• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Scaffolding "Studio Thinking" Strategies in the Urban High School Art Program
 

Scaffolding "Studio Thinking" Strategies in the Urban High School Art Program

on

  • 300 views

IAEA 2013 Conference Presentation by Elizabeth Drake & DiDi Grimm.

IAEA 2013 Conference Presentation by Elizabeth Drake & DiDi Grimm.

Statistics

Views

Total Views
300
Views on SlideShare
297
Embed Views
3

Actions

Likes
0
Downloads
9
Comments
0

1 Embed 3

http://www.pinterest.com 3

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Scaffolding "Studio Thinking" Strategies in the Urban High School Art Program Scaffolding "Studio Thinking" Strategies in the Urban High School Art Program Presentation Transcript

    • 2013 IAEA Conference Presentation Scaffolding Studio Thinking Strategies in the Urban High School Art Program Elizabeth Drake & DiDi Grimm Lincoln Park High School
    • Artist Studio Habits
    • Studio Habits of Mind Identify & describe 8 important types of cognitive activities that artists engage in when making & reflecting on works of art.
    • 1. Develop Craft: Technique : Learning to use tools, materials and artistic conventions
    • Studio Practice: Learning to care for tools, materials, and space
    • 2. Engage & Persist: Learning to embrace problems of relevance within the art world and/or of personal importance, to develop focus and other mental states conducive to working and persevering at art tasks. Perseverance!
    • 3. Envision: Learning to picture mentally what cannot be directly observed and imagine possible next steps in making a piece.
    • 4. Express: Learning to create works that convey an idea, a feeling, or a personal meaning.
    • 5. Observe: Learning to attend to visual contexts more closely than ordinary "looking" requires, and thereby see things that otherwise might not be seen.
    • 6. Reflect: Question & Explain Learning to think and talk with others about an aspect of one’s work or working process.
    • Evaluate Learning to judge one’s own work and working process and the work of others in relation to standards of the field.
    • 7. Stretch & Explore: Learning to reach beyond one's capacities, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes and accidents.
    • 8. Understand the Art World: Domain & Communities Learning about art history and current practice.
    • Studio Thinking is Critical Thinking All artists, students and professionals, raise questions, think, reason, solve problems and reflect on artwork and processes. Artists comprehend, apply, analyze, synthesize, and evaluate problems using learned art skills and content knowledge.
    • Learning the Studio Habits 1.  Students review habits 2.  Engage in activities to learn the studio habits 3.  See habits aligned to project guidelines & rubrics 4.  Reflect on habits during and after art-making experiences 5.  Discuss habits during pair & share critique 6.  Reflect on studio habit prompts during selfassessment
    • Art I: Introducing the Studio Habits •  •  •  •  Present Studio Thinking PowerPoint Display habits and common Studio Thinking prompts in classroom Map each habit in small groups Display and discuss small group maps with whole class Advanced Students: Review the Habits •  •  •  List all art activities that align with each studio habit Small group discussion of habits Large class discussion of habits
    • Aligning the Habits to Project & Course Guidelines: Summer AP & IB Art Portfolio
    • Aligning the Habits to Project & Course Guidelines: Art Electives Project Guidelines Sketchbook Investigation
    • Aligning the Habits through Project Self-Assessment Rubrics: Art Electives
    • Aligning the Habits through Project Self-Assessment Rubrics: Art Electives
    • Aligning the Habits to Project & Course Guidelines: Art I
    • Aligning the Habits through Project Self-Assessment Rubrics: Art I
    • Aligning the Habits through Project Self-Assessment Rubrics: Art I
    • Aligning the Habits through Project Self-Assessment Rubrics: Art I
    • Mid-Project Studio Thinking Reflections: Electives 1st week of project reflection 3rd week of project reflection
    • Mid-Project Studio Thinking Reflections: Electives
    • Final Project Studio Thinking Reflections: Electives
    • Final Project Studio Thinking Reflections: IB & AP Portfolio
    • Expanding Knowledge of the Habits through Project & Course Guidelines Planning Project Proposals & Critiques
    • Aligning Art Standards to Studio Thinking & Common Core
    • Aligning Art Standards to Studio Thinking & Common Core
    • Aligning Art Standards to Studio Thinking & Common Core Studio Thinking Habits of Mind, developed by researchers at Harvard Graduate School of Education’s Project Zero, Lois Hetland and Ellen Winner Common Core Alignment to Studio Thinking, Louise Music, Executive Director, Department of Integrated Learning, Alameda County Office of Education Edited to align to LPHS Units of study, National Visual Arts Standards & 21st C Skills and Studio Thinking Framework with Common Core Please email if you are interested in LPHS Studio Thinking instruments: Elizabeth Drake eadrake@cps.edu DiDi Grimm dagrimm@cps.edu Thank you to our CPS colleagues, the CTC @ NEIU and Every Art Every Child for support! Please visit www.everyarteverychild.com for more information on Studio Thinking.