| Document Type
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BL
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| Record Number
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892349
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| Title & Author
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Studio thinking : : the real benefits of visual arts education /\ Lois Hetland [and others] ; foreword by David N. Perkins.
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| Publication Statement
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New York :: Teachers College Press,, ©2007.
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| Page. NO
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viii, 120 pages :: illustrations ;; 28 cm
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| ISBN
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0807748188
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: 0807748196
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: 9780807748183
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: 9780807748190
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| Bibliographies/Indexes
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Includes bibliographical references (page 115) and index.
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| Contents
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Making the case for the arts: why arts education is not just a luxury -- Taking arts education seriously: our school-based colleagues -- I: Studio classrooms: the how of studio teaching -- Elements of studio classrooms -- Studio structures: three flexible teaching formats -- II: Studio habits of mind: what the arts teach -- Learning to develop craft: using art tools, materials, and concepts -- Learning to engage and persist: committing and following through -- Learning to envision: planning beyond seeing -- Learning to express: finding personal visions -- Learning to observe: seeing beyond the ordinary -- Learning to reflect: thinking metacognitively -- Learning to stretch and explore: beyond the familiar -- Learning to understand the artist's worlds: navigating domain and field -- III: Integrating studio structures with the studio habits of mind -- Demonstration-lecture and the studio habits of mind -- Students-at-work and the studio habits of mind -- Critique and the studio habits of mind -- Conclusion: Common language for intellectual growth.
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| Abstract
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Many people believe that arts education is important, but few can say exactly why. Here at last are the results of the first in-depth research on the "habits of mind" that are instilled by studying visual art--habits, the authors argue, that could have positive impacts on student learning across the curriculum. Studio Thinking provides art teachers with a research-based language for describing what they intend to teach and what students learn. This language will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and help educators in other disciplines learn from existing practices in arts education.-- Publisher.
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| Subject
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Art-- Study and teaching-- United States.
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Team learning approach in education-- United States.
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| Subject
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Art-- Study and teaching.
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| Subject
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Team learning approach in education.
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| Subject
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United States.
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| Dewey Classification
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707.1
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| LC Classification
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N353.S78 2007
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| Added Entry
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Hetland, Lois,1953-
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| Added Entry
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Teachers College (New York, N.Y.)
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