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Studio Thinking: The Benefits of Art Education

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by

Kara Joyce

on 2 July 2013

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Transcript of Studio Thinking: The Benefits of Art Education

Making the Case
Studio Thinking:
The Real Benefits of Art Education

What's Going On with Art..
The visual arts are considered a luxury in public schools
-SELF-EXPRESSION, which lacks/non-existent in other disciplines

2001 No Child Left Behind Act
-Emphasized accountability of math and literacy
-More support for disciplines that 'really count'
-Less support for the arts

Battles
-between art advocates and those who believe in ceasing funding/programs for other discplines and activities (sports)


Structure: Learning, Organization, Interaction
Demonstration-Lecture, briefly conveys information that students will use immediately
-Group focus
-Visual Emphasis
-Connection RELATIONSHIP
-Relevance Information Process

Students-at-Work, students working independently with guidance from the instructor
-Focus on Making, learning while working with materials/tools
-Ongoing Assessment, peer/group/teacher critiques
-Individualized Intervention, Consult with students one-on-one
The Framework of Studio Thinking
1. What excellent art educators teach
2. How they teach
3. What the students learn

Elements of the Classroom, Studio Structures, Develop Craft, Envision, Observe, Understand Art Worlds, A Common Language for Practice, Research & Policy






Develop Craft
Technique- Abilities of various tools/materials
Elements of art, perspective, color mixing
*Allows for informed decision making
*Remind to care for materials
*Arrangement of tools/materials essential for smooth transitions
Demonstration-Lecture = Great way to introduce/review techiques

Engage & Persist:
Skill, identify interests/critiquing peer work
Alertness, recognizing when one is feeling frustrated
Inclination, One cares about what they are doing (self-driven assignment)
Thinking in Images/Find Meaning
Envisioning--Imagining or Planning
*Generate a work from imagination
*Observe the geometry of a form and imagine it shown in own work
*Imagine how own work would look with specific changes

Regular use of sketchbooks, thumbnails or storyboards
PROBLEM SOLVING
Making an idea real by crafting with tools, materials, observing, and perserving

REFLECT ON PROCESS & POSSIBILITIES
A Common Language
Roots to Results
'Schools Kill Creativity', Sir Ken Robinson
The Studio: Physical
The Studio: Learning
Arrangement/Culture of classroom is powerful
-Organization of materials: stations for easy student access and lesson transitions
-Wall space: expresses personal views, models of work, student work and intentions for learning
-Light/Sound: music to zone students into work or silence
light encourages students to use the element in their work

Peer Interactions:
-Students are collaborate and critique each other as they work
-Sense of community
-Assignments guide particular kinds of learning; materials, tools, challenges, prior-knowledge

Teacher-Student Interactions:
Use of language
, guides along assignments
- Reflection, envision, explore
-Teaching art vocabulary
-Conveys message on what's valued in the classroom
The Studio: Learning
Critiques
on sketches, works in mid-process, completed works, pieces from the semester/year
-at different times for different functions
-Words connected to visuals, ideas become clear
- Encourage students to point out issues of concern/clarification on their own work
-Talk about students work to drive home a visual point
Students are taught about the domain of art, contemporary & historical work
*look or respond to enhance own experience/process/understanding
*Examples can be done within demonstration-lecture
*How different artists solved problems: self-portrait

Studio Habits relate to the Common Core Standards:
Develop Craft, Engage/Persist, Envision, Express, Observe, Reflect, Explore, Understand Art Worlds
Art is interdisciplinary/compatible with any other discipline
Full transcript