The Eight Studio Habits of Mind often called SHoM from Harvard Graduate School's Project Zero (2016) offers an applicable and relevant framework in the art room and beyond the art room walls. Placing awareness on these creative habits, allows students to inform themselves about how they work as artists and individuals. As students witness and acknowledge their own improvement, self-confidence in their artistic abilities increases overtime.
It is important to recognize, that by practicing the Eight Studio Habits of Mind (2016) with a growth mindset or the belief that improvement is possible through hardwork and determination (Dweck, 2006), students will be better equipped for the demands of the 21st-century.
Combining SHoM and growth mindset helps with understanding what actually takes place during the artmaking process. Whether it is developing craft or engaging with concepts. These guidelines make students more aware of the creative process. Thus, through discovery, reflection, and application they can better see their own learning.
Harvard Graduate School's eight habits are as follows: Engage & Persist, Stretch & Explore, Envision, Observe, Reflect, Express, Understand Art Worlds, Develop Craft (2016).
The Eight Studio Habits of Mind (2016) are effectively experienced in an encouraging, resilient, and adaptive way. They do not have a specific order, rather, they occur organically during student-centered learning to help meet the needs of the learner as the need arises. Each habit may come up several times over the course of an art class per student.
My classroom preference: I have adjusted the original habit category Understand Art Worlds to "Artistic Community." The term community invokes collaboration and seems more relatable in our classroom environment.
In addition, I separate engage from Engage & Persist as well as stretch from Stretch & Explore, dividing the eight habits into ten. In this way, chunking material helps facilitate student understanding.
In summary, consistently using studio habits while encouraging a growth mindset in the art room allows students to see their own improvement overtime, thus cultivating self-confidence. Practicing and reflecting on the creative process helps students gain self-awareness and self-management skills.
How are the Eight Studio Habits of Mind (2016) and growth mindset connected to other subject areas?
How can student self-awareness during the creative process be cultivated in the secondary art room? What strategies can be used?
Resources:
Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
Harvard Graduate School. (2016). Project Zero. http://www.pz.harvard.edu/
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