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Studio Habits of Mind English Language Arts Common Core Math Common Core Reflect Respond to texts with self-awareness and awareness of context. Personal, informal and formal critiques Encourage students to reflect through journals, blogs and diariesĦ Respond to texts with self-awareness and awareness of context. Is this something you need your students to do?ĥ What teachers can do Teach students how to use words to describe art Evaluate: Learning to judge one’s own work and process with a goal of moving the art to a higher place. 299–328).Presentation on theme: "Studio Habits of Mind."- Presentation transcript:Ģ Art education What exactly, do the arts teach?Ĩ different habits or “dispositions” Created by research team at Project Zero, Harvard Graduate School for EducationĤ Reflect To question and explain: to think and talk with others about an aspect of one’s work or process. Day (Eds.), Handbook of research and policy in art education (pp. Child art after Modernism: Visual culture and new narratives. The arts and academic achievement: What the evidence shows. Visualizing judgment: Self-assessment and peer assessment in arts education. Cambridge, MA: Cambridge University Press Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. Learning to think: The challenges of teaching thinking. Life in the mindful classroom: Nurturing the disposition of mindfulness. Intellectual character: What it is, why it matters, how to get it. Making learning visible: Children as individual and group learners. Making teaching visible: Documenting individual and group learning as professional development. Project Zero, Cambridgeport Children's Center, Cambridgeport School, Ezra H. A whole new mind: Moving from the information age to the conceptual age. Educational Psychology Review, 12(3), 269– 293 Intelligence in the wild: A dispositional view of intellectual traits. N., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. Teaching thinking: From ontology to education. Smart schools: From training memories to educating minds. Children draw their images of reading and writing. Washington, DC:Pew Internet & American Life Project. Journal of Early Childhood Literacy, 4(1), 109–128 Drawing as an alternate way of understanding young children's constructions of literacy. Occasional paper for the MacArthur Foundation. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Studio thinking: The real benefits of visual arts education. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. Washington, D.C.: The Arts Education Partnership and The President's Committee on the Arts and the Humanities Imaginative actuality: Learning in the arts during non-school hours. Three's not a crowd: Plans, roles and focus in the arts. Gardner (Ed.), Multiple intelligences: New horizons (pp. Nurturing intelligences in early childhood. Los Angeles: Getty Center for Education in the Arts Teaching visual culture: Curriculum, aesthetics, and the social life of art. The rise of the creative class and how it's transforming work, leisure, community, and everyday life. New Haven, CT: Yale University Pressįlorida, R. Reston, VA: National Art Education AssociationĮisner, E. Kindler (Ed.), Child development in art (pp. The “U” and the wheel of “C”: Development and devaluation of graphic sym-bolization and the cognitive approach at Harvard Project Zero. Washington, DC: National Academy Pressīurningham, J. How people learn: Brain, mind experience and school. Review of Research in Education, 24, 61–100īransford, J.D., Brown, A.L., & Cocking, R.R. Rethinking transfer: A simple proposal with multiple implications. Journal of Art Education, 56(2), p 6–12īransford, J. Scribbles, labels, and stories: The role of drawing in the development of writing. Journal of Art and Design Education, 10(1), 57– 72īaghban, M.
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