Clinical Field Experience April Flint

For my clinical experience for TCH 212 I went to a total of two schools, The Boys & Girls Club of Bloomington/Normal and Normal Community High School.

Boys & Girls Club of Bloomington Normal: Aided and observed graduate students in the Art Education program at Illinois State University deliver art lessons to kids of various ages during Friday afternoons after school from 3:30 PM to 5:30 PM for five consecutive weeks.

Normal Community High School: Observed a variety of art classes including Drawing/Painting 1 & 2, Ceramics 1, Photography 1, as well as an Intro to Business class. This was a much more "traditional" education setting compared to the Boys & Girls Club.

Component 1

Component 1: Methodology and Technology

Before making my observations, I had the expectation that the classrooms would be overall the same with some minor differences in the ways in which the material would be presented. Nothing could have been further from the truth. While the passion for the subject matter was the same at both locations, they handled the material in a completely different manner and managed the classrooms in different ways. My observations made it clear that they way in which the lessons and classroom are structured makes a HUGE difference in the ways that the students learn, and to what extent the students learn. In my classroom I would strive to treat it as a traditional educational facility with clear objectives, well prepared lessons, presenting content in an interesting and passionate manner, and having clear expectations for my students. In a more traditional learning facility students seem to be learning to their full potentials and not simply streamlined to "pass the time". While I appreciated the relaxed passionate environment of the Boys & Girls Club, I appreciated the higher quality of learning that occurred at the Normal Community High School.

Teacher Preparation:
  • Boys & Girls Club: Instructors bring needed various art materials from Illinois State University to the Boys & Girls classroom. The Grad students from ISU have had years of art and education training, they also do independent research on the artists that they teach lessons on, as well as different artistic process they may need more knowledge about to effectively teach the lesson. There is always a timeline/schedule for occurrence of events during the scheduled two hour time period. Classroom procedures were established in and outside of the classroom from recommendations from peers as well as trial and error throughout their years of teaching. Instructors always seemed prepared for that class day.
  • Normal Community High School: I arrived while students were in the middle of various art projects. When talking to various teachers they informed me about ordering supplies and materials needed before the project by shopping around to get the best price and the best products for their students. The teachers seemed to be quite knowledgeable about the subjects that they were teaching and were up-to-date on various technology techniques. In terms of classroom procedures they were the same procedures used throughout the high school: walking in the halls, quietly entering the classroom, asking permission to use the restroom/leave the class room. Depending on the students circumstances (disability, grievance, illness), the teacher will accommodate deadlines for projects.

While the teachers at both establishments seemed well prepared for the days to come (supplies, lesson plans, questions), the high school teachers likely took more time to become prepared since they teach many different subjects of art as well as different age groups. Whereas the Boys & Girls Club instructors dealt with kids in the same age group and only had to teach one lesson a week to this group of students.

  • Boys & Girls Club: Clearly stated in understandable terms for the children at the beginning of the lesson to give the students an idea of what they are to accomplish in the two hour classroom period. This provided a very important element of structure in the after school program.
  • Normal Community High School: Objectives were displayed on the SmartBoard while students were walking into the classroom. They were much more complex and were to be accomplished over the span of the longer projects. Some objectives were directly related to what they were going to accomplish in class on that given day.

Objectives were much more detailed in a traditional classroom environment. This is one area where I thought that the Boys & Girls Club lacked engaging their students in thought provoking, knowledge building, and more complex projects. Given that the students were given a 2 hour block instead of 45 minutes, they had a lot of time in which more thoughtful products could have been created.

Presentation / Content Development

Boys & Girls Club

  • Introduction: Introduce that weeks artist (who they are, where they are from, what their art looks like, where they take their inspiration from).
  • Strategies: Always provided examples of the artists work, images of the artist, as well as instructor examples when appropriate. Demonstrations were used when introducing a new artistic technique.
  • Media & Technology: Due the the limited funding of the Club there was little to no technology in the classroom, this then required for the Grad students to bring all their information on printed sheets for the children to observe. Many different art mediums were brought into the classroom for the children to experiment with.
  • Interaction Pattern: Teacher directed discussion with questions incorporated to encourage student participation. After set free to do the activity, students either worked on their own work or worked in small groups depending on how the students felt that day.
  • Minutes Devoted to Time of Instruction: Since there was only two hours a week with them in the classroom, twenty minutes was dedicated to pure instruction, while the rest of the time was used for students to work on their projects.
  • Teacher Questioning: At this age the students are very eager to answer questions in order to participate and also get to the art activity faster. The instructor asked questions frequently to insure that students were absorbing information with about a 20 second wait time in between question and feedback.

Normal Community High School

  • Introduction: Little to no formal introduction to lesson most days I observed, this is not uncommon due to there being an introduction at the beginning of a project and any of the classes after that were used as independent work time for the students.
  • Strategies: Used examples of previous students work, as well as demonstrated how to do certain techniques and individually helped students when they were stuck.
  • Media & Technology: SmartBoards were found in every room, very technologically advanced art rooms in terms of equipment and computers (Every student had a Mac computer available to them in photography class) there was quite an abundance compared to the Boys & Girls Club.
  • Interaction Pattern: Lots of independent seat work for students, asking peers questions about the project first rather than the instructor in many occasions.
  • Minutes Devoted to Time of Instruction: About 10 to 20 minutes of instruction, the rest was left to independent work.
  • Teacher Questioning: Not many questions asked by the teacher due to the independent work time. However I am sure there were other sessions in which more questions were asked, I just was not around at those times to see that occur.
Communication by Teacher
  • Boys & Girls Club: With younger students communication must be clear. Verbal and non-verbal communication must not conflict with one another in order to convey a clear message to some of the younger students. This was accomplished most of the instructional days, but on the days when the instructors were not as aware, the students started "acting out" not sure of what they were supposed to be doing.
  • Normal Community High School: These students and teachers focused more on verbal communication due to a more developed vocabulary. While non-verbal communication was also important, it was not the primary focus of these instructors many days due to the individual work time and the independence their high school students had established.
Lesson Organization
  • Boys and Girls Club: Slow paced lesson, gradual transition, efficiency of class time depended on the attitudes and temperaments of the sometimes young students. Evidence of the standards used was discussed in the introduction of the lesson and clearly written out for the instructor to see. Standard/objective was not always clear to the students.
  • Normal Community High School: Pace of lesson was hard to track due to it being spaced over a span of time and often students were working on more than one project at once. These projects may have taken a longer amount of time, but are much more detailed and require more thought and skill to complete. Transition between parts depends on the pace that the students complete the work. Evidence of the standards used was presented in the rubrics given to the students when presented with the initial project.
Student Accountability
  • Boys & Girls Club: Assessments are informal and process based for young and older students. Very relaxed environment, but on task (this is an after school program after all). Students answer teacher directed discussion questions. Student learning standards were unclear to the common eye since this was an after school program for kids of all ages and standards are not a strictly implemented as in a more traditional classroom.
  • Normal Community High School: Assessments are formal and skill based projects. Students were to have quiet work time and discussion with fellow classmates when necessary. Each teacher had their own policies on late work depending on circumstances (illness, grievance, injury) or on the type of art being created. Since I arrived after the semester started, I was not as aware of these policies as the students were. Student learning standards were clearly on display every day for the students to see in the form of "targets" for the day.
Technology Used
  • Boys & Girls Club: Little to no technology used due to poor funding. Simple basic art supplies used.
  • Normal Community High School: The technology used depended greatly on the classroom I was observing. However in the photography room there were DSLR cameras and a Mac Computer for each student to use as well as the students carried around their own Chrome Books and used them when deemed appropriate. In any other classroom a Smartboard and projector were used while the students took handwritten notes.
Component 2

Component 2: Professionalism

Before making my observations I expected for most of the teachers to be dressed in a classroom appropriate matter depending on the subject that they taught. That they would have a vast knowledge on the material and would present it in an age appropriate manner. This was the case for the most part but there were some elements in the nontraditional classroom that surprised me in terms of the professional standards that would be upheld. Once again in my future classroom I would tend towards the traditional classroom experience that I observed at Normal Community High School.

Teacher's Dress
  • Boys & Girls Club: T-shirt and jeans with close toed shoes. All staff members had to wear the bright blue "Boys & Girls Club" shirt to signify that they were a staff member. For volunteers and temporary instructors, we were to dress classroom appropriate but "not too fancy as to make the students feel uncomfortable". If their staff was in jeans and t-shirts and we showed up in our "Sunday Best", it would make for an interesting situation. The staffs dress allowed for a very friendly and comfortable environment with a clear visual sign on who was in charge of the students. If students saw an individual in a blue shirt they knew to respect them and to follow their given directions on where to go/what to do. This apparel also made for very comfortable and casual interactions between staff and students. Given that many of these children came from very low income families, having the staff dress in a casual manner helped the kids feel like a part of a group and not threatened by superiority.
  • Normal Community High School: Teacher's dress varied from instructor to instructor. Some made more of an effort to be dressed professionally, and some dressed more business casual/ leaning towards the casual. Since I observed many art classrooms it is not at all uncommon for them not to be dressed professionally. Due to the medium they are working with can get messy, and it is impractical to dress extraordinarily nice. This did not distract from student learning, or the respect that the students had for the instructors. The mutual respect was made through a group of class made rules that were followed, and the teacher served as more of a guide to learning a new skill.
Teacher's Verbal Language
  • Boys & Girls Club: The use of "slang" was used but only the appropriate slang that was brought into the classroom by the students. There was no effort to explain this slang to other students or "correct" the slang word with the official words for what it is describing. This was hard for the instructors to handle since many of the kids are young and were picking up this "slang" language like any other when you first start learning. There was also teacher bias present on which students they (The Staff Members) preferred and they made it obvious to the rest of the class. Also many of the staff members spoke in fluent sarcasm to the young children which went over their heads for some. Needless to say this slight respect for the students made observing at times rather uncomfortable.
  • Normal Community High School: Any words that were unknown to the students the teacher defined, as well as used correct grammar in the classroom. They were very clear to understand and varied the tones of conversation as to keep the students engaged. The teachers at this location treated their students with respect and also like adult learners with the capability to understand beyond their current knowledge. The classroom felt very comfortable for me as an observer due to this mutual respect.
Teacher's Non-Verbal Language
  • Boys & Girls Club: Great eye contact was made with the students, as well as looking genuinely interested when a student spoke. Moved throughout the room while the lesson took place as to keep an eye on the progress of all the students.
  • Normal Community High School: Eye contact was made with the students while they spoke, as well as giving genuine feedback on a students work when a question was asked. Gave insightful responses to what the student was saying/asking about. There were times when the teacher would move throughout the room and other times where they would sit in the back of the room and look over the students as they worked and answered any questions they had.
Teacher's Organization
  • Boys & Girls Club: For the Illinois State University Grad Students they were always on time, with materials ready for the lesson prepared. With a full explanation of the assignment and the artist ready at a moments notice. They also had an entire week to prepare their lesson for that Friday.
  • Normal Community High School: All instructors were on time, had materials ready for their students and a lesson prepared for that day. Since many of these teachers had taught these lessons before they often had a very good explanation of the lesson, and happily answered questions when clarification was needed on more complex projects.
Teacher's Respect For All Students
  • Boys & Girls Club: This varied from instructor to instructor. While as new teachers, they tried to respect all students, there were a few sessions that seemed like the teacher had grown tired of this group of students and were simply teaching to get by. It was certainly a sad sight to see some days. When participation was asked for, the instructor had a hard time varying what students that they picked to answer their question. And when students did answer, the instructor never gave any real feedback besides listening to and processing their answer internally. I feel like it might have made the students feel like their answer/feedback was important to the instructor if they had made an effort to acknowledge their response verbally. Before and after class time was not practiced at the Boys & Girls Club due to the students quickly being ushered to and from classrooms on a very tight time schedule.
  • Normal Community High School: Respect for students was consistent from teacher to teacher. Proper language was used, attempted to include as many students in discussion as they could (by calling on students at random), responded genuinely to those responses. And they allowed time for questions before, during and after class. Showing that they valued them as learners and not just students.
Teacher's Expertise
  • Boys & Girls Club: Instructors were very knowledgeable on how to manage a classroom, however they seemed to have trouble implementing this knowledge in the classroom itself (this is due to lack of experience since they were only grad students). They had a very through knowledge on their content and were able to answer questions as their arose. Finding an age appropriate vocabulary in which to answer these questions was a struggle at times.
  • Normal Community High School: Instructors were knowledgeable on how to manage a classroom, and with years of experience knew how to properly implement these learned strategies in a classroom. Teachers were very knowledgeable and passionate about their subject and because of this, were very excited to answer questions that the students might have about the material. And in exchange made the students very excited to come to their class.
Teacher's Autonomy
  • Boys & Girls Club: In a classroom full of young children, you must be able to make decisions and adjustments at a moments notice. All of the instructors I observed at this location have already thought through all the different ways that lesson plans could change in any circumstance. Implementing these taught strategies was another task. Classroom management could have been improved but it is difficult to have, due to both the after school programs way to manage a classroom and a ISU grad students method of managing the classroom clashing often. The children didn't seem to know what authority figure to follow as they tried to work together.
  • Normal Community High School: Instructors at this location didn't seem to have to make many spontaneous decisions due to their lessons being planned out well, and students being old enough to cooperate. When there was a need to make a decision, it was done smoothly and calmly as they explained their decision to students that would then change the course of an assignment. Classroom management was smooth as the teachers had years of experience to gain insight into what worked and what did not.
Teacher's Political/Religious Preference

Neither schools that I visited had any instances in which a teacher's political and religious view influenced the classroom environment or the students. (Even in the light of the 2016 election results)

Teacher's Overall Attitude
  • Boys & Girls Club: The teachers attitudes towards their schools seemed rather neutral, but they never seemed to expect a lot from their students. This was a little disappointing to observe because I know these kids have so much potential to learn if they were given the opportunity. The teachers placed a great value on learning, at least they said they did, but had no physical evidence to show of it.
  • Normal Community High School: The teachers attitudes towards their school varied from teacher to teacher at this location. Many of the teachers there seemed to greatly enjoy the school where they worked at, and agreed with its mission to serve the students. Many teachers appeared to have great faith in the potential of their students, but expressed that not all students were going to access their full potential unless the students themselves put in the effort to do so. They saw learning as a growing opportunity for students to discover who they are as individuals and discover their passions and talents.
Component 3

Component 3: understanding learners

Before making my observations I knew I was going into completely different environments in regards to what learners would be at each location. Due to the different age groups in students as well as the different demographics of students it was important to take these observations strictly in context and trying not to compare the two environments too closely. But to account for what worked best in the two environments separately and to pick certain components based on where I was located in order to have the best approach.

Equal Attention Given to All the Students
  • Boys & Girls Club: In regard to ethnicity, this school did not have any problems giving them attention, given the school was made up of a primarily minority population, and was also mostly female. It also helped that many of the students at this location were of the same socio-economic status, which insured that everyone supported one another and received equal treatment from the instructors and one another.
  • Normal Community High School: This varied from instructor to instructor at this location. Equal attention was given to all of the students based on their ethnicity and gender. Although in one of the classes I observed and there was a trans-gender student that didn't appear to be receiving as much attention as the other students in the class (but this could have been the case for the one time I observed that class). Students socio-economic status in this environment was not as well known as in the other location so it was hard to tell if this had any effect on the interactions. Students with disabilities were given alternative assignments or they simply adapted the assignment to meet to capabilities of the student.
Responsiveness to Student Needs
  • Boys & Girls Club: The students major needs were met by the instructor, but some of the subordinate needs seemed to be forgotten at times. Major education needs were met, but there were times when I fully realized that many of these children were looking for affection and making a connection with someone. On the days that I would come to observe I would get hugs from some students who I did not know, sometimes they didn't say anything but came up to you with their arms spread looking for an embrace. It was then that I got to thinking that many of these kids go to school and to the after school program and may not spend a lot of time with their parents to receive that affection.
  • Normal Community High School: Students major needs were met, but at this age it is hard to tell if a students subordinate needs were being met because they are now old enough to hide feelings and thoughts. Overall all of the students seemed to be in good health, and cared for.
Responsiveness to Different Learning Styles
  • Boys & Girls Club: There was great variation in the materials used as well as the different processes used to make art. Mostly activities were individual with a few group projects intermixed. This allowed for students of all different learning styles to be successful.
  • Normal Community High School: The materials used were pretty standard, but the ways in which the students were able to use the given materials varied. Again there was a lot of individual work with the students interacting with one another to ask questions and ask for peer feedback on work.
Engagement of Multiple Intelligences in Learning Activities
  • Boys & Girls Club: Oral, pictorial, graphic
  • Normal Community High School: Oral, written, pictorial, graphic, operational
Component 4

Component 4: management of the physical environment

From this observation I observed advantages to different classroom management styles as well as the practical way to organize a classroom depending on the environment and the content that you are teaching. There is no one "right" way to organize a classroom. I did find that grouping the students in an art classroom promotes discussions and collaborations needed in an art promoting environment.

Boys & Girls Club

  1. Teacher and Student Needs: Desks were arranged in a circle all facing one another with a supply table in the middle of the room. Students sat next to one another in order to prompt interaction. A storage closet was at the back of the room for art supplies and games to be stored in (this was a general activity closet). There seemed to be adequate lighting for the classroom, and they were quite bright to keep the students awake and comfortable while inside. Many distractions came from outside of the room, as the restroom was located within this particular room, so there was a constant stream of children going to use the restroom. The students seemed to be used to this level of activity and thus they were not distracted.
  2. Display Areas: Since this was a multipurpose room, there was not much in the way of specifically related art room decor. There was however a giant poster that read "Live, Love, Learn!" with a stack of books and a couple of roses. I'm not entirely sure what this sign contributed to the room except for it being a nice break from the otherwise brick and panel walls. As our time in the classroom continued we started to hang up student work on the walls to liven them up a bit. This also was a big deal to the students as they felt their work had been validated.
  3. Whole Classroom Routine Procedures: There was no particular bell schedule, but the students were brought in and out of the room by Boys & Girls Club employees and volunteers. Students attended based on what days they were at the club, and if they were sick or not, but attendance was not strict by any means. Interruptions were handled by verbal reminders and proximity, there also seemed to be a tally system in place, where if the children got three "misbehaving tally's" their parents were going to be contacted. The assignments that the students completed were one day assignments and either went home with the children after class or were hung up on the wall for display after the instructor took pictures of their work.
  4. Individual Student Routine Procedures: Proper use of equipment was discussed at the beginning of each class, since new materials and techniques were being introduced each class period. Talking to fellow students was encouraged as long as they were being respectful and talking at a relatively low volume. Raising hands was expected to join in on classroom conversations. Sometimes students asked to go leave the restroom, other times they simply got up since it was located within the room.
  5. Teacher Responses to Students: Positive reinforcement for student behavior was given verbally, for example "I really like the way Susan is coloring her masterpiece using primary colors and mixing them". There was great consistency in the handling of student misbehavior, with verbal reminders and the tally system. The instructor engaged all students in the activity by being enthusiastic about all activities, encouaging students, and asking questions, making sure to call on all students and not just those who raise their hands.

Normal Community High School

  1. Teacher and Student Needs: Desks were located in groups of four (drawing, painting, ceramics), or rows (photography, due to the Mac computers) depending on the room. Storage also depended on what happened in the rooms, in some rooms there were drying racks and drawers, in others there were storage closets. Adequate bright light, and little to no outside distractions since the door was shut at all times during the class periods.
  2. Display Areas: Bulletin boards were covered with rules of the classroom, art processes, inspiration from famous artists, as well as student work. The ceiling tiles were also decorated and painted by students, creating a warm environment that was very accepting. I really enjoyed the displays in the art rooms at this location, they seemed both welcoming and stimulating. I hope to create similar displays in my classroom.
  3. Whole Classroom Routine Procedures: Bell schedule was consistent, the students had eight 45 minute periods with a five minute passing period to get from one location to the next. Student attendance did count towards a participation grade, but the consequence of missing class seemed to primarily be missed work time on projects. Completed work was collected on their due date at the front of the room, or online in Google Docs (depended on the class and the project). Giving students graded assignments appeared to occur at the halfway point in the semester.
  4. Individual Student Routine Procedures: The proper way to handle equipment was covered in great detail at the beginning of the semester and students were allowed to ask other students and/or the instructor if they had any questions about processes. Talking to fellow students was allowed as long as it was kept to a polite volume and if the teacher wasn't giving instruction. Permission to leave the room must be given by the instructor and they needed a hall pass in order to leave the room.
  5. Teacher Responses to Students: Teachers remained positive making the classroom a welcoming environment that provided positive feedback on student behavior/work. I did not observe any instances of student misbehavior. And teachers seemed to only engage students who seemed interested in the project in the class activity.

Component 5

Component 5: Diversity and Demographics

Every location will have different levels of diversity and demographics. Its a very limited control situation in which as an educator you must make the best of your situation.

Boys & Girls Club

There was no numerical data to be found online for this location unfortunately, the responses reflect what I personally saw at the location and may not be an accurate representation of the entire facility.

  1. Percentage of Ethnic Diversity in the Students: Caucasian (2%) African-American (95%) Hispanic (3%) Asian (0%) Other (0%)
  2. Teacher Diversity: Male (15%) Female (85%)
  3. Traditional Classroom, AP, or Special Needs?: Leans more towards traditional, but it is an after school facility. Some of the children may have had learning disabilities.
  4. Number of Students at the Following Level of Competency: (Out of 15 Students) Independent (8) Instructional (4) Frustration (3)
  5. Number of Minutes of Instruction: Lecture (10 -20 Minutes) Individual/Group Work (about 80 Minutes) Reteaching (About 10 Minutes) Discussion (10 Minutes) Review (10 Minutes)
  6. Demographics: Students who attend this school are often from the surrounding neighborhoods of the Club, depending purely on if their families put them in an after school program. Many of the students are from low income families.
  7. Diversity: Many of the students came from a similar culture. Teachers actions towards students was regulated through rules that the Boys & Girls Club has set out for their instructors. Lesson plans were well planned and adaptable to different circumstances across the board. Instructors were also very knowledgeable about their subject matter. Students were diverse in the way of personalities, but were rather similar in age, ethnicity and culture. Verbal communication was primary with non verbal communication supporting it. Expectations of the students were rather low, I would have liked to see instructors convey higher expectations for the students since they have so much more potential. Great variety in activities, use of real world artists of diverse cultural/ethnic/gender backgrounds.

Normal Community High School

  1. Percentage of Ethnically Diversity in the Students: Caucasian (66.1 %), African-American (11.9%), Hispanic (7.7%), Asian (8.6%), American Indian (0.5%), Two or More Races (4.9%), Pacific Islander (0.4%)
  2. Teacher Diversity: Male (18.7%), Female (81.3%). Ethnicity:White (93.3%), Black (2.8%), Hispanic (1.6%), Asian (0.4%), Am. Indian (0.1%), Two or More (1.3%), Pacific Islander (0.1%), Not Reported (0.5%)
  3. Traditional Classroom, AP, or Special Needs?: Most of the school consists of traditional classrooms with many AP courses offered. Special Needs students (12.5 %) are integrated into the regular classroom as much as possible.
  4. Number of Students at the Following Level of Competency: Independent (75%) Instructional (20%) Frustration (5%)
  5. Number of Minutes of Instruction: About 45 Minutes per class period (8 Class Periods a day) including a lunch and physical education course. Lecture (10-20 Minutes), Individual Work (20- 35 Minutes), Group Work (did not observe group work in this setting), Computer (40 Minutes in photography), Homework (0 Minutes), Re-teaching (2-5 Minutes when needed), Discussion (10 Minutes when applicable), Review (did not observe review in this setting)
  6. Demographics: Students who attend the school are from a variety of surrounding neighborhoods. There are four feeder schools, and it is a traditional high school.
  7. Diversity: vast cultural differences in the teacher and student populations. Teachers had very respectful actions towards students overall. They also had well developed lesson plans showing their knowledge on the topic at hand as well as being very responsive to student questions. Accommodations were made for students with learning and physical disabilities. Clear verbal/nonverbal communication. High expectations for students work. Gender equality was seen overall, even with a transgender student. Great variety in activities within the subjects being taught. Learning relies more on the students than on the instructor. Many different materials used, and a variety of culture, ethnic, and gender differences in the artists being shown. As well as showing artists from different time periods.
My Overall Response

These 20 Hours of Clinical Experience has given me great insight to the differences of two places of education. One being the Boys & Girls Club of Bloomington Normal, an after school program for kids of all ages. And Normal Community High School, a more traditional technologically advanced high school. From my experiences I was able to compare and contrast two places of learning. Seeing the social as well as the practical teaching aspects of the two locations. Being in two different locations has prepared me for the real world differences that I will find in a classroom. Giving me insight to what it means to manage a classroom and communicate and respect students.

There is no "right way" in teaching
Created By
April Flint


Created with images by laterjay - "dream inspire teaching" • LoSchmi - "graffiti metro wagon" • Pexels - "post it notes sticky notes note" • Unsplash - "camera photography lens" • Joshua_Willson - "celluloid film 35mm" • MikeBird - "tie yellow clothing" • werner22brigitte - "blue red painted" • andymag - "Red landscape" • ThomasWolter - "wash printing wooden box" • ManelTor - "Diversity" • jeawedtha - "color cloth embroidery" • T.Hagihara - "colors"

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