Jennifer R. Ferrari is a visual art teacher, past president of Teaching for Artistic Behavior, Inc., co-host of the podcast TAB Storytellers, and a professional development provider for educators at all stages of their careers. Visit Jen at jferrari.art.Jillian Hogan is a professor of child development at Siena University, a former music teacher, a professional development provider for arts teachers, and coauthor of Studio Thinking from the Start. Visit Jill at jillhoganinboston.com.

• ContentsForeword Diane B. Jaquith  ixAcknowledgments  xiIntroduction  1 How Did We Get Here?  1About Us  2How to Read This Book  4What This Book Is  4What This Book Is Not  5A Note on “Pedagogical Appropriation”  5Where to Find More  61.  What Is TAB?  7The TAB Approach  8The Three TAB Principles  9What Do TAB Teachers Believe?  14Clarifying the TAB Class  15The Nuance of TAB  18Choice Is a Path, Not a Destination  20TAB Is Hard  20Educational Telephone  21Moving Forward  22Things to Think About  222.  Why Does TAB Work?  23Thinking in a Discipline  23Constructivism  24Balancing Choices  26Self-Determination Theory  27Fitting Into History  28“Working”  29Things to Think About  293.  Why Is TAB a Best Practice for Art Education?  30TAB as a Best Practice for Contemporary Art Education  30Connections to General Education Frameworks  30Conclusion  48Things to Think About  494.  Where Can We Find TAB?  50Clyde Gaw, New Palestine High School, Indiana  50Kelly Beach, Rodger Quist Middle School, Thornton, Colorado  57Lauren Gould Donahue, C. T. Douglas Elementary School, Acton, Massachusetts  65Things to Think About  755.  How Do We Map Curriculum for a TAB Program?  76Teaching for Artistic Behavior  76Curriculum Writing: A Recipe for Success  78Curriculum Close-Ups  86Your Recipe for a Successful Curriculum  93Things to Think About  956.  How Do We Promote Quality Student Engagement?  96Defining Quality Engagement in Students  96Manifesting Quality Engagement Through Teaching  97TAB Teachers Embrace a “Yes, Please!” Mindset With Students  99Teachers Dig Deeper  108The Lighting of a Fire  109Things to Think About  1107.  How Do We Create and Implement Authentic Assessment?  112What Should Art Teachers Assess?  113Defining Quality Artistic Thinking  113Some Assessment Guidelines  119Types of Assessment  120What Do You Value?  134Things to Think About  1348.  Who in Our School Communities Needs to Know About TAB?  135The Broken Record Principle  135Claiming Your Expertise and Navigating Expectations  136Using Clear, Concise, and Relevant Language  139Defining Your Well-Functioning Studio  139Specific Advocacy Strategies  139How Can the School Community Support TAB Teachers  142Expanding TAB’s Reach  144Things to Think About  147Afterword (and Onward!)  148Endnotes  151References  153Appendix A: TAB Timelines  156Appendix B: VoTABulary: The Language of TAB  159Appendix C: TAB Myths, Realities, and FAQs  162Appendix Endnotes  169Appendix References  170Index  171About the Authors  177

Jennifer R. Ferrari is a visual art teacher, past president of Teaching for Artistic Behavior, Inc., co-host of the podcast TAB Storytellers, and a professional development provider for educators at all stages of their careers. Visit Jen at jferrari.art.Jillian Hogan is a professor of child development at Siena University, a former music teacher, a professional development provider for arts teachers, and coauthor of Studio Thinking from the Start. Visit Jill at jillhoganinboston.com.

• ContentsForeword Diane B. Jaquith  ixAcknowledgments  xiIntroduction  1 How Did We Get Here?  1About Us  2How to Read This Book  4What This Book Is  4What This Book Is Not  5A Note on “Pedagogical Appropriation”  5Where to Find More  61.  What Is TAB?  7The TAB Approach  8The Three TAB Principles  9What Do TAB Teachers Believe?  14Clarifying the TAB Class  15The Nuance of TAB  18Choice Is a Path, Not a Destination  20TAB Is Hard  20Educational Telephone  21Moving Forward  22Things to Think About  222.  Why Does TAB Work?  23Thinking in a Discipline  23Constructivism  24Balancing Choices  26Self-Determination Theory  27Fitting Into History  28“Working”  29Things to Think About  293.  Why Is TAB a Best Practice for Art Education?  30TAB as a Best Practice for Contemporary Art Education  30Connections to General Education Frameworks  30Conclusion  48Things to Think About  494.  Where Can We Find TAB?  50Clyde Gaw, New Palestine High School, Indiana  50Kelly Beach, Rodger Quist Middle School, Thornton, Colorado  57Lauren Gould Donahue, C. T. Douglas Elementary School, Acton, Massachusetts  65Things to Think About  755.  How Do We Map Curriculum for a TAB Program?  76Teaching for Artistic Behavior  76Curriculum Writing: A Recipe for Success  78Curriculum Close-Ups  86Your Recipe for a Successful Curriculum  93Things to Think About  956.  How Do We Promote Quality Student Engagement?  96Defining Quality Engagement in Students  96Manifesting Quality Engagement Through Teaching  97TAB Teachers Embrace a “Yes, Please!” Mindset With Students  99Teachers Dig Deeper  108The Lighting of a Fire  109Things to Think About  1107.  How Do We Create and Implement Authentic Assessment?  112What Should Art Teachers Assess?  113Defining Quality Artistic Thinking  113Some Assessment Guidelines  119Types of Assessment  120What Do You Value?  134Things to Think About  1348.  Who in Our School Communities Needs to Know About TAB?  135The Broken Record Principle  135Claiming Your Expertise and Navigating Expectations  136Using Clear, Concise, and Relevant Language  139Defining Your Well-Functioning Studio  139Specific Advocacy Strategies  139How Can the School Community Support TAB Teachers  142Expanding TAB’s Reach  144Things to Think About  147Afterword (and Onward!)  148Endnotes  151References  153Appendix A: TAB Timelines  156Appendix B: VoTABulary: The Language of TAB  159Appendix C: TAB Myths, Realities, and FAQs  162Appendix Endnotes  169Appendix References  170Index  171About the Authors  177

Jennifer R. Ferrari is a visual art teacher, past president of Teaching for Artistic Behavior, Inc., co-host of the podcast TAB Storytellers, and a professional development provider for educators at all stages of their careers. Visit Jen at jferrari.art.Jillian Hogan is a professor of child development at Siena University, a former music teacher, a professional development provider for arts teachers, and coauthor of Studio Thinking from the Start. Visit Jill at jillhoganinboston.com.

• ContentsForeword Diane B. Jaquith  ixAcknowledgments  xiIntroduction  1 How Did We Get Here?  1About Us  2How to Read This Book  4What This Book Is  4What This Book Is Not  5A Note on “Pedagogical Appropriation”  5Where to Find More  61.  What Is TAB?  7The TAB Approach  8The Three TAB Principles  9What Do TAB Teachers Believe?  14Clarifying the TAB Class  15The Nuance of TAB  18Choice Is a Path, Not a Destination  20TAB Is Hard  20Educational Telephone  21Moving Forward  22Things to Think About  222.  Why Does TAB Work?  23Thinking in a Discipline  23Constructivism  24Balancing Choices  26Self-Determination Theory  27Fitting Into History  28“Working”  29Things to Think About  293.  Why Is TAB a Best Practice for Art Education?  30TAB as a Best Practice for Contemporary Art Education  30Connections to General Education Frameworks  30Conclusion  48Things to Think About  494.  Where Can We Find TAB?  50Clyde Gaw, New Palestine High School, Indiana  50Kelly Beach, Rodger Quist Middle School, Thornton, Colorado  57Lauren Gould Donahue, C. T. Douglas Elementary School, Acton, Massachusetts  65Things to Think About  755.  How Do We Map Curriculum for a TAB Program?  76Teaching for Artistic Behavior  76Curriculum Writing: A Recipe for Success  78Curriculum Close-Ups  86Your Recipe for a Successful Curriculum  93Things to Think About  956.  How Do We Promote Quality Student Engagement?  96Defining Quality Engagement in Students  96Manifesting Quality Engagement Through Teaching  97TAB Teachers Embrace a “Yes, Please!” Mindset With Students  99Teachers Dig Deeper  108The Lighting of a Fire  109Things to Think About  1107.  How Do We Create and Implement Authentic Assessment?  112What Should Art Teachers Assess?  113Defining Quality Artistic Thinking  113Some Assessment Guidelines  119Types of Assessment  120What Do You Value?  134Things to Think About  1348.  Who in Our School Communities Needs to Know About TAB?  135The Broken Record Principle  135Claiming Your Expertise and Navigating Expectations  136Using Clear, Concise, and Relevant Language  139Defining Your Well-Functioning Studio  139Specific Advocacy Strategies  139How Can the School Community Support TAB Teachers  142Expanding TAB’s Reach  144Things to Think About  147Afterword (and Onward!)  148Endnotes  151References  153Appendix A: TAB Timelines  156Appendix B: VoTABulary: The Language of TAB  159Appendix C: TAB Myths, Realities, and FAQs  162Appendix Endnotes  169Appendix References  170Index  171About the Authors  177