Final Field Reflection I had the opportunity to work with a wonderful teacher. She was a perfect example of an elementary art teacher. While teaching elementary students she kept calm, demonstrated patience, and handled children appropriately. Iâ€™d imagine she appreciated the help of field work students. The classroom I worked in was organized. It was effective in its setup and a good model for my future classroom. The room had to include supplies for all grade levels and room for storing all projects. The teacher did a good job at keeping all supplies in a designated space and appeared to know where everything was at all times. When class was over students helped clean up; collecting items to put back in their original spot. Examples of this organization are different types of paper on specific shelves and supplies in designated containers or labeled bins. Beyond the materials used the classroom was set up in a way that I would model for elementary students. Specifically, tables were placed under hung umbrellas of different colors. That way the students knew where they sat which was easy for the youngest students to forget when they only attend art class once a week. Organization is important and present in my life. As an observer, I was impressed with the classroom. The class is designed for the students to create as much as they can with materials that are new to them at their age. I worked with kindergarten and second grade primarily. This age group usually created something new each class period or finished a project from the previous week. When I first began field work, the second grade students were working on a project based on George Rodrigue and his blue dogs while kindergarteners were working on patterns, strips, and weaving. There was an architecture unit introduced to the second grade, however I did not attend classes in which I saw student creating their project. Shortly after that the holidays began so projects shifted towards themes. I observed it all: from pumpkins, cats, turkeys, and pinch pots made for holiday a gift. For the kindergarteners it was their first time using materials like clay and scissors. The younger students explored 2D/3D visual forms as well as how color or shape connected meaning to recognizable holiday figures. There was no assessment; Iâ€™d assume this is because of their young age. For students this age itâ€™s about the experience more than formal assessment. The younger students get out of their seats a lot and were very talkative with one another, but that is, in my experience, what a studio art classroom atmosphere is like. I enjoyed being a part of it. It was a positive experience and I am now open to teaching art in the elementary level.