I also like the idea that the reflection is not limited to their artwork, they are genuinely reflecting on their own artistic habits on a regular basis. I also would like to see the children use the framework as a springboard for our SeeSaw reflections, which will occur during the last 5 minutes of each class and be more authentic than waiting until they complete a project. This year, since I am giving TAB methodology a try across all grade levels for the 1st Unit, I wanted to create visuals that gave students concrete examples of what kind of cognitive and creative work they are meant to be doing in class. This resources prompts students to reflect on their use of Studio Habits of Mind (from the Studio Thinking Project at Project Zero) during art-making. The children chose one or two sentence stems from each category and filled in their reflections at the end of their projects.
I used the SHOM mostly for reflection last year, one Haiku Deck that I created and used as a visual can be found here. Full-color images with examples of student art throughout the book.Last year was the first year that I really worked on familiarizing my students with the Studio Habits of Mind, another winner from the Project Zero people at Harvard. This framework dovetails nicely with the Teaching For Artistic Behavior model in that it respects learners as artists- artists who make choices, experiment with media, collaborate with others.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. 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.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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