Choice teachers are asked many questions about their teaching practice by
educators who are more comfortable with teacher/curriculum-centered pedagogy.
Here are my questions for those teachers: (and choice-based teachers also address
these questions on an ongoing basis)
1. Can your students repeat an art work similiar to what they have done in
your class, without your assistance or model?
2. How do you know what students have learned (as opposed to what they have
3. How much are your students allowed to deviate from the model?
4. Does this deviation impact the grade that the student is given?
5. How do you manage variations in the speed with which students complete a
given project? What happens when a student finishes early? What happens when a
student is way behind the rest of the class in finishing?
6. If a painting, for example, is unsucessful, does the student have an
opportunity to repeat the experience?
7. Do all of your students make something in each area of art each year?
(painting, drawing, printmaking, fiber, book making, digital art, mask making,
8. If a student makes brilliant paintings and does poorly in sculpture, what
is the student's grade?
9. How much stylistic variation do you see in your student work? Can you pick
out which student made a piece if it is unsigned?
10. What sort of art work do your students do at home? Is there a connection
to what they are doing in class?
11. What percentage of special needs students are able to do your projects
without assistance? What accomodations do you make for special needs students?
12. What percentage of students in each class are persistent behavior
13. How often must you turn to magazines for new ideas?
14. How do you choose an idea which all the students will like enough to put
15. How do you grade? Do you use rubrics? What do they look like?
http://knowledgeloom.org/tab http://groups.yahoo.com/group/TAB-ChoiceArtEd/ http://tabchoiceteaching.blogspot.com/
"Once upon a time the animals decided to do something heroic to meet the
problems of the 'new world.' So they organized a school.
They adopted an activity curriculum consisting of running, climbing,
swimming, and flying. To make it easier to administer the curriculum, ALL the animals
took ALL the subjects.
The duck was excellent in swimming, in fact, better than her instructor; but
she only made passing grades in flying and was very poor in running. Since
she was slow in running, she had to stay after school and also drop swimming in
order to practice running. This was kept up until her webbed feet were badly
worn and she was only average in swimming. But average was acceptable in
school, so nobody worried about that except the duck.
The rabbit started at the top of the class in running, but had a nervous
breakdown because of so much make-up work in swimming. The squirrel was excellent
in climbing until she developed frustration in the flying class when her
teacher made her start from the ground up instead of from the treetop down. She
also developed a charely horse from overexertion and got a C in climbing and a
D in running.
The eagle was a problem child and was disciplined severely. In the climbing
class she beat all the others to the top of the tree, but insisted on using
her own way to get there.
At the end of the year, an abnormal eel that could swim exceedingly well, and
also run, climb, and fly a little, had the highest average and was
The prairie dogs stayed out of school and fought the tax levy because the
administration would not add digging and burrowing to the curriculum. They
apprenticed their child to a badger and later joined the groundhogs and gophers to
start a successful private school.">>