Two boys practice drawing large images in Diane Jaquith’s classroom; Newton, MA
Studio Thinking from the Start: The K-8 Art Educator's Handbook Jillian Hogan, Lois Hetland, Diane Jaquith & Ellen Winner Illustrations by Nicole Gsell Available now! Designed as a practical, classroom-ready guide for teachers of elementary and middle school aged students; Contains accommodations for using the Studio Habits of Mind and Studio Structures with younger students, written portraits of teachers and students using Studio Thinking in art class, ideas for assessment, and resources for emphasizing artistic thinking in visual art class, arts integration, and arts advocacy.
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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. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including:
The addition of Exhibitions as a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique).
Explanation and examples of the dispositional elements of each Habit, including skill, alertness (noticing appropriate times to put skills to use), and inclination (the drive or motivation to employ skills).
A chart aligning Habits to the English Language Arts and Mathematics Common Core.
Descriptions of how the Framework has been used inside and outside of schools in curriculum planning, teaching, and assessment across arts and non-arts disciplines.
A full-color insert with new examples of student art.
Many people believe that art education is important, but few can say exactly why. Here, at last, are the results of the first in-depth research on the habits of mind that are instilled by studying art-habits the authors argue have positive impacts on student learning across the curriculum. Studio Thinking provides art teachers with a research-based language for describing what they intend to teach and what students learn. This language will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching practices, and help educators in other disciplines learn from existing practices in arts education.