This article outlines strategies for using thinking routines in the general music classroom to foster deeper learning. Based on the Artful Thinking program, a model developed by Harvard’s Project Zero in collaboration with Traverse City [Michigan] Area Public Schools, thinking routines were developed to draw students into a more meaningful art experience and foster critical thinking habits. By using these thinking routines in the general music classroom, we can encourage students to develop thinking dispositions, or habits of mind, that promotes full engagement in music learning.
LangerE. J. (1998). The power of mindful learning. Cambridge, MA: Da Capo Press.
6.
PerkinsD. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York, NY: Free Press.
7.
PerkinsD.TishmanS.RitchhartR.DonisK.AndradeA. (2000). Intelligence in the wild: Dispositional view of intellectual traits. Educational Psychology Review, 12, 269–293.
8.
RitchhartR.PerkinsD. N. (2000). Life in mindful classrooms: Nurturing the disposition of mindfulness. Journal of Social Issues, 56, 27–47.
9.
RobinsonK. (2011). Out of our minds: Learning to be creative. Chichester, England: Capstone.
10.
TishmanS. (2001). Added value: A dispositional perspective on thinking. In CostaA. L. (Ed.), Developing minds: A resource book for teaching thinking (pp. 72–75). Alexandria, VA: Association for Supervision and Curriculum Development.
