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Contents Foreword by David N. Perkins 00 Preface 00 Acknowledgments 00 1. Making the Case for the Arts: Why Arts Education Is Not Just a Luxury 00 The Failure of Instrumental Arguments 00 The Framework of Studio Thinking 00 Conclusion 00 2. Taking Arts Education Seriously: Our School-Based Colleagues 00 The Three Boston Arts Academy Teachers 00 BETH BALLIRO: Painting and Ceramics 00 KATHLEEN MARSH: Sculpture and Drawing 00 GUY MICHEL TELEMAQUE: Photography and Design 00 The Two Walnut Hill Teachers 00 JASON GREEN: Ceramics and Ceramic Sculpture 00 JIM WOODSIDE: Drawing 00 Conclusion 00 PART I. STUDIO CLASSROOMS: THE HOW OF STUDIO TEACHING 3. Elements of Studio Classrooms 00 Creating a Studio Culture 00 Focusing Thinking with Studio Assignments 00 Teaching Through Artworks 00 4. Studio Structure: Three Flexible Teaching Formats 00 The Demonstration-Lecture 00 Setting Tasks: African Pottery Project (EXAMPLE 4.1) 00 Illustrating Concepts: Tile Project (EXAMPLE 4.2) 00 Modeling Processes, Approaches, and Attitudes: Light and Boxes Project (EXAMPLE 4.3) 00 Students-at-Work 00 The Critique: Where Metacognition Materializes 00 Variations in the Use of the Studio Structures 00 PART II. STUDIO HABITS OF MIND: WHAT THE ARTS TEACH 5. Learning to Develop Craft: Using Art Tools, Materials, and Concepts 00 Teaching Students to Understand Technique 00 Teaching the Theory and Practice of "Inventing Colors" (EXAMPLE 5.1) 00 Teaching Students to Understand Studio Practice 00 Teaching the Practice of Maintaining the Studio (EXAMPLE 5.2) 00 Teaching the Studio Practice of Keeping a Portfolio (EXAMPLE 5.3) 00 Structuring a Class to Focus on Both Technique and Studio Practice 00 Introducing Centering on the Wheel (EXAMPLE 5.4) 00 6. Learning to Engage and Persist: Committing and Following Through 00 Designing in Clay: Completing the Tile Project (EXAMPLE 6.1) 00 Making Puppets (EXAMPLE 6.2) 00 7. Learning to Envision: Planning Beyond Seeing 00 Inventing Colors for an Imaginary Creature (EXAMPLE 7.1) 00 Designing in Clay: Beginning the Tile Project (EXAMPLE 7.2) 00 8. Learning to Express: Finding Personal Visions 00 Drawing Figures in Evocative Space (EXAMPLE 8.1) 00 Expressing Personal Meaning Through Imaginary Creatures (EXAMPLE 8.2) 00 9. Learning to Observe: Seeing Beyond the Ordinary 00 Seeing with New Eyes: Using the Viewfinder (EXAMPLE 9.1) 00 Seeing the World and Putting It on Paper (EXAMPLE 9.2) 00 10. Learning to Reflect: Thinking Metacognitively 00 Teaching Students to Question and Explain 00 Drawing Yourself as a Mythical Creature (EXAMPLE 10.1) 00 Building Coil Sculptures of Objects in Relation to One Another (EXAMPLE 10.2) 00 Teaching Students to Evaluate 00 Drawing a Self-Portrait in Colored Pencil (EXAMPLE 10.3) 00 11. Learning to Stretch and Explore: Risking Error 00 Sketching in Clay (EXAMPLE 11.1) 00 Building Form from Repeating Units (EXAMPLE 11.2) 00 12. Learning to Understand the Artist's Worlds: Navigating Domain and Field 00 Teaching Students to Understand the Domain of Art 00 Considering Representations of Figures in Evocative Space (EXAMPLE 12.1) 00 Drawing Inspiration from Styles of African Pottery (EXAMPLE 12.2) 00 Designing Ceramic Sets (EXAMPLE 12.3) 00 Structuring a Whole Class to Focus on Domain: Cubism (EXAMPLE 12.4) 00 Teaching Students to Understand the Art Community 00 Mounting the Show (EXAMPLE 12.5) 00 Creating a Library of Molds (EXAMPLE 12.6) 00 Focusing on Strength and Form: The Egg Drop Challenge (EXAMPLE 12.7) 00 PART III: INTEGRATING STUDIO STRUCTURES WITH THE STUDIO HABITS OF MIND 13. Demonstration-Lecture and the Studio Habits of Mind 00 Fostering Particular Studio Habits of Mind Through Demonstration-Lecture 00 Integrating Studio Habits of Mind in the Demonstration-Lecture 00 Teaching the Theory and Practice of "Inventing Colors" (EXAMPLE 13.1) 00 Designing Ceramic Sets (EXAMPLE 13.2) 00 14. Students-at-Work and the Studio Habits of Mind 00 Studio Habits of Mind Are Taught in Clusters 00 Introducing the Pottery Wheel and Centering (EXAMPLE 14.1) 00 Creating Secret Ritual Vessels (EXAMPLE 14.2) 00 Individualizing During Students-at-Work Sessions 00 Differentiating for Students of Various Ability/Experience Levels: Abstraction Project (EXAMPLE 14.3) 00 Individualizing for Multiple Agendas: Hat and Vest Project (EXAMPLE 14.4) 00 15. Critique and the Studio Habits of Mind 00 Teaching Studio Habits of Mind Through Critique 00 Integrating the Studio Habits of Mind Through Critique 00 Comparing Blind and Nonblind Contour Drawings (EXAMPLE 15.1) 00 Critiquing Figures in Evocative Space (EXAMPLE 15.2) 00 Conclusion: A Common Language: How Visual Arts Learning Might Really Improve Intellectual Growth 00 Using the Studio Thinking Framework in the Visual Arts 00 Using the Studio Thinking Framework in Other Arts and Non-Arts Disciplines 00 Using the Studio Thinking Framework Beyond the Classroom 00 Appendix A: Project Examples 00 Appendix B: Conducting the Research 00 References 00 Index 00 About the Authors 00
Library of Congress Subject Headings for this publication:
Art -- Study and teaching -- United States.
Team learning approach in education -- United States.