Teaching for Artistic Behavior


	TEACHING FOR ARTISTIC BEHAVIOR™
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ARTISTIC BEHAVIOR TEACHING and LEARNING CHOICE STUDIO CENTERS ASSESSMENT	ARTISTIC BEHAVIOR Four core practices, Personal Context, Pedagogical Context, Classroom Context and Assessment are the foundation of Teaching for Artistic Behavior. PERSONAL CONTEXT Choice-based art education regards students as artists and offers students real choices for responding to their own ideas and interests through art making. Essential elements: The student is the artist Students control subject matter, materials, approach Student beliefs drive work Students are self-motivated Experimentation and mistakes are honored Results: personal work and deep learning PEDAGOGICAL CONTEXT Choice-based art education supports multiple modes of learning and teaching. Modes of Instruction: Teacher: Direct Indirect Whole group demonstrations Small group instruction One-on-one Student: Peer coaches Self initiated groups Sharing work with the group or class Resources: Reproductions Books Internet/multi-media Student work CLASSROOM CONTEXT Choice-based art education provides resources and opportunities to construct knowledge and meaning in the process of making art. Structuring time: Brief, whole group demonstrations Students plan outside of class Students work at personal pace Arranging space: Environment attractive, inspiring Environment organized for group and individual work Managing materials: Highly organized for ease of use Students take responsibility for care of room/materials Students help to collect materials, beginning art process Choosing materials important part of the process Providing Instruction: Centers provide ongoing instruction and inspiration Centers allow for independent work while allowing teacher to instruct in multiple ways ASSESSMENT Choice-based art education utilizes multiple forms of assessment to support student and teacher growth. Artistic behaviors are honored and noted in the ongoing assessment process Teacher-created documentation captures observations of students’ artistic behaviors, needs and accomplishments Rubrics are negotiated between students and teachers and are broad enough to affirm student differences Self-assessment occurs on a regular basis, both informally and with self-reflection writing Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher COPYRIGHT 2012 TEACHING FOR ARTISTIC BEHAVIOR, INC.