I have been at this catholic school for 12 years. When I started the
room was used for music classes which the kids hated every year. There
was no art teacher. it has taken years to build
up the supplies I have. Every locker is full, every cabinet is full
and I just have room for their portfolios on the shelves. I will never
get a sink until the boys bathroom on the other side of the wall is
remodeled and each year something else need to be repaired in this old
I do however have technology. I have alaptop and activboard and wacom
tablet which the kids love to use. I figure that is one place I could
implement TAB but only one kid at a time.
I also photograph or scan all my students art and upload it to a free
website. Each year it bothers me when I see projects that look like
cookie cutter art. I see the kids working so hard to do something new
and are so proud of their work. I push the older kids to think on
They respond well.
It's going to take some thought. I think the kids will help me the
most. They are creative in many ways!
On 9/1/06, firstname.lastname@example.org <email@example.com> wrote:
> I agree with you. You do have a situation where TAB may be impossible to
> implement. The only thing I can suggest is to improve the situation. Teachers
> do need good working conditions to do an effective job. Even at the university
> level I encounter these challenges. We can only do so much. The
> administration must do its part in providing classrooms that are conducive to
> effective teaching and learning. Sounds like you are doing the best you can.
> One idea is to present your vision to your administrator and ask for help to
> implement this vision. Getting a sink would be a good first step. There may
> be other things you need to do your work effectively. Make a list and work the
> Your situation sounds like my first few years teaching at the elementary school.
> I didn't have a room. I was on an AV cart. The curriculum was constrained by
> what I could get on the cart. I even had stairs to navigate. I had 900
> students who loved art. I went to the PTA. They got the funds together to
> complete an unfinished classroom. I moved in the next year. Even though I had
> no tables, sink or cabinets, we had our own room. Things got better each year.
> I had to remind myself, I was doing the best I could do. I had to put a lot of
> idealistic ideas out of my head just to survive. When I started reaching out
> and letting others help it got better. It was never great, but it was better.
> When trying to improve your situation, always look at how far you have come.
> This will help when you see how far you still need to go.
> Take care.
> Quoting Eileen Ellis <firstname.lastname@example.org>:
> > I teach k-8 art in a jammed classroom with a giant paper cutter and no sink.
> > I have water in 2 igloo containers and the dirty water goes into a
> > five gallon bucket.
> > I can't figure out how I would do most of this.
> > The creative thinking is attainable but having that many K-3 doing their
> > own thing is terrifiying with only one art period of 40 min per week.
> > I do have 8 tables but sometimes I have 31 kids.
> > I can't imagine the clean up at the end of the day.
> > Kids only do so much and time is a huge factor.
> > Older kids would be easier but the grades will drop at first.
> > Any Ideas
> > EE
> > On 9/1/06, email@example.com <firstname.lastname@example.org> wrote:
> > > Jayna, I don't recommend starting abruptly second semester. With my
> > principal's encouragement I started doing modified TAB last year, in baby
> > steps from the beginning and increasing the length of the TAB units as the
> > semester (in my case) went on. This is what I figured out worked and am doing
> > it again this year:
> > >
> > > 1) No beginning with dry lessons on EOA/POA--we came out of the gate
> > talking about thinking like an artist, why minimal effort is not art, the
> > importance of presentation, artist's signatures, etc.
> > >
> > > 2) Students who finish assignments before others g into TAB mode while the
> > rest of their classmates catch up (ie, no more 'I'm finished/what do I do
> > now?')
> > > 3) TAB days are salted throughout the first semester to train them
> > gradually in the idea that they are responsible for being productive and
> > establishing goals for themselves in art.
> > > 4) Choice into every assignment--for example, my first clay unit will be
> > slab construction, for which the skill requirements will be rolling slabs,
> > joining clay and good glazing technique. I'll show them boxes and
> > mugs/plates and let each choose how s/he wants to satisfy the assignment.
> > >
> > > Linda
> > >
> > >
> > >
> > > ---- Original message ----
> > > >Date: Fri, 1 Sep 2006 07:25:58 -0700 (PDT)
> > > >From: Jayna Huffines <email@example.com>
> > > >Subject: Re: [teacherartexchange] TAB Choice Excitement! Off to a GREAT
> > Start
> > > >To: "TeacherArtExchange Discussion Group"
> > <firstname.lastname@example.org>
> > > >
> > > >Although I don't do TAB Choice right now, I'm soooo
> > > >intrigued by it and I would love to be able to start
> > > >second semester. I did some research starting with
> > > >Incredible Art department, and I found a middle school
> > > >teacher with whom I hope to start an ongoing
> > > >conversation, however, most references were to
> > > >elementary teachers. Are there any others on the list
> > > >(or off, Judy?) who would be interested in being my
> > > >"buddy" and answering some specific questions and
> > > >offer suggestions? Can anyone suggest really good
> > > >reading material that might help fill in the blanks?
> > > >Would anyone be willing to let me borrow a good book
> > > >if I mail them money for postage? Can you tell I'm
> > > >excited about this? How/where do I start?
> > > >
> > > >Jayna in Apex, NC, getting rained on (we needed it!!!)
> > > >
> > > >
> > > >
> > > >__________________________________________________
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