Friday, April 22, 2011

Studio Thinking Framework: Eight Habits of Mind

Studio Thinking Framework
Eight Habits of Mind
Develop Craft PhotoDevelop Craft
Learning to use and care for tools (e.g., viewfinders, brushes), materials (e.g., charcoal, paint). Learning artistic conventions (e.g., perspective, color mixing).
Engage & Persist PhotoEngage & 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.
Envision PhotoEnvision

Learning to picture mentally what cannot be directly observed and imagine possible next steps in making a piece.
Express PhotoExpress

Learning to create works that convey an idea, a feeling, or a personal meaning.
Observe PhotoObserve

Learning to attend to visual contexts more closely than ordinary "looking" requires, and thereby to see things that otherwise might not be seen.
Reflect PhotoReflect

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.
Stretch & Explore PhotoStretch & 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.
Understand Art WorldUnderstand Art World

Domain: Learning about art history and current practice.

Communities: Learning to interact as an artist with other artists (i.e., in classrooms, in local arts organizations, and across the art field) and within the broader society.

Steps to Art Early Childhood Arts Education Initiative

Fact Sheet About the Benefits of Arts Education for Children
Benefits of Arts Education
Source: Americans for the Arts, 2002
  • Stimulates and develops the imagination and critical thinking, and refines cognitive and creative skills.
  • Has a tremendous impact on the developmental growth of every child and has proven to help level the "learning field" across socio-economic boundaries.
  • Strengthens problem-solving and critical-thinking skills, adding to overall academic achievement and school success.
  • Develops a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond.
  • Teaches children life skills such as developing an informed perception; articulating a vision; learning to solve problems and make decisions; building self-confidence and self-discipline; developing the ability to imagine what might be; and accepting responsibility to complete tasks from start to finish.
  • Nurtures important values, including team-building skills; respecting alternative viewpoints; and appreciating and being aware of different cultures and traditions.

Wednesday, April 13, 2011

National Endowment for the Arts News

morning, the House Appropriations Committee publicly released the final budget agreement for FY 2011 negotiated by President Obama with House and Senate leaders, which includes $155 million in funding for the National Endowment for the Arts (NEA). This represents a cut of $12.5 million from the FY 2010 enacted level of $167.5 million, which is significantly better than the previous House-approved level of $124.4 million.  Also included in this bill is $25.5 million in funding for the Arts in Education programs at the U.S. Department of Education, which had been zeroed-out in a previous continuing resolution. This compromise legislation is set to go to the House floor later this week before moving on to the Senate for final approval.

Friday, April 1, 2011


Posted by Martin Storksdieck on April 1, 2011
from Science Blogs

Within certain education and policy circles the acronym STEM (i.e., science, technology, engineering, math) has become a common term, used frequently to be inclusive when referring to a broad area of scholarship and enterprise we deem particularly connected, i.e., those listed four subjects. How, or even whether the acronym is understood and fashionable outside these education “insider” groups is not well know. What is known, though, is that the acronym and associated term is not well defined even within groups that make heavy use of it.

When we say STEM, do we simply mean any of the four subjects or do we mean those areas in which some of the four, ideally all four, overlap? My sense is that most people simply mean Science OR Technology OR Engineering OR Mathematics when referring to STEM, though there are some efforts under way, including some at the National Academies, that mean to explore whether education can benefit, just as research already does, when the four are somehow linked.