Mission/Vision

 

Mission Statement

The Teaching for Artistic Behavior organization is committed to supporting and mentoring educators who would like to provide authentic art making opportunities for students in schools and other programs
through the implementation of choice-based art education concepts and utilizing a studio/learning centers approach.

Vision Statement

The vision of the Teaching for Artistic Behavior (TAB) organization is to expand public awareness of choice-based art education as a strong standards-based art education program for PreK-12 schools, after school programs, camps and home schooling. With mentoring and support through TAB, choice-based art education can thrive in all learning environments, providing students of all ages with authentic art making opportunities.

 

ARTISTIC BEHAVIOR

Four core practices, Personal Context, Pedagogical Context, Classroom Context and
Assessment are the foundation of Teaching for Artistic Behavior. 

PERSONAL CONTEXT
Choice-based art education regards students as artists and offers students real choices for responding to their own ideas and interests through art making.

Essential elements:

  • The student is the artist
  • Students control subject matter, materials, approach
  • Student beliefs drive work
  • Students are self-motivated
  • Experimentation and mistakes are honored

Results: personal work and deep learning

PEDAGOGICAL CONTEXT
Choice-based art education supports multiple modes of learning and teaching.

Modes of Instruction:
Teacher:

  • Direct
  • Indirect
  • Whole group demonstrations
  • Small group instruction
  • One-on-one

Student:

  • Peer coaches
  • Self initiated groups
  • Sharing work with the group or class

Resources:

  • Reproductions
  • Books
  • Internet/multi-media
  • Student work

 CLASSROOM CONTEXT
Choice-based art education provides resources and opportunities to construct knowledge and meaning in the process of making art.

 Structuring time:

  • Brief, whole group demonstrations
  • Students plan outside of class
  • Students work at personal pace

Arranging space:

  • Environment attractive, inspiring
  • Environment organized for group and individual work

Managing materials:

  • Highly organized for ease of use
  • Students take responsibility for care of room/materials
  • Students help to collect materials, beginning art process
  • Choosing materials important part of the process

Providing Instruction:

  • Centers provide ongoing instruction and inspiration
  • Centers allow for independent work while allowing teacher to instruct in multiple ways

ASSESSMENT
Choice-based art education utilizes multiple forms of assessment to support student and teacher growth.

  • Artistic behaviors are honored and noted in the ongoing assessment process
  • Teacher-created documentation captures observations of students’ artistic behaviors, needs and accomplishments
  • Rubrics are negotiated between students and teachers and are broad enough to affirm student differences
  • Self-assessment occurs on a regular basis, both informally and with self-reflection writing
  • Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher

    TAB practices shaped by teacher reflection. Brainstorming sessions, 1999-2000.

    TAB practices shaped by teacher reflection. Brainstorming sessions, 1999-2000.