SchoolArts Magazine

DEC 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 15 of 50

T H E O P E N A R T R O O M H ave you ever been offered a potato chip and found yourself looking into the bag, seeking the perfect one? Likewise, have you ever been offered Pringles and not taken the chip on the top of the stack? No one shuffles down to the third or fourth chip in the can. That's because all of them are virtually the same. However, if you've ever made potato chips from scratch, then you've created all different sizes and thicknesses of chips. That's because potatoes are thicker in the mid - dle and taper off toward the ends. Also, it's difficult to cut every chip with the same thickness. For these reasons, we end up with a variety. If we expect this level of differentiation in our potato chips, why would we accept Pringles in our classrooms? A Needed Basis Teaching for Artistic Behavior (TAB) is all about individualized chips. We understand this when we talk about our overall curriculum level. We use classes on the same day that are run differently based on need: Modified Choice I run my first-block class as modi- fied-choice. The bell rings early and students tend to be slightly lethar - gic. They want to work, but they just aren't ready to put their think - ing caps on yet. I try to meet them where they are. Some mornings, I present new ideas or concepts. Maybe I'll show a pre - sentation about destruction in art, or perhaps I'll talk about appropriation. Other mornings, I introduce artists who use unusual techniques. Some - times I provide demos on intriguing media such as tie-dyeing or painting on tar paper. I do this to provide students with a prompt; something to get them started. For most students, it's just enough information and they take it from there. TAB Teaching Is a Bag of Chips Ian Sands terms like "full choice" or say we teach modified TAB. When we use these labels, we are usually talking about how we teach all our classes. However, TAB isn't a step-by-step set of rules, it's a philosophy. As such, choice needs to be presented situationally. Each class we teach will be dif- ferent. Therefore, the level of choice should be applied based on class needs. An art class in the morning may require a different routine than one at the end of the day. Class size and dynamic may also play a role in the required level of choice. The TAB teacher can determine the class need and adjust the level of choice accord - ingly. Here's a look at three separate Teaching in an Open Art Room means appl ing the right level of choice that will be most beneficial to the student. CONTINUED ON PAGE 38. These oversized chips were created by Luke W. and Tim W., students at South Brunswick High School. SCHOOLARTSMAGAZINE.COM 11

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