In addition, we incorporate the elements of Studio Thinking, which is a framework designed by practitioners at Project Zero (the research arm of Harvard’s School of Education). Out of the Studio Thinking framework comes the Studio Habits of Mind, a set of eight dispositions that an artist uses. The wonderful thing about these dispositions is that they offer a language for critical thinking that spans across every discipline. Studio Habits of Mind (SHoM) empower students to articulate their learning in any subject matter, and provide an entry point for learning based on individual choice and need. They are not hierarchical, and they can be used in guided instruction or constructivist teaching modalities.
A constructivist approach to teaching is a “best practice” for learning in the arts:
“[A] constructivist approach to teaching and learning argues that the goal of teaching is students’ understanding and that students construct knowledge, not simply reproduce it through memorization, recall, or routinized application.” (Sydney Walker)
This method of teaching is particularly applicable to education in the arts, as well as to the unique needs of high performing students. The Arts Department at The Greene School is committed to this approach in planning for each year’s curriculum, varying curriculum as students’ needs unfold, and in the very nature of interaction between and among students and instructors.
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