“This is an excellent resource for both novice and experienced teachers”- <i>SchoolArts</i>;<br /><br />“<i>Studio Thinking</i> from the Start is a rich compendium of examples of the studio habits of mind, and novice and experienced teachers will appreciate seeing the practical application of this framework. The book will also be useful for students of art education being introduced to a variety of pedagogical practices in the field.”- <i>Teachers College Record</i>;<br /><br />Praise for the First Edition of <i>Studio Thinking</i>:<br /><br />""Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.""- <i>The New York Times</i>;<br /><br />""This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.""- <i>School Arts Magazine</i>;<br /><br />“<i>Studio Thinking</i> is a major contribution to the field.""- <i>Arts & Learning Review</i>;<br /><br />""The research in <i>Studio Thinking</i> is groundbreaking and important because it is anchored in the actual practice of teaching artists …The ideas in Studio Thinking continue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.""- <i>Teaching Artists Journal</i>;<br /><br />“Our decade of using the <i>Studio Thinking</i> Framework in California’s schools positions us for success in this new era because of the foundation of reflective, creative, and critical thinking developed in our schools and districts.”- From the Foreword by Louise Music, Executive Director of Integrated Learning, Alameda County Office of Education, CA;<br /><br />“<i>Studio Thinking</i> (is) a vision not only of learning in the arts but what could be learning most anywhere.”- From the Foreword to the First Edition by David N. Perkins, Professor of Education, Harvard Graduate School of Education, and Senior Co-Director of Harvard Project Zero