Abstract

This thesis explores how fostering stronger connections in the high school ceramics classroom can create a more inclusive and collaborative community. I regularly changed seating charts to encourage new relationships and strengthen classroom culture as part of this effort. Historically, seating charts have enforced uniformity and promoted specific behaviors. My research challenges these traditional purposes and proposes that seating arrangements can instead serve a more meaningful and enduring goal: promoting connection and ensuring that all students feel seen. I found that while seating charts can contribute to this goal, achieving genuine connection and inclusivity also requires several additional factors to be in place.

Degree

College and Department

Fine Arts and Communications; Art

Rights

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