Reviews
The practical habits of mind introduced here offer concrete ways to teach art, which I had only thought about in vague terms, and they are very helpful for use in actual classes! I think this could be a real help to anyone interested in art education!
The book clearly explains what to keep in mind when teaching art and offers specific tips. Reading the conversations between teachers and students makes you feel as if you’re right there in the classroom.
This isn’t a technical art manual for casually imitating Picasso or Pollock. It’s a serious book about habits of thought that help you think like an artist. Anyone working in art education for preschool or elementary children should read it!
The habits of mind we learn through education are useful in every area, and teaching, learning, and creating are thoughtful, challenging processes. I should take another careful look, as it may help improve education. I want to focus on gathering professional information and on helping a bright child gain plenty of experience and concentrate on high-quality lessons.
Oh, this book is good. I’d been thinking about these things, and it feels like the book neatly organizes them. The real examples also give me a theoretical basis when planning lessons. I recommend it.
Gillian Hogan et al.: Art class starting with studio thinking
Critical-thinking education in this era starts in the art classroom! Studio Thinking from the Start, an innovative art education book based on the Harvard Graduate School of Education’s Studio Thinking project, is being published in Korean. It offers a new standard for art classes that develop students’ thinking skills. The project, conducted at Harvard from 2001 to 2007, grew out of high school case studies carried out with educational psychologists and artists, including Howard Gardner of multiple-intelligences theory and David Perkins, a leading thinker in education. Through interviews, video observations, and analysis of teaching strategies, the researchers developed the core Studio Thinking framework, which evolved into an approach applicable to all ages. The resulting Studio Thinking series is now widely used in art education around the world. Studio Thinking: The Real Benefits of Visual Art Education, first published in 2007, and Studio Thinking 2: The Real Benefits of Visual Art Education, published in 2013, share the experiences of teachers and researchers in real classrooms and demonstrate positive effects beyond art education in many fields. This book is a Korean translation of Studio Thinking from the Start: The K-8 Art Educator’s Handbook (2018), extending the focus from elementary school to include kindergarten through middle school.
Korean title: 스튜디오 씽킹으로 시작하는 미술수업
Korean author: 질리안 호건 외
Korean publisher: 북코리아
ISBN-13: 9788963245713
Reviews
The practical habits of mind introduced here offer concrete ways to teach art, which I had only thought about in vague terms, and they are very helpful for use in actual classes! I think this could be a real help to anyone interested in art education!
The book clearly explains what to keep in mind when teaching art and offers specific tips. Reading the conversations between teachers and students makes you feel as if you’re right there in the classroom.
This isn’t a technical art manual for casually imitating Picasso or Pollock. It’s a serious book about habits of thought that help you think like an artist. Anyone working in art education for preschool or elementary children should read it!
The habits of mind we learn through education are useful in every area, and teaching, learning, and creating are thoughtful, challenging processes. I should take another careful look, as it may help improve education. I want to focus on gathering professional information and on helping a bright child gain plenty of experience and concentrate on high-quality lessons.
Oh, this book is good. I’d been thinking about these things, and it feels like the book neatly organizes them. The real examples also give me a theoretical basis when planning lessons. I recommend it.
