The habits do not operate and should not be taught in a set sequence that privileges one or another over the others. This list describes “the thinking that teachers intend for their students to learn during the process of creating” in their studio art class (Harvard Graduate School of Education).“The Habits of Mind … are non-hierarchical, so none logically comes first or last. Hetland's structures and habits of mind advance a simple but elegant explanation for the how and why of arts in education while providing a template for artful teaching in non-arts classrooms as well.Studio Habits of MindThe Studio Habits of Mind include: Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, Understand Art Worlds. Using the language of the sciences, Hetland's conceptions reveal the potential of an emergent paradigm for arts education in both arts-based curricula and cross-disciplinary integrative curricula. Lecture-DemonstrationStudents-at-WorkCritique & ReflectionPerformance & Exhibition While Lois Hetland and her colleagues' formulation of the four studio structures grew from their experience and observational research in visual arts classrooms, we believe that the four structures provide a holistic and powerful model of the way arts education could function across all art forms: dance, drama, media arts, and music, as well as visual arts. The fourth structure is a culminating event used as a summative assessment for the work done in class.You can find detailed descriptions and examples of these four structures in the following chapters. Ongoing interspersed reflection and critique, while developing at work, bring relevant conversation to improve judgment and increase skills. Needed background knowledge and skills are taught directly through short sessions of lecture demonstration. The majority of time should be spent with students at work creating art. They can occur in a sequence, or in any order. We have adapted critique to include reflection and added performance to the culminating structure of the exhibition to apply the structures across multiple curricular areas. The first three structures are used interchangeably. They are demonstration-lecture, students-at-work, critique, and exhibition. They took notes, compared, collaborated, organized and reported their findings in the book Visual Thinking: The Real Benefits of Arts Education.From their data, researchers identified eight habits of mind that students develop in a studio art setting and four strategies, called the Four Studio Structures, that the art educators used to foster these habits of mind, including organizing the studio space, timing, and interactions in their classroom. Four Studio Structures for LearningThe four structures are different elements of the studio learning experience that support student learning in distinct ways. Lessons From an Art StudioA research team in Boston, led by Lois Hetland, conducted research in visual arts classrooms to study the habits of mind that students develop in these classrooms and the structures of the studio setting that nurtures the student's ability to think like an artist. Researchers visited successful visual art classrooms and observed the teachers, students, and happenings of the studio learning setting. HTML can be useful for transferring content to other online publishing platforms, typically by copy/pasting to the new platform.
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