Papa 3 TAB Classroom

The TAB (Teaching for Artistic Behavior) philosophy proposes that, “In a TAB studio: Students are regarded as artists. Students choose what to work on. Classes begin with a short demonstration or discussion to inspire new ideas. Teaching for artistic behaviors with choices creates a nurturing community of artists. Developmentally appropriate work and differentiation occur regularly. Students determine the purposes for their work. Students learn to reflect on their work.” (https://teachingforartisticbehavior.org/what-is-tab.html)

Student-centered. Authentic performance assessments.

Craftsmanship/Design Process/Intended Communication

Describe/Analyze/Interpret/Evaluate

Students learn and practice Artistic Behaviors:

-Play with Materials

-Dream and mentally plan

-Conceive and expand ideas for art-making

-Risk false starts, abandon failed attempts

-Utilize materials in traditional and idiosyncratic ways

-Combine materials and genres (ex. Drawing and Printmaking)

-Complete several pieces in a very short time or work for weeks on one piece

-Pursue multiple works at the same time

-Follow a particular line of thinking over time, sometimes repeating a series of similar works

-Accept mistakes as the springboard for new directions

-Comment on one’s life, beliefs, popular culture, politics, and history

E Ola! In Action

• Visual Arts Transfer Goal A - Craftsmanship/Design Process/Intended Communication
• Visual Arts Transfer Goal B - Describe/Analyze/Interpret/Evaluate
• Kūpono
• Kūlia
• Mālama & Kuleana
• Growth Mindset

Manaʻō Nui & Essential Questions: I am an artist!

• How do artists work?
• What conditions, attitudes, and behaviors support creativity and innovative thinking?
• What responsibilities come with the freedom to create?

Kūʻono (Art Centers):

• Kaha Kiʻi: Drawing
• Pena: Painting
• Kāpala: Printmaking
• Pūlolo: Clay
• Hoʻopili: Collage

The Schedule:

Third graders attend art twice a cycle for 75 minutes, either first or second semester.

Evaluation:

Students will be graded on their individual progress, which includes performance assessments (assignments and projects), reflections and work habits.

Possible discussion prompts:

-Craftsmanship: What did you do to be sure you did your best with the materials you were using today?

-Design Process: What process did you go through to make your art?

-Intended Communication: Why did you make your artwork? Did it come out the way you hoped?

-Describe: What do we see in your piece? What materials did you use to make it?

-Analyze: Explain the use of line, shape, value, texture, space or color.

-Interpret: What is the meaning, or the story your work tells?

-Evaluation: How does it make you feel? Why?