A student envisions new ways to move paint with a paper towel and fingers.

Susan Stein

Long before I heard of TAB, I was running a TAB program. My first teaching job was as an art assistant, where the art program was “copy the teacher.” The artwork on the wall was impressive, but the students appeared to be going through the motions. I had a feeling there was something more.

A few years later, I was invited to lead a preschool Reggio-inspired program, where I taught art to children age two to six. I visited Reggio Emilia, Italy, where I immersed myself in the childcentered, exploratory environment. I took what worked for me back to my art room, and my students thrived.

When they moved on to elementary school, they had little choice in the art room. My students wanted their choice back! So, I created an afterschool class for them where, once a week, they could work on whatever they were interested in. I began a TAB program without knowing what TAB was.

Going Mobile
I now run Creativity Studio, a mobile after school TAB program based on the eight Studio Habits of Mind. I rent spaces and bring media centers in stackable boxes that I keep in a closet at the location. I guide students through the creative process, demonstrate techniques as needed, and adjust the centers and contents as I observe what the children are interested in.

I truly believe that TAB is what children need to build their creativity, self-confidence, and thinking abilities—in other words, essential life skills.

What Do We Do?
At Creativity Studio, I keep a running list of students’ ideas, and we sort them into categories such as experiences, imagination, and books. This helps students place their thoughts in the context of art-making and is a source for them during those “I don’t know what to make” times. (Studio Habit: Express.)

I truly believe that TAB is what children need to build their creativity, self-confidence, and thinking abilities—in other words, essential life skills.

There’s often a technique or material that students haven’t worked with before, and I do a quick demo for everyone. If I notice that students are having trouble using a tool or process correctly, I’ll demo that as well. (Studio Habit: Develop Craft.)

As students create, I observe, chat, and ask questions. This hones their observational skills as they learn to work with intention. (Studio Habit: Observe.)

I ask them about their interests, which helps us get to know each other better and sparks conversation. (Studio Habit: Understand Community.) I observe their progress and ask them to consider what might be their next step. (Studio Habit: Envision.)

When a student encounters a problem, I ask the class for suggestions on how the student could solve it. I do this so that other students can improve their problem-solving skills as they consider possible approaches. The artist can decide which suggestions, if any, they will try. (Studio Habit: Stretch and Explore.)

After deciding that a piece is finished, the artists talk about what they created and why they made it. (Studio Habit: Reflect.)

I reframe the word “failure” to simply mean nonjudgmental information. When something doesn’t work, we have information to figure out how to do it differently. (Studio Habit: Engage and Persist.)

A student expresses his love of Star Wars while engaging with cardboard.

A student uses the watercolor-resist technique to portray her summer vacation.

A young studentʼs monoprinting explorations.

Honoring Children’s Ideas
As a practicing art teacher and avid Instagram scroller, I have plenty of art project ideas, but they are exactly that—MY ideas—informed by what I think is interesting. My students’ ideas, desires, and experiences are much more important to them than mine are.

Here are a few examples from my classes of how a TAB program allows for the kind of self-expression no other art program does. Consider how the process of creating helps these children express their thoughts and ideas and understand themselves better. Consider the personal and creative growth that this type of art-making allows them.

• A student creates a 3D paper model of the car their parents just traded in because they loved riding in it.
• A student constructs a large cardboard spaceship, complete with Star Wars characters, which they move around to act out scenes they imagine.
• A student writes and illustrates a book about a superhero and a group of bullies. The superhero has their name.

Susan Stein owns Art with Susan, where she teaches online classes and courses, and in-person art classes in the East Bay, California. artwithsusan.com
TAB from the Heart