What I observed over the course of five months is with continuous feedback inside a TAB classroom designed for autonomous learning activity, high school students of varying creative and intellectual capacities are able to generate their own art ideas, develop craft and scaffold and regulate their own learning. All without the use of radical behaviorism. No external rewards. No external incentives. Only the joy of art making and learning for learning's sake.
Friday, December 26, 2014
I have written about creative growth before. I'm not going to assign Wiggins Creativity Growth Rubric scores to these works because you can see the growth for yourself:
Sunday, December 21, 2014
|Teachers may also deliver essential curriculum content at this time, for example a presentation of Renaissance perspective utilized by Masaccio and Masolino at the Brancacci Chapel.|
|Teachers may also present large-group demonstrations during this time.|
|After the large group lesson, students acquire materials and settle into creative learning activities.|
|"Look, Think, Create," is a concept sign inspired by "Room 13 International" website. I adapted it for TAB.|
We are seeing educators adopting TAB pedagogy throughout the country at all grade levels. There are thousands of elementary and middle school teachers working with TAB and quite interestingly, the High School TAB Facebook page has 358 members in it.
Educators are very much interested in the possibilities of what liberating the imagination and creative spirit looks like in K-12 Public Education settings and looking at the results of my own experiences with high school TAB there is quite an appetite for choice-based art education.
My sincerest thanks to the authors of "Curriculum in Abundance,"