Choice-based art education regards students as artists and offers them real choices for responding to their own ideas and interests through the making of art. Choice-based art education supports multiple modes of learning and assessment for the diverse needs of students.
Teaching for Artistic Behavior Inc. is a grassroots organization developed by and for art teachers, and serves to promote and support choice-based art education in public and private education settings.”
Four core practices, Personal Context, Pedagogical Context, Classroom Context and
Assessments are the foundation of Teaching for Artistic Behavior.
Choice-based art education regards students as artists and offers students real choices for responding to their own ideas and interests through art making.
* The student is the artist
* Students control subject matter, materials, approach
* Student beliefs drive work
* Students are self-motivated
* Experimentation and mistakes are honored
Results: personal work and deep learning
Choice-based art education supports multiple modes of learning and teaching.
Modes of Instruction:
* Whole group demonstrations
* Small group instruction
* Peer coaches
* Self initiated groups
* Sharing work with the group or class
* Student work
Choice-based art education provides resources and opportunities to construct knowledge and meaning in the process of making art.
* Brief, whole group demonstrations
* Students plan outside of class
* Students work at personal pace
* Environment attractive, inspiring
* Environment organized for group and individual work
* Highly organized for ease of use
* Students take responsibility for care of room/materials
* Students help to collect materials, beginning art process
* Choosing materials important part of the process
* Centers provide ongoing instruction and inspiration
* Centers allow for independent work while allowing teacher to instruct in multiple
Choice-based art education utilizes multiple forms of assessment to support student and teacher growth.
* Artistic behaviors are honored and noted in the ongoing assessment process
* Teacher-created documentation captures observations of students’ artistic behaviors, needs and
* Rubrics are negotiated between students and teachers and are broad enough to affirm student differences
* Self-assessment occurs on a regular basis, both informally and with self-reflection writing
* Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher
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