Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB) by Katherine M. Douglas

Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB)

Book Title: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB)

Publisher: Teachers College Press

ISBN: 0807758914

Author: Katherine M. Douglas


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Katherine M. Douglas with Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (TAB)

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The authors who introduced the concepts of Teaching for Artistic Behavior (TAB) and choice-based art education have completely revised and updated their original, groundbreaking bestseller that was designed to facilitate independent learning and support student choices in subject matter and media.

More than ever before, teachers are held accountable for student growth and this new edition offers updated recommendations for assessments at multiple levels, the latest strategies and structures for effective instruction, and new resources and helpful tips that provide multiple perspectives and entry points for readers.

The Second Edition of Engaging Learners Through Artmaking will support those who are new to choice-based authentic art education, as well as experienced teachers looking to go deeper with this curriculum. This dynamic, user-friendly resource includes sample lesson plans and demonstrations, assessment criteria, curricular mapping, room planning, photos of classroom set-ups, media exploration, and many other concrete and open-ended strategies for implementing TAB in kindergarten–grade 8.

Book Features:

  • Introduces artistic behaviors that sustain engagement, such as problem finding, innovation, play, representation, collaboration, and more.
  • Provides instructional modes for differentiation, including whole-group, small-group, individual, and peer coaching.
  • Offers management strategies for choice-based learning environments, structuring time, design of studio centers, and exhibition.
  • Illustrates shifts in control from teacher-directed to learner-directed, examining the concept of quality in children’s artwork.
  • Highlights artist statements by children identifying personal relevancy, discovery learning, and reflection.