This presentation describes how two high school art teachers, Elizabeth Drake and DiDi Grimm, implemented the Studio Habits of Mind framework in their urban art program. The framework identifies eight cognitive habits commonly used by artists: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand the art world. The teachers introduced these habits to students and aligned art projects, guidelines, and rubrics to the habits. Students reflected on the habits during and after projects. The overall goal was to scaffold students' development of critical thinking and problem-solving skills through an emphasis on the cognitive strategies and dispositions used in artistic practice.
Heather DiMaggio and Quinn Daniels, Studio Habits of Mind. Artful Teaching Strategies for the Classroom. ACOE. Integrated Learning Summer Institute Mini course.
A fun meme/image/gif-based way to introduce yourself and your rules to your Art class. Please, feel free to download and edit to suit your own class needs.
Heather DiMaggio and Quinn Daniels, Studio Habits of Mind. Artful Teaching Strategies for the Classroom. ACOE. Integrated Learning Summer Institute Mini course.
A fun meme/image/gif-based way to introduce yourself and your rules to your Art class. Please, feel free to download and edit to suit your own class needs.
Value painting assignments- posterized or monochromatic Joe Turek
These are my value assignments, they are purposefully easy, as they are the first real paintings my students complete. They practice making mixtures of color at different values, projecting images, tracing, using a grid, and free-handing. A good simple first set of assignments that they can choose between.
Value painting assignments- posterized or monochromatic Joe Turek
These are my value assignments, they are purposefully easy, as they are the first real paintings my students complete. They practice making mixtures of color at different values, projecting images, tracing, using a grid, and free-handing. A good simple first set of assignments that they can choose between.
A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention Deficit Hyperactivity Disorder
Allison Schellenger: Changing the Internal ConversationMoore CAD
A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention Deficit Hyperactivity Disorder
2016 TAEA Presentation- Making Choice Matter Stephanie ShafferStephanie Shaffer
Choice-Based art is a teaching philosophy for the student centered classroom. When student are given more opportunities to make choices they become better decision makers. This is how I execute the Choice classroom model in High School.
Everything Apple Getting Techie in the Art Roomilaeadigital
IAEA 2013 Conference Presentation: Learn how elementary school art educators use the iPad and Apple computers to enhance the art curriculum. Participants will gather lesson ideas for Keynote, iPhoto, Garageband and other applications. Information can be applied to other teaching levels.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Scaffolding "Studio Thinking" Strategies in the Urban High School Art Program
1. 2013 IAEA Conference Presentation
Scaffolding Studio Thinking Strategies in the Urban High School Art Program
Elizabeth Drake & DiDi Grimm
Lincoln Park High School
3. Studio Habits of Mind
Identify & describe 8 important
types of cognitive activities that
artists engage in when making
& reflecting on works of art.
6. 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!
7. 3. Envision:
Learning to picture mentally what
cannot be directly observed and imagine
possible next steps in making a piece.
9. 5. Observe:
Learning to attend to visual contexts more closely than ordinary "looking"
requires, and thereby see things that otherwise might not be seen.
10. 6. Reflect:
Question & Explain
Learning to think and
talk with others about
an aspect of one’s work
or working process.
11. Evaluate
Learning to judge one’s own work and working process and the
work of others in relation to standards of the field.
12. 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.
13. 8. Understand the Art World:
Domain & Communities
Learning about art history and current practice.
14. 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.
15. 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
16. 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
17. Aligning the Habits to Project & Course Guidelines: Summer AP & IB Art Portfolio
18. Aligning the Habits to Project & Course Guidelines: Art Electives
Project Guidelines
Sketchbook Investigation
32. 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.