Educators and administrators interested in rhizomatic learning experience need to understand the power of emotional drive when curriculum is decentralized.
|Be prepared. When student directed classroom activities intensify, the synergy of this curriculum model will provide students with authorization to connect their learning to subject areas throughout the school. Are educators who advocate for connected, innovative and authentic learning models like a Teaching for Artistic Behavior art program, prepared to deal with the logistical dynamics of such a curriculum model?|
|A special dark room is available for this student to project images for a mural project.|
Many students will desire mobility. They want to be in specific locations to execute their learning plan. Educators will need to consider if an individual's learning experience can be enhanced outside of the classroom.
|A child considers the next color placement in her abstract composition.|
When time sensitive learning events require learning outside the art classroom, is the school willing to accommodate student needs? How responsive is the school to students?
Do schools advertise student-centered learning experience when actually a centralized, linear curricula that encourages learner passivity is experienced by children?
TAB art programs offer dynamic curriculum experiences where intellectual emancipation can be realized by the child.
Art is a very big subject.
In TAB art programs, art class becomes a conduit to learning throughout the school, providing children with active, conscious minds opportunity to make powerful connections with their art ideas to learning content within the rest of the school curricula. Nothing could be more important than the school's mission to develop and refine the child's intellectual capacity through interdisciplinary learning. TAB art education experiences are transformative, catalyzing children to move beyond direction taking. The TAB art room becomes one of the most important learning environments in the school.