What Artists Do Tab Pedagogy and Practice for K-12 Choice-Based Art Classes

Contents

Foreword 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