Studio Thinking from the Start

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;Praise for Studio Thinking:”“Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.”“- The New York Times;”“This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.”“- School Arts Magazine;“Studio Thinking is a major contribution to the field.”“- Arts & Learning Review;”“The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.”“- Teaching Artists Journal;“If we want our students to think, if we want them to learn, we must engage them in habits of the mind that cultivate their innate abilities. The habits of artists in their studios can help all of us who teach to hone our techniques in every classroom and can aid administrators to see possibilities to enrich our schools for the sake of learners and teachers alike.”- From the Foreword by David P. Nelson, president, Massachusetts College of Art and Design (MassArt);”“Starting young with studio thinking is a fabulous idea supported by this fine resource. After all, studio thinking thrives on art but applies to everything?habits of mind that help people to live their lives in thoughtful, curious, and creative ways.”“- David Perkins, Harvard Graduate School of Education;“For experienced and novice teachers alike, for generalist teachers and for art teachers, Studio Thinking from the Start: The K–8 Art Educator’s Handbook is a needed addition to teacher resources for improving the quality of elementary art education. Focusing not on materials or project recipes, but on the language and interactions of teachers and students, this book supports teachers in deepening conversations about form and meaning by modeling simple elegant questions and exchanges that engage students as serious makers who are pursuing their own creative research agendas.”- Olivia Gude, School of the Art Institute of Chicago

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.