Studio Thinking from the Start

Studio Thinking from the Start shows K-8 teachers how to think like artists!

“This is an excellent resource for both novice and experienced teachers.” ―SchoolArts

"This fresh, new work focuses on the development of younger minds...Studio Thinking from the Start is designed for any teacher regardless of discipline, especially novices." ―Arts & Activities

Now students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, Studio Thinking from the Start shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments.

Book Features:

• Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists.
• Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind.
• Sample templates for students to use as they plan, reflect upon, and talk about works of art.
• Innovative approaches to assessment and strategies for implementation.
• Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks.
• Suggestions for using Studio Thinking for arts education advocacy.

Companion volume for secondary school teachers―

Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition

Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan

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Jillian Hogan is a doctoral student in developmental psychology at Boston College. Lois Hetland is professor and graduate coordinator of art education at Massachusetts College of Art and Design and a senior research affiliate at Project Zero, Harvard Graduate School of Education. Diane B. Jaquith is co-director of the Teaching for Artistic Behavior Summer Institute at Massachusetts College of Art and Design. Ellen Winner is professor and chair of psychology at Boston College and a senior research associate at Project Zero, Harvard Graduate School of Education.