Choice-Based Learning in the Art Room

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Northwestern College, Iowa Northwestern College, Iowa NWCommons NWCommons Master's Theses & Capstone Projects Education Summer 2019 Choice-Based Learning in the Art Room Choice-Based Learning in the Art Room Carrie J. Mathison Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Art Education Commons

Running Head: CHOICE-BASED LEARNING IN THE ART ROOM 1 Choice-Based Learning in the Art Room Carrie J. Mathison Northwestern College A Literature Review Presented in Fulfillment of the Requirements for the Degree of Master of Education August 2019 Dr. Daniela Syed

CHOICE-BASED LEARNING IN THE ART ROOM 2 Table of Contents Abstract …………………………………………………………………………………………… 3 Introduction ……………………………………………………………………………………….. 4 Review of the Literature …..………………………………………………………………………. 8 Three-part Theoretical Framework ………………………………………………………..8 TAB Focus One: What do artists do? ……………………………………………………..8 TAB Focus Two: The Child is the Artist ………………………………………………...11 TAB Focus Three: The Classroom is the Child’s Studio ………………………………..13 Why a TAB Classroom Looks Different ..... ……………………………………………..15 What does a TAB Classroom look like? .…...……………………………………………17 TAB Impact: Creativity ………………………………………………………………….19 TAB Impact: Engagement/Motivation/Connection ……………………………………..22 TAB Impact: Home vs. School …………………………………………………………..24 TAB as a Democratic Education Idea: Meaning and Message …………………………..25 TAB as a Democratic Education Idea: Collaboration ……………………………………26 Conclusion ………………………………………………………………………………………. 28 References ……………………………………………………………………………………… 30

CHOICE-BASED LEARNING IN THE ART ROOM 3 Abstract This literature review outlines the basis of the choice-based art education philosophy Teaching for Artistic Behavior (TAB). The review addresses the history of the philosophy and what it looks like in the classroom setting with a focus on the creativity, engagement, motivation and connections, and supporting student autonomy. The TAB philosophy and pedagogy is based on a three-part theoretical framework of what do artists do, the child is the artist, and the classroom is the child’s stu dio. TAB is compared and contrasted to traditional Discipline-Based Art Education (DBAE). When TAB is implemented, the art classroom looks different and impacts the students’ creativity and autonomy making art accessible to all. Keywords: art education, choice-based learning, Teaching for Artistic Behavior, high school level, creativity, engagement, motivation, democratic education

CHOICE-BASED LEARNING IN THE ART ROOM 4 Choice-Based Learning in the Art Room In an educational landscape that is rapidly changing, choice is something that is desired and what sets apart individuals. In the visual arts, choice is helps defines artistic style, gives meaning and message connections, and ultimately aids in creativity (Purtee & Sands, 2018, p. 27). The visual arts classroom is often viewed as a place for students to express or release themselves, where students who struggle in core curricular classes excel (and sometimes vice versa). This classroom can often seem chaotic to those looking in; classroom supports are present but via different methods than traditional or general education classrooms. Art teachers are challenged with teaching art to the general student population, with making art accessible to all. With artists, who are often stereotyped as egocentric, concerned with self-expression, and generally indifferent to public opinion, it becomes difficult to relay information to students who may or may not be artistically endowed (Parks, 1992). All children can practice, develop, and learn artistic skills, but reaching children of various interests and ability can be a challenge. Teaching for Artistic Behavior (TAB) is a choice-based art education pedagogical philosophy that was started by Douglas in Massachusetts in the 1970s and is now nationally recognized (Clark, 2018). As a ground-breaking elementary art teacher, Douglas , along with Crowe and Joseph, used innovative methods in her classroom that developed into TAB. Douglas, Crowe, and Joseph first taught a course on their methodologies at MassArt, an approach that throughout the four years became known as Teaching for Artistic Behavior (Purtee & Sands, 2018). In 1998, Douglas and Jaquith launched a grassroots movement of this same name in Massachusetts with a handful of teachers. Through this movement, the TAB philosophy began to spread through their presentations, literature, and social media (Jaquith, 2019). The

CHOICE-BASED LEARNING IN THE ART ROOM 5 TAB method was pioneered in elementary classrooms and focused on setting up classroom centers based on types of art media (Purtee & Sands, 2018). TAB is one philosophy of teaching art education, a necessary part of a comprehensive education, especially in regard to 21 st -century skills. Approaches to art education focus on primarily two different approaches but include a third--TAB (Purtee & Sands, 2018, p. 22). The first is teacher directed, also known as Discipline-Based Art Education (DBAE). DBAE focuses on the art product, with the teacher setting specific limitations and directly leading students through them. Like other core classes, DBAE learning has a standardization, and objectives are met with some predictability (Parks, 1992). The concern about DBAE is that when the end product begins to take precedent over the process, the teacher is managing projects instead of facilitating learning; student creativity and expressing is compromised (Hathaway, 2013). The second part of the spectrum is Modified Choice. In this approach, students are given a limited range of choices under the teacher’s discretion. Instruction often has a short period of intense skill development and then leads into choices (Purtee & Sands, 2018, p. 22). This area often flows directly into the third approach; unfortunately, many educators consider this second choice to be TAB, when it is not, as the choices are still not fully the students, and creative control still belongs to the teacher (Hathaway, 2013). The final approach to art education is full choice-based art education. TAB is part of the full choice-based approach. Even though it offers the highest level of choice, it is its own philosophy within choice-based art education (Purtee & Sands, 2018, p. 25). TAB’s philosophy has a focus on the process in which students learn and create art with the teacher acting as a guide (Purtee & Sands, 2018, pg. 22, 25). TAB teachers have an understanding of mistakes and allow for students to learn from them because the focus is on the process of making art, not on a

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