Studio Thinking is framed as an advocacy tool. Hetland and her collegues (2013) observed art classrooms and identified various dispositions they call Studio Habits of Mind and framed them in the context of how valuable those dispositions are to students beyond the classroom. The Studio Habits of Mind are:

Develop Craft

Engage and Persist

Envision

Express

Observe

Reflect

Stretch and Explore

Understand Art Worlds

Studio Thinking at first glance, feels like the grown-up version of CBAE. The Studio Habits of Mind are reminiscent of the Artistic Behaviors presented in CBAE, and I've met several teachers who use them interchangeably. 

Of course neither CBAE or Studio Thinking is exclusive to a particular grade level, the examples initially provided by each seemed to favor a particular age group. As practitioners have continued to share their work, it is clear that either philosophy will work with any age and can be the inspiration for various types of choice-focused curriculums like that of Purtee and Sands (2018). 

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Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education, second edition. United States: Teachers College Press.

Purtee, M., & Sands, I. (2018). The open art room. United States: Davis Publications, Incorporated.