SchoolArts Magazine

NOV 2014

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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analyzed what they were teaching. After 105 hours of data gathering and two years of debate, we settled on the eight Studio Habits of Mind that were published by Teachers' College Press in 2007 as Studio Thinking: The Real Benefits of Visual Arts Education. Our second edition came out in 2013. Studio Thinking 2 goes deeper into explaining the dispositional ele - ments of each habit—the skill (ability or compe - tence), inclination (passion, drive, need), and alertness (awareness, sensitivity to opportuni - ties to use skills) of each habit are detailed with examples, as are the ways the habits work together in clus - ters, and how they connect to other subjects and disciplines. Studio Thinking in the Classroom After analyzing the data and creat- ing the framework, we had our own ideas about what it might be good for, but teachers have done so much more with it than we ever imagined! They've used the concepts to analyze and refine their own practices, from curriculum devel- opment, to class- room instruction, to assessment. They've given the language to stu- dents, who use it in reflection and self-assessment. Teachers of other art forms—music, dance, and drama—have found it useful, too, with minor adaptations. Teachers of non-arts disciplines have also begun to use it to think about their own subjects, to guide arts-inte- gration, and to appreciate ways that contemporary art can enhance learn- ing across subject areas. So thank you, SchoolArts, for shin- ing your light on this work; and thank you, arts educators everywhere, for teaching us the uses of this framework in the invaluable work you do every day with youth and adults. We hope you'll continue to share your ideas with us as you develop them. Collabo - rations between researchers and prac- titioners are the richest ways we know to build practical knowledge. Lois Hetland is professor and chair of art education at the Massachusetts College of Art and Design, and senior research affili- ate at Harvard's Project Zero. lhetland@ W E B L I N K thinking.php We thought the field needed rationales for arts in education founded on what the arts actually are: provocations to artistic thought, action, and feeling. 21 Images courtesy Betsy DiJulio

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