Teaching Method
When we teach the arts, what are students learning?
21st Century Learning Skills
Creativity and Innovation • Critical Thinking and Problem Solving • Communication • Collaboration
Studio Habits of Mind
Hetland, Winner, et al, Teachers College Press, 2007
DEVELOPING CRAFT: Learning to use tools, materials, artistic conventions; and learning to care for tools, materials, and space.
ENGAGE AND PERSIST: Learning to embrace problems of relevance within the art world and/or of personal importance, to develop focus conducive to working and persevering at tasks.
ENVISION: Learning to picture mentally what cannot be directly observed and imagine possible next steps in makingVa piece.
EXPRESS: Learning to create works that convey an idea, a feeling, or a personal meaning.
OBSERVE: Learning to attend to visual contexts more closely than ordinary “looking” requires, and thereby to see things that otherwise might not be seen.
REFLECT: Learning to think and talk with others about an aspect of one’s work or working process, and, learning to judge one’s own work and working process and the work of others.
STRETCH AND EXPLORE: Learning to reach beyond one’s capacities, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes.
UNDERSTAND ART WORLD: Learning to interact as an artist with other artists i.e., in classrooms, in local arts organizations, and across the art field) and within the broader society.
from the Art Is Education Studio Habits of Mind Handout from A.C.O.E
1 Studio-Habits-of-Mind- ACOE.pdfStudio Habits of Mind and Common Core
as developed by A.C.O.E.
2 Studio Habits of Mind and Common Core Matrix.pdfThe Theory behind Arts Education
Published on Mar 15, 2016
Ellen Winner is Professor and Chair of Psychology at Boston College, and Senior Research Associate at Project Zero, Harvard Graduate School of Education. She directs the Arts and Mind Lab, which focuses on cognition in the arts in typical and gifted children as well as adults. She is the author of over 100 articles and four books: Invented Worlds: The Psychology of the Arts (Harvard University Press, 1982); The Point of Words: Children's Understanding of Metaphor and Irony (Harvard University Press, 1988); Gifted Children: Myths and Realities (BasicBooks, 1997, translated into six languages and winner of the Alpha Sigma Nu National Jesuit Book Award in Science); and co-author of Studio Thinking: The Real Benefits of Visual Arts Education and Studio Thinking2: The Real Benefits of Visual Arts Education (Teachers College Press, 2007 & 2013).
Studio Habits of Mind
by Lois Hetland, Ellen Winner, Shirley Veenema, Kimberly M. Sheridan
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. 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 addition of Exhibitions as a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique).
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).
A chart aligning Habits to the English Language Arts and Mathematics Common Core.
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 full-color insert with new examples of student art.
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.
Praise for the First Edition 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
“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. Olson, Professor Emeritus, University of Toronto
“Will be at the top of the list of essential texts in arts education. I know of no other work in art education with this combination of authenticity and insight.” ―Lars Lindström, Stockholm Institute of Education
“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.” ―Mary Ann Stankiewicz, The Pennsylvania State University