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 42 of 50

Beginning Where They Are I run my second-block class as teacher- directed. Students in this class are still at a stage where they need to be given projects. As TAB teachers, we might think teacher-directed lessons should never be given. However, there are times when a teacher-directed les - son is precisely what students need to make art. The TAB teacher always needs to meet the students where they are. Only then can they begin to move toward student choice. Full Choice I run my fourth-block class as full- choice. These students come to class with an idea and are ready to go. If they know where the materials are, they are self-sufficient. Allowing for various levels of choice, depending upon the needs of the class, can often be helpful or even necessary. But, let's go back to our potato chip analogy for a moment. Each chip in the bag is different, just like every student in the class is dif - ferent. In any given class, there may be students who are at any of the three different stages of choice readiness. When I wrote that I run each one of my classes at different levels of choice, I wasn't telling the complete story. Different Students I mentioned that I run my fourth-block class as full-choice; however, there are some students in the class who need direction to get started. To these stu - dents I offer open-ended project ideas. Although the majority of the class is STATEMENT OF OWNERSHIP—MANAGEMENT AND CIRCULATION Required by the Act of Congress of August 12, 1970. (Section 3, 685, Title 39, United States Code) 1. SchoolArts. 2. Publication number 0036-6463 3. Filed this September 27, 2017. 4. Published monthly—September through June. 5. No. of issues published annually, ten. 6. Annual subscription price, $24.95. 7. and 8. 50 Portland Street, Worcester, MA 01608 9. Publisher, Julian Wade 50 Portland Street, Worcester, MA 01608; Editor, Nancy Walkup, 2 Monte Alto Place, Santa Fe, NM, 87508; Managing Editor, Julia Wade, 50 Portland Street, Worcester, MA 01608. 10. That the owner is Davis Publications, Inc., 50 Portland Street, Worcester, MA 01608 11. There are no bondholders, mortgagees, and other security holders owning or holding 1 percent or more of total amount of bonds, mortgages, or other securities. 15.— 15. Average No. Copies Each Issue During Preceding 12 Months Single Issue Nearest to Filing Date A. Total No. Copies (Net Press Run) 8,220 7,700 B. (1) Mailed Outside-County Paid Subscriptions (Include paid distribution above nominal rate, advertiser's proof copies, and exchange copies) None None B. (2) Mailed In-County Paid Subscriptions (Include paid distribution above nominal rate, advertiser's proof copies, and exchange copies) 4,184 3,861 C. Total Paid and/or Requested Circulation (Sum of 15b(1) and 15b(2) 4,184 3,861 D. (1) Free or Nominal Rate Outside-County Copies 301 189 D. (4) Free or Nominal Rate Distribution Outside the Mail 2,311 1,864 E. Total Free Distribution (sum of and 15d. (1) and (4)) 2,612 2,053 F. Total Distribution (sum of 15c. and 15e.) 6,796 5,914 G. Copies not Distributed 1,424 1,786 H. Total (Sum of 15f. and 15g.) 8,220 7,700 I. Percent Paid and/or Requested Circulation (15c. divided by 15f. times 100) 62 61 16. A. Requested and Paid Electronic Copies 21,527 22,171 B. Total Paid Print Copies + Paid Electronic Copies (sum of line 15c. and 16a.) 25,711 26,032 C. Total Print Distribution (sum of line 15f. and 16a.) 28,323 28,085 D. Percent Paid (both print & electronic copies) (16b. divided by 16c. times 100) 91 93 I certify that the statements made by me above are correct and complete. JULIAN WADE, Publisher 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 39. SCHOOLARTSMAGAZINE.COM 11 CONTINUED FROM PAGE 11. directed classroom. TAB teachers don't earn that title because they only offer full choice. Teaching in an Open Art Room means applying the right level of choice that will be most beneficial to the student. Remember, there are lots of different chips in the bag. Teaching for Artistic Behavior can be found on the web at www.teaching- Ian Sands is a visual arts instructor at South Brunswick High School in South- port, North Carolina, and co-author of The Open Art Room, available now from Davis Publications. full-choice, these students work better with modified-choice. For example, one student asked for a project idea. I mentioned that the bulletin board could use a makeover, so she designed a plan to help bring it to fruition. While that student only required a prompt to get started, other students in that class required more direction. I had one student who constantly drew logos. He was stuck and wouldn't pro - ceed beyond magic marker drawings. I gave him an assignment to silkscreen one of the logos onto a t-shirt. Our end goal should be for our classes to reach the level of a student- 38 DECEMBER 2018 SchoolArts

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