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Full Description
This book explains why Teaching for Artistic Behavior (TAB) is an influential art education movement, addresses misconceptions about TAB, and shares real-life examples from practicing teachers.
With a diverse range of examples from teachers and school districts who use the Teaching for Artistic Behavior (TAB) approach, What Artists Do provides a strong argument for the place of TAB in today's K-12 visual arts education landscape. After beginning in the 1970s as a grassroots movement, TAB's growth has been fueled by passionate teachers sharing ideas through social media, conferences, workshops, and professional development events. TAB's continued expansion is driven by its student-centered approach to artmaking, the creativity of its practitioners, and a growing demand for educational models that prioritize innovation and self-direction. With chapters tailored for a wide audience—including experienced and new art teachers, administrators, and teacher educators—this book serves as a practical resource for understanding and implementing TAB in art rooms everywhere.
Book Features:
Includes over 40 full-color images of student artwork, classroom resources, and art teachers practicing in their studios
Offers ideas and guidance for using a choice-based approach to visual arts education that values student agency, classroom community, and artistic process and thinking.
Cites evidence-based research that supports TAB as a best practice in contemporary art education and explains the psychological underpinnings of choice and student engagement.
Addresses the growth of this approach over the past 50 years, as well as TAB's place in the historical evolution of art education.
Contents
ContentsForeword Diane B. Jaquith ix
Acknowledgments xi
Introduction 1
How Did We Get Here? 1
About Us 2
How to Read This Book 4
What This Book Is 4
What This Book Is Not 5
A Note on "Pedagogical Appropriation" 5
Where to Find More 6
1. What Is TAB? 7
The TAB Approach 8
The Three TAB Principles 9
What Do TAB Teachers Believe? 14
Clarifying the TAB Class 15
The Nuance of TAB 18
Choice Is a Path, Not a Destination 20
TAB Is Hard 20
Educational Telephone 21
Moving Forward 22
Things to Think About 22
2. Why Does TAB Work? 23
Thinking in a Discipline 23
Constructivism 24
Balancing Choices 26
Self-Determination Theory 27
Fitting Into History 28
"Working" 29
Things to Think About 29
3. Why Is TAB a Best Practice for Art Education? 30
TAB as a Best Practice for Contemporary Art Education 30
Connections to General Education Frameworks 30
Conclusion 48
Things to Think About 49
4. Where Can We Find TAB? 50
Clyde Gaw, New Palestine High School, Indiana 50
Kelly Beach, Rodger Quist Middle School, Thornton, Colorado 57
Lauren Gould Donahue, C. T. Douglas Elementary School, Acton, Massachusetts 65
Things to Think About 75
5. How Do We Map Curriculum for a TAB Program? 76
Teaching for Artistic Behavior 76
Curriculum Writing: A Recipe for Success 78
Curriculum Close-Ups 86
Your Recipe for a Successful Curriculum 93
Things to Think About 95
6. How Do We Promote Quality Student Engagement? 96
Defining Quality Engagement in Students 96
Manifesting Quality Engagement Through Teaching 97
TAB Teachers Embrace a "Yes, Please!" Mindset With Students 99
Teachers Dig Deeper 108
The Lighting of a Fire 109
Things to Think About 110
7. How Do We Create and Implement Authentic Assessment? 112
What Should Art Teachers Assess? 113
Defining Quality Artistic Thinking 113
Some Assessment Guidelines 119
Types of Assessment 120
What Do You Value? 134
Things to Think About 134
8. Who in Our School Communities Needs to Know About TAB? 135
The Broken Record Principle 135
Claiming Your Expertise and Navigating Expectations 136
Using Clear, Concise, and Relevant Language 139
Defining Your Well-Functioning Studio 139
Specific Advocacy Strategies 139
How Can the School Community Support TAB Teachers 142
Expanding TAB's Reach 144
Things to Think About 147
Afterword (and Onward!) 148
Endnotes 151
References 153
Appendix A: TAB Timelines 156
Appendix B: VoTABulary: The Language of TAB 159
Appendix C: TAB Myths, Realities, and FAQs 162
Appendix Endnotes 169
Appendix References 170
Index 171
About the Authors 177
