Learning to Engage and Persist in a TAB (Teaching for Artistic Behavior) Classroom

Autor/in	Ellis, Jayme
Titel	Learning to Engage and Persist in a TAB (Teaching for Artistic Behavior) Classroom
Quelle	In: Art Education, 75 (2022) 2, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Jayme)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2021.2009281
Schlagwörter	Learner Engagement; Academic Persistence; Art Education; Student Behavior; Teaching Methods; Elementary School Students + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, the author discusses the pedagogy she follows--the three-sentence curriculum of Teaching for Artistic Behavior (TAB): What do artists do? The child is the artist. The classroom is the child's studio. The author conducted a qualitative action research case study by following two cohorts of students into 2nd and 5th grade as they transition from teacher-directed learning to choice-based learning. The study answers the following questions: (1) What changes can the educator make to create a more successful transition to TAB? and (2) How can these changes help already self-directed students invest more deeply in their artwork? The methods included research memos, documentation of artifacts, interviews, and a survey. Findings show that TAB pedagogy teaches students to Engage & Persist in the art studio by encouraging intrinsic motivation, self-directedness, collaboration, and risk-taking, play, and exploration. TAB is a way for art educators to reimagine their learner-directed art studio and give students control, and therefore creativity. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01