You have given me food for thought.
How do I create assesments for something like this?
As it is many projects are finished around grading time
I do grades (2 of each ) for 2nd -8th grade.
It is a nightmare. I hate it . I always have!
I bring most pieces home so I can do gradingin peace and quiet.
TAB would a bigger nightmare! (at least it seems this way)
Tab choice art ed...I will look here.
On 9/2/06, email@example.com <firstname.lastname@example.org> wrote:
> 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.>>
> First of all let me say, you are an art education hero. Teaching that
> range of ages in such a substandard situation and still wanting to
> improve your practice is beyond admirable!
> Saying that, also, I feel that student centered choice teaching
> actually addresses a lot of the issues that plague us as art educators:
> terrible schedules, insufficient time, not much space, random supplies
> available and an incredibly diverse student population. Many of these
> issues confronted me as a green teacher; that was in the late
> sixties--everybody complained about conditions and as we see, the
> problems remain in our field. So! If these conditions just may be a
> given, how can we cope? And that is what got me developing what are
> now called TAB (Teaching FOR Artistic Behavior) strategies.
> In a bad room without running water and tooooo many kids and multiple
> age groups I can envision this:
> 1. More dry choices than wet: eventually lots of fiber/weaving which is
> clean, quiet and can go with the kids if they are not finished.
> 2. A variety of drawing media, entry level (colored pencils, pencils,
> templates, references, crayons, markers, erasers, still life objects
> (shells, plants, toys--trucks, horse and dino models, etc.) which
> everybody k-8 could access at will.
> More advanced media (charcoal, ink, oil pastels) put away where older
> students know how to find, use and put away.
> 3. A collage area or box with clear plastic bins and materials
> sorted--and most of this stuff would be found/free
> 4. A mini sculpture area: wire, cardboard, tape, glue, scissors,
> staplers, glue gun for older kids. Most of these materials would be
> 5. you already have a computer center
> 6. Rubber stamping could take care of printing for awhile...
> 7. Your paint center: use what ever paints you already use, or just
> watercolors and "biggie block" temperas. Teach students (yes, grade
> one's too) to set up their own paints and clean them up. Limit to four
> or six kids per week.
> 9. Altered books, for those who like them (older kids rather than
> younger) and these would be filled using all of the above centers, so
> no additional center needed. Students could keep in their classroom
> and bring every week if storage were a problem
> Keep in mind every center has been opened one at a time with thorough
> instruction in a. what is found there b. how to use it (generally, not
> specifically) c. how to put it away. And students are held super
> accountable for cleanup, quiet work and whatever end products their age
> and your school needs find appropriate.
> The basic entry level materials are always there. Students know ahead
> of time what is there and are planning their work before they arrive.
> Cleanup should be no more than five minutes once the kids are in to it.
> Class beginnings should be similiarly brief, so time is used very
> I have been teaching since 1969 and I have been using some form of
> choice since 1974...and after all this time I still love to go to work
> every day. My students continue to astonish and thrill me.
> Please visit our listserv
> http://groups.yahoo.com/group/TAB-ChoiceArtEd/ to find an ongoing
> discussion of just this stuff...a searchable collection of nearly 4,000
> messages on these topics from teachers all over the country.
> Best Wishes,
> Kathy Douglas
> in massachusetts
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