![]() ![]() These ten areas are observed every day for every student. Click here for the Studio Habits of Mind document if you want a clear explanation of what the H.O.M. expectations in our art classes are. can also allow a student who may not have the best art skills the opportunity to earn a higher overall grade because of the learning habits they display every day. Students who follow these actions every day are often the ones who earn the highest grades in the class, however, H.O.M. These expectations center around ten specific areas. These actions and behaviors are not only critical for learning in the art rooms but are crucial to success in life, work and, many other social settings.Īrt students earn an H.O.M. Students are expected to perform in specific, measurable ways every day in a studio based learning environment. Lois had traveled to Venice to see the Biennale that year, so our conversation centered around using Thinking Routines to look at and discuss Sze’s installation Triple Point.This page will explain and support the rational and practices of using studio based work habits as part of teaching and learning in the art program. In 2013, she represented the United States at the 55th Venice Biennale. Sze is a New York based contemporary artist who creates sculptures and site-specific installations using common, everyday objects. I first heard of Lois’ 8 Studio Habits of Mind in grad school and they have informed my teaching philosophy and lesson plans over the years. As part of my teacher evaluation, I am drafting a goal related to making studio habits more visible to my students, and am excited to see how this class will inform and impact my goals this year.Īt the first class, we looked at the work of Sarah Sze. The class is lead by Lois Hetland, a professor at Mass Art and research associate at Harvard University. I am taking a PD class through the EDCO Collaborativecalled Teaching from Contemporary Art: A Participatory Exploration. “Helpful”: A student dropped the entire box of thin Sharpies on the floor. ![]() After she calmed down, she was able to work through her mistake and find a solution she was happy with. She was really upset, so I had her take a few deep breaths. “Resilient”: A student made a mistake, got upset and started crying. “Leader”: One of my students helped explain directions to another student who came in late from working with another teacher. So far, I have given out a handful of stickers. I printed 10 pages of stickers and put them in the positive behavior folder that I keep near my door. I have also been thinking of more ways to teach and promote the Studio Habits of Mind, so I added a few words/phrases to the list inspired by conversations I’ve had with colleagues. What if I photocopy the list of words onto Avery Labels and literally labeled students as “kind,” “collaborative,” and “helpful”? I looked over the list of words provided during my Nurtured Heart training and choose a few that I often see, and want to encourage, in my classroom. It has worked, to some degree, but lately I have been seeking a way to use the words more frequently and to create a way to provide this feedback in a more meaningful way. ![]() By posting the list, I hoped the words would take root in my subconscious and that I would use the language more to encourage students to begin self-identifying using positive labels. I photocopied the list onto a colorful piece of paper and hung it up in my office. When I got my first classroom, I hung the list up and anticipated the words flowing out of my mouth. ![]() As part of the training, I was given a handout with a list of words I could use to build my student’s “Inner Wealth.” At one point, we learned about the Nurtured Heart Approach, a relationship-focused methodology for awakening the inherent greatness in all children while facilitating classroom success. The program often provided opportunities for professional development. During this period, I also worked with kindergartners at an amazing after-school program. When I first started teaching art, I was hired to teach two days a week. ![]()
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