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 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). 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. 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.

在本文中，作者介绍了与哈佛教育学院研究与开发小组Project零的Ellen Winner进行了20多年的合作。这包括针对从业者的跨艺术课程和评估项目（ArtsPROPEL，1989-1995），艺术学习对非艺术成就的影响的10个荟萃分析综合（REAP，1997-2001）和观察性理论构建研究打算在高中美术课中学习的性格及其教学的结构，同时针对实践和理论的受众（Studio Thinking，2001–2013）。艾伦（Ellen）作为实验心理学家的观点以丰富的方式与我们互动，从而在我们理解美术教育实践的努力中进行了有益的合作。根据她选择学习方式的方式，