Lois Hetland

Lois Hetland
Massachusetts College of Art and Design · Art Education

Ed.D. HGSE

About

24
Publications
24,890
Reads
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1,735
Citations

Publications

Publications (24)
Article
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. 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 nonart...
Chapter
This chapter describes a multi-methods evaluation using dialogue, survey data, and video documentation. In 2009, Art21 Educators, a professional development program for Art21, an organization producing a video series on contemporary art, invited art teachers to a summer institute in New York City. During the following year, teachers built a profess...
Article
The goal of this study was to investigate potential connections between the kind of visual-spatial thinking required in drawing and that required in geometric reasoning. We compared growth in geometric reasoning in students engaged in intensive study of either the visual arts or theater. The study was longitudinal, with 3 testing points: the beginn...
Conference Paper
Does experience in the visual arts build spatial reasoning skills that could be useful in STEM fields such as mathematics? We conducted a quasi-experimental study to find out. Three cohorts of students entering 9th grade and majoring either in visual arts (test group) or theater (control group) in a public urban high school for the arts were follow...
Article
Full-text available
We investigated whether individuals with training in the visual arts show superior performance on geometric reasoning tasks, given that both art and geometry entail visualization and mental manipulation of images. Two groups of undergraduates, one majoring in studio art, the other majoring in psychology, were given a set of geometric reasoning item...
Article
This article illustrates the effects of embedding a common language derived from research, conducted through Project Zero at the Harvard Graduate School of Education, into teachers' documentations of classroom experiences. It suggests that documentation can be enhanced by using shared professional vocabularies that describe categories important in...
Article
Many children in the United States have little or no opportunity for formal arts instruction, and access to arts learning experiences remains a national challenge. In addition, the "quality" of arts learning opportunities that are available to young people is a serious concern. Understanding this second challenge--the challenge of creating and sust...
Article
An analysis of Nilaja Sun's one-woman play, No Child?, that applies the Studio Habits of Mind framework to reveal essential features of great teaching artistry and great teaching.
Article
Many people believe that art education is important, but few can say exactly why. In this book, are the results of the first in-depth research on the "habits of mind" that are instilled by studying art--habits the authors argue that could have positive impacts on student learning across the curriculum. "Studio Thinking" provides art teachers with a...
Article
Full-text available
Can the study of dance lead to enhanced academic skills? Dance is an art form that makes use of a wide variety of cognitive skills and may call upon many of the intelligences identified by Howard Gardner in his theory of multiple intelligences.1 Clearly dance involves nonverbal spatial and musical intelligence. Dance also may call upon linguistic i...
Article
Full-text available
This paper focuses on the "Understanding Goals" element from the "Teaching for Understanding" framework. The study featured a one-year study program covering colonial America and integrating history, English, anthropology, geography, and the arts. The paper presents: (1) a definition of "Understanding Goals"; (2) a story of how one teacher came to...
Article
Full-text available
In P. Locher, C. Martindale, L. Dorfman, & D. Leontiev (Eds.), New Directions in Aesthetics, Creativity, and the Arts (189-205). Amityville, New York: Baywood Publishing Company, 2006.
Article
Qualifying paper--Harvard Graduate School of Education, 1999. Includes bibliographical references (leaves 74-83). Passed with distinction in HDP, January 1999.

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