Studio Thinking 3

EDUCATION / Arts in Education

Studio Thinking 3 is a new edition of a now-classic text, a research-based account of teaching and learning in high school studio arts classes. It poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This edition includes new material about how the framework has been used since the original study, with new perspectives from artist-teachers who currently apply the Studio Thinking Framework in their own practice. It also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning. The authors have added a new chapter on assessment to introduce the practical and thoughtful ways that teachers are using Studio Thinking to assess and evaluate students’ work, working processes, and thinking in the arts. Praise for Previous Editions of Studio Thinking― “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 “This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.” —School Arts Magazine “Studio Thinking is a major contribution to the field.” —Arts & Learning Review “The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …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

Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments. Book Features: Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists. Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind. Sample templates for students to use as they plan, reflect upon, and talk about works of art. Innovative approaches to assessment and strategies for implementation. Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks. Suggestions for using Studio Thinking for arts education advocacy. COMPANION VOLUME— Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan

Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.

Learning in and through the visual arts can develop complex and subtle aspects of the mind. Reviews in: Journal of aesthetic education. 38(2004)4(Winter. 71-98), available M05-194.

A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

The authors who introduced the concepts of Teaching for Artistic Behavior (TAB) and choice-based art education have completely revised and updated their original, groundbreaking bestseller that was designed to facilitate independent learning and support student choices in subject matter and media. The Second Edition of Engaging Learners Through Artmaking will support those who are new to choice-based authentic art education, as well as experienced teachers looking to go deeper with this curriculum. This dynamic, user-friendly resource includes sample lesson plans and demonstrations, assessment criteria, curricular mapping, room planning, photos of classroom set-ups, media exploration, and many other concrete and open-ended strategies for implementing TAB in kindergarten–grade 8. “This book invites art teachers to share their reservations, their interests, and their experiences with opening up their classrooms to accommodate student choices.” —From the Foreword by Christine Marmé Thompson, Penn State University “This book suggests the essence of art teaching, which is to inquire: What do we need to provide young artists that will allow them to take full advantage of their artistic behavior?” —Foreword from the first edition by George Szekely, University of Kentucky “This is a powerful tool for keeping student agency at the center of artistic learning. Emerging and veteran teachers alike will treasure this book.” —Laura K. Reeder, Massachusetts College of Art and Design