Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education

Persistent Link:
http://hdl.handle.net/10150/228117
Title:
Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
Author:
Imoro, Kari Benge
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.
Type:
text; Electronic Thesis
Keywords:
habits of mind; mind; mind-centered; studio thinking; Art Education; curriculum
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art Education
Degree Grantor:
University of Arizona
Advisor:
Beudert, Lynn

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleEnriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Educationen_US
dc.creatorImoro, Kari Bengeen_US
dc.contributor.authorImoro, Kari Bengeen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjecthabits of minden_US
dc.subjectminden_US
dc.subjectmind-centereden_US
dc.subjectstudio thinkingen_US
dc.subjectArt Educationen_US
dc.subjectcurriculumen_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBeudert, Lynnen_US
dc.contributor.committeememberMcClure, Marissaen_US
dc.contributor.committeememberShin, Ryanen_US
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