In this episode of TAB Storytellers, Jen and Abi sit down with renowned artist and author Olivia Gude. Olivia is a Professor Emerita of the School of the Art Institute of Chicago and the University of Illinois at Chicago, having developed numerous frameworks and programs at these institutions. Among the topics the triad discusses are the evolution of process-based art education, dialogical pedagogy, Olivia's work with Spiral Workshops, and the role of the educator in a TAB program.

For more information about TAB, please visit the TAB website: www.teachingfor artisticbehavior.org. Also, you are invited to join us on Mighty Networks (https://teaching-for-artistic-behavior.mn.com/), an online platform dedicated to everything TAB!

Here are resources to more information discussed in the TABcast: 

• Olivia Gude’s Articles and Concepts

• “New School Art Styles” (2013): Published in Art Education journal (awarded the Manuel Barkan Award).

• “Postmodern Principles” (2004): Art Education journal article describing contemporary alternatives to the classic Elements & Principles.

• “Principles of Possibility” (2007): Art Education journal article proposing themes and frameworks for deeper meaning-making in art curricula.

• Spiral Workshop: A teaching/research project Gude led at the University of Illinois–Chicago, featuring thematically driven, open-ended artmaking experiences.

• Examples and images can be found in Olivia Gude’s NAEA e-Portfolio (includes slides/videos of workshops) https://naea.digication.com/Spiral/Spiral_Workshop_Theme_Groups/

• Forthcoming & Recent Publications

• Book: Promoting Civic Engagement Through Art Education (edited by Doug Blandy and Flavia Bastos).

• Gude’s chapter: “Limit Acts and Constructed Situations: Paulo Freire and the Situationist International.” (Fall 2024)

• Dialogical Pedagogy & Assessment

• Skeptical Assessment Society: Gude’s collaborative workshop series with educators such as Katherine Douglas, challenging rigid scoring rubrics and emphasizing authentic learning/meaning-making.

• Paulo Freire’s “Pedagogy of the Oppressed”: Foundational text for dialogical, student-centered teaching approaches that inform Gude’s community-based and thematic curriculum work.

• National Core Arts Standards (2014)

• Gude served on the writing team for these standards, which encourage self-directed play with materials, authentic artmaking processes, and reflection over rote skills.

• Find them at: National Core Arts Standards – Visual Arts

Here is a link to the edited transcript of this episode. We recognize that there are potentially errors and grammatical issues. If anyone with the time or inclination to edit this wants to do so, please email us at [email protected]