![]() ![]() To discover more, read Studio Thinking 2: The Real Benefits of Visual Arts Education and Studio Thinking from the Start: The K–8 Art Educator’s Handbook. The Studio Habits of Mind framework was developed through the insightful research of Harvard Project Zero and are a great way to introduce and provide metacognitive routines in the classroom to help support the creative process. While the artwork is the end goal, how do we move through our process to hit our deadlines? How can we measure our moment-to-moment or daily progress through our own creative process? SHoM and the Creative Process It is essential to teach students how to assess their development and monitor their progress while setting a long-term goal. When considering the length of time it may take us to go through the process of creating an artwork, we know that sometimes it can take one day, while other times it may take weeks (or months or even years, in many professional artists’ circumstances). We can use the creative process and the Studio Habits of Mind (SHoM) to not only reinforce our artistic language, but also to help break down our goals of creating a larger artwork into weeks, days, and moments to achieve goals and expectations. Regardless of your teaching style, we can all agree goal-setting is an important tool to help empower our students. When it comes to deadlines, some art teachers are sticklers on time, while others are more go-with-the-flow. ![]() Full-color images with examples of student art throughout the book.As art teachers, we are constantly battling with time management in our classrooms.Models of studio arts instruction that illuminate what educators are doing to support students' learning in the arts and why they are doing it that way.An account of what Studio Thinking looks like in diverse contemporary settings.An explanation of "art as thinking" that unpacks and clarifies how teaching art is the process of teaching thinking.Studio Thinking 3 will help advocates explain arts education to policymakers, support art teachers in developing and refining their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. 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. Studio Thinking discusses how the Studio Thinking Framework has informed teaching and research in visual arts, theater, dance, music, arts integration, STEAM, and other contexts.Assessment is a Conversation introduces the practical ways that teachers are using Studio Thinking to assess and evaluate students' work, working processes, and thinking in the arts.Artist-Teachers examines how artistic practices and teaching practices intertwine and how the Studio Thinking Framework can nurture the relationship between them.Students as Contemporary Artists: Building Agency in the Studio highlights how studio teachers support learner autonomy, including the ability to create increasingly self-directed artworks.It also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning. This expanded, full-color 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 poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. ![]() 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. ![]()
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