).

Application to real-life leadership communication; do’s

leadership communication requires active listening and communication skills.

communication requires strategy planning, active listening, and empathy

strategy planning involves the ability to discern the message content of others in order to assess their needs, goals, feelings and expectations prior to presenting (or refraining from) speaking.

References

Yu, H. H., & Campbell, T. M. (2021). Teaching leadership theory with television: Useful lessons from Game of Thrones. Journal of Public Affairs Education, 27(2), 141-175.

Leadership Consultants

Leadership Consultants

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Leadership Consultants.

INTRODUCTION

“The true mark of a leader is the willingness to stick with a bold course of action — an unconventional business strategy, a unique product-development roadmap, a controversial marketing campaign — even as the rest of the world wonders why you’re not marching in step with the status quo,” Taylor (2010). Slide Click. A leader in the push that forces members towards achieving the objectives of a company.

According to Hao and Yazdanifard (2015), one of the essential elements of management in an organization is effective leadership since it helps sustain the business and handle problems experienced in the company. Slide Click. It is leaders who take charge and control the undertakings of an organization, and able leaders should be in a position to set optimistic objectives and at the same time drive the company towards those aims by executing appropriate techniques and strategies. Slide Click. For a company to be successful in all its undertakings, effective leadership is paramount and very essential. Slide Click. Today, I will be talking to you about the importance of effective leadership in an organization; problems faced due to lack of good leadership, and how our company, our company will help a company overcome leadership problems and build leadership skills. Slide Click.

Let us first look at the situation of a company facing leadership problems.

BODY

As a result of poor leadership in an organization, organizational culture becomes poor, resources are mismanaged, and there is a loss of motivation to work. Overall, this leads to a lack of achievement of the organization’s goals.

Slide Click. Let’s take an example, shall we? A company has the aim to make 10% more sales in the coming month. However, the leaders fail to motivate the employees to work wards this goal, lack transparency, absent them from their responsibilities and mismanage available resources. It would be, in such a situation, difficult for the organization to make the additional sales.

Slide Click. Causes of leadership issues include lack of trust between the leaders or between leaders and their employees, lack of enthusiasm, lack of follow up on delegated tasks, and bad attitude towards colleagues and subordinates.

Slide Click. Effects of leadership issues in an organization include money wastage on unproductive performance, time wastage in correcting wrongdoings of the leaders, and wasted potential of people who would have done better in the job. Due to leadership issues, motivation might also deteriorate in the employees.

It is clear that we have a problem, but what is the solution?

Slide Click. Our company can resolve the leadership issues we have just seen by identifying the root causes of these issues, specific to the leaders in this organization, and work to reduce or eliminate and build better leadership skills.

Slide Click. Good leadership in an organization is evidenced by several aspects. One, leaders have a good relationship with their subordinates. According to Shibu (2015), Dynatrace was the leading company in 2015 in terms of good leadership. Slide Click. Employees at Dynatrace said that “The leadership team is approachable and inclusive. They keep innovation and growth at the forefront of their agenda” Shibu (2015). Our company would determine whether the organization’s leaders are aware of the needs of their subordinates and whether they care about their growth personally and professionally.

Slide Click. As leadership consultants, we will use different methods to identify the causes of leadership issues in the company. One way would be working with the employees and asking them questions about their relationship with the leaders. Leadership issues will be present if employees complain of lack of motivation, career development, poor pay, and harshness of leaders towards them. Slide Click. We would also question the leaders to see if they delegate duties to teams and if they follow up to see that the duties are completed in good time and the right way. We would also seek to know the methods that the leaders use in motivating the employees to work towards attaining the organization’s objectives.

Slide Click. To address the leadership issues identified, we will first get rid of non-serious leaders who waste time, resources and fail to motivate their subordinates. Secondly, we will ensure that the leaders’ objectives are specific, measurable, realistic, and time-bound. Slide Click. In addition, we will urge the leaders to ensure that they delegate more duties and, above that, ensure that they are clear about the purpose of the tasks, believe in those they are delegating the tasks to, prioritize the tasks in order of importance and assess and reward the delegates appropriately.

In conclusion, let us review our discussion.

CONCLUSION:

Slide Click. As we have seen, leadership issues are caused by a lack of trust between the leaders or between leaders and their employees, lack of enthusiasm, lack of follow up on delegated tasks, and bad attitude towards colleagues and subordinates.

Slide Click. We have seen how poor leadership in an organization leads to deterioration of the company’s work culture, mismanagement of resources, demotivation of employees, and overall failure to achieve the organization’s goals. Slide Click. As John F. Kennedy said, “Leadership and learning are indispensable to each other.” Brazeau (2008). Awaken your leadership team by using us to help identify their weaknesses and build you a well-skilled staff.

References

Brazeau, G. A. (2008). Leadership and learning. American journal of pharmaceuticaleducation, 72(3).

Hao, M. J., & Yazdanifard, R. (2015). How effective leadership can facilitate change inorganizations through improvement and innovation. Global journal of management andbusiness research.

Taylor, B. (2010). Do You Pass the Leadership Test? Harvard Business Review.https://hbr.org/2010/08/pass-leadership-test

Leadership Development Plan

Leadership Development PlanMBA 610

This Leadership Development Plan serves as your road map for short-term training and development activities that will enhance your leadership competencies. You will review, revise, and update your plan several times during the course of your MBA degree program at UMGC.

Your name:Your current job title:

Long-Term Career Goal

Make sure your goal is SMART: Specific, Measurable, Achievable, Realistic, and Time-bound.

-2857524003000In 3 to 5 years, my goal is to…

Short-Term Skills Development Needs

What skills will you need to acquire to achieve your long-term career goal?

-2857528892500My leadership skills training and development

Leadership Essay

Leadership Essay

The Civil Rights of 1964 is a landmark legislation designed to ensure equality in all spheres of life. The Act prohibits discrimination against individuals based on race, religion, gender, sexuality, color, sexual orientation, and any other characteristic. The law protects the rights of every individual, ensuring that all people are treated equally. Despite the provisions of this Act, so many people continue to face discrimination based on various characteristics. One of my goals is to contribute to the fight against discrimination and promote a society where every person is equal. As part of this commitment, I volunteered at a local community organization designed to promote awareness on racial issues, a topic that has gained prominence over the past few years.

Racism is an ill that continues to plague or world, as evidenced by recent events, including police brutality, harassment, and other forms of violence and discrimination based on race and ethnicity. The local organization aimed to create awareness on everyday discriminatory acts that persons of color experience and how other groups of people can help put an end to this. Many people are unaware of racist biases that they might have based on stereotypes learned both consciously and subconsciously. As part of the project, volunteers recruited local community members to take part in the survey. The survey helped people recognize their individual biases that promote discrimination against people of color. Many participants realized that they often act out of ignorance, not realizing how hurtful their actions and words might be. There were also interactive sessions between people of different races involving discussions about the type of discrimination they experienced and how it affected them. After this, we provided examples of actions that help in the fight against discrimination. In the future, I plan to take part in such programs and even start one in my local community to bring awareness on discrimination.

Leadership experience

Leadership experience

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Leadership circumstance is simply the situation where a person is leading, or is in charge of a group of people. It can be the situation of someone who has been appointed to lead something, or the situation that that person is working for an authority figure. What I led was a or rather group with whom I was entrusted to lead. I became the leader of this group through the circumstances of being a higher class than the other group members (Suryani, 2021). For that reason, I had a new born mentality of leading something towards a certain direction, as in either way, it was for the better or for the worse.

I motivated or encouraged them to do their very best in many ways. Among these things were instilling a sense of responsibility and duty to one’s self and others on fulfilling goals within my group. As an example: If my group was supposed to be responsible for taking care of the school grounds then we were supposed to take care of it well with little effort on our part, but at the same time we would have to work hard on maintaining it well. How I felt about being a leader was I really did not know. I just knew that I was supposed to do it. It was an undisputed fact that I had to lead the group, this being so because it simply came down to the fact that I was a higher class than the other members and therefore had control over them.

I can say for sure that our leaders were oriented towards making sure we were all doing well in school, because our school work became easier under those conditions. In doing so, we were successful in our studies at school. It came down to the fact that we worked together as one united group in a much more effective way than if any of us did their own thing alone.

The task/ goals that were to be accomplished were to: Build the team for survival, organize supplies and equipment for efficiency and, create a workable schedule that matches up with the needs of the group. Along with this, I would have to tell each member their role and their timeframes for completing it. The procedure that we used was to read and discuss the individual roles. Because every member of the team would have two different roles, they had to take in order for their jobs to be completed.

The process that I employed was to: First, have a meeting of what I called “Announcement Meeting” in which everyone would get an idea of what they were going to do and how long it was going to take them. Secondly, set up job descriptions on Mondays so everyone knew what they were doing on Tuesday. And finally, we would meet every Friday to go over each week’s schedule.

I observed people I led became more open to me and did not hesitate to share their thoughts with me. It was a good change in the people’s responses, until one day I noticed the change. I was confused about the sudden change of my relationship with my subordinates. They were treating me differently and seemed to be avoiding eye contact until they had to, when they know that something needed to be done immediately.

I carefully observed them through their behaviors and found that once I became their leader, I no longer had control over what they did or said. They didn’t seem like they wanted anything from me anymore which was sad because it saddened me as well.

The primary ways I used to communicate with my subordinates were emails and meetings. I would say, on average, I communicated with my subordinates on a weekly basis. The communication channel I used was written channel.

In terms of effectiveness, I believe that the communication channel I used was effective. It was effective for a number of reasons. One, my subordinates and I knew how to communicate effectively in the written form. We were able to understand each other’s ideas and write an equally good reply. Second, the written channel allowed us to achieve something through interaction. I received feedback from my subordinates in a way that made me think differently about things as opposed to solely relying on my own thoughts and reflection. To improve the effectiveness of the communication channel, I could have implemented a forum which allows for better discussion and brainstorming since not everyone is comfortable with writing or speaking (Suryani, 2021).

The outcome from my leadership was positive and success. My team developed critical thinking skills. We achieved the objectives we had set for ourselves and enabled team members to reach their full potential. With the right intention and leadership, I helped my team grow. The team’s success has allowed me to surpass my personal expectations in the workplace. The reason for this success is because my team and I set out a goal and broke it down into achievable tasks. We used constant communication and individualized coaching to help reach our objective.

What I have learnt about myself being a leader basically is that being a leader is hard work and rewarding. It’s also hard to know what your leadership style should be or which type of leader you should be. But as I’ve gone through my journey in leadership and have learnt more about myself, I can now better understand why I am the type of leader that I am and know how to improve my leadership skills both at home and at school.

Leadership is an important attribute that makes up a person. I have learnt being a leader isn’t easy and shouldn’t be taken lightly. It’s also looked down on if you aren’t willing to take the extra step in making sure others are aware of your capabilities in leadership which sometimes it can get annoying because people assume that when someone younger than them doesn’t want to be a leader then they’re not capable of it. I’ve also learnt you should never judge people by their appearance or if they are older or younger than you that doesn’t mean they can’t do the same thing as what you can (Soria,Werner, & Nath, 2019).

It was a good experience for certain, and to me it was amazing. I learned many valuable lessons that I will take with me through this life. One of the most crucial lessons I learned was how to deal with people in power and how to work with them. Personally, leadership is being able to inspire people towards a better future or in my case, towards a better outcome than they would have had if you were not their leader (Deng, Li, Wu, & Xu, 2020). There are two types of leaders there are; leaders who lead by fear and leaders who lead by example. Fear is a significant factor in the success of the person fact that they become successful in what they do because they want to avoid punishment or harm from whatever might be involved within the situation at hand.

In conclusion, the most important thing I have come to realize is that a leader must be able to involve his/her team, listen to them and try to improve from there. I think it’s also very important that a leader should be able to communicate his thoughts and ideas clearly and that this communication should be done in an organized way as well as chart out clear objectives of the team which is only achievable if leaders are honest with themselves in terms of their ability to do so. It is important that leaders’ focus on those who are truly willing to contribute and not just rattle off the job titles of their more senior members.

As for this leadership experience, I learned about myself and about aspects of leadership. As a leader, I was in control of everyone in the group, but only as long as they were willing to follow my orders and ideas. It is important that you remember that your group members are their own people (Deng, Li, Wu, & Xu, 2020). Leaders are only responsible for making sure their group members do what they plan to do by giving them goals and instructions on how to accomplish those goals because if you don’t give your team members clear instructions then it will be hard for them to perform well.

References

Deng, W., Li, X., Wu, H., & Xu, G. (2020). Student leadership and academic performance. China Economic Review, 60, 101389.

Soria, K. M., Werner, L., & Nath, C. (2019). Leadership experiences and perspective taking among college students. Journal of Student Affairs Research and Practice, 56(2), 138-152.

Suryani, A.(2021).Being Students, Being Leaders Student Leadership Experiences and Facilitation of Student Leadership Development in Higher Education. Eti Setiawati, et al. (Eds.), 11.

Leadership in Early Childhood Education Professional Leadership and Professionalism Advocacy

Leadership in Early Childhood Education: Professional Leadership and Professionalism Advocacy

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TOC o “1-3” h z u 1. Introduction PAGEREF _Toc70812391 h 32. Professional Leadership in Early Childhood Education PAGEREF _Toc70812392 h 33. Impact on Leadership in Relation to Personal Values PAGEREF _Toc70812393 h 54. Leadership Issues Relating to ECE Leadership PAGEREF _Toc70812394 h 75. Approaches to Leading Change and Advocacy PAGEREF _Toc70812395 h 86. Conclusion and Recommendations PAGEREF _Toc70812396 h 9References PAGEREF _Toc70812397 h 11

1. IntroductionPart A answered the question of who a professional leader is and who is expected to advocate on issues of professionalism in early childhood education. It identified professional educators as among the critical pillars of the early childhood sector expected to play the role of leadership. Part A also identified a leader using Waniganayake et al. (2012) definition as any individual in the capacity of influencing others and the decisions they make in a given field. By this definition, the management of educational organizations, made up of early childhood professionals are leaders and are, as such, expected to advocate on issues of professionalism. The focus of this Part B is to develop on the understanding of professional leadership and to better define who is expected to advocate for issues of professionalism in early childhood education (ECE). While professional leadership in ECE is yet to be fully explored in academic realms, the changing role of teaching and learning for early education sees it as the exhibition of personal and professional characteristics relating to skills and knowledge necessary to offer strategies that facilitate learning for children and creates an avenue for other professionals to achieve the same through leadership.

The overall aim of this report is to answer the question of who a professional leader in the field of ECE is and who is expected, by industry standards, to advocate on issues of professionalism. The report will draw a number of theories relating to the field of ECE to provide a detailed analysis of professional leadership in ECE, showing the impact of leadership to the field of ECE, providing an impact of these perspectives on professional leadership, presenting the issues emerging in professional ECE leadership, and offer approaches to leading change and advocacy for the issue. Finally, the report will conclude by providing recommendations for future studies and for the ECE sector in Australia.

2. Professional Leadership in Early Childhood EducationProfessional ECE teachers bridge the gap of knowledge and professionalism between other important individuals in the life of early childhood leaners such as parents and community leaders. They are directly involved in the development of young children, employing their experiences and skills to ensure that young learners can begin the process of learning without major hiccups. However, they do not automatically become leaders just because of their role in guiding and imparting learning to young children. The diverse sectors in ECE profession challenges and creates leaders that understand the importance of collaborating with other service types to create variant policies for the benefit of the children and a better system. In ECE, leaders enter the field with love of children as an extra skill. It adds on to their experiences and skills in other key elements such as flexibility, openness to challenges, patience, and organization (Bøe & Hognestad, 2017). Such individuals embrace the diversity that comes with ECE and are able to communicate effectively with their colleagues and children, as well as other community leaders and parents. Ideally, besides being excellent teachers to ECE learners, these leaders endeavor to improve the overall quality of the teaching and learning processes. Apart from dealing with institutional challenges in their role as professional educators, they also have a responsibility as leaders to mentor others to leadership positions, ensure that they utilize individual strengths of others to benefit ECE learners, make time and opportunities for growth, and use their position to influence the best outcome for ECE learners in terms of curriculum implementation and other key learning objectives.

In any profession, leadership is ideally described in terms of how professionals in various fields are able to intersect character attributes, skills, knowledge and their individual traits to motivate other people in their organization to work towards meeting a common goal. In ECE, the same description is used by Haslip & Gullo (2018) to define professional ECE professionals who move past being mere educators to become leaders. They not only show competency in terms of their skills, knowledge and character attributes, but are also able to pass these important personality traits to others in a way that motivates them towards meeting goals for ECE learners. In addition to having acquired skills and expertise in specific areas of ECE education, including understanding children development and learning, working with their families, and supervising other staff members, ECE leaders understand the system itself and are able to shape policies to influence better qualities of services available to learners, their families, and the community (Muijs et al., 2004). The basic tenets of an ECE leader is ne who evaluates how others in the field, for example preschool teachers, understand early care and the ECE system, reflects regularly to analyze change in different knowledge areas, and determines how the understanding and knowledge can continuously be developed to improve learner outcomes. Therefore, one of the important elements of being a leader in the field of ECE is to combine the knowledge, skills and experiences gathered throughout the years as a professional in different capacities, to include leadership qualities such as motivating other people to work towards a common agenda, and ensuring positive growth and better quality of services available to ECE learners. Basically, professional leadership in ECE is as in any other field, with the exception of the main stakeholders being children in their ECE stages and their families as well as the entire community.

3. Impact on Leadership in Relation to Personal ValuesIn line with Part A of this assignment, professional leadership in ECE is all about enabling different levels of change in a way that helps those under leadership to contribute towards the realization of objectives. Liu & Hallinger (2018) observed this definition of leadership as important in the field of ECE as it creates an environment where every professional educator works to become an effective agent of positive change. Yet, not every educator is a leader. According to Fairchild (2019), so many people in managerial roles are not able to be effective leaders because they do not have the capacity to influence others to be a better versions of their professional selves. In my point of view, defining leadership in this manner makes it clear that professional leadership in ECE is all about ensuring the successful implementation of policies, changes, and any other relevant elements to any education organization, including an ability to make other people in the field better by motivating them to perform as their roles and positions demand. Alameen, Male, & Palaiologou (2015) agree that leadership makes the difference between the failure and successful implementation of organizational goals. The same is applicable to the field of ECE. Therefore, it is important to redefine the role and description of a true leader in the ECE profession in a way that allows further research into it, with an intention to make it better for learners.

It is important to note that leadership in the field of ECE is fairly young (Waniganayake et al., 2012). However, it is a field in scholarship that is expanding as reflected in the nature of the changes that have occurred to curriculum and the understanding of leadership, as well as literature in the sector. Fairchild (2019) found that common leadership theories such as transformational and transactional leadership are not acceptable in the sector as the strategies fail to mirror the collaborative nature of approaches in leadership practiced in ECE. Conversely, new approaches have been advanced that apply to other areas in the education sector, including distributed leadership and pedagogical forms of management.

In distributed leadership theory, Haslip & Gullo (2018) report that leaders in a learning environment need to have the opportunity and the autonomy to define policies and make decisions in areas of responsibilities that touch on teaching and learning. The autonomy mentioned is key to attaining the objectives of empowering the leader and providing them with an opportunity to own their work and decisions. In this approach, leadership is largely seen and defined in terms of context. Heikka (2014) defines leadership in the confines of distributed leadership approach as a social and situated process that meets the key elements of a learning situation, followers, and leaders. Therefore, every member of an ECE team has an opportunity to practice leadership, with the full support of others and taking responsibility of policies and directions. In this approach, it is likely that ECE leaders would base their decisions on personal values in response to situations relating to the teaching and learning process. Because of the autonomy that the distributed leadership style suggests, there is a high likelihood that personal values would influence their educational leadership (Radinger, 2014). For example, it is likely that one’s values on matters relating to faith or belief would direct their actions and decisions on whether to have religious education in the teaching and learning process. Heikka & Waniganayake (2011) present a point that every leader will unconsciously, and sometimes intentionally, apply personal values to determine appropriate policies and actions. Therefore, personal values are intertwined in the distributed leadership approach, one of the main strategies applied in ECE today.

In the pedagogical leadership approach, leadership is all about supporting the processes of teaching and learning. According to Fairchild (2019), pedagogical leadership includes instructional leadership a concept that sees the support of classroom teachers in the central role of curriculum implementation. For example, the pedagogical approach impacts the teaching and learning activities through establishing norms, organizational culture, and quality improvement expectations. A pedagogical leadership approach demands working together with learning communities, defining the vision, applying values that are required in a program, and implementing changes where necessary (Alameen, Male, & Palaiologou, 2015). Although the impact of personal values are reduced in this approach, pedagogical leaders still retain an element of individual decision making based on personal values. For example, leadership in the pedagogical approach challenges and empowers all educators to implement a curriculum structure to the best of one’s standards. To create a culture that turns every educator into a curriculum implementer, school leaders must first decide on which values to apply. Here, it is likely that leaders in the ECE field transfer their individual values into leadership activities and practices. Self-awareness becomes an important element of this leadership style because it allows a leader to merge their personal values and leadership goals and practices without creating a conflict of interest.

4. Leadership Issues Relating to ECE LeadershipEarly childhood education has a major problem embedded in the clear lack of an independent leadership structure despite the field of ECE being a self-regulating entity in the larger education sector. Therefore, a major leadership issue is that leaders in ECE are dependent on the structures and frameworks that are applied in other areas of education (Miller & Cable, 2010). School leaders, for example classroom teachers, are confined to use of curriculums and leadership approaches that are a part of the education sector. While Denee & Thornton (2017) identify that the integration of ECE to the general education curriculum is important in preparing young learners for the future, it limits just how well ECE leaders are able to formulate and implement effective polices and decisions. The problem, according to Waniganayake et al. (2012), translates to other areas of ECE including teaching, earning, interactions with members of the ECE community, supervisory role of leaders, motivating educators, defining the curriculum, and other issues relevant to leadership in the ECE field. Therefore, the dependence that the ECE shows with regard to the general education sector translates to leadership issues because it limits the reach of a leader and what is required for them to employee the best possible solution to solve an internal problem in their institution.

ECE leadership suffers from a poor definition of functions and roles. Douglass (2019) posits that there is an interplay and a clash of roles between administrative and pedagogical leadership in ECE leadership. Due to the first problem identified above as a dependence on structures used in general education, often ECE leadership sees the interaction of pedagogical and administrative roles where the former leaders are required to perform both roles. The unclear definition and implementation of functions and roles is an issue because of how it is likely to bring about a conflict in execution. As a result, Klevering & McNae (2018) talk about the challenges facing ECE leadership to include tensions surrounding their broad scope in terms of their role. The reason why this large scope of their role is an issue of conflict is because of how it creates competing demands between the pedagogical and administrative requirements. Even for the pedagogical leader, the roles are unclear and unsupported by research (Muijs et al., 2004). Pedagogical leaders do not have dedicated leadership roles and positions, and are also supposed to perform other functions such as teaching and maintaining order in classroom as well as being curriculum implementers. These other roles limits the time to perform an added role. Therefore, poor definition of functions and roles in ECE is a major issue that limits the extent to which a leader is effective in attaining the goals in their role and functions.

5. Approaches to Leading Change and Advocacy

To lead change and advocacy in ECE leadership, there is a need to redefine the leadership role in a way that incorporates global changes to the educational scene, the shifting role of educators, the influence of leadership on learning, and on other issues such as management that are important to leadership. Denee and Thornton (2017) suggests that ECE leaders focus on creating a structure of leadership that takes on the problems and issues facing the sector as an independent field in the general education scene. ECE suffers from a traditional definition of leadership in a context of hierarchical management framework where there are leaders and followers. ECE lacks leaders at the top of an organization structure. In this case, Strehmel (2016) is convinced that alternative leadership frameworks, specifically the distributed leadership approach, would lead to positive change.

Distributed leadership approach will lead to change and advocacy in ECE leadership. Kivunja (2015) explains that distributed leadership is concerned with enabling multiple parties to have a stake on leadership, changing the definition of leadership into the actions of people enacting changes to influence positive change and improvements. Thus, distributed leadership is a divergent approach in relation to the traditional view of leadership as a job title held by a few people in a given environment. Distributed leadership also corresponds to what Ho (2012) terms as collective leadership in reference to how resources are combined in a given setting to facilitate meeting of desired goals and objectives. Teacher leadership, a concept that is unique to ECE leadership, would benefit greatly from the use of distributed leadership approach. Teacher/pedagogical leadership also means that the teaching staff takes on other administrative roles. Because of how the traditional approach to leadership is ineffective in ECE due to its focus on positional roles (for example, supervisors, managers, head teachers, and head of departments), the distributed approach allows e meaningful distribution of opportunities and roles relating to leadership, where ECE staff members would have some power to make decisions and implement self-management in executing the role as leaders.

Distributed leadership approach would enable effective change and improvements to ECE leadership. The distributed strategy is termed by Thornton et al. (2009) as a shift in perspective of leadership from the traditional focus on people to maintaining attention on practice. Leadership, therefore, ceases to be a position and takes on a new view where everyone has a role to effect positive change, meet goals and objectives, and be implementers of curriculum at their level. Hujala (2013) describes one of the major advantages of distributed leadership use in ECE as the fact that it is not bound by positions, which are constraints in ECE leadership. It is expected that the ECE sector would reap the benefits of distributed leadership, documented to include better staff engagement and retention, improved learner outcomes, and the development of effective learning in educational teams (Klevering & McNae, 2018). Therefore, distributed leadership would work well in changing how the ECE sector meets its teaching and learning goals because of how it is based on set behavior for teachers to develop and practice. Additionally, distributed leadership conforms to the widely used pedagogical leadership in ECE, where the influences and interactions of teachers, rather than their authority and power, would spearhead leadership in a school. While positional leaders are important in the management aspect of leadership, they are irrelevant in the changing ECE sector, requiring a focus on behavior and practices as opposed to the positional aspect of management and leadership.

6. Conclusion and RecommendationsIn this report, the questions of who a professional leader is and who is expected to advocate on issues of professionalism in early childhood education are explored. Leaders are defined as any individuals in the capacity of influencing others and the decisions they make in a given field. Therefore, the management of educational organizations, made up of early childhood professionals are leaders and are, as such, expected to advocate on issues of professionalism. While professional leadership in ECE is yet to be fully explored in academic realms, the changing role of teaching and learning for early education sees it as the exhibition of personal and professional characteristics relating to skills and knowledge necessary to offer strategies that facilitate learning for children and creates an avenue for other professionals to achieve the same through leadership. Professional ECE teachers are directly involved in the development of young children, employing their experiences and skills to ensure that young learners can begin the process of learning without major hiccups, yet they do not automatically become leaders just because of their role in guiding and imparting learning to young children. Apart from dealing with institutional challenges in their role as professional educators, they also have a responsibility as leaders to mentor others to leadership positions, ensure that they utilize individual strengths of others to benefit ECE learners, make time and opportunities for growth, and use their position to influence the best outcome for ECE learners in terms of curriculum implementation and other key learning objectives. They face problems relating to lack of an independent leadership structure despite the field of ECE being a self-regulating entity in the larger education sector and poor definition of functions and roles. The study recommends that the leadership role be redefined in a way that incorporates global changes to the educational scene, the shifting role of educators, the influence of leadership on learning, and on other issues such as management that are important to leadership. It is also recommended that alternative leadership frameworks be implemented.

ReferencesAlameen, L., Male, T., & Palaiologou, I. (2015). Exploring pedagogical leadership in early years education in Saudi Arabia. School Leadership & Management, 35(2), 121-139.

Bøe, M., & Hognestad, K. (2017). Directing and facilitating distributed pedagogical leadership: Best practices in early childhood education. International Journal of Leadership in Education, 20(2), 133-148.

Denee, R., & Thornton, K. (2017). Effective leadership practices leading to distributed leadership. Journal of Educational Leadership, Policy and Practice, 32(2), 33.

Douglass, A. L. (2019). Leadership for quality early childhood education and care. Available at https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)19&docLanguage=EnFairchild, N. (2019). The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality. Contemporary Issues in Early Childhood, 20(1), 53-64.

Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264.

Heikka, J. (2014). Distributed pedagogical leadership in early childhood education. Tampere University Press.

Heikka, J., & Waniganayake, M. (2011). Pedagogical leadership from a distributed perspective within the context of early childhood education. International journal of leadership in education, 14(4), 499-512.

Ho, D. (2012). The paradox of power in leadership in early childhood education. Peabody Journal of Education, 87(2), 253-266.

Hujala, E. (2013). Contextually defined leadership. Researching leadership in early childhood education, 47-60.

Kivunja, C. (2015). Leadership in early childhood education contexts: Looks, roles, and functions. Creative Education, 6(16), 1710.

Klevering, N., & McNae, R. (2018). Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices. Journal of Educational Leadership, Policy and Practice, 33(1), 5-17.

Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501-528.

Miller, L., & Cable, C. (Eds.). (2010). Professionalization, leadership and management in the early years. Sage.

Muijs, D., Aubrey, C., Harris, A., & Briggs, M. (2004). How do they manage? A review of the research on leadership in early childhood. Journal of early childhood research, 2(2), 157-169.

Radinger, T. (2014). School Leader Appraisal—A Tool to Strengthen School Leaders’ Pedagogical Leadership and Skills for Teacher Management?. European Journal of Education, 49(3), 378-394.

Strehmel, P. (2016). Leadership in early childhood education–Theoretical and empirical approaches. Journal of early childhood education research, 5(2), 344-355.

Thornton, K., Wansbrough, D., Clarkin-Phillips, J., Aitken, H., & Tamati, A. (2009). Conceptualising leadership in early childhood education in Aotearoa New Zealand. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0257.xml

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early childhood education. Oxford University Press.

Leadership Interventions in Invictus

Leadership Interventions in InvictusStudent name

Leadership Interventions in InvictusIn the movie Invictus, Nelson Mandela’s early days and his leadership in South Africa are presented as a part of a larger plan to unite a divided country. Precisely, his view on the country’s rugby national team, the Springboks, and how he saw the global event, World Cup, being hosted in the country, as an opportunity to unite the people. Leading by example is one of the major leadership interventions Nelson Mandela uses in his governance (Arora, Teeschi, & Rovenpor, 2028). Mandela recognizes that if the national team win would be an excellent opportunity to unite the blacks and white. Leading by example, a leader expects more from himself other than waiting for others to do. Nelson Mandela instills this form of leadership to the team that everyone should do his best and not to expect others to do or blame them. This is demonstrated through his commitment to lead the way, personal connection with every person he meets, and his confidence in reflection.

In South Africa, the white cheered for the national team enthusiastically, whereas the black cheered any team as they viewed the national team springboks, and the competition to represent the whites and oppression they were experiencing in the country. The springbok’s captain, in his first meeting with the president, was uncertain about the reason for the meeting, but the warm greeting and respect and appreciation treatment he receives from the president makes him realize the importance of the meeting. Through the meeting, he shares the importance of a win to South Africa with the captain. He is also leading by example by challenging his staff to have a different perspective concerning issues and perspectives. He challenges his security staff to work together with the white colleagues as they have more experience. Additionally, the president memorizes names for the team players in order to give them personalized appreciation. The occasion leads by example in trying to build a good relationship and to call everyone to appreciate the national team.

In the desire to unite the country Nelson Mandela using the team to win the competition is faced with the challenge that only the whites support the national team while the blacks do not like to be associated with the team. The nation is widely divided in terms of racial discrimination is a big challenge. Mandela communicates to different people on his goal of transforming his country to manage this challenge. Resistance from personal guards is also a challenge to his vision of leading by example to unite the nation. To overcome the challenges, Nelson Mandela had led by example to unify the racially divided nation. To ensure he is able to execute his plan, he uses different opportunities that arise to unify the country. The national team was participating in the event not because it had qualified but the fact that the competition was held in the country and takes the opportunity to achieve his goal of uniting the country. He also uses the opportunity where employees of the past government were resigning, he asks those who shared his vision to remain in their job as he had forgiven them and believed the whites could change. Motivating people by leading them by example and inspiring them helped the president in achieving his goal. Nelson Mandela uses the opportunity of being the president to exercise power as it reinforces his impacts as a leader in a positive way.

If I was in such a situation where a country is divided in terms of racial discrimination, people are struggling due to the impacts of unemployment, and the arrival of a new black government has changed the balance of political dominance. Staying silent on the issue of racial discrimination has created these deadly effects. Solving the main challenge of racial discrimination would help in attaining the goal of uniting the country. Acknowledging the challenge that injustices caused by discrimination like unemployment of the black community and land ownership discrimination and make commitments to do better on the issues. Through recognition of the challenge, the environment will make it easy for everyone to speak up on the issue’s racial discrimination. Also, this will help in leveraging the opportunities that arise. Building a better culture that is dependent on core values that are not discriminative. This will be done by ensuring all those people I work with are diverse. All races are included in my workforce and retaining past employees. Spreading awareness on the issue of racial discrimination will help in addressing the challenge. When opportunities such as the rugby event arise, the event will be fully utilized in uniting people since the majority of citizens are aware it is a challenge they face. Finally, tackling a situation where racial discrimination arises, for instance, encompassing other races in the department where they are not employed.

References

Arora, P., Tedeschi, G. A., & Rovenpor, J. L. (2018). Broadening the frame around

sustainability with holistic language: Mandela and Invictus. Humanistic Management Journal, 3(2), 233-251.

Leadership Style

Leadership Style

Name

Institution

Date

Leadership could be defined as the act of providing direction and guidance for a particular group of people who have a common interest or goal to achieve their targets. Any group has a leader with a set of leadership and personality skills that would make other interested parties follow them. The approach and manner in which a leader provides direction and guidance to implement plans and motivate people under his guidance are the leadership styles. There are different leadership styles in the world today but according to Kurt Lewin study in 1939 they established three major styles of leadership (Cherry,2006) which are;

Autocratic leadership is a practice whereby the leader has absolute power to direct his people without getting feedback or advice. This kind of leadership is also known as authoritarian and most people view this kind of leadership as a path to fueling yelling and a way to lead using threats as the leaders do not expect feedback from the people. This style is often associated with demeaning and abusive as most people call this kind of leadership ‘Bossing around’. It is although a convenient form of leadership when the leader in most circumstances has all he needs to complete and accomplish the target or even solve a problem. It is time-saving and also not involving thus does not give people motivation reducing their flexibility and dedication to the course (Cherry,2006).

Democratic leadership is a style of leadership that often include other players in the process of decision making (Cherry,2006). This allows the employees or people involved to freely air their opinions although the final decision making relies on the leader. This type of leadership develops people’s skills as there is often a lot of flexibility offered encouraging creativity hence improved productivity. This form of leadership is often concerned with the welfare of the people. Although being viewed as the best form of leadership, democratic otherwise known as participative leadership is time-consuming leading to delays in the making of decisions

Laissez-fair leadership style is also known as delegative style which involves the passing of authority to other people to make decisions on behalf of the leader. It is often applied in instances where the people can analyze interpret and be able to make decisions on what ought to be done. In this kind of leadership, the leader is held accountable for the decisions made on his behalf (Cherry,2006). It is practiced when the leader full trusts his people rather than having a blame game when things go wrong.

Paternalistic leadership style, based on authority is a form of leadership whereby the leader guide, help, protect and keep the followers working happily as a big family where the leader is considered the head of the family. Out of gratitude in this form of leadership the followers work harder to provide results. It is applied in Japan due to the cultural background in the region.

Charismatic leadership style is a leadership style whereby the leader can inspire others to follow him/her through the power of influence to reflect the goals of the institution to reflect the individual’s vision. In this type of leadership, the leader is able to transform the attitudes and beliefs of their followers.

From an assessment of personality traits, Donald Trump is said to be an ambiguous man who is often seen to be self-assured, bold and competitive. He is able to direct the public, engage them and even arouse them with his character. He has been considered as an active and yet positive present thus his leadership style can be described as a charismatic leadership style whereby, he has a high dominance and great foreign policy influence (Immelman,2017).

Nancy Pelosi on the other hand with her efforts to keep build consensus in her party has demonstrated democracy style of leadership by building consensus. Despite being called upon by the party to call for impeachment motion she chose not to until new evidence was produced showing the president acting on how own partisan interests (Immelman,2017). She was not influenced easily give in to pressure of her party but rather to have fair and just processes in the house. She is a good leader with strong instincts measure with confidence in her decision-making processes that often include the input of others. Hence the demonstration of the democratic type of leadership by House of Representatives’ Speaker Nancy Pelosi.

Depending on the situation, a good leader would apply the use of all leadership styles.

References

Cherry, K. (2006). Leadership styles. Retrieved from.

Immelman, A. (2017). The Leadership Style of US President Donald J. Trump.

LVT Rewording

Leadership

Being a leader means accepting vulnerability. Contrary to popular belief, my individual experience as a competent leader in almost every area of my life has shown that successful leaders are required to be openly vulnerable to those the followers.

Being a leader on campus has enabled me to oversee and orchestrate a number of cultural, voluntary, and informative ventures together with subordinates and members. In a get-together, I made sure not to use technical devices, trickery, psychology, clever words in a debate to ensure that others agree with me. Instead, I talked to them in a child-like manner. This does not translate to immature or disorder, rather, a mental state. I would consider what I wanted to pass across and searched internally whether I cared about my speech and whether I believed in what I expressed. After such actions of internal analysis, I was ready for communication with my followers using simple and honest language that openly revealed truthfulness and inner emotions. Whenever I was before a crowd, I used great force to speak and led with complete self-assurance not due to my use of a impeccable language or because of the many books I have read regarding leadership days before my announcement for a money-raising campaign, but due to the knowledge of those around me and their belief in me.

The strategy I apply as a leader is an approach of never using technicalities. I openly express my fears, insecurities, expectations, and joy to my colleagues and those near me. I remain vulnerable, always, as a a way of inviting my followers to see my life as an open book and provide constructive criticism regarding my decisions, plans, and thoughts all the time keeping my ears open proactively for the silent and verbal messages. I make sure that I do not use manipulative or charming actions. I reveal my true self to those that are under my leadership, the true individual, and I move on from there reaching a level playing field to acquire understanding, and ultimately, the support of my followers. I lead and live in this manner, whether at school or my workplace.

Volunteerism

Prometheus is a benchmark and symbol regarding how I intend to act in relation to humanity. In contrast to the beliefs held by other gods, Prometheus was aware of the necessity of the knowledge in making strives within their universe, and that even the misuse of that understanding could not take away their right to it. In my personal life, I have worked diligently to share knowledge and to use my position as a way of improving the lives of the people around me.

Teaching the disadvantaged in a volunteering endeavor is one of the social responsibilities that I have held dear, and it is a vital move in my personal pursuit of wisdom. I was able to mentor a young Tibetan girl, Diki, aged 8 years old, in a collaborative effort. At the time she was illiterate. Despite lacking the right resources to acquire a decent education, I found out that she held deep desire, intelligence, and passion. After being a part of her journey in reading and writing, I persuaded her to be journaling. She readily took my suggestion and recorded a number of interesting and original ideas and plans. Additionally, I passed on the message that while dreaming was good, learning how to fail was important. I achieved this through allowing her to see me openly, being vulnerable, and recounting my personal experiences. I shared with her how I took on a challenge in high school to participate in a college-level English unit and was able to manage a C. I told her how I accepted my shortcomings and ultimately attained an A when I redid the course in college.

Knowledge stimulates the mind. By stimulating Diki’s desire to learn, I pushed her to follow her own dreams. There are many others like her who have the capacity to attain great accomplishments if only they could get the right resources. I feel a certain obligation to work with the disadvantaged in the society so that they may have the required resources to follow their own dreams and goals. Despite having assisted Diki in her journey, I am sure that in the end, she will use her strengths to ignite the spark that will positively impact the world. I have the role of providing her with the necessary support to success.

Talent

Photo editing has metamorphosized into an independent art. Whether one is viewing an image on Facebook, on a magazine, or on Instagram, it is likely that a form of editing has been performed on the photograph. The ability to execute superior editing capability is a valuable skill that will become advantageous and vital as time goes by. Numerous hours doing research, copying experts, and hours of practice enabled me to self-learn professional photoshopping and was instrumental in making the dreams of others come true.

Forms of art that necessitate physical kinds of material, such as canvas for painting, offer a number of limitations that the digital form of art does not. Digital creation continues to change how the society should see art as a whole. Being a digital artist, I engage with different art forms such as editing, painting, and shadowing only using the click of a few buttons. Digital art form makes the process of correcting mistakes a little easier. It allows me to edit, draw, and create without much concern for the errors made. This gives some level of creativity and freedom that enables me to thoroughly interact and indulge with my artistic goals and ideas. In my position as a club founder and in a restaurant. My abilities led to a role in designing different posters for extracurricular activities and information seminars in brochures, restaurant menus, or promotional literature. I was able to impress people at my workplace with my keen eye for graphic design and initiative. I was able to complete every project given from its commencement to the end. I was able to see all of my ideas and thoughts come to fruition on paper in a process that was very rewarding and helped me in developing confidence and self-belief.

I was able to turn my growing inquisitiveness for Photoshop into a routine, and now it has become a strength and talent. It gives me the capacity to translate different creations into reality. It has also given me several opportunities to see ideas become useful pieces. In the future, digital editing will be a beneficial tool that will be required for millions of people and organizations and I desire to be a part of its growth in the future. As a driven Photoshop artist, I have the assurance that I can make a notable difference in the society.

Learnado Da vinc’s Art work

Learnado Da vinc’s Art work

Students Name

Course

Professor

Date

Introduction

Learnado Da vinci is a Renaissance man with fascinating personalities in the Western art history. He had discovered scientifically, excelled in mathematics and was an artist. He used to observe constantly, experiment on things and inventing as well as draw. He did his work with perfection and prospered in almost everything he tried. His painting, drawings and sculptures have been kept for historic facts. Da vinci’s was trained in Florence at Andrea Del Verrochio’s workshop as a sculptor and a painter. Leonardo had curiosity and fascinating craves for knowledge that never left him. He was greatly influenced by Hugo van der Goes, his teacher and Verruchio. He was a teacher and his student’s shared a similar style of artwork. In Modern His beautiful work inspires everyone who comes around his arts even without knowing that Davinci was the one who had done it. He studied various gestures and poses in his study for Nativity of a mother and her child possibly when preparing for his main panel for his famous altar piece called the Virgin of the rocks. The most recognized and famous art work done by Davinci are; the Mona Lisa, Virgin of the Rocks, The last supper, St. Jerome in the wilderness, The baptism of Christ, child with st, Anne, and the virgin. Some others cannot be proven that he was the one who did since he never put signature in his work.

Leonardo’s paintings were considered an art that had outlived its time. He was considered a master in the since that his paintings had hidden messages that would astonish the world .He used Oil on poplar woods on some paintings such as Virgins on the rocks. There are two similar paintings with the same interpretation but the other one showed the halos. His painting did not show halos as his masters rejected the thought of Virgin Mary and Jesus being in an uncouth scenario. The painting showed Angel Uriel and john the Baptist who holds out his hands to suggest prayer towards Jesus.

Leonardo’s work used the light and shadow effect. Leonardo Da Vinci was fascinated with beauty especially when it came to women of class and status. In his hey days as a painter and sculptor he was also questioned on his sexuality because of the painting which came to be known as Vitruvian Man. He was once in love with a lady of the high chambers known as Isabella D’Este .This was said to have propagated the painting of La Belle Ferroniere painting on oil and canvas it showed how light falls on curved surfaces as can be seen in the paintings. His Best woman however was the Monalisa to the art world is the most redone portrait.

La belle on the other was among his many portraits and paintings of women paintings including Adoration of Magi where he formed a new style of painting which is known as chiaroscuro the contrast of colors from light to dark. Leonardo was raised by Christianity or the church since he wanted to be in good terms he depicted such paintings which had symbols of the church. Adoration of Magi was an illusion painting depicting the rise of a kingdom and fall of another kingdom through the son of a virgin. It was later re-painted showing magi in a manger surrounded by Pharisees and sheepherders introducing the birth of Jesus Christ.

Leonardo ventured into science after being incorporated in the Duke of Milan chambers He had outstanding paintings that he drew such as the big horse which was partly unfinished .His fascination of horses was true to the aspect of him actually stilling horses from the stables and drawing them as they fed in the fields. The Big horse which was a task he sketched but did not finish in time to present to the duke. The sketches on canvass drawn with ink show the precise movement of a horse with such grace and the boldness of the duke is evident with the knee lock horse movement. The master of art and creator of art is the description the underground art work describes Leonardo. It is evident that his art was to be immortalized and would be a great pillar in modern art. His art work was done in two periods early work in Florence which he painted, Madonna and child, the adoration of Kings and St Jerome. The next period was referred to as Milan period where he painted Monalisa. The last supper,

The Mona Lisa art work

This piece of work took Davinci 16yrs to finish since it was a masterpiece. This Art represents a portrait of Lisa Del Giocondo who was Francesco Del Gicondo’s wife also known as (Paris Louvre). There was an argument on if it was a fact or an opinion. A sensation of secrecy surrounds this painting, which is obscure in a soft light, creating an impression of attraction. This painting has a technique of painting which is known as sfumato—fumo in Italian means “smoke” meaning there painting has no contours or hard line in it. His painting has seamless changes between dark and light. This painting became famous since it had ambiguity, the smile in Mona lisa and its theft. The ambiguity is because there is s a debate on whether that is Lisa Del Giocondo or someone else. Her smile was the other fact that left it amazing. When one covers one side of her smile the other side was seen frowning. The art shows that she is not smiling brilliantly and she is not facing straight. Her faint smile is almost a smirk and this is seen when one gazes at the picture. Mona lisas arms, are torso, and head each twist faintly in a diverse direction, conveying a detained sense of progress. Davinci forged the technique of placing the subject adjacent to a landscape background. The painting had been stolen and when it was recovered it was stored at Louvre at the back of a bullet proof glass and its safe there. Leonardo investigates the possibilities of oil plant   in the drapery’s soft folds, texture of skin. The deeply retreating background, with its meandering rocks and rivers formations, is an example of Leonardo’s individual view of the natural planet: one in which everything is full of energy and movement, since it is viewed in liquid and in flux.

The last supper art work

The last supper original painting faded and deteriorated after very few years since it had been finished. It seems like he was experimenting with this one and it did not go well Jesus feet were visible in a way they foretold his death on the cross. It only took Davinci 3years to complete it. This painting is famous due to the religious fact since it ha s Christ and his twelve Disciples. The painting has a hidden message such as there is a reflection Jesus with a hidden woman caring a baby and a templar knight seated at the table. Leonardo captured the moment when Christ tells his apostles that one will betray him, and at the foundation of the Eucharist. His statement brings about a visible response, and is effected in the painting in the form of a wave of sensation amongst the apostles. The reactions are expressed by each apostle, and are referred to as “motions of the mind.” Despite the dramatic reaction of the apostles, Leonardo inflicts a sense of order on the landscape. Christ’s head is at the middle of the masterpiece, and is surrounded by a halo-like architectural gap. Christ’s head is at the disappearance point toward the perspective projection lines of the architectural are setting union. The apostles are arranged four groups around him of three united by their posture and gesture. Judas is on the opposite side of the table, and has been set apart from the other apostles by his shadowed face.

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Reference

Kelen, Emery. Leornado da Vinci’s Advice to Artists, ed.. S.l.: s.n., 

Deborah Mends. 2013. How to draw journey. Retrieved from http://www.howtodrawjourney.com/leonardo-da-vinci-drawings.html

Marani, Pietro C. Leonardo da Vinci–the complete paintings. New York City: Abrams, 2000.

Laurenza, Domenico, &Mario Taddei. Leonardo’s machines: Da Vinci’s inventions revealed. Cincinnati, OH: David & Charles, 2006.