We found abundant evidence of all eight of these thinking dispositions in all portions of the show. An entire season of the show (14 episodes) was transcribed and coded for the presence of eight Studio Habits of Mind. Our source of data was footage from a popular reality television show, Project Runway, in which nascent fashion designers are given garment design challenges. Our focus is on “habits of mind” (thinking dispositions) used during the creative process, and the categories we used were those of the eight Studio Habits of Mind observed in visual arts classrooms (Hetland et al., 2007, 2013). We examine creativity from a qualitative process rather than a quantitative product perspective. Looking at the process: Examining creative and artistic thinking in fashion designers on a reality television show. Hogan, J., Murdock, K., Hamill, M., Lanzara, A. Findings indicated multiple opportunities for creative and cognitive thinking as Studio Thinking Framework was integrated into these immersive spaces. Artificial Intelligence universities as to the potential for developing creative and cognitive skills, as described within the pedagogical framework of Studio Thinking Framework. Public access data were used in this qualitative-directed content analysis study to examine course goals, objectives, and learning outcomes of 14 U.S. In some instances, pedagogical approaches for creating immersive learning experiences require a sound conceptual framework for course or content design with emphasis on developing opportunities for higher order thinking in virtual reality/augmented reality educational experiences. With an increase in the number of colleges and universities using virtual reality and augmented reality integrated programs, specific insight for exploring immersive learning approaches utilizing virtual and augmented reality tools and applications in a variety of disciplines is needed. Journal of Educational Technology Systems, 0047239519884897. Studio Thinking Framework in Higher Education: Exploring Options for Shaping Immersive Experiences Across Virtual Reality/Augmented Reality Curricula. Steele, P., Burleigh, C., Bailey, L., & Kroposki, M. From how she chooses what she studies, to her eclectic approaches to research, to addressing her work to broad audiences, psychologists have much to gain from Ellen’s methods. Ellen’s perspective as an experimental psychologist interacted with ours in fertile ways to make richly rewarding collaborations in our efforts to make sense of art education practices. This included a cross-arts curriculum and assessment project aimed at practitioners (ArtsPROPEL, 1989–1995), 10 meta-analytic syntheses of the effects of arts learning on nonarts achievement (REAP, 1997–2001), and an observational theory-building study of the dispositions intended to be learned in high school art classes and the structures through which they are taught, meant for audiences of both practice and theory (Studio Thinking, 2001–2013). In this article, the authors describe over 20 years of work with Ellen Winner at Project Zero, a research and development group at the Harvard Graduate School of Education. Empirical Studies of the Arts, 38(1), 42-51. Beyond the Lab: Influencing Practice and Policy.
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