TAB Reaction Prompts

Write a brief paragraph about your reactions to the TAB experience you went through in class.
Answer the following questions to the best of your ability...

1.) How did the TAB experience affect you as a learner?

a. I thought it was great how I was given a choice on what I wanted to work on. I
know that if I was forced to work on origami that I would be bored to death and
not be motivated to work.
2.) What are the strong points to a TAB based classroom/lesson set up? What are the down
sides?
a. Pros:
i. Student Autonomy: TAB allows students to choose their own artistic
projects and explore their interests. This autonomy fosters creativity and
ownership in the learning process.
ii. Individualized Learning: Students work at their own pace, focusing on
areas they are passionate about. This personalized approach
accommodates diverse learning styles and abilities.
iii. Authentic Art Experiences: TAB emphasizes real-world art practices.
Students engage in authentic artistic processes, from idea generation to
execution, mirroring how artists work in the field.
iv. Problem-Solving Skills: Students encounter open-ended challenges,
encouraging critical thinking, problem-solving, and decision-making. They
learn to navigate artistic dilemmas independently.
v. Community and Collaboration: While students work independently, they
also collaborate with peers. Shared studio spaces promote dialogue,
feedback, and inspiration among artists.
b. Cons:
i. Classroom Management Complexity: With students working on different
projects simultaneously, managing noise levels, materials, and individual
progress can be challenging for teachers.
ii. Assessment Difficulty: Traditional grading systems may not align well
with TAB. Evaluating diverse projects fairly can be subjective and time-
consuming.
iii. Resource Constraints: Providing a variety of art materials and studio
space can strain budgets and physical resources. Ensuring equitable
access for all students can be difficult.
iv. Lack of Structure: Some students thrive in structured environments.
TAB’s open-ended nature may leave certain learners feeling
overwhelmed or directionless.
v. Limited Exposure: Students may miss out on exposure to certain
techniques or art history topics due to self-directed learning. Teachers
must balance autonomy with essential content.
3.) What are some educational theories of practices that are used/highlighted in the TAB
model?
a. Constructivism: TAB aligns closely with constructivist principles. This theory
emphasizes that learners actively construct knowledge by interacting with their
environment. In a TAB-based classroom, students engage in self-directed
exploration, making choices about their artistic projects and learning through
hands-on experiences.
b. Social Constructivism: Building upon constructivism, social constructivism
emphasizes the importance of social interactions in learning. In a TAB setting,
students collaborate, share ideas, and provide feedback to one another. The
studio environment becomes a community of artists, fostering collective learning
and creativity.
c. Student-Centered Learning: TAB embodies student-centered learning, where
students take ownership of their artistic journey. They make decisions about
materials, techniques, and themes, reflecting their interests and passions. This
approach empowers students to become active participants in their learning
process.

 What is visual literacy?

o It is the ability to read, write and create visual images, both static and moving,
for communication and interaction purposes.
 What is a visual text? What are a few more that you can think of?
A visual text is a text that communicates meaning through images, symbols,
colors, shapes, and other visual elements. Some examples of visual texts are:
Comics and graphic novels: These texts use a combination of drawings, speech
bubbles, captions, and sound effects to tell stories or convey information.
Infographics and diagrams: These texts use charts, graphs, icons, labels, and
other visual aids to present data or explain concepts in a clear and concise way.
Logos and icons: These texts use simple shapes, colors, and fonts to represent a
brand, an idea, or a function. They are often designed to be recognizable and
memorable.
Maps and timelines: These texts use spatial and temporal information to show
the location, direction, distance, or sequence of events. They often use symbols,
colors, and scales to highlight important features or patterns.
 What are some of the statistics and data they use to back up the need for visual
literacy?
Data Visualization Literacy (DVL):
DVL refers to the ability to read and construct data visualizations, just as reading
and writing are essential for textual literacy.
It empowers individuals to understand complex information, make informed
decisions, and communicate effectively.
DVL promotes better collaboration, self-efficacy, and improved decision-making
in various contexts.
Emergence of DVL:
 Similar to how the printing press led to universal textual literacy, the ubiquity of
photography, film, and digital drawing tools necessitated visual literacy.
Now, the availability of large datasets and the utility of data visualizations drive
the need for universal DVL.
Benefits of Visual Literacy:
Improved Communication: Visual literacy enables effective communication
through images, graphs, and charts.
Enhanced Understanding: Visual texts help users grasp complex concepts more
easily.
Empowerment: DVL empowers individuals to navigate data-driven environments
confidently.
Business and Government Impact: Better visual literacy leads to informed
decision-making in organizations.
Teaching and Assessment:
A comprehensive Data Visualization Literacy Framework (DVL-FW) has been
developed to define, teach, and assess DVL.
It emphasizes both reading and constructing data visualizations, similar to the
pairing of reading and writing in textual literacy.
The DVL-FW includes core concepts and process steps for extracting insights
from data.
 What are the three big questions you can ask students to get them thinking about the
visual elements in a visual text?
What is the Purpose?: Encourage students to think about why the visual
element exists. Is it to inform, persuade, entertain, or evoke emotions?
Understanding the purpose helps decode its intended impact.
How is it Constructed?: Dive into the technical aspects. What colors, shapes,
lines, and textures are used? How do they contribute to the overall message?
Discuss composition, balance, and focal points.
What is the Context?: Context matters! Explore where the visual appears—
whether it’s an advertisement, artwork, infographic, or film frame. Consider
cultural, historical, and social contexts that influence interpretation.

 Why does this student think they should be learning visual literacy in school?
o Enhanced Communication: Visuals are a powerful form of communication in our
society. By understanding visual language, students can effectively convey
messages, emotions, and ideas.
o Visuals communicated societal norms that help us to understand how to act.
o Comprehension and Memory: Visuals enhance our understanding of texts and
stories. They provide additional context and aid memory retention.
o The lines that are used in whats wrong with gilbert grape help us to understand
his character and how he feels trapped.
 o Creativity and Expression: Students want to express their visual voice and
creativity. Learning visual literacy allows them to communicate and create in
diverse ways beyond traditional text-based methods.
o Real-World Relevance: In a world where visuals dominate advertising, social
media, and information dissemination, visual literacy is essential for critical
thinking and media literacy.
o
 What are some of the statistics and data that he uses to back up his claim?
o We are exposed to 300 to 3000 visuals per day
o Our brain reacts to different colors and can be used to psychologically
manipulate the viewer.
o Dual coding theory. Connections are made
o 70 percent of our brain is used for visuals. This can lead to frustration in students

 VTS – Visual Thinking Strategies.