Diane B. Jaquith's Books

Studio Thinking from the Start

The K–8 Art Educator’s Handbook

By: Jillian Hogan,Lois Hetland,Diane B. Jaquith,Ellen Winner

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Studio Thinking from the Start

The K–8 Art Educator’s Handbook

By: Jillian Hogan,Lois Hetland,Diane B. Jaquith,Ellen Winner

Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of school environments. The book includes classroom examples, visual artist exemplars, templates for talking about works of art, mini-posters, and more. “If we want our students to think, if we want them to learn, we must engage them in habits of the mind that cultivate their innate abilities.” —From the Foreword by David P. Nelson, president, MassArt “Studio Thinking from the Start is a needed addition to teacher resources for improving the quality of elementary art education.” —Olivia Gude, School of the Art Institute of Chicago “Starting young with studio thinking is a fabulous idea supported by this fine resource. After all, studio thinking thrives on art but applies to everything.”

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Page Count

161

Publisher

Teachers College Press

Published Date

ISBN 10

0807776998

ISBN 13

9780807776995

The Learner-Directed Classroom

Developing Creative Thinking Skills Through Art

By: Diane B. Jaquith,Nan E. Hathaway

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The Learner-Directed Classroom

Developing Creative Thinking Skills Through Art

By: Diane B. Jaquith,Nan E. Hathaway

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In The Learner-Directed Classroom, practicing art educators (PreK–16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment. Book Features: Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources.Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences.Insights into reflective practice and strategies for assessment of learning. Contributors: Catherine Adelman, Marvin Bartel, Katherine Douglas, Ellyn Gaspardi, Clyde Gaw, Lois Hetland, Pauline Joseph, Tannis Longmore, Linda Papanicolaou, Cameron Sesto, George Szekely, Ilona Szekely, Dale Zalmstra “In the present standards-based learning environment, this book is a welcome addition because it presents an alternative pedagogy that puts learners’ needs and interests at the core. Experienced and novice art teachers at all levels who read this book will be motivated to teach in open-ended environments where their choices can make a difference in their students’ lives.” —Enid Zimmerman, Professor Emerita of Art Education and High Ability Programs, Indiana University “From the comfortable couch of the foreword to the exhortative poem at the book’s conclusion, the reader journeys through remarkable classrooms with insightful educators. Practical AND inspirational, the educational principles and points so deftly illustrated herein apply across the disciplines and age spans. An important read for all teachers. A timeless and necessary pedagogy for all classrooms.” —Jacqueline Grennon Brooks, Professor, School of Education, Hofstra University “It is easy to proclaim creativity important and criticize current practices and then offer no actual solutions. This volume is filled with practical tips and hands-on advice aimed at improving self-directed student learning. Any classroom teacher interested in helping students learn, discover, and create will want to read and reread this book.” —James C. Kaufman, Professor of Psychology, California State University, San Bernardino, and Editor, International Journal of Creativity and Problem Solving “Here at last is a meaningful, practical, and hands-on textbook giving guidance to the classroom teacher about beginning or enriching a choice-based program for students, rather than the traditional regimented art curricula meant to please adults. I highly recommend this book to all who are involved in pedagogy, including parents” —Jaune Quick-to-See Smith, Artist Diane B. Jaquith is a K–5 art teacher in Newton, MA and a co-founder of Teaching for Artistic Behavior, Inc., a choice-based art education advocacy organization. She is the co-author of Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. Nan E. Hathaway is a middle school art teacher in Duxbury, Vermont. She is a gifted education specialist and is on the board of directors for Teaching for Artistic Behavior, Inc.

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Page Count

177

Publisher

Teachers College Press

Published Date

ISBN 10

0807772682

ISBN 13

9780807772683

Engaging Learners Through Artmaking

Choice-Based Art Education in the Classroom (TAB), Second Edition

By: Katherine M. Douglas,Diane B. Jaquith

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Engaging Learners Through Artmaking

Choice-Based Art Education in the Classroom (TAB), Second Edition

By: Katherine M. Douglas,Diane B. Jaquith

The authors who introduced the concepts of Teaching for Artistic Behavior (TAB) and choice-based art education have completely revised and updated their original, groundbreaking bestseller that was designed to facilitate independent learning and support student choices in subject matter and media. More than ever before, teachers are held accountable for student growth and this new edition offers updated recommendations for assessments at multiple levels, the latest strategies and structures for effective instruction, and new resources and helpful tips that provide multiple perspectives and entry points for readers. The Second Edition of Engaging Learners Through Artmaking will support those who are new to choice-based authentic art education, as well as experienced teachers looking to go deeper with this curriculum. This dynamic, user-friendly resource includes sample lesson plans and demonstrations, assessment criteria, curricular mapping, room planning, photos of classroom set-ups, media exploration, and many other concrete and open-ended strategies for implementing TAB in kindergarten–grade 8. Book Features: Introduces artistic behaviors that sustain engagement, such as problem finding, innovation, play, representation, collaboration, and more. Provides instructional modes for differentiation, including whole-group, small-group, individual, and peer coaching. Offers management strategies for choice-based learning environments, structuring time, design of studio centers, and exhibition. Illustrates shifts in control from teacher-directed to learner-directed, examining the concept of quality in children’s artwork. Highlights artist statements by children identifying personal relevancy, discovery learning, and reflection.

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Age

Page Count

193

Publisher

Teachers College Press

Published Date

ISBN 10

0807758914

ISBN 13

9780807758915

The Learner-Directed Classroom

Developing Creative Thinking Skills Through Art

By: Diane B. Jaquith,Nan E. Hathaway

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The Learner-Directed Classroom

Developing Creative Thinking Skills Through Art

By: Diane B. Jaquith,Nan E. Hathaway

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Solve jigsaw puzzle

Age

Page Count

177

Publisher

Teachers College Press

Published Date

ISBN 10

0807772682

ISBN 13

9780807772683

Book's by Diane B. Jaquith

Studio Thinking from the Start

Studio Thinking from the Start

The Learner-Directed Classroom

The Learner-Directed Classroom

Engaging Learners Through Artmaking

Engaging Learners Through Artmaking

The Learner-Directed Classroom

The Learner-Directed Classroom

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