8 Studio Habits of Mind
8 Studio Habits of Mind
Embedded Files
From Studio Habits of Mind from Studio Thinking: The Real Benefits of Visual Arts Education; Hetland, Winner, et al; Teachers College Press, 2007. Source: https://www.teachingchannel.org/blog/2015/03/03/8-habits-of-thinking as cited in CAMDU Visual Arts Curriculum Guide (2019).
Studio Habits of Mind at work in the classroom
The development of the eight studio habits of mind is supported by three studio structures: student-at-work, demonstration-lectures, and critiques. In student-at-work, teachers provide guidance to students while they work on teacher-assigned projects. Demonstration-lectures are used to quickly and efficiently provide information that is useful for both class and homework. Critiques are used as a way to provide reflection and discussion on students' works, whether they are complete or in progress.
8 Studios Habit of Mind
8 Studios Habit of Mind
1. Developing Craft: Acquiring proficiency in the use of tools, materials, and artistic conventions, as well as developing the skill of caring for tools, materials, and space.
2. Engaging and Persisting: Endeavoring to grapple with matters of relevance to the art world and/or of personal importance, and striving to cultivate a focused and determined attitude when tackling tasks.
3. Envisioning: Cultivating the ability to visualize what cannot be seen directly and to conceive potential next steps in creating a piece.
4. Expressing: Creating works of art that communicate an idea, an emotion, or a personal significance.
5. Observing: Taking the time to observe visual contexts more carefully than is usually done, and thereby to be able to detect things that could otherwise be overlooked.
6. Reflecting: Thinking and conversing with others about a particular aspect of one's work or work process, and learning to evaluate one's own work and work process and the work of others.
7. Stretching and Exploring: Reaching beyond one's abilities, experimenting with no particular plan in mind, and viewing mistakes as learning opportunities.
8. Understanding (Arts) Community: Participating in the artistic community (i.e. in classrooms, in local art organizations, and in the wider art field) and interacting with other artists, as well as with the broader society. Arts is in parenthesis here as it can easily be replaced with other disciplines, like science or history.
Healthy and Safety Classroom practices
To ensure a safe working environment, teachers should observe the following
precautions:
1. students are aware of rules and procedures
2. instructions are clearly communicated and understood
3. activities planned are age appropriate and there is adequate supervision
during use of any tool or material that may pose harm
4. tools and implements are in a good state of repair
5. be aware of variations in students abilities to manipulate materials and tools
6. avoid strategies that would encourage rivalry and conflict
7. clean and maintain space to avoid contamination, accidents or facilitate the
spread of diseases and infections
8. have access to first aid kits and assistance when required
Ministry of Education, Innovation, Gender Relations & Sustainable Development, Saint Lucia. (2019). Visual arts curriculum guide: Grades K-9. Technical Vocational Education & Training Unit. Project managed by Colvis Samuels, Education Officer - TVET, and Marie Solange Augier, Curriculum Specialist - TVET. Written by Delthia F. Naitram. Teacher collaborators: Ella Morris, Irma Francis, Rebecca Joseph, Sharon Joseph-Germain, Francis Regis, Latoya Hennecart, Kelvin Hennecart, Shayanni Thomas, Imran Edward, Desiree Walcott, & Shanez Narcisse.
Page updated
Google Sites
Report abuse