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Lois Hetland is an Associate Professor of Art Education at the Massachusetts College of Art and a Research Associate at Project Zero. Her research in cognitive and developmental psychology focuses on issues of learning, teaching, and disciplinary understanding, with an emphasis in the arts. She teaches undergraduates and graduate students, and she facilitates professional development for educators in both face to face and online contexts. Currently, she is Co-Principal Investigator with Steve Seidel, Shari Tishman, and Ellen Winner, on the project, "Qualities of Quality: Excellence in Arts Education and How to Achieve it." The project is funded by the Wallace Foundation, and her focus is a literature review to determine the field's implicit and explicit criteria for quality. Lois is also Co-Principal Investigator with Ellen Winner on the Teaching and Learning in the Visual Arts (T/LVA), a qualitative research project funded by the J. Paul Getty Trust, the Ahmanson Foundation, and the Department of Education. The project first developed the Studio Thinking Framework by studying artist-teachers at two Boston area high schools that take the arts seriously. Phase 2 of the project focused on describing student learning, and Phase 3 works with generalist and arts teachers in Alameda County, California, to understand how teachers learn and use the framework in planning, teaching, and assessment. A teachers' handbook is in preparation. Currently, Lois teaches undergraduate and graduate students who are seeking certification in art teaching at the Massachusetts College of Art, and she consults in the US and abroad on teaching and learning for understanding and on distance learning for educators. Two long-term consulting relationships have been with a consortium of International Schools in Northern Europe and with an association of independent schools in the San Francisco Bay area. From 1996-2005, Lois was the Educational Chair of Project Zero's annual summer institute, and, since 2000, she has authored and taught online courses on Teaching for Understanding and the Dimensions of Understanding on Harvard's WIDE platform (Worldwide Interactive Development for Educators). In addition, she consults in the US and abroad on teaching and learning for understanding and on distance learning for educators. Two of her ongoing consulting relationships are with a consortium of International Schools in Northern Europe and an association of independent schools in the San Francisco Bay area. Lois's prior research (REAP--Reviewing Education and the Arts Project, 1997-2000), conducted with Ellen Winner and funded by the Bauman Foundation, resulted in ten meta-analytic reviews summarizing the empirical literature on the non-arts effects of arts education. Lois contributed two reviews that summarized the literature on music's effects on spatial reasoning and collaborated on two other reviews (visual art on creativity, and dance on spatial reasoning). REAP's work was published in an invited special issue of The Journal of Aesthetic Education, (Winner & Hetland, 2000a), and it has been widely discussed in Beyond the Soundbite: Arts Education and Academic Outcomes (Winner & Hetland, 2001a), in a dedicated issue of the Arts Education Policy Review, in commentary on National Public Radio, and in articles and letters in The New York Times, Education Week, and numerous other newspapers and magazines. The project is summarized in an Executive Summary. In addition to REAP, Lois contributed to the research on Teaching for Understanding (funded by the Spencer Foundation, 1989-1996), and to several books about that research (Wiske, 1998; Blythe et al, 1998; Veenema, Hetland, and Chalfen, 1997; Hetland and Veenema, 1999; Hetland, 2002). She also selected and summarized studies for the Arts Education Partnership's compendium on the transfer effects of arts education (2002), Critical Links: Learning in the Arts and Student Academic and Social Development. She is currently preparing a teachers' handbook on the Dimensions of Understanding with Veronica Boix Mansilla (Jossey-Bass, publisher). Prior to coming to Project Zero, Lois completed undergraduate studies at Cornell College in Mt. Vernon, Iowa, in visual arts and in vocal and instrumental music. She taught elementary and middle school for 17 years and earned her Ed.M and Ed.D in cognitive and developmental psychology from Harvard's Graduate School of Education, where she focused on quantitative and qualitative methodologies, research synthesis, and arts learning and education. Selected Publications Hetland, L. (1985). The teacher as questioner: Shady Hill School. Pathways, 2(1), 7-10. Hetland, L. (1996). Understanding goals: Teaching the humanities for understanding in middle school. In M. S. Wiske (Chair), Teaching for understanding: A framework in practice. Symposium conducted at the annual meeting of the American Educational Research Association, New York City, New York. (ERIC Document Reproduction Service No. ED 411 179). Hetland, L. (1997). Teaching for understanding. In S. Veenema, L. Hetland, & K. Chalfen, The Project Zero Classroom: New approaches to thinking and understanding. Cambridge, MA: Harvard Project Zero. Hetland, L. (1999). Does listening to Mozart increase spatial intelligence? A methodological review and critique of the Mozart effect studies. Unpublished Qualifying Paper, Harvard University, Cambridge, MA. Hetland, L. (2000a). Listening to music enhances spatial-temporal reasoning: Evidence for the "Mozart effect." The Journal of Aesthetic Education, 34(3/4), 105--148. Hetland, L. (2000b). Learning to make music enhances spatial reasoning. The Journal of Aesthetic Education, 34(3/4), 179-238. Hetland, L. (2000c). The relationship between music and spatial processes: A meta-analysis. Unpublished Doctoral Dissertation, Harvard University, Cambridge, MA. Hetland, L. (2001). The relationship between music and spatial reasoning. In E. Winner and L. Hetland (Eds.). Proceedings from 'Beyond the Soundbite: What the Research Actually Shows About Arts Education and Academic Outcomes.' Los Angeles: J. Paul Getty Trust. Hetland, L. (2002). Educating for Understanding: A guide to the video series. Port Chester, NY: Dude. Hetland, L., & Droste, D. (1988). The old shoe song: Writing and performing operas with young children. Shady Hill Journal, 1, 14-18. Hetland, L., & Veenema, S. (Eds.). (1999). The Project Zero classroom: Views on understanding. Cambridge, MA: Harvard Project Zero. Hetland, L., & Winner, E. (2001). The arts and academic achievement: What the evidence shows: Executive Summary. Arts Education Policy Review, 102(5), 3-6. [This May/June issue is devoted to policy implications of the meta-analyses conducted during the Reviewing Education and the Arts Project--REAP. ] Hetland, L., & Winner, E. (2004). Cognitive Transfer from Arts Education to Non-arts Outcomes: Research Evidence and Policy Implications. In E. Eisner & M. Day (Eds.), Handbook on Research and Policy in Art Education. National Art Education Association. Hetland, L., Hammerness, K., Unger, C., & Wilson, D. (1998). How do students demonstrate understanding? In Wiske, M.S. (Ed.) Teaching for understanding: Linking research with practice. San Francisco: Jossey-Bass. Hetland, L., Unger, C., Wilson, D., et al. (1998). Teaching for Understanding: An elementary example. In Little Learners, Big Understandings. Bogota, Colombia: Colombian Ministry of Education. (Spanish only). Hetland, L., Veenema, S., Palmer, P., Sheridan, K., & Winner, E. (2005). Studio Thinking: How visual arts teaching can promote disciplined habits of mind. Manuscript submitted for publication, Cambridge, MA: Harvard University Graduate School of Education. Keinanen, M., Hetland, L., & Winner, E. (2000). Teaching cognitive skills through dance: Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3-4), 295-306. Moga, E., Burger, K, Hetland, L. & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3-4), 91-104. Ritchhart, R., & Wiske, M.S. with L. Hetland and E. Buchovecky (1998). How does teaching for understanding look in practice? In Wiske, M.S. (Ed.) Teaching for Understanding: Linking research with practice. San Francisco: Jossey-Bass. Rosenthal, R., & Hetland, L. (2001). Meta-analysis: Its use and value in arts education. In E. Winner and L. Hetland (Eds.). Proceedings from 'Beyond the Soundbite: What the Research Actually Shows About Arts Education and Academic Outcomes.' Los Angeles: J. Paul Getty Trust. Veenema, S., Hetland, L., & Chalfen, K. (Eds.). (1997). The Project Zero Classroom: New approaches to thinking and understanding. Cambridge, MA: Harvard Project Zero. Winner, E., & Hetland, L. (1999, March 4). Mozart and the S.A.T.'s. [Op-ed]. New York Times, p. A25. Winner, E., & Hetland, L. (Eds.). (2000a). The arts and academic achievement: What the evidence shows. Double Issue of Journal of Aesthetic Education, 34(3-4), Fall/Winter, 2000. Winner, E., & Hetland, L. (2000b). The arts in education: Evaluating the evidence for a causal link. Journal of Aesthetic Education, 34(3-4), 3-10. Winner, E., & Hetland, L. (2000c, November). Commentary: Does studying the arts enhance academic achievement? Education Week, 64, 46. Winner, E., & Hetland, L. (Eds.). (2001a). Proceedings from 'Beyond the Soundbite: What the Research Actually Shows About Arts Education and Academic Outcomes.' Los Angeles: J. Paul Getty Trust. Winner, E., & Hetland, L. (2001b, February 21). Continuing debate on arts and learning [letter]. Education Week. Winner, E., & Hetland, L. (2002, December). Drop in SAT Scores: Cause, Correlation [letter]. Education Week. Winner, E., & Hetland, L. (2003). Beyond the Evidence Given: A Critical Commentary on Critical Links. Arts Education Policy Review. Winner, E., Hetland, L., Veenema, S., Sheridan, K., & Palmer, P. (in press, 2005). Studio Thinking: How Visual Arts Teaching Can Promote Disciplined Habits of Mind. To appear in P. Locher, C. Martindale, L. Dorfman, & D. Leontiev (Eds.), New Directions in Aesthetics, Creativity, and the Arts, Baywood, CA. Wiske, M.S., Hetland, L., & Buchovecky, E. (1998). How can teaching for understanding be extended in schools? In Wiske, M.S. (Ed.) Teaching for Understanding: A Practical Framework. San Francisco: Jossey-Bass. |
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