The document provides an overview of Teaching for Artistic Behavior (TAB), an organization that promotes choice-based art education. TAB's mission is to support educators in providing authentic artmaking opportunities through choice-based concepts and a studio/learning centers approach. Key aspects of choice-based art education discussed include regarding students as artists with real choices, supporting multiple modes of learning, and utilizing various forms of assessment. The document also provides guidance on setting up a TAB choice-based art studio, including considerations for space, supplies, centers, classroom structure, instructional approaches, and assessing student growth. A variety of additional resources are recommended to support the implementation of choice-based art education.

1. 101
Lisa Van Plew-Cid
K-5 TAB Choice Art Educator
Three Oaks, Michigan

2. Teaching for Artistic Behavior
Mission
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.

3. 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.
PEDAGOGICAL CONTEXT
Choice−based art education
supports multiple modes of
learning and teaching.
CLASSROOM CONTEXT
Choice−based art education
provides resources and
opportunities to construct
knowledge and meaning in the
process of making art.
ASSESSMENT
Choice−based art education
utilizes multiple forms of
assessment to support student
and teacher growth.

4. There is no one “right” way to create a
TAB Choice based Art Studio.
Art educators embracing TAB have been “innovators” in
creating ways to implement the Four Practices of TAB Choice.

5. SPACE
• How many centers can you
accommodate?
• Can you make a
gathering/demonstration
area?
• Are there areas for displaying
menus, directions and
resources in each center?
• What sort of storage do you
have for unfinished work?
• Where is your water source?
http://pamdora.com/blog/wp-content/uploads/2008/03/artcart.jpg

6. SUPPLIES &
TOOLS
Materials and tools are organized for
easy access and return
• Highly organized
(containers and/or shelves)
• Labeled (color coded?)
• Placed in or near
appropriate studio
center
• Permanent or
temporary
(available or check out?)
• Grade appropriate

7. CENTERS
a “3-D Lesson Plan”
LARGE or small
PERMANENT or Temporary
O p e n or sign up
Unlimited or limited students at center
Choose appropriate centers for your room
Centers named according to teacher preference
Opened ONE at a time
as students show their teacher that they are ready
to handle more choices
• menus with set-up procedures
• directions and lists of materials and
tools
• resources include images by
student and adult artists, books,
charts and other related
references

12. Twenty Seven Ways to
Teach Art History in your
Choice Classroom
http://teachingforartisticbehavior.org/
studio-centers/art-history/
TAB Choice Website Art History

13. Class Structure
DEMO
or Mini Lesson
5 Minutes
Studio Time
Clean Up 5-7 Minutes
Reflection and
Share 5-7 Minutes
Meeting
• Plan for the day
(maybe assign jobs)
• Sketchbook (Idea book)
check or pass out
• Center Review
(for little ones)

14. Student Process
The idea of “Play” and
“Care” is important in the
“Constructive”
environment of a
Choice Based Art Room.
John Crowe’s idea of
“Play/Care”
TAB Website John Crowe
Art works brought to
completion can be called a
“Showcase” or a “WOW”
piece, a
“Wonderful, Original Work
of art”. Students can be
required to complete a
certain number of these
pieces a quarter.

15. Supporting 21st Century Learning Skills
http://teachingforartisticbehavior.org/why-tab/21st-century-skills/
*Learning & Innovation Skills *Research & Inquiry
*Collaboration * Life & Career Skills
Studio Habits “I Can”

16. Instruction
Contextual and Emergent
*Whole Group *Small Group *Individual *Peer to Peer
• Teaching comes in many forms: direct
and indirect (through visuals and
references), whole−group
demonstrations and discussions,
small groups of students who choose
a particular exploration, and
one−to−one teacher to student
interaction.
• Student independence is encouraged.
• The teacher's roles include
demonstrating, modeling, facilitating,
coaching, providing content, and
altering that content as a result of
observations made in class.
• Students provide much of the
instruction.
• Student "experts" who work in one
medium over time serve as coaches
and peer tutors, enjoying further
learning in the process.
• Student discoveries are shared with
classmates and teachers.
• Students form cooperative groups in
an organic manner.
• A great deal of information is
transmitted student to student.
Teacher Roles Student Roles

17. Demos
Mini Lessons
What’s the least amount of
information they need to get
started?
Whole group
TYPES
• new center, technique or
material
• art history
• required vocabulary or
concept to meet district,
state or national standards
Resources for Demo Ideas:
Engaging Learners Through Artmaking
(Douglas & Jaquith, 2009)
TAB Yahoo Group Files

18. Student Reflections
Center Records
Accountability & Where Worked by Anne Bedrick

19. Assessment
Artistic Behaviors Artistic behaviors are honored and noted in the ongoing daily assessment process.
. Choice-based art education uses multiple forms of assessment
to support student and teacher growth. Teacher-created documentation
captures observations of
students’ artistic behaviors, needs and accomplishments.
Some of the
Artistic Behaviors
choice teachers value
include:
• Risk-taking
• Following a line of
thought over time
• Going deep with a
preferred medium or
technique
• Playing and
experimenting
• Bringing aspects of
their life into their
art
Rubrics
• Rubrics are negotiated between students and teachers and are broad enough
to affirm diverse learning styles.
• Rubrics are generated while viewing student artwork as examples of
excellence. What does Excellence look like in Art Class?
• Examples show a range of materials.
• Some represent weeks of work while others are simple sketches done in
minutes.

20. Advocacy
Established in 2001, the Teaching
for Artistic Behavior TM (TAB)
organization is a grassroots
educational movement
entirely developed and
maintained by art teachers.
This concept comes directly from
choice-based art education
practices and action research in
visual art classrooms around the
United States. Our Board of
Directors is charged with
upholding TAB’s Mission, Vision
and Professional Development
offerings. Teaching for Artistic
Behavior became incorporated in
2007, in order to better serve the
needs of choice-based art
educators.

21. Personal Reflection and Growth
DO THE GROUNDWORK
• Read everything you can get your
hands on relating to TAB practice
and student-centered learning and
teaching.
• Look for articles on Differentiated
Learning, Constructivism and
Choice in all areas of education.
• Print out the practices, stories and
research summaries at
http://knowledgeloom.org/tab/
• Join the TAB online discussion
forums
…you’re ready to jump into
creating a TAB CHOICE art program?
Or to EVOLVE one you’ve started?? If you talk with experienced TAB Choice Art
Teachers, most will tell you that their program
the first years looks A LOT different than their
current one. As we expect our students to
reflect and grow, we do the same. Keep what
works, let go of what doesn’t. Don’t be afraid
to fail and remember to celebrate successes!!
Connect with TAB Choice colleagues…they are
irreplaceable. It is pretty incredible to
experience the authentic student growth
through the constructive pedagogy of a
CHOICE based art education!!

22. Additional Resources
Northeast TAB Teachers on FaceBook
Southeast TAB Teachers on FaceBook
Midwest TAB Teachers on FaceBook
TAB Book Club
TAB Slideshare
Videos by Anne Bedrick
Association for Constructivist Teaching
https://sites.google.com/site/assocforconstructte
ng
http://constructivistblog.wordpress.com
RESOURCES
Publications
TAB-ChoiceArtEd Yahoo Group
This vibrant, online art education listserv provides an active
Internet community created by the TAB professional
organization. Register at this site to share messages, read
archived posts, view photos and lesson plans.
Teaching for Artistic Behavior on Facebook
This Facebook page contains frequent updates on TAB
activities and quotes from leading authors, researchers, and
educators about learner-directed curriculum.
Books
Engaging Learners through Artmaking (Douglas & Jaquith,
2009)
The Learner-Directed Classroom (Jaquith & Hathaway, 2012)
Facebook page, for more information
Teachers College Press, for purchase
Choice Without Chaos (Bedrick, 2012) Available on the
iBookstore: http://itunes.apple.com/us/book/choice-without-
chaos/id553083821 Adapted for
Kindle: http://www.amazon.com/Choice-Without-Chaos-
ebook/dp/B009H292EM/ref=pd_ybh_1
Blogs
Studio-Learning
Evergreen Art
Transition to Choice Based Art Education
Self-Directed Art
Marvin Bartel
Art at the center
Elmwood’s Art.Studio
Choice Art at Bountiful Elementary
Francifularts

23. All the photos and resources used
in this presentation
were from some
AWESOME TAB-Choice teachers.
THANKSto all
listed!!!
Katherine Douglas
Diane Jaquith
Nan Hathaway
Julie Toole
Clyde Gaw
Joyce Moore Jaime
Candi Price
Lisa Van Plew-Cid
This little guy thinks the art and discoveries
he made in a TAB Choice art studio are pretty
“Nagic” and “Wonderful”!! (video)