What is a "TAB" art classroom?
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Teaching for Artistic Behavior, or TAB, is a nationally recognized approach that transforms the art classroom into a vibrant artist’s studio. Unlike the traditional DBAE (Discipline-Based Art Education) model, which often centers on teaching specific art skills or knowledge, TAB focuses on nurturing students’ creative thinking and decision-making skills—essentially teaching them how to think like artists.
According to Bloom’s Taxonomy, the highest level of learning is the “Create” stage, where learners combine existing ideas, skills, and knowledge to produce original work or solve problems uniquely. TAB aligns perfectly with this goal by placing students at the center of their artistic process.
In the TAB studio, students from kindergarten through fifth grade bring their own knowledge and creative ideas to the table. They learn not only from the curriculum and the teacher’s guidance but also from collaborating with their peers. Formative assessments are emphasized, supporting ongoing growth rather than just measuring final products. Students are encouraged to generate ideas, make creative choices, and engage in self- and peer-evaluation, developing their artistic voice and craftsmanship over time.
This approach empowers students to see themselves as artists—capable of innovation, problem-solving, and creative expression—preparing them with skills that extend beyond the art room.
In a TAB classroom...
Student Responsibilities in the TAB Studio:
Student Responsibilities in the TAB Studio:
- Work from their individual strengths and interests.
-Progress at a comfortable, self-directed pace.
-Explore materials, techniques, or subjects in depth if they choose.
-Take on the artist’s role of generating original ideas.
-Take responsibility for setting up and caring for materials.
Teacher Roles in the TAB Studio:
Teacher Roles in the TAB Studio:
-Observe students to guide instructional decisions.
-Facilitate small group work while others create independently.
-Provide targeted support to students who need extra help.
-Build relationships with students by engaging with their individual artistic processes.
So... how will my student make quality artwork?
Understanding Quality in a TAB Classroom
Quality in art can look very different depending on the approach. In traditional art programs, the creative choices are often guided or limited by adults, which can lead to more uniform or polished results. In contrast, a TAB classroom puts the creative responsibility directly in the hands of the students. This means the artwork will reflect their own unique ideas and perspectives, often showing the fresh, authentic qualities of a child’s creative expression. While the students are in charge of their artistic decisions, I am here to guide them—offering advice, teaching skills, and helping them develop the ability to thoughtfully evaluate their own work.
Our K-5 Art Goals for the Year
This year, our art curriculum is closely connected to Social Emotional Learning (SEL), focusing on:
Encouraging students to enjoy the art-making process, freely explore materials, and generate new, innovative ideas.
Helping students create artwork they feel proud of and deeply connected to.
Supporting students in creating 1-2 pieces of artwork that can be proudly displayed at our end-of-year art show.
Through these goals, we hope to foster not only artistic skills but also confidence, self-expression, and emotional growth.
Simon demonstrates the studio habit of REFLECT by completing a self evaluation about his robot sculpture while Connor explores a new media with tempera paint and painters tape.
The Studio Habits of Mind students help students think like an artist!
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