Teaching for understanding: Linking research with practice. Double Issue of Journal of Aesthetic Education, 34 (3-4), Fall/Winter, 2000. The arts and academic achievement: What the evidence shows. Cambridge, MA: Project Zero at the Harvard Graduate School of Education and Educational Testing Service. Proceedings from ‘Beyond the soundbite: What the research actually shows about arts education and academic outcomes.’ Los Angeles: J. Journal of Aesthetic Education, 34(3/4), 11–75. Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. ![]() New York: Teachers College (2nd ed., Studio Thinking 2, 2013). Studio Thinking: The Real Benefits of Visual Arts Education. Hetland, L, Winner, E., Veenema, S., & Sheridan, K. This work represents a pioneering effort to develop systematic and authentic assessments across four art forms.īlythe, T., & the Researchers and Teachers of the Teaching for Understanding Project. Their work informed our understanding of the challenges of assessment in each art form. ![]() For example, projects assessed the Studio Habits of Mind outlined in Studio Thinking: reflect, express, observe, envision, engage & persist, understand art worlds, and stretch & explore, in addition to craft/technique. They made good use of the structures we asked them to consider. We were impressed by the deep, clear, and flexible thinking of the teachers and their appreciation of the need for ongoing revision. During sessions, teachers presented their assessment projects for our response. Between sessions, we reviewed work in progress on each teachers’ developing assessment system. Teachers read relevant literature suggested by us as background for planning a series of small pilot projects in their respective schools. In the performing arts disciplines, we attended to learning at both individual and ensemble levels. Learning was to be assessed by considering what students made, said, and did. Teachers worked to develop systems that were objective as well as able to capture learning characteristic of each art discipline (teacher-, peer-, and self-assessment). The challenge presented to us was to help teachers develop formative and summative assessment systems in the arts at the secondary level. Four projects have been central to our thinking about this topic: ArtsPROPEL, Teaching for Understanding, Reviewing Education and the Arts Project (REAP), and the Studio Thinking framework. We both have been members of Harvard Project Zero for decades and, together, have carried out work on learning and assessment in the arts. We met in four two-hour sessions via video-conference, supported by ongoing sharing of documents on Google docs. The project was hosted by Folkert Haanstra at the Amsterdam University of the Arts. Videos illustrating the Studio Habits of Mind here.In this PZip project, we (Lois Hetland and Ellen Winner, Harvard Project Zero researchers) worked with arts teachers from dance, visual arts, drama, and music. Learn more about the Studio Habits of Mind here. Understand Art Worlds: I can learn about art history and learn to interact as an artist with other artists. envision, express, observe, reflect, stretch and explore, and understand arts worlds. Stretch and Explore: I can learn to reach beyond my capacity and embrace the opportunity to learn from my mistakes.Ĩ. Through this, I learned about the Studio Habits of Mind (SHoM). Reflect: I can learn to talk about the process of working and honestly access my work.ħ. Observe: I can learn to look more closely and see things that may otherwise not be seen.Ħ. Express: I can learn to create works that convey an idea, a feeling, or a meaning.ĥ. Envision: I can learn to mentally picture the next steps in my work.Ĥ. Engage and Persist: I can learn to embrace problems of importance and develop focus within my work.ģ. Develop Craft: I can learn to use tools and materials and the practices of an art form.Ģ. ![]() Practicing these creative habits help us become better artists and creative thinkers. These are 8 common traits that creative people exhibit. ![]() We are incorporating the Studio Habits of Mind (SHOM) into our art studio this year.
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