Studio Thinking: The Real Benefits of Visual Arts Education / Edition 1by Lois Hetland, Ellen Winner, Shirley Veenema
Pub. Date: 09/03/2007
Publisher: Teachers College Press
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… See more details below
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.
- Teachers College Press
- Publication date:
- Edition description:
- Older Edition
- Product dimensions:
- 8.50(w) x 11.00(h) x 0.32(d)
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Lois Hetland and Ellen Winner (et al) make a strong case for arts education for every child based on solid research. Their initial analysis of arts education research sets the stage for their in-depth, immersive inquiry into the practices of highly-skilled, professional teaching artists. The blending of theoretical perspectives with 'in-the-trenches' data collection, analysis and synthesis surround the types of teaching and learning occuring in the visual arts studio classrooms. Selecting such qualified teachers who also have vibrant art practices strengthens the relationships between the ideal professional who is an artist, educator and researcher. The practical examples will motivate teachers and the thoughtfully built argument for the arts in education will provide a valuable source for any advocate and policy maker. As a former K-12 art educator and current teacher of art education at the college level, I find this book a major contribution to the field and invaluable for pre-service and practicing teaching artists.
I was a reading and math teacher at a charter school in Florida. We had 125 students at the start of the year and the school shrank to about 104 students by April. The arts was at the heart of the course work. When students were studying a theme in science or social studies (history), the art teacher supplemented the curriculum with art projects. Students really got fractions when we broke up pizzas in different ways...well, not real pizzas, but we drew them using the art supplies and each person figured out a different fraction. We have $5 and we want to distribute it evenly between 7, 12, 15 and 20 people. Let's draw some pizzas. That's when we used arts to help understand math. Dr. Hetland's book helps all segments of the curriculum see the value of having an art teacher part of the team.