![]() The analyses resulted in The Studio Thinking Framework: Studio Habits of Mindand Studio Structures. Researchers conducted follow-up interviews with teachers following each observation. The study’s qualitative methods included interviews, video-observation, and rigorous coding documenting art teachers’ pedagogical intentions and strategies. The research team worked in two Boston-area arts-centered high schools - the Boston Arts Academy and the Walnut Hill School - with five practicing artists committed to teaching. Paul Getty Trust, studied the kinds of habits of mind implicitly and explicitly taught in strong visual arts classes, and the classroom structures that facilitate this learning. The Studio Thinking Project, funded 2001-2007 by the J. Witness Tree: Ambassador for Life in a Changing Environment.Signature Pedagogies in Global Education.Making Ethics Central to the College Experience.Leadership Education and Playful Pedagogy (LEaPP).Investigating Impacts of Educational Experiences.Implementation of The Good Project Lesson Plans.Humanities and the Liberal Arts Assessment (HULA).Growing Up to Shape Our Place in the World.Cultivating Creative & Civic Capacities.Creando Comunidades de Indagación (Creating Communities of Inquiry).Citizen-Learners: A 21st Century Curriculum and Professional Development Framework.Disciplinary & Interdisciplinary Studies. ![]() "The eight studio habits of mind should become a conceptual framework for all preservice art education programs this book should be read by all early and experienced art educators. ![]() I know of no other work in art education with this combination of authenticity and insight." - Lars Lindstr m, Stockholm Institute of Education "Will be at the top of the list of essential texts in arts education. Olson, Professor Emeritus, University of Toronto "Hetland and her colleagues reveal dozens of practical measures that could be adopted by any arts program, inside or outside of the school.This is a bold new step in arts education." - David R. The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged." - Teaching Artists Journal ![]() "The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists. " Studio Thinking is a major contribution to the field." - Arts & Learning Review "This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms." - School Arts Magazine "Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right." - The New York Times Praise for the First Edition of Studio Thinking. Studio Thinking 2 will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. A full-color insert with new examples of student art.Descriptions of how the Framework has been used inside and outside of schools in curriculum planning, teaching, and assessment across arts and non-arts disciplines.A chart aligning Habits to the English Language Arts and Mathematics Common Core.Explanation and examples of the dispositional elements of each Habit, including skill, alertness (noticing appropriate times to put skills to use), and inclination (the drive or motivation to employ skills).The addition of Exhibitions as a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique).Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including: The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum.
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