Art Studio as Thinking Lab: Fostering Metacognition in Art Classrooms

Autor/inn/en	Marshall, Julia; D'Adamo, Kimberley
Titel	Art Studio as Thinking Lab: Fostering Metacognition in Art Classrooms
Quelle	In: Art Education, 71 (2018) 6, S.9-16 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2018.1505377
Schlagwörter	Studio Art; Creative Thinking; Metacognition; Thinking Skills; Art Teachers; High School Students; Artists; California (Berkeley) + Suchen Sie Ihr Suchwort? Kunstwerkstatt; Kreatives Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Art teacher; Kunsterzieher; Kunsterzieherin; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Artiste; Artist; Künstler; Künstlerin
Abstract	Art's capacity to foster metacognition puts art education in sync with general education where understanding and monitoring one's thinking are acknowledged to be essential to an individual's success in school and life (Kolencik & Hillwig, 2011; McGuire & McGuire, 2015; Silver, 2013). The mindfulness inherent in metacognition also connects it to efforts to make classroom environments more inclusive and collaborative. This article pursues both trains of thought and describes how an art class can be an "art thinking lab"--a site for everyone to practice thinking and develop metacognition together in the context of creative work. It describes pedagogy and curriculum developed by Kimberley D'Adamo, an art teacher at Berkeley High School in Berkeley, California, with support from her students and the co-author of this article. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01