![]() ![]() ![]() Findings also support arts advocates, policy-makers, funders, and researchers in understanding, describing, and investigating the thinking central to the arts that can be learned in studio classrooms. The habits and structures have also helped teachers – in all arts and in other subjects – and have helped to clarify what is essential in shared courses with interdisciplinary teams. Studio Thinking from the Start: The K-8 Art Educator’s Handbook (2018), written with support from the Bauman Foundation, documents ways teachers across the US have adapted the original high school model for use with students in grades K-8. The studio structures are ways teachers organize time, space, and interactions in visual arts classrooms.įindings are described in Studio Thinking: The Real Benefits of Visual Arts Education (2007), and in two later and expanded editions: Studio Thinking 2 (2013) and Studio Thinking 3 (2022). The studio habits of mind describe eight dispositions students are taught so that they learn to think like artists. 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.Here, at last, are the results of the first in-depth research on the habits of mind that are instilled by. Many people believe that art education is important, but few can say exactly why. Implementation of The Good Project Lesson Plans Studio Thinking: The Real Benefits of Visual Art Education (2007) Lois Hetland, Ellen Winner, Shirley Veenema & Kimberly Sheridan.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.In the video below, these two lines of work are explained and related to one another. Instead, the conversation around arts education should be changed, which she and her colleague Lois Hetland attempted to do by studying habits of mind in studio art classrooms. Winner is supportive of arts education and has researched that realm extensively, coming to the conclusion that there is little evidence for claims that education in the arts improves overall test scores. His theory currently takes eight discrete intelligences into account. Instead, the brain is analagous to a set of computers, each processing different information. Gardner is most known for the theory of multiple intelligences, a critique of the notion that humans have a single measurable intelligence, such as an IQ. Howard Gardner and Ellen Winner discuss their respective research on multiple intelligences and arts education, as well as how these two lines of work fit together, in a newly-released short video.
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