Accessibility, Visibility, Distractibility 

My classroom will always be arranged with 3 key elements in mind: accessibility, visibility, and distractibility. It is my upmost priority that before the physical classroom space works for me, it works for all of my students. I want them to be comfortable, safe, and set up for success. To ensure student success my classroom has labeled cabinets, materials placed low enough that all students can reach them, clean and wide walkways, a strategic seating arrangement with all desks close in proximity to and facing the board, limited "teacher only" zones, and a sensory corner. My seating arrangement not only fosters student success by making sure visibility is good and distractibility is low, but also that accessibility to each other and smooth collaboration is achievable as well. 

Chairs are moved by the teacher before class for wheelchair accessibility as needed and mobility aids will always be accommodated. IEPs, 504s, and behavior/care plans will always be met to all specifications. I encourage students to make requests as well to make my classroom and materials as comfortable and accessible as possible for every one. 

I use alternative lighting such as lamps and string lights, as the overheads can be overstimulating and curtains are usually drawn (opened if student's request) to limit distraction and maintain the feeling of safety. While I do have posters and decorations, I try to limit the amount as I don't want our space to be distracting or overstimulating for the students. All turn in and pick up areas are labeled and identified at the beginning of the course to keep work safe and accounted for. 

All materials in my room are shared materials. Materials are cleaned with cleansing wipes regularly for safety and accessibility. I have table tubs, that are stocked with whatever materials we are going to be using that day prepped and ready for them at the beginning of class. I will often set their in progress work on their desk for the students before class as well. This keeps things from being damaged and saves class time. 

If you have any suggestions or your student would like to request an accommodation in my classroom please reach out via email. 

Parent/Guardian Partnership

When a student makes their schedule and chooses my class, their schedule may be susceptible to changes. This is why I wait until after the class switch deadline to send out my greeting to parents. Parent collaboration is a priority to me as a teacher and I include parents as much as possible in their student's art making and learning process. 

As a parent, you may receive emails from me throughout the semester containing photos documenting your student's artwork or their art making process. Additionally, I randomly pick 2 students from each class at the end of the day and send emails to their parents letting them know what I noticed from their student that day in art, this way every parent receives a few emails from me a semester. I do this to encourage parents to have an open communication with me throughout their student's experience in my class, as well as learn about my students and their families. 

Materials

All materials and resources required to succeed will be provided in class; this keeps art class accessible to all students! I do have an Amazon wishlist of desired classroom materials if families are feeling especially generous. However, if your student is wanting to work in a specific medium I do not have in class, they are allowed to bring things in. We will never have a project where students are required purchase materials. 

For most of our projects, students are given a suggested material or medium to use, but are always allowed to "pitch" an alternative idea to me. While my projects do have requirements, I always want students to feel they can take it their own direction and have a conversation with me about their ideas. Usually, as long as their end result will teach them the necessary skills of the assigned project and is school appropriate, it is approved. I write a note on their rubric (to be turned in with their final piece) describing the modifications to the assignment and sign it. This gives the students agency over their education and encourages engagement in art class. 

My students are always encouraged to be passionate about what they are making and I love to see their enthusiasm when they have creative ideas. My mission statement is to teach students to cultivate self love through expressive art. 

ABSENCES

If your student is absent and misses a demonstration, they will need to request a make up demo from me and I will either do a live demonstration in class or I will record and post one on my online classroom page for them. 

If your student misses a studio day, we can work together to create a timeline with make up work time and an accommodated due date. The most important thing to me in regard to absences is communication. I will work with parents and students in most cases, as long as you communicate with me. 

Art Making can be a LONG process

There may be instances where a student does not complete a project by the deadline. Deadlines are only in place to keep the semester moving. If a student has expressed they fully invested in the project and took their time with it, this is something I am willing to work with them on. I can schedule days to stay after school for students who need it or allow students to work during their lunch or homeroom periods. I encourage students to keep their art work at school, but will allow them to take it home if so desired and no other work time can be scheduled. I require communication to make these exceptions but I am happy to. Students will not be penalized for incomplete work on the condition that their effort is realized.