This semester, students in eleventh grade Humanities and Art explored members of the San Diego community and researched their individual contributions to the greater San Diego region. Students created expressive dinner sets that visually communicated those initiatives or themes that these community members are known for. Finally, the exhibition found students hosting a dinner party where their dinner settings and individual menu creations were presented to the honored guests. The exhibition also built connections between these guests, all of whom have been identified by our students as significant “change makers” of our community.
Teacher Reflection
I learned how important it is to give students authentic audiences. Knowing that their honorees would eventually sit at a table and use the pieces they created raised the level of care, intention, and ownership throughout the entire process. The dinner-party exhibition format worked remarkably well—it created a genuine sense of community and gave students a memorable end goal. The combination of functional ceramics, food design, and storytelling proved to be a powerful moment. In future versions, I would build in more time for skill development before students begin their final dinner sets. While many students rose to the challenge, I could see that a longer period for experimenting with form, glaze, and construction techniques would allow them to develop more confidence and push their designs further. Overall, this project reaffirmed my belief that students thrive when they are asked to create work with purpose, context, and personal resonance. The semester showed me how learning becomes deeper and more joyful when it is rooted in real relationships and community.
—Dan Allen
Student Reflection
This project gave me the opportunity to explore a topic more deeply through collaboration. During the research phase, my group learned how to divide responsibilities, evaluate sources, and combine our ideas into a stronger collective vision. Although reaching agreement sometimes took time, the process helped us practice communication and problem-solving skills. The interview portion pushed us out of our comfort zones and made our learning feel more personal as we worked on asking meaningful questions and listening actively. Transforming our research into a physical artwork was challenging but rewarding, requiring flexibility and intentional decision-making. Seeing our finished pieces displayed alongside other groups’ work made the experience feel truly meaningful and showed how much we had grown both creatively and academically.
—Santiago M.L..
