Day (Eds.), Handbook of research and policy in art education (pp. Child art after Modernism: Visual culture and new narratives. She directs the TAB Summer Teacher Institute and is an instructor in MassArts Department of Art Education for the Saturday Studios youth programs. and a retired art teacher following 25 years in K-8 public education. The arts and academic achievement: What the evidence shows. Diane Jaquith is co-founder of Teaching for Artistic Behavior, Inc. Visualizing judgment: Self-assessment and peer assessment in arts education. Cambridge, MA: Cambridge University Press Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. Learning to think: The challenges of teaching thinking. Life in the mindful classroom: Nurturing the disposition of mindfulness. Intellectual character: What it is, why it matters, how to get it. Making learning visible: Children as individual and group learners. Making teaching visible: Documenting individual and group learning as professional development. Project Zero, Cambridgeport Children's Center, Cambridgeport School, Ezra H. A whole new mind: Moving from the information age to the conceptual age. Educational Psychology Review, 12(3), 269– 293 Intelligence in the wild: A dispositional view of intellectual traits. N., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. Teaching thinking: From ontology to education. Smart schools: From training memories to educating minds. Children draw their images of reading and writing. Washington, DC:Pew Internet & American Life Project. Journal of Early Childhood Literacy, 4(1), 109–128 Drawing as an alternate way of understanding young children's constructions of literacy. Occasional paper for the MacArthur Foundation. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Studio thinking: The real benefits of visual arts education. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. Washington, D.C.: The Arts Education Partnership and The President's Committee on the Arts and the Humanities Imaginative actuality: Learning in the arts during non-school hours. Three's not a crowd: Plans, roles and focus in the arts. Gardner (Ed.), Multiple intelligences: New horizons (pp. Nurturing intelligences in early childhood. Los Angeles: Getty Center for Education in the Arts Teaching visual culture: Curriculum, aesthetics, and the social life of art. The rise of the creative class and how it's transforming work, leisure, community, and everyday life. New Haven, CT: Yale University Pressįlorida, R. Reston, VA: National Art Education AssociationĮisner, E. Kindler (Ed.), Child development in art (pp. The “U” and the wheel of “C”: Development and devaluation of graphic sym-bolization and the cognitive approach at Harvard Project Zero. Washington, DC: National Academy Pressīurningham, J. How people learn: Brain, mind experience and school. Review of Research in Education, 24, 61–100īransford, J.D., Brown, A.L., & Cocking, R.R. Rethinking transfer: A simple proposal with multiple implications. Journal of Art Education, 56(2), p 6–12īransford, J. Scribbles, labels, and stories: The role of drawing in the development of writing. Journal of Art and Design Education, 10(1), 57– 72īaghban, M. Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M.Atkinson, D. Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition Suggestions for using Studio Thinking for arts education advocacy.Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks.Innovative approaches to assessment and strategies for implementation.Sample templates for students to use as they plan, reflect upon, and talk about works of art.Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind.Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists.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. 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.
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