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Studio Thinking 2: The Real Benefits of Visual Arts Education Paperback – 30 April 2013

by Lois Hetland (Author), Ellen Winner (Author), Shirley Veenema (Author),
4.7 4.7 out of 5 stars 151 ratings
Edition: Second
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There is a newer edition of this item:

Studio Thinking 3: The Real Benefits of Visual Arts Education
Studio Thinking 3: The Real Benefits of Visual Arts Education
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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.
Studio Thinking 2 will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education.
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  1. ISBN-10
    9780807754351
  2. ISBN-13
    978-0807754351
  3. Edition
    Second
  4. Publisher
    Teachers College Press
  5. Publication date
    30 April 2013
  6. Language
    English
  7. Dimensions
    20.96 x 0.64 x 26.67 cm
  8. Print length
    176 pages
  9. See all details
Next page

Product description

Review

“This is an excellent resource for both novice and experienced teachers”- SchoolArts;

“Studio Thinking from the Start is a rich compendium of examples of the studio habits of mind, and novice and experienced teachers will appreciate seeing the practical application of this framework. The book will also be useful for students of art education being introduced to a variety of pedagogical practices in the field.”- Teachers College Record;

Praise for the First Edition of Studio Thinking:

""Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.""- The New York Times;

""This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.""- School Arts Magazine;

“Studio Thinking is a major contribution to the field.""- Arts & Learning Review;

""The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.""- Teaching Artists Journal;

“Our decade of using the Studio Thinking Framework in California’s schools positions us for success in this new era because of the foundation of reflective, creative, and critical thinking developed in our schools and districts.”- From the Foreword by Louise Music, Executive Director of Integrated Learning, Alameda County Office of Education, CA;

“Studio Thinking (is) a vision not only of learning in the arts but what could be learning most anywhere.”- From the Foreword to the First Edition by David N. Perkins, Professor of Education, Harvard Graduate School of Education, and Senior Co-Director of Harvard Project Zero

Review

“This is an excellent resource for both novice and experienced teachers”- SchoolArts;

“Studio Thinking from the Start is a rich compendium of examples of the studio habits of mind, and novice and experienced teachers will appreciate seeing the practical application of this framework. The book will also be useful for students of art education being introduced to a variety of pedagogical practices in the field.”- Teachers College Record;

Praise for the First Edition of Studio Thinking:

""Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.""- The New York Times;

""This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.""- School Arts Magazine;

“Studio Thinking is a major contribution to the field.""- Arts & Learning Review;

""The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.""- Teaching Artists Journal;

“Our decade of using the Studio Thinking Framework in California’s schools positions us for success in this new era because of the foundation of reflective, creative, and critical thinking developed in our schools and districts.”- From the Foreword by Louise Music, Executive Director of Integrated Learning, Alameda County Office of Education, CA;

“Studio Thinking (is) a vision not only of learning in the arts but what could be learning most anywhere.”- From the Foreword to the First Edition by David N. Perkins, Professor of Education, Harvard Graduate School of Education, and Senior Co-Director of Harvard Project Zero

Product details

  • ASIN ‏ : ‎ 0807754358
  • Publisher ‏ : ‎ Teachers College Press; Second edition (30 April 2013)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 176 pages
  • ISBN-10 ‏ : ‎ 9780807754351
  • ISBN-13 ‏ : ‎ 978-0807754351
  • Dimensions ‏ : ‎ 20.96 x 0.64 x 26.67 cm
  • Customer Reviews:
    4.7 4.7 out of 5 stars 151 ratings

About the authors

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  1. Ellen Winner

    Ellen Winner

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    Ellen Winner is a Professor of Psychology at Boston College, where she directs the Arts and Mind Lab, and Senior Research Associate at Harvard Project Zero, Harvard Graduate School of Education.

    See more on the author's page
  2. Lois Hetland

    Lois Hetland

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    Full content visible, double tap to read brief content.

    Lois Hetland, Ed.D., is Professor and Graduate Coordinator in the Art Education Department at the Massachusetts College of Art and Design and Senior Research Affiliate at Project Zero at the Harvard Graduate School of Education. Trained in music and visual arts, she taught elementary and middle school students for 17 years. Currently, she is co-authoring Studio Thinking for Elementary Schools, expected in 2018 and working with ABT Associates to evaluate nine partnerships among community arts organizations, universities, and schools in Wisconsin and Alaska, funded by the Margaret A. Cargill Foundation. Previous work includes research for the co-authored book, Studio Thinking 2: The Real Benefits of Visual Arts Education (2013, Teachers’ College, 2nd edition; 1st edition, 2007), supported by the Getty and Ahmanson Foundations (2001-2004); Principal Investigator on a research and professional development project in Alameda County, CA, funded by a series of US Department of Education grants (2003-2010); collaboratively conducting ten meta-analytic reviews with Dr. Ellen Winner analyzing the effects of arts learning on academic outcomes, funded by the Bryant Family Foundation (1997-2000); leading an assessment initiative at MassArt resulting in the first set of college-wide graduation goals (2009-2013); serving as Co-Principal Investigator on Qualities of Quality: Understanding Excellence in Arts Education (2005-2008), funded by the Wallace Foundation; serving as Co-Principal Investigator on a National Science Foundation quasi-experimental study of potential transfer from visual arts learning to geometric spatial reasoning (2008-2013); and co-leading the Studio Thinking Network, a monthly online conversation among US and international educators who use the Studio Thinking Framework (2012-2014).

    See more on the author's page
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Stephanie P
5.0 out of 5 stars Great read for Art Teachers!!!
Reviewed in the United States on 4 December 2019
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Excellent book in terms of content! I recommend for any art teachers out there trying to incorporate the Studio Thinking and Studio Habits of Mind into their art curriculum.This book is extremely helpful and full of insights. I received the book quickly and in great condition.
One person found this helpful
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Pandrang Row
4.0 out of 5 stars Well-researched erudition. Badly written.
Reviewed in India on 11 August 2015
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The content of this book is erudite, well-researched and insightful. However, I wish the authors had chosen to write it in slightly more accessible language. The use of contorted and complex phraseology often seems to have been used just to demonstrate the authors' command of language rather than clarity of communicating their ideas.
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John Hofland
5.0 out of 5 stars Great research
Reviewed in the United States on 24 September 2013
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This book presents exciting conclusions based on solid research. The information in it should be useful to those who want to show how important art education is, and it also is useful as a tool to shape an art curriculum. I used it as the core of a workshop I presented to art teachers on behalf of ArtAchieve.
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Kindle Customer
5.0 out of 5 stars Very Relevant.
Reviewed in the United States on 16 March 2019
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This book was very relevant to my research in encouraging studio habits of mind in the classroom.
One person found this helpful
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Julie Jenkins
4.0 out of 5 stars Teaching real artistic behavior
Reviewed in the United States on 30 June 2013
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Can't wait to put some of these techniques to work. I have changed my entire curriculum this summer to incorporate many of these ideas.
3 people found this helpful
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