I work harder to create classroom structures, routines, and management.
When I was a DBAE (Discipline-Based Art Education) teacher, creating and prepping for lessons was incredibly easy. It was a recipe. I set up all the materials for my students and steps were pre-planned. The lesson objective was centered around an element of art, technique, artist, or art movement. The lesson objective was met by my students creating with only the materials provided to them. For example: If I wanted my students to know warm colors, I only left warm colors in the table boxes for them to use. Because, it was easier! Did my students truly know the difference between warm and cool colors? Nope. They knew how to follow the recipe I presented before them.
My classroom was a factory of disengaged minds.
When I made the transition to TAB I had no idea how difficult it was going to be. I remember having moments of feeling defeated. I felt that I have failed with lesson plans, classroom set-up, assessment, etc. It was being a new teacher all over again! But my students kept me going. They had a spark of excitement when they came to class. They were no longer robots moving through the motions of recreating a work of art.
I realized that I had to become an expert at teaching my students how to work in the studio. This included making routines and structures. I also learned that I had to create lesson plans that encompassed all types of artist and apply to everyone in the studio. (I found the Studio Habits are amazing for this!)
What Does It Mean to Be a TAB Teacher:
Honoring students authentic artwork and ideas
Developing and maintain sound studio structures and routines
A place where I keep all of my thoughts on teaching an elementary Teaching for Artistic Behavior (TAB) classroom.
TAB Teacher Blogs