The research question I am interested in pursuing is: How is Teaching for Artistic Behavior (TAB) applied and implemented at the secondary level? There are many resources available for teaching TAB at the elementary level, but the secondary level, especially high school, is an area where no defined best practice seems to exist. One of the exciting things for me about TAB is that most of the best "research" out there is grassroots based and appears on teachers' blogs, Facebook groups, and twitter. These teachers are striving for best practice through reflection, collaboration, sharing, and informal means. I am interested in looking at these resources and practices through a more formal research lens. BooksIn Engaging Learners Through Artmaking, the founders of TAB, Katherine Douglas and Diane Jaquith, lay out their philosophy of teaching and practice of teaching TAB in their elementary classrooms. This book is the "How?" and the "Why?" of teaching with TAB pedagogy. It has the positive of being a direct source, but is very elementary focused. While the philosophy can be applied to the HS level, many of the practices are not applicable. This text is a series of essays written by teachers who employ the TAB pedagogy and philosophy in their classrooms. The Learner-Directed Classroom shows a wide breadth of practices in different classrooms. It includes perspectives from some middle level teachers, but HS perspectives are absent. Studio Thinking 2 is one of the most commonly cited texts related to TAB practices. Although it does not align itself with TAB in name, it focuses on using the Studio Habits of Mind as a foundation for art curriculum and assessment. This aligns with the TAB philosophy of creating a learning space that is more like an artist's studio and less like a traditional classroom. This text seems to focus less on theory, and more on classroom practice. Websiteshttp://teachingforartisticbehavior.org This is the official site for Teaching for Artistic Behavior. The site provides information about TAB philosophy and practice, as well as links to journal articles, message boards, and social media groups. http://www.openartroom.com This website is created by practicing HS teachers Melissa Purtee and Ian Sands. The use this site as a sounding board to reflect and share their philosophy and successes teaching TAB at the HS level. Journal ArticlesSmoke and Mirrors: Art Teacher as Magician by Nan E. Hathaway © 2013. This article discusses the shift from the teacher centered to the student centered approach and how it changes the responsibilities of the teacher. Instruction shifts from the whole group to targeting smaller groups and individuals. High School TABology - Ian Sands, School Arts March 2016 This article discusses the lack of resources available for teachers implementing a TAB pedagogy at the High School level. The article suggests using units based on what artists do and how they practice as a basis for best practice at the HS level. Even though Ian Sands is one of the leading voices in promoting TAB education at the secondary level, this article was submitted to a less formal publication. Issues and DirectionsLooking for and reading through these resources has brought up many questions and directions of inquiry that I could follow to research TAB practices at the secondary level.
What are best practices in TAB assessment? How are they similar or different to those in DBAE? Core-subjects? Why are there so few scholarly sources about secondary TAB? Do practitioners not have the education or access to publish through more official channels? Are they forgoing them for more democratic/practical platforms? Are students in TAB classrooms able to reach the same pinnacle of skill as those students in DBAE structured classrooms? Do students in TAB classrooms have a stronger artistic voice? Are students coming out of TAB programs more creative? Can students in TAB programs apply their learning to daily life? Are students in TAB classrooms stronger than peers in 21st C. Skills? What research from other disciplines links/supports TAB pedagogy? (Core subjects, general education research etc.?) What other pedagogy does TAB support? (Holistic education, Social practice, Critical pedagogy) Do TAB teachers know they are using facets of these research backed pedagogies? While TAB is a current hot topic in art education, there are many avenues of research that haven't been explored.
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It is difficult to articulate how things have changed, because looking in my classroom, it might be difficult to see that anything has changed. Many of the things that we discussed in class (giving students voice and choice) were things I was already somewhat doing, but not always consistently or with purpose. It has been empowering to have the gut instincts and values that I have as a teacher reinforced and supported by scholarly evidence. Now I can defend my choices and beliefs with powerful supportive evidence to an admin if needed instead of opinion.
The changes I have felt are more of a paradigm shift than any radical change in my instruction. I had to look back at my first blog post, because the change in mindset feels so natural, it is hard to remember a time before. It's like putting on new glasses and everything is clear. I am starting to question not only if my hispanic/latino and LGBT students feel comfortable and safe in my room, but if they feel REPRESENTED. I have made an effort to show students more artwork that is diverse, and to have them research more before they begin a project. We had our National Art Honor Society induction last night, and it definitely hit what Molly K. was talking about last class about how teaching is hard, but there is nothing else like it or as rewarding. When our president gave his address to the new inductees, he discussed how we are a family in NAHS and how amazing it is that we are a diverse group that helps each other grow, and all voices are valued even if they are of different races, sexualities, genders, and backgrounds. It was so rewarding to know that my vision for this space that I needed when I was in high school is now a reality for a new generation of students. Maxine Green was a powerful bookend to to the content for this semester. I found myself internally yelling "YES!" so much it was like an Herbal Essences commercial. Her words were so timely that I was shocked when I looked at the copyright and saw it was published in 1988. I am convinced she is a prophet. A quote that stood out was "Little is done to counter media manipulation of the young into credulous and ardent consumers-- of sensation, violence, criminality, things. They are instructed daily, and with few exceptions that human worth depends on the possession of commodities, community status, a flippant way of talking, good looks. What they are made to believe to be the "news" is half entertainment, half pretenses at being "windows to the world." They witness political realities played out in semi-theatrical or cinematic terms. They watch candidates being marketed and withdrawn. In the midst of the marketing and the sounds of sitcom shotguns, there are opportunities to become voyeurs of starvation, massacres, torture. And the beat of MTV goes on and on." So powerful, and maybe more relevant today than the day it was written. It is so amazing to know that art can help students break through and become. |
AuthorMorgan Singleton is a secondary art educator with a Master's degree in art education. Archives
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