![]() I think they are a great way to explain the benefits of an arts education! I love that the SHoM dispositions will not only help strengthen a students artistic practice, but also create skills that can be applied to other areas of life as well. I have always been a huge fan of the Studio Habits of Mind ever since I first heard of them while in grad school at Massachusetts College of Art and Design. The 5-part book, which tells a story that culminates in the Salem Massachusetts witch trials, has also interested educators looking for alternative ways of assessing student understanding. Her artist book Witches, Magic & Early New England (2016) was produced as part of the Digital Public Library of America Community Representative program to showcase what makers can do with the DPLA online collections. For several years she has followed the work of makers using archives to create work, in particular their use of online digital resources. Collaborative media work includes five videos for the show Dangerous Curves: Art of the Guitar at The Museum of Fine Arts, Boston and a series of interactive web-based documentaries funded by the Cultural Landscape Foundation. ![]() Her current work as an artist is in media, mixed media drawing, and artist books. While an instructor in art at Phillips Academy, Andover, MA, (1980–2015), she served Art Department Chair (2006-2012). Research projects include thinking in the arts, portfolio assessment, technology, and schools using multiple intelligences theory. Shirley Veenema brings the perspective of an art teacher (elementary and high school), a researcher at Project Zero from 1987-2007, and a visual artist. After many failed attempts we created seven individual boxes with pockets for small books, and a structure to hold all the individual boxes (Envision, Develop Craft: Technique). Both of us struggled and not surprisingly, we each came up with a different final solution. In fact, for our most recent book, Madwomen & Angels, we even decided to take on a new challenge: 3D figures. It also helped us to develop trust in our ability take on new challenges and the confidence that we could work as a team (Understand Art Worlds: Community). But oh how we struggled! Every time I received a piece from my collaborator, I sighed, “Oh no, flat again.” She did the same upon seeing more of my experiments with shallow relief.įortunately the conversation structure added elements of play and surprise to our struggles and encouraged us to keep going (Engage & Persist, Stretch & Explore). Studio Habits of Mind from Studio Thinking: The Real Benefits of Visual Arts Education, Hetland, Winner, et al, Teachers College Press, 2007.For twenty pieces, the structure of our conversation pushed both of us beyond our comfort zone and stimulated new ways of working (Stretch & Explore, Develop Craft: Technique) -a tension between interests and ways of working that continued for the entire visual conversation. Arts is in parenthesis here as it can easily be switched with other disciplines, like science or history. Understand (Arts) Community: 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. Stretch & Explore: Learning to reach beyond one’s capacities, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes.Ĩ. Reflect: Learning to think and talk with others about an aspect of one’s work or working process, and learning to judge one’s own work and working process and the work of others.ħ. Observe: Learning to attend to visual contexts more closely than ordinary “looking” requires, and thereby to see things that otherwise might not be seen.Ħ. Express: Learning to create works that convey an idea, a feeling, or a personal meaning.ĥ. Envision: Learning to picture mentally what cannot be directly observed, and imagine possible next steps in making a piece.Ĥ. 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.ģ. Develop Craft: Learning to use tools, materials, artistic conventions and learning to care for tools, materials, and space.Ģ. ![]() They are not hierarchical, and they can be used in guided instruction or constructivist teaching modalities.ġ. Studio Habits of Mind (SHoM) empower students to articulate their learning in any subject matter, and provide an entry point for learning based on individual choice and need. Library/Media Specialist & Academic Enrichment
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