Transitioning from Modify Choice to Full TAB

We received an email asking how we used themes and concepts together and how we presented these ideas to the class. In this post, we'll respond to that email by outlining how we transitioned from Modified Choice to full TAB using our Art Two class as an example.

Last summer we made a chart with three different categories: Themes, Concepts and Media. It was a big list of all the things we thought we might want to cover. Here is a look at each:

Themes: some of our themes were more conceptual (I.e identity) and some were less ( I.e up close and personal). The less conceptual ones are easier to solve so are better for students who haven't had as much experience coming up with ideas. In either case, we prefer themes that allow for more than one solution as opposed to using a noun as a theme. For example, "Animals" makes a poor theme because the students will simply print out a photo of a turtle or puppy. 

Theme Examples:

Up close and personal, sticky situation, culture, identity, play, systems, empathy, boundaries, transformation , absence 

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Concepts: This was basically a list of principles we wanted the students to be familiar with. With Art Two, we wanted to focus on the principles of design.

Concept Examples:

Contrast, repetition, exaggeration, juxtaposition, emphasis, movement, interactivity, appropriation, collaboration

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Media: When we created our media list, we put a focus on what materials we wanted to introduce. We also grouped them when it seemed beneficial. In a TAB situation, you want to make sure the students have an introduction to the material. If for no other reason than to make sure they know how to retrieve, properly use, clean up and put away the supplies. Grouping the media is also beneficial when teaching mini lessons. I.e you can teach cross-hatching with pencil and with pen & ink. 

Media Group Examples:

Black and white: pen and ink, charcoal, pencil. 

Color 1: oil pastel, chalk pastel, color pencil. 

Color 2: acrylic paint, water color paint, spray paint. 

3D: clay, paper mâché, plaster strips.

The final step was to select which themes, concepts and media to group together. We did our best to determine which theme would match up with which concept and what order to introduce media. 

The earlier projects had less choice. As the class progressed, everything opened up. Here are examples of a few of our Art Two projects in order:

Project 1:

Theme: What's the Point 

Concept: Contrast

Media: Pen & ink, charcoal or pencil

See more student solutions here:

http://www.apexhsart.blogspot.com/2013/09/whats-point.html

Project Two:

Theme: Up close and personal

Concept: Emphasis

Media: oil pastel, chalk pastel, color pencil 

( you will notice in this project some students were already breaking out of the box using water color and even make up

See more student solutions here:

http://www.apexhsart.blogspot.com/2013/10/upclose-and-personal-art-two.html

Project 3:

Theme: Sticky situation

Concept: Repetition

Media: Paint (any)

See more student solutions here:

http://www.apexhsart.blogspot.com/2013/10/sticky-situation-repetition-part-2.html

Project 4:

Theme: Portrait

Media: non traditional material 

(the point of this project was to let the students realize they could break out of any box)

See more student solutions here:

http://www.apexhsart.blogspot.com/2013/12/non-traditional-portraits-part-3.html

So how did the students react to this method of teaching? 

You can read their responses here: 

Does Choice Really Matter?