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http://www.onepottery.etsy.com One Pottery is a studio located in the Great Smoky Mountains of Tennessee.We are Appalachian folk artists.Everything we make is handmade.This is a video showing how we make miniature pottery. If you are interested in purchasing some of our pottery or art visit my ETSY store.

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Overall I really enjoyed my time at Roosevelt. I feel like I learned more here because it was an actual art classroom. It is definitely different to be a part of a classroom where 20 students are working on art projects as opposed to 20 students working independently on many different projects. I also learned much more with the student teachers present than I think I would have on my own because lessons were discussed during prep periods which allowed me to see what it was like both with and without students present.

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HOW DID THIS SCHOOL DIFFER FROM  THE OTHER SCHOOL I OBSERVED AT?

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HOW DID THIS SCHOOL DIFFER FROM  THE OTHER SCHOOL I OBSERVED AT?

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This year has been interesting for me because through service learning I experienced both public and charter schools. From my experience, Roosevelt benefited me more because the classroom was an actual art class while I was there as opposed to an advisory class.

While everyone at Avalon was very productive because they were project based charter school, some students at Roosevelt would do the minimum or sometimes they didn't work unless the instructor came over and tried to help them.

Something that I also noticed was that the time spent at each of these schools differed which also made my experience differ. At Avalon I was in the classroom from 9 - 3:30 every Friday and because the classroom is an advisory, I saw many of those students for extended periods of time each week. On the flip side at Roosevelt, I was only there from 9-12:30 every Wednesday and since each class is only about 55 minutes I only saw students for that amount of time each week.

Another difference between the two was that where Avalon had a whole class togetherness atmosphere, Roosevelt had students who would be with maybe two or three others. that may have been because Avalon, the students had been together for longer because they were an advisory class as opposed to a class that was only together for the semester.

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WHAT ABOUT INCORPORATING ASPECTS FROM THE READINGS?

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WHAT ABOUT INCORPORATING ASPECTS FROM THE READINGS?

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Definitely the ABCDs about religions, I’d like to make sure that I would be on top of these so that I can make sure I am able to give all of my students an equal opportunity

Making sure that I am pronouncing students names correctly (as opposed to not trying which had not even crossed my mind before the reading)

Not singling out anyone to speak on behalf of their whole culture

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SOME THINGS I WOULD WANT TO INCORPORATE INTO MY OWN CLASSROOM BASED ON MY TIME AT THE SCHOOL

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SOME THINGS I WOULD WANT TO INCORPORATE INTO MY OWN CLASSROOM BASED ON MY TIME AT THE SCHOOL

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Some of the projects the student teachers made up, such as ceramic speakers, or a collaboration project.

The no phone policy unless it is to look up a reference image

The openness that all the instructors seem to have, which just makes them more approachable

Some of the videos they used to inspire the students (like the one to the left about mini wheel throwing, or the one to the right that includes art that is recognizable but done by an artist who is not as well known as well as a technique that is also not well known)

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WHAT FROM THE READINGS HELPED MY OBSERVATIONS?

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WHAT FROM THE READINGS HELPED MY OBSERVATIONS?

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The readings probably helped me most with thinking from another’s point of view, especially when it comes to culture. Being a white woman I know that I do not experience things the same way as others, however our textbook, Everyday Antiracism, has helped me see how some actions can be seen as pity as opposed to help, or that what is said to a student will stick with them long after they have left your classroom

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WHAT ARE SOME THINGS I LEARNED FROM THIS EXPERIENCE?

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WHAT ARE SOME THINGS I LEARNED FROM THIS EXPERIENCE?

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* How to handle different situations (such as helping a student throw on the wheel when their fingernails keep catching in the clay)

* How to find positive solutions and problem solve

* How to talk with students and anticipate questions they may have

* How to see things from another’s point of view

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The negative observations that stick out to me would be the flag incident, which happened a day that I was not there, and the time I misjudged a student's artwork.

The flag Incident took place right around the time Trump was first elected. A student, who was Hispanic, was working on a painting and the instructor said that it looked similar to the American flag and could be like an alternate version of the flag. The student responded basically with, "why would I? They don't want us here anyway". Even though this was an event that occurred while I was not there, it helped open my eyes so that I could see that even with all of the positive signs that littered the walls of Roosevelt, recent events still had an effect on the students

The other negative experience was when I told a student that the character he had designed looked similar to a popular video game character, which had upset him because he said that others had said the same thing as well and that it was his own character. This experience taught me that I should not just assume the subject of a student's art and that maybe instead I could have tried to use questions to have him tell me himself what he was making.

The positive observations that stuck out to me mainly centered around my last day at Roosevelt with the two students on the wheel. Neither of them had really thrown before and so it was a really great experience to try to explain aspects like hand pressure and techniques to them in a way they could understand without actually trying to make a pot myself. It was challenging to try and explain little things here and there to them as they both worked on the wheel but it was amazing watching them actually succeed at making bowls and cups and seeing how proud they were of their work.

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I found that I felt as though I had learned a lot more in this classroom as opposed to the Charter school I had observed at last semester.

I saw how an art room was actually run, the pacing of the projects, problems that could pop up (such as clay projects drying out and cracking, or finished teapot lids getting stuck because they are just a bit too big), and just what it is like to be in a classroom with 20 or so students who are all working on art.

My observations were also interesting because there were two different student teachers who switched off in the classroom. I found that having student teachers in the classroom helped me see how a new teacher works in a classroom as opposed to one who is already comfortable with the environment. It was interesting to see how both of the student teachers had different teaching methods, while they both were very helpful and worked well with the students, one gave off a stronger presence in the classroom while the other was more open to joking with the students and making sure they had fun. It was really nice to be able to see what their mindset was and how they thought about certain aspects, as well as be able to ask someone who is currently in the ILP program what it entails.

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Expectations:

Past readings about how schools are architecturally the same as prisons became abruptly apparent when I first stood in front of the building, from the sheer size of the building to the way the hallways towered over you as you walked through them.

While I had been in a public school myself our school was spread out more horizontally as opposed to vertically, which had made it unintimidating.

Before this class, I had not known of the negative stereotypes surrounding the school and its students. Because of this, I had only been taken aback by the size of the school and by the time I had learned of the past reputation of Roosevelt I had already gotten to know that those allegations were false.

Reality
While the building itself was very intimidating for me, I found the teachers to be the exact opposite. The staff was always very friendly and on my first day, they helped me find the room I would be a part of for the following weeks.

While the hallways are extremely large, the amount of posters and signs as well as art in the art hallway made the school seem very open and welcoming of all students. Many of the posters and signs are hand made by the students which I feel is more effective that putting up random posters because they will mean more, especially to the students who made them.

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My subject area:  Art education

Where I observed: Mrs. Smolund’s art classroom at Roosevelt High school

What was the age group? 9-12th

What was the main focus of the classes? The classes I observed were mainly ceramic based, however one class was an advanced art class where they could incorporate multiple mediums of art.