Teaching for Artistic Behavior (TAB) is a choice-based art education pedagogy gaining attention from art educators interested in orienting their classrooms, teaching practices, and curriculum goals around developing “artistic behaviors” in their students. This thesis documents the history of the TAB organization and philosophies that influence the pedagogy, which include historical definitions of constructivism in education and early theories on child development. Collective case study research methodology was used to investigate four practicing art educators’ adaptations and implementation of TAB strategies to suit the needs of their students, school, and community, with particular attention given to how individual educators’ personal philosophies of education influence their interpretation of TAB pedagogy. Resources from the research findings include recommendations for educators interested in implementing TAB in their classrooms.
Keywords: Teaching for Artistic Behavior, TAB, choice-based art education, constructivism, Studio Habits of Mind, makerspaces, art education, pedagogy, Discipline-Based Art Education