Last Friday I started implementing Studio Days into my classroom. These are days where students are able to work on one project from start to finish uninterrupted. The days always begin with an introduction to the project and end with reflection time. In the middle is an extended amount of studio time where students work. I first blogged about Studio Days in September of 2010. This post describes the days in more detail.
I created and started using Studio Days two years ago with my students and the reaction has always been a positive one. Kids love it because they think it’s a break from regular work. They also love the fact that they can work so purposefully on a project and see it through from start to finish. I love these days because they allow students to go through the creative process and then reflect about it. They learn about their learning.
This type of self-discovery through the creative process can be so powerful for students and adults alike. During our reflection time, I ask students questions about what they did, the materials they chose, how they worked, and ultimately what they learned about themselves as learners. Students start to discover how they make decisions. For example, I had one girl discover very concretely how much she relies on her peers when she started to realize all her ideas came from those she sat with. Another student one year discovered how much he can get sucked into one aspect of a project as he spend over 45 minutes mixing paint to get just the right color.
I started this year with a Studio Day where students designed a cover for their 4th grade reflection journal. We took regular composition notebooks and each student made their journal personal. I was intrigued by how this otherwise chatty class was so focused the entire two hours we took to complete the journals. They were quiet and respectful, sharing materials and showing interest in others’ work as well a concentrating on their own. 
One thing I like about Studio Days is how it sets the tone for the year. It shows that we will be a creative class that works together and encourages one another.
The creative process shouldn’t be a mystery to students. They should live it and be cognitive of it so that they can work towards becoming better learners. Studio Days certainly help make that happen. I look forward to having a Studio Day with my class once a month this year.
~EMP
Thank you, Elizabeth, for sharing the success you’re witnessing with Studio Days.
Question: Do you you recommend the Studio Day to be Friday? I know many teachers use Fridays for alternative activities in order to string-on the students’ energy for just one more school day before the weekend. But is it harder to return to “normal” on Mondays when it’s been 4 days since Thursday’s lesson? Have you experimented with using other days of the week to see if it changes the dynamics of the week? Just curious.
Question: To what extent do students select the Studio Day projects? Or do you design them to align with a curricular unit/personal development goal?
Observation: This reminds me very much of Dan Pink’s explanation of FedEx days in his book DRIVE, when employee motivation is fueled by work hours dedicated to employee-driven ideas, collaborations, and project design. It’s called FedEx because employees must “deliver something overnight” in presentations to their colleagues. I can easily see using the FedEx Day model blended with Studio Days to create really exciting experiences for students. (http://www.danpink.com/archives/2011/07/how-to-deliver-innovation-overnight)
Observation: I need to schedule time in my own life for Studio Days– days when my tasks are not determined by my To Do List. I can imagine the refreshing results, but I’m not sure how to discipline myself to “let go” of the immediacy of work-related deadlines. Anyone have any suggestions?
Again, thank you for your blogs. Looking forward to the book launch!
Rachel – Thank you for your comment. I love the conversation you have started here about Studio Days.
Fridays – I don’t always have Studio Days on Fridays. In fact, I usually held them on Thursdays because that was a day when our art room was available for an extended period of time. Of course, I will also schedule conveniently if there is a long week end or something like that. However, I try to emphasize to the students that although SDs are a break from the norm, they are still a time where we are doing focused learning.
I design SDs for a variety of reasons: a seasonal project, a Mother’s Day present, something that may tie into what is in another part of our curriculum, a really fun project I wanted the kids to try… The focus on SDs is much more on process than product, so the project doesn’t have to be anything in particular.
I love the idea of FedEx days. In fact, I hope to implement them into my classroom this year. Studio Days are a little different in that I do assign them a project that may focus on a particular art or technique. The “prompt” is very open ended and students are expected to use their individual creativity, but they don’t necessarily have full autonomy over what the project is itself.
I totally agree with you on your last observation. WE DO need adult Studio Days. I guess that was the driving impetus for our Summer Teacher Art Retreat. https://theinspiredclassroom.com/2011/08/teacher-retreat-2011-a-success/
We don’t allow enough time for ourselves to be creative. This is something I address in my upcoming book about Studio Days.
My first post on Studio Days prompted another teacher/blogger to implement something similar with her college aged students. You may be interested in that. https://theinspiredclassroom.com/2010/09/studio-days/
Thanks again for your wonderful questions and observations, my friend. 🙂
…and now I found Pondering Paige’s blog and her twitter handle–@pvbaggett. TY!
Studio days sound wonderful and are intriguing to me. I find myself sitting here thinking about ways to do this with first graders. Has anyone held a studio day with young children? If so, what were your experiences?
Hey Marcia ,
I think we can do something together. How about setting a day for each unit of study as a studio day. What do you think?
I suppose that I have done this to a certain extent in my classroom. I appreciate the concept of allowing students to create as the focus of the project, not the by-product of it. I have found that when I allow students the time to put their ideas into the art form, they are always so engaged and excited about the process. I see less and less time being dedicated to the creating of products and more and more time being focused on the product produced, which, in my opinion, has actually resulted in increasingly inferior products. Through reading this article, I want to add in the reflection on learning about students’ own learning. I usually do a reflection piece on WHAT was learned through the activity, but not HOW they discovered the learning. I think the key to the success of this Studio Day process is having the time to do the work. By emphasizing that significant time is worth being spent on the project, the teacher is emphasizing the authenticity of the learning and the importance of the process.
I love the feeling that I imagine comes from Studio Days. Especially in this day when everything is about the “test” what a great way to bring your group together, in a very different environment. The sense the students must get from working as a group on a common theme, idea, project or goal. The process of this type of day is just as important as the product, possibly more important. Being an early childhood teacher, I love hearing teachers from upper levels giving their students the opportunity to learn this way. I am excited to introduce my first grade students to this concept of studio days. No doubt they will love it and so will I.
It is such an exciting concept, Studio Days. I wish my daughter had you as a teacher, Elizabeth! Honestly!! For crying out loud, I wish I had a teacher like you!!!
The whole idea of Studio Days for me does not seem feasible, however. Seeing 532 students in three days makes it tough for me to choose a day for this sort of idea to happen. It seems more essential to get the kiddos more fluent with the lyrics to songs they might be performing, or dance steps to “get down.” If I did try to do this, though, I think it would be with the older students. 45 minutes, once a week…is just not enough time to do all of things I’d love to do with my students. Gimme a clue!
Hey Marcia ,
I think we can do something together. How about setting a day for each unit of study as a studio day. What do you think?
I love your comments here, everyone! Thank you. My concept of Studio Days has been very beneficial for my students (and for me!) At times, even I think, is it worth the time? It really goes back to our product focused system. But that’s not the point, here – it’s about working with something, living with something for a period of time and feeling a sense of accomplishment, even if the product is not completed by the end.
I have some students that have taken these journals (completed in September) and are currently redesigning them to fit their needs and styles only months later. They have actually been asking me for another Studio Day so they can rework their ideas! (How cool!)
Lately, I have been designing Studio Days that are embedded in other areas as well: math, literacy, science and a self-directed versionas well. I’m excited to put everything together for the e-book, but with all the ideas, we’ll have to see if it’s all ready by April!!!
The other obstacle to talk of/cover in the book is that of time for teachers who do not have their students for a majority of the day: music, library, etc and those working on a rotating or middle/high school schedule. Creative planning and flexibility is in order for this one. Communication and collaboration is key! For those in my building who have expressed interested, I would love to work with you and see if we can’t figure out a good chunck of time to work together and make something happen. We know in our hearts it is well worth the time and energy!!!