Fashion Trends

together and comes to school every day on point. When I asked Alyssa how she would describe her style and she stated, “Comfortable, but satisfactory.” She likes to wear a lot of shirts with plaid designs, sweaters, and jeans and it enhances her very mellow and chill personality.

Alyssa also takes some styles from different eras, so I asked her what time period she usually takes her fashion from and she states mostly from the 70s. She told me she has bell-bottom style pants that she likes to wear sometimes. Some outfits she wears remind me of the 80s and 90s with the stone-washed jeans and flannels. Her fashion takes a spin on new trends and old trends which combines into her own original look.

Looking around at others immediately shows that students and adults are now choosing uniqueness, while still being able to follow the dress code most of the time. The students wear colorful accessories, designed tops with the dominating academy colors, or just simple things like stylized shoes. The teachers spice up bland outfits like suits with saturated colors, dresses with simple but striking designs, and adding pops of colors with sweaters or neckties.

Overall, the fashion at Fulton high school is fueled by the personality of the person wearing the clothes. Choosing to wear brighter or darker colors can bring out a lot in a person and even shape their personality. Bringing back styles from the older generations, but giving them a new flair or charm because our teachers and students are able to alter them to fit the style they want just adds to how they want to be seen or viewed by other individuals working at or attending Fulton high school.

2509 for 2509 Spring Giving Campaign

Fulton is located @ 2509 North Broadway, and is often referred to by the Fulton Family/community as simply “2509”! We are seeking your help by requesting donations to the Foundation in increments of “2509”

Madjoel

Douglass is the director of YOKE– a Christian organization that aids middle schoolers on their journey of identity and purpose through the use of mentors. Before YOKE, he was an Emerald Youth director for the high school program. But, more importantly, he was a Fulton student, attending the same program and roaming around the same halls as everyone else.

Madjoel was in the Health Science SLC, and he enjoyed doing clinicals. His favorite aspect of clinicals were spending time and developing relationships with senior citizens in nursing homes while helping them with tasks. This was important to him because his mother has a disability that has always played a significant role in his life. Therefore, establishing connections with peers and others who looked different from him improved his experience. When questioned about why he didn’t pursue a career in healthcare further, he clarified that it was because he had a mentor at Emerald who saw more in him than he was able to see in himself. His mentor thought he could lead kids well and they provided him with the chance to interact and form bonds with kids who look like him and came from the same circumstances. part in not being proud of coming from Fulton academically. But now, with all the opportunities Fulton has to offer, students are proud to have attended. Learning community specific opportunities such as running the radio station and learning about photography truly prepare students for the real world.

During his time at Fulton High School, he wasn’t invested in the Fulton Family, but one piece of advice he gave to his high school self would be to embrace who he was, and be proud of being black. He also said he would advise himself to take advantage of opportunities and take school seriously;accept help from the people who want to help him. The final piece of advice he had for himself was to be more involved in the school community.

When asked about how different Fulton was during his time, the first thing that came to mind for him was the school spirit. He explained that back then, the bleachers would be filled to the brim with students. However, now they are empty even though Fulton athletics are thriving. However, outside of sports, the community is more connected and proud to be from Fulton; Fulton isn’t looked down upon anymore like how it used to be.

Madjoel Douglass may not have been the most involved at Fulton High School, but his turning point happened after high school. He would go on to attend Johnson University, but before that he went to Pellissippi. It took him three years to finish instead of two, and he spent a year off to look for a job and new opportunities. However, he realized it was hard to find a job without some sort of degree. Ultimately, he realized that he needed to get back to school. The moment he started school at Johnson, he took school more seriously; taking a year off and seeing how difficult it was for him to get any opportunity really made him realize he needed to take school seriously.

Madjoel was present when Fulton switched to SLCs (Small Learning Communities) as a result of their academic performance. That played a

After high school, he attended Johnson University to major in sports and fitness leadership, but the transition wasn’t easy for him because Johnson University is a predominantly white institution. The lack of diversity was different from Fulton where there is a diverse student body. It was a culture shock for Madjoel because he was not

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There are a lot of great things to do and to learn at Fulton High School, one of them is our Visual Arts class!

We asked our VIsual Arts teachers a few questions about what they teach and here is what they said.

Our Visual Arts class is a lot of fun and you can learn quite a few new things when it comes to art, even if you don’t like it at all. With this class you can learn how to bring out your creativity and your imagination too!

Laney Haskell: Visual Art

Why did you want to become a high school art teacher?

by Juanita Ramirez

Art in Title Graphic:

Untitled: Andrew Green

“During my grad school program at the University of Tennessee, the teacher program required that we experience teaching at elementary, middle, and high school”, states Ms Laney Haskell.

Of all the schools, I felt like I connected with High School students the best. I really like how high school students can start incorporating their life experiences into their artwork and how I can talk through their ideas and processes in more depth. I also like encouraging them towards art college, if they are interested.

When did you realize you wanted to teach art?

“At first, I wanted to be an artist full time, working as an illustrator or having art shows in a gallery. But as time went by, I realized that my favorite part of the process was doing it for the fun and for the experience. I wasn’t as interested in selling my artwork or having a painting in a gallery. In college, I had a professor that really connected with me and helped me become more confident as an artist. I started thinking that maybe I would like to be that person for someone else; I wanted to teach people how art can be fun, how it can change you, and how it can even help you through difficult emotions.”

Is there a specific art movement or style that you appreciate? Why?

“If I had to choose a specific art movement, I would choose Surrealism. I don’t make surrealist artwork, but I like how creative it is and how the surrealists artists were making work that rebelled against what had been done in the past. I have really vivid dreams, and surrealist artwork reminds me of how it feels to be in a dream. Then we asked them to talk about a typical day in an art class.”

What is your favorite part of that day?

“A typical day in art class might start with an introduction to a new material, like clay or printmaking. Some days are all about experimenting with a partner and some days are just for planning ideas. I like to give some information at the beginning of class and then let students work on their own to solve different problems and try new things. We will often come back together at the end of the class to do a gallery walk or do partner feedback. My favorite part of a lesson is after students have done the planning portion and have prepared for the new material and it is finally time to give them the material, like clay! It’s usually difficult for them to work with something new, but I always love how energetic the class gets about it.”

How do you engage students in exploring art that they may not feel a connection with?

“At the beginning of the year, I have students fill out a questionnaire to find out what kind of ma-

Untitled (excerpt) by Azlan Gaertner terials and ideas they are interested in exploring. I then try to choose topics and themes that students can easily relate to, and I try to keep the assignments open enough that students can find a way to find the material relevant, no matter what it is. For example, I might give options on different themes to choose from, like “family and friends” or “the human relationship to nature” or “the future” but require the students to use a certain material and learn the related techniques. If a student isn’t interested in the material, I encourage them to view the experience as an opportunity to learn something new and to experiment. Some students don’t like clay or aren’t good at drawing, but I let the student know that the project is short-term. I ask them to do their best, and then encourage them to look forward to the next project, which might be more their style.”

As you can see, art can be used for many things, well maybe not all the time but hey that’s okay!! Sure art isn’t for everyone and that’s perfectly fine, but everyone is at least good at one thing when it comes to their creativity in visual arts.