How I Can Have an Interdisciplinary Approach in a TAB Classroom

Since my lesson plan is TAB I think the best way to have an interdisciplinary approach is to focus on each student's interests in their core subjects and run with that. I think this approach will lean even more into the student-centered classroom and allow students to expand on their interests from other classes through a new lens. The main goal for TAB learning is for students to learn in a way that interests them the most and incorporating outside interests is what it's all about. If these interests can fit in well with something they are learning in another class then I think it's important to be intentional about that. Visual Thinking Strategies are an inquiry-based teaching method that improves a student's ability to describe, analyze, and interpret imagery and information through observing and discussing visual art. This fits right along with TAB which is a teaching method that encourages students to ask questions that are meaningful to them and explore ideas that relate to them. VTS supports the development of critical thinking skills and encourages participation in collaborative discussions which allows for an artistic community to be present in the classroom. Ideally, my classroom would sort of have an Atelier model where students are free to collaborate and learn from others. Below are some examples and ideas of how my lesson plan about Identity can have an interdisciplinary approach.

Idea and Theme-Based

Students can focus on their personal interests when creating art. For example, if a student is interested in Japanese culture and are Japanese they can incorporate their culture and heritage into their identity rendering the iconography and style of that culture in their art. Another example would be if a student has strong math skills and are interested in architecture they can work on perspective by drawing buildings and even dive into architectural simulations. They can relate this to their identity because it is something they are interested in and they could even create their dream house or dive into an architectural style that relates to their culture. The goal here is to find what each student is interested in, in relation to their identity, and incorporate that into their art pieces while using their knowledge from core subjects.

Problem-Based

TAB classrooms are already inherently problem-based and work similarly to science classes when they do Labs or learn about scientific theories. Students have some sort of problem that they can use skills from other classes to solve. If a student is really interested in let's say natural materials that are nontoxic to the environment. They might choose to create their own paint pigments out of rock, spices, or other natural materials and relate that to the values or moral ethics of their identity.

Project-Based

Since TAB classrooms are designed to broaden the definition of art and encourage students to think outside of the box, then students should be able to create art in a wide variety of ways that could incorporate creating a garden, fundraising, or a performance. As long as they are thinking of the project through creative arts and can relate it back to the studio habits and mediums through visual art making then create away! A student might choose to make a performance-based piece where they incorporate music or dance to enhance the feeling of their visual artwork. If they were interested in set design for performance art then they could create a miniature of a stage set and relate this to a dream they have had or a goal house they want to live in or even their childhood home.

Inquiry Research-Based

TAB is also inherently inquiry-based so students should be able to build upon a problem or theme and develop questions that help them explore it further. For example, with identity as a theme students could come up with their own essential questions with teacher guidance to promote student-centered learning.

Collaborative Learning

It is important for students to be able to collaborate with other creatives in art. If students have a common goal they can work together to create a piece. Because they all have different life experiences they all bring something to the table.

Student-Initiated Learning

This is another big one that TAB already does. Interdisciplinary learning works best when students aren't forced to do something a specific way but instead can choose elements from other subjects that interest them to incorporate into art.

Visual Culture-Based

It is important for students to incorporate their identity, culture, and community when creating art. This can definitely relate to history class or even a language class if they relate the art to their culture or ethnic descent. For example, a student who is Mexican could create a Huipil out of fabric which is the traditional dress that they wear for festivals or special events. Another student who is learning about their heritage in history class could use a type of food to create art. For example, if they are from Colombia they could create a piece using coffee beans since Colombia is wildly known for that.

Computer-Centered

Technology can greatly enhance any learning activity and when students are comfortable with using technology to advance their exploration and inquiries they will become more adaptable to using those dame methods later in life. The scientists who analyze and colorize images from space telescopes use a similar program to photoshop to create colorized images from space. Let's say a student really connects to planets or stars or even the nighttime and wants to replicate this project. You can find a simplified version of their technology that is free and a student could explore creating space images. Here are some I made using the technology. At the bottom of this post, I will include a lesson plan that connects this program to the RGB color scale and how that relates to graphic design.

Flexible Assignments

Students use Backward Design to ask themselves what is worth knowing and why before they dive into exploration for a more meaningful approach.

RGB Color and Space Photos Lesson This lesson plan would allow students to learn how computer screens and TVs make colors and how colors are broken down into RGB values through colorizing NASA space photos just like astronomers do. All of our electronics use red, green, and blue color values to make up colors on the screens. Our printers also use these color values to create colorized images. Everyone grows up learning that Red, Yellow, and Blue are the primary colors and that all colors can be created from those colors which is true. But when looked at from a scientific viewpoint all light (and therefore color) is made up of the reflection, absorption, and transmission of Red, Green, and Blue light so all other colors are made up of that. At some point or another art, students will come across the idea of RGB colors as an art term and this lesson will help them visualize on a tangible scientific level how light exists in the world, how colors are seen by the eye, and why color theory is important, and how RGB values are used to create art and science. Students would first watch this video: https://www.vox.com/2019/8/1/20750228/scientists-colorize-photos-space-hubble-telescopeLinks to an external site. to understand how RGB color is used in the real world. This video is also the preface for the second part of the lesson. After watching the video, students will create their own colorized pictures of the Eagle Nebula shown in the video using the same process scientists use. Although this can also be done in photoshop, this online simulation replicates the program that scientists actually use. https://noirlab.edu/public/products/fitsliberator/Links to an external site. https://esahubble.org/projects/fits_liberator/eagledata/Links to an external site. This is the scientist's picture of the Eagle Nebula that a real astronomer created using the knowledge of RGB colors

And these are the two creations I made using the program

After this, we will connect what they learned from the science side of things to the art side of things. NASA scientists use RGB values to colorize and categorize Hubble space photos. Artists use RGB values to understand the digital side of colors in relation to graphic design and photography. The next part of the lesson involves using a rendition of this lesson plan about RGB color in electronics to connect the dots. https://goopenva.org/courseware/lesson/1720/overviewLinks to an external site. The next part of the lesson would involve students understanding the relation to RGB color in art by looking at some artists who rely on it. https://weburbanist.com/2011/09/21/incredible-rgb-art-shifts-as-lighting-colors-change/Links to an external site. https://www.youtube.com/watch?v=76mQFsZrmvULinks to an external site. https://www.youtube.com/watch?v=Gv3l0SO9WHcLinks to an external site. Lastly, students will make art pieces and or explore using the methods from the first link or the second and third or an artist that they find on their own who uses RGB values. Students can either explore the digital use of RGB colors or the physical use of RGB colors to create art. If I were to relate this lesson to the theme of identity I would encourage the students to think about how space connects to them personally and what conceptual and visual ideas of space relate to their personal values and interests.