Kimberly M. Sheridan, Shirley Veenema, Ellen Winner, Lois Hetland
Foreword by: Mario R. Rossero
Publication Date: June 3, 2022
Studio Thinking 3 is a new edition of a now-classic text, a research-based account of teaching and learning in high school studio arts classes. It poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This expanded, full-color edition includes new material about how the framework has been used since the original study, with new perspectives from artist-teachers who currently apply the Studio Thinking Framework in their own practice. It also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning.
New chapters for Studio Thinking 3:
The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Studio Thinking 3 will help advocates explain arts education to policymakers, support art teachers in developing and refining their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education.
Kimberly M. Sheridan is an associate professor in the College of Education and Human Development and the College of Visual and Performing Arts at George Mason University and is co-director of the Mason Arts Research Center. Shirley Veenema is an art teacher (elementary and high school), a researcher at Project Zero from 1987-2007, and a visual artist. Ellen Winner is professor emerita of psychology at Boston College and a senior research associate at Project Zero, Harvard Graduate School of Education. Lois Hetland is professor emerita of art education at Massachusetts College of Art and Design.
Praise for Previous Editions of Studio Thinking―
"Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right."
― The New York Times
"This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms."
― School Arts Magazine
“ Studio Thinking is a major contribution to the field."
― Arts & Learning Review
"The research in Studio Thinking is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged."
― Teaching Artists Journal
“Reading this third edition of Studio Thinking, I am reminded of the power behind the original concepts…As we are all on this journey of continual growth and development, I am happy to see this work evolve and grow. I believe that by employing the ideas outlined herein, we can also ensure that the art room/studio and our practice is designed for inclusivity and equity for our learners and communities.”
—From the Foreword by Mario R. Rossero, executive director, National Art Education Association (NAEA)
“Studio Thinking 3 invites teachers to examine and critically reflect on how and what the arts teach in order to help their students engage with the visual arts in a way that goes beyond mimicry, step-by-step projects, and canned assignments. It invites teachers and their students to examine process over product, and what process actually teaches.”
—Joe Fusaro, visual arts department chair, Nyack Public Schools
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