One of the methods we use in the Art Department of South Brunswick High School to introduce students to the different ways that artists think and work, is by designing Artistic Behavior Unit plans. The following article, originally published in Arts & Activities Magazine, explains what an Artistic Behavior Unit plan is and how we introduce them to our students. Making ArtistsAs an art teacher I long embraced the mantra, “Make Art.” I had these words emblazoned on T-shirts, a coffee mug, my classroom blog banner, even the license plate on my car. I had good reason for accepting this catchy slogan. After all, my job was to teach my students to make art. One day while looking over my students’ art, I noticed that their work all looked the same. In fact, their art looked more than similar, their work was unrecognizable as individual pieces. When I laid it out on a table, I couldn’t tell which work belonged to which student. Though I had been teaching my students to make art, I hadn’t been teaching them how to be artists. It was at this point I realized a paradigm shift in my thinking was required. I would no longer be interested in “making art” but, rather, “making artists.” Product vs. ProcessThis difference in my thinking can best be understood by comparing the product vs. the process. As an art teacher who was interested in making art, I incorporated a product-based mentality. My old way of thinking leaned heavily on a desired and predetermined outcome. In other words, I was interested in what students’ project would look like when they were completed. As I switched to being a more choice-based teacher, I became interested in making artists. My focus now turns to a set of artistic behaviors my students will acquire while creating art. I want to make sure they understand steps artists take and decisions artists make when creating art. In other words, I became interested in the process. Artistic Behavior UnitsIn order to implement my newfound desire to teach students to work like artists, I enlisted the help of fellow Apex High School art teacher, Melissa Purtee. Together we sat down and developed a list of ideas, not based on making art, but on being an artist. We considered what artist do, how they think and how they work to create art. From our very long inventory of topics, we scrubbed our list of artistic behaviors down to our top seven. This set of units would become our semester roadmap. Here is our list of artistic-behavior units including short descriptions. Artists Observe: This unit covers observational drawing and possibly painting. It incorporates still-life drawings and nature drawings, as well as architectural drawings, urban sketching or even plein air painting. Resources for this Unit Art of South B Artists Observe Presentation Art by Barnett Artists Observe Blog Post Artechtivity.com Artists Observe Blog Post WHS Art Department Artists Observe Presentation Artists Steal: Discussions revolve around artists such as Lichtenstein, Shepard Fairey and Damien Hirst. Themes are based on concepts such as appropriation and intertextuality. Resources for this Unit Art of South B Artists Steal Presentation The Salisbury School Artists Steal Resources WHS Artists Steal Presentation Art by Barnett Artists Steal Blog Post Artists Solve Problems: This unit examines how artists work with limitations and constraints. Students research the limitations artists overcome such as; Henri Matisse working with compromised vision, Chuck Close painting from his wheelchair, or Phil Hansen’s TED talk, “Embrace the Shake.” Students explore self-inflicted limitations from materials to working in difficult situations. Resources for this Unit Art of South B Artists Solve Problems Presentation Thoughts On Arting Artists Solve Problems Blog Post Pierz HS Art Artists Solve Problems Blog Post Art by Barnett Artists Solve Problems Blog Post Artists Communicate: This unit covers the many ways art is used to communicate ideas and thoughts. It covers a range of art works from contemporary artists to commercial fields such as advertising and illustration to video and animation. This unit culminates with a theme-based project. Artists Collaborate: This unit introduces the concept of working together to build something bigger than the sum of its parts. Consider discussing and contrasting different ways artists collaborate, from Jeff Koons, who hires people to create his art, to teams like Christo and Jeanne-Claude, who worked together. Artists Curate: This unit covers how museum and gallery exhibits are conceived and works are assembled in groups. It covers everything from artist styles and collections to how museum curators pick topics for shows. This unit also explores how artists create individual style. Artists are Self-Learners: This unit provides students an opportunity to experiment with new materials, styles, skills and techniques. It encourages them to utilize tutorials, and to create tutorials themselves. They are also encouraged to share what they learn with others. Making the shift from product-based to process-based thinking opened avenues of creativity, originality and personal voice in my students’ work that I had not previously seen. Where before I couldn’t tell two works apart, I now see projects that are created in a style unique to each student. Their works no longer resemble exercises in the elements and principles of design, but rather, art that is personal and meaningful to each individual artist. Other Possible Artistic Behavior UnitsArtists Seek Inspiration Artists Engage Artists Synthesize Artist have a Style Artists Tell Stories Artists Impact their Communities Artists Collect Artists Research Artists Experiment Artists Repurpose Artists Make a Difference Artists Educate Artists Explore a Theme Artists are Self Promoters Artists Play with Materials Developed Art Making Skills Artists Question Artists Transform Artist Create Temporary Art Artists Pay Tribute The Art of South B: displaying the art from students at South Brunswick High School, NC
Here at The Art of South Brunswick High School, NC, we incorporate the Teaching for Artistic Behavior or TAB philosophy in our classroom. TAB states that the student is the artist and the art room is their studio. We believe students should be involved in the entire artistic process including designing, creating, and reflecting on their work. It is our job as teachers to present ideas and concepts, demonstrate techniques and materials, and encourage and support our students to create and produce works of art at the highest level.
2 Comments
Debora
9/11/2019 03:34:37 am
I’m in!!!! I can be your tester of your units!
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I am so intrigued by the units I am reading about and see a wonderful opportunity for my influence as a teacher to diminish while building artistic processes for my students during this school year. As
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Art of South BArtwork by students at Art of South BThe Visual Arts Dept. at SBHS is like no other program in the state. Learn more, watch the Intro to South B video.
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Make Artists Podcast with your host Ian Sands the choice based, student directed, Teaching for Artist Behavior, high school art teacher and stuff and things... but mostly stuff. What's TAB?Teaching for Artistic Behavior (TAB) is a student-directed art education pedagogy that directs students to think and work as artists.
BooksMaking Artists picks up where The Open Art Room left off, covering issues and situations choice teachers encounter as they design their program.
The Open Art Room provides a student-centered approach to art instruction that is inspirational, practical, and classroom-tested.
ArticlesClick Here to read the May SchoolArts Article, "What If, TAB"
Click Here to read the March SchoolArts Article, Student-Directed Answers to Five Frequently Ask Questions
Click Here to read the January SchoolArts Magazine Article Engagement Grading
Click Here to read the November SchoolArts Magazine Article Is Disco The Cure For Artist Block?
Click Here to Read the 2019 Summer SchoolArts Magazine Article Realigning the Standards!
Click Here to Read the April SchoolArts Magazine Article Tracking Student Progress with the Burn Book!
Click Here to Read the February SchoolArts Article, Build A Dynamic Art Program with Modular Teaching!
Click here to Read the October SchoolArts Article, Artists Solve Problems
Click Here to Read the Summer SchoolArts Article, Art Traps for Reluctant Students
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