Pottery is a hands-on art form that should be accessible to everyone, including the deaf and hard of hearing (DHH) community. Yet, many classes are designed with hearing participants in mind, making it difficult for DHH individuals to fully engage. Fortunately, small changes can make a big difference.
Recently, we attended a pottery class and experienced firsthand what works well—and what doesn’t—when it comes to accessibility. Here are five ways to make a pottery class more inclusive so that everyone can enjoy the experience.
Not all pottery studios are set up with accessibility in mind, so researching or visiting the space beforehand can be helpful. If an in-person visit isn’t possible, checking the studio’s website for photos or asking about the setup in advance can provide useful insights.
Our experience: When we first arrived at the studio, we quickly realized how much seating placement mattered. Some areas had bright lighting and clear sightlines, while others were obstructed or dimly lit. Taking the time to assess the space beforehand helped us choose a spot that worked best for visibility, making it easier to follow along.
A brief conversation with the instructor before class can make a meaningful difference. Many instructors want to be inclusive but may not have experience teaching deaf or hard of hearing students. Communicating your needs in advance ensures a smoother experience.
Our experience: At the start of the class, we weren’t sure how much of the instructor’s verbal explanations we would catch. Rather than waiting to struggle through the session, we introduced ourselves and explained that we are deaf and use cochlear implants. We let them know that we rely on facial cues and lipreading and prefer to sit up close. The instructor appreciated the heads-up and made an effort to face us while speaking and supplement verbal instructions with hand gestures. This small conversation helped us stay engaged throughout the class.
Since pottery is a highly visual activity, seating placement can significantly impact the ability to follow instructions. Choosing the right seat ensures clear visibility of the instructor and minimizes potential distractions.
Our experience: Sitting near the instructor’s demonstration area made it much easier to follow along, especially when they incorporated visual cues into their teaching. The smaller class size also contributed to a more accessible experience, ensuring that each participant had an unobstructed view of the instructor. With fewer distractions and clear sightlines, it was easier to stay engaged and focus on the creative process.
Attending a pottery class with a designated buddy—whether it’s a friend, family member, or another participant—can enhance accessibility and ensure smoother communication. A buddy can provide real-time support, allowing DHH participants to focus on their creativity rather than struggling to follow verbal instructions.
Our experience: Having a buddy made the experience much more enjoyable. When the instructor gave rapid instructions, our buddy summarized key steps through gestures or quick notes. In group settings, having a designated person to check in with helped reduce stress and made the class feel more inclusive. This system worked so well that even the instructor encouraged other participants to use buddy pairings for better engagement!
For deaf and hard of hearing participants, clear visual instruction is essential in a hands-on class like pottery. While verbal explanations are common in traditional classes, having written and illustrated guides available ensures that everyone can follow along at their own pace.
Our experience: One of the most effective accessibility features in our class was an instructional board that outlined the steps of hand-building pottery. Instead of relying solely on the instructor’s verbal explanations, we could glance at the board to see each step visually laid out. This made it much easier to work at our own pace without feeling lost or needing to interrupt for clarification. Having a step-by-step reference allowed us to fully engage in the process and focus on the creative experience.
Pottery is more than just an art form—it’s a way to connect, express creativity, and build new skills. Making pottery classes accessible ensures that deaf and hard of hearing individuals can fully engage without barriers. By planning ahead, advocating for necessary accommodations, and using accessibility tools, DHH participants can have an inclusive and enjoyable experience.
Instructors and studios can also play a role in creating a more welcoming environment by implementing simple, thoughtful adjustments. Accessibility benefits everyone, and when studios embrace these changes, they open the door for more people to explore their creativity.
If you’ve attended a pottery class as a deaf or hard of hearing individual, what strategies have worked for you? Share your experience in the comments—we’d love to hear from you!
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