Overview

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. It poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This 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 also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning. The authors have added a new chapter on assessment to introduce the practical and thoughtful ways that teachers are using Studio Thinking to assess and evaluate students' work, working processes, and thinking in the arts.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 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. Book Features: An explanation of ""art as thinking"" that unpacks and clarifies how teaching art is the process of teaching thinking. An account of what Studio Thinking looks like in diverse contemporary settings. 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. A new chapter with rich examples of approaches to assessment. New analyses on how studio art teachers support learner agency. Updated examples from practice showing how artist-teachers are using the Studio Thinking Framework. Full-color images with examples of student art.

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9780807766514

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Reviews

"Praise for Previous Editions 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"

Praise for Previous Editions 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

Praise for Previous Editions 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

Author Information

Kimberly M. Sheridan is an associate professor in the College of Education and Human Development and the College of Visual and Performing Arts at George Mason University and is co-director of the Mason Arts Research Center. Shirley Veenema is an art teacher (elementary and high school), a researcher at Project Zero from 1987-2007, and a visual artist. Ellen Winner is professor emerita of psychology at Boston College and a senior research associate at Project Zero, Harvard Graduate School of Education. Lois Hetland is professor emerita of art education at Massachusetts College of Art and Design.

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