Over the summer I hope to think through new approaches to apply over the next school year.The Studio Habits of Mind (SHOM) can be a phenomenal framework for organizing your Student Learning Outcomes, daily targets, essential questions, and more!
12 studio habits of mind how to#
While I believe I need time to investigate how to effectively introduce them to different ages (I teach kindergarten through high school students), I plan to start the new semester with posters and Reverman's video. This re-visit to Studio thinking 2, the real benefits of visual arts education has me thinking of ways to incorporate the SHoM in my own curriculum. While at first glance the rubric is a bit overwhelming, it provides students a way to self-evaluate their own use of the SHoM. Hare (2015b) created a self-assessment rubric that her middle school students use during and at the end of each project. For example, 'I noticed that when I observed how Maya Angelou uses metaphor in several of her poems, I was able to identify and use metaphors with more clarity in my own writing'" (para 12). Rankine-Landers (2015) suggests having students "reflect on prompts that use the habits. In addition, the SHoM can be an effective tool for assessment. It explores how an art student might apply the 8 studio Habits to their study of art. Reverman (2016) created a video that could be shown as an introduction to the SHoM for older students. She adds that the Habits can be reviewed one at a time, giving students a specific habit to focus on during studio time (para 12). Hare displays posters in her classroom discribing SHoM and goes on to say that she introduces a few at a time. Rankine-Landers (2015) suggests having students create a "SHoM wheel" with symbols assigned to each habit. Assignments specify or suggest a range of materials and provide one or more challenges that are open-ended and result in multiple solutions. Words and phrases such as "think about, what if, you might consider, I wonder if, experiment, it might be because, you could try (x or y or z)" encourage students to explore, investigate, and think through projects (Hetland et al, p. As students create, teachers observe and intervene if needed.
The studio is set up with carefully labelled material stations and enhanced with proper lighting and background music. They explain how to develop and implement a "studio culture" through the physical classroom design and through projects created to develop students' thinking (p. Hare (2015a) states, " When you introduce the Habits in your art room, students become more mindful about their practice" and the Habits "allow art teachers to emphasize modes of thinking that are crucial to their students’ cognitive development." Hetland, Winner, Veenema, and Sheridan (2013) believe the Studio Habits of Mind (SHoM) can best be taught through a studio environment.
Observe: Learning to attend to visual contexts more closely than ordinary “looking” requires, and thereby to see things that otherwise might not be seen.Express: Learning to create works that convey an idea, a feeling, or a personal meaning.Envision: Learning to picture mentally what cannot be directly observed, and imagine possible next steps in making a piece.
Engage & Persist: Learning to embrace problems of relevance within the art world and/or of personal importance, to develop focus conducive to working and persevering at tasks.Develop Craft: Learning to use tools, materials, artistic conventions and learning to care for tools, materials, and space.Rankine-Landers (2015) continues by describing the eight dispositions.:
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