I Can Statements and Universal Design for Learning
I Can Statements and Universal Design for Learning
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Kids are curious! Why not design a curriculum that brings inquiry to the forefront of the learning? Both Abi and Leah have facilitated TAB (Teaching for Artistic Behavior) classrooms, though on different parts of the spectrum with the amount of choice, Abi and Leah believe that the premise of art education fall into the 3 pillars of TAB:
What do artists do?
The child is the artist
The classroom is the child's studio
The first question, what do artists do? drove the curriculum design work. Inquiry drives the unit framework...IE based on the standards VA:Cr3.1 and VA:Pr4.1 the inquiry questions became how do artists reflect/revise/revisit and how do artists select and share?
Click here to hear Abi explain inquiry, TAB philosophy, and framing the standards through inquiry questions and increasing engagement, means of representation, and action and expression through Universal Design for Learning.
Rationale: “Tell them what you’re going to tell them, tell them, then tell them what you’ve told them.” - Will Guidara, Unreasonable Hospitality. Students need to know what they are learning and what you are expecting them to know and do and then what you are going to assess them on.
The curriculum designed around these TAB principles focuses on inquiry, which naturally aligns with artistic processes. The question "What do artists do?" serves as the driving force for the curriculum’s design. It prompts students to investigate the practices of real-world artists, encouraging them to see themselves as practitioners in the field of art. In this model, inquiry-based learning encourages students to explore, ask questions, and make decisions, simulating the processes of professional artists.
For example, standards like VA:Cr3.1 and VA:Pr4.1 are transformed into inquiry-based units where students explore essential questions like:
How do artists reflect, revise, and revisit their work?
How do artists select and share their art with others?
This approach encourages students to think critically about their creative choices, engage in meaningful reflection, and develop their artistic voice. It also fosters collaboration, innovation, and a deeper understanding of the creative process.
By grounding the curriculum in inquiry, students become more autonomous learners, embracing their roles as artists and exploring how their unique experiences and perspectives can shape their art. The classroom becomes a dynamic studio where experimentation, exploration, and artistic growth take place, preparing students not just for artistic success but for lifelong creative thinking.
Baked into the inquiry questions are sesame seeds representing Universal Design for Learning. We couldn't explain it any better than this food reference to a buffet by Katie Novak "What is UDL? Universal Design for Learning Explained in 3 minutes".
Explanation:
Unpacking Standards Examples:
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