I am truly astounded by how transformative these past ten months have been and how much I have gained from this program. Reflecting on my journey to becoming a visual arts educator, I recall feeling somewhat rudderless at the beginning. I entered the program with a strong desire to become an arts educator but lacked the confidence and concrete skills needed to achieve that goal. From the very start of classes in September, I felt fully immersed as we were introduced to a wide range of ideas, methodologies, and the wisdom of leaders in the field of education. As someone who was looking for clear, distinct ways to teach art, I found myself faced with more questions than answers. However, I learned so much from my peers in the arts cohort. Each of them brought unique perspectives, experiences, and different views on the importance of visual arts in education today. This inspired me to define my own thoughts on arts education, my aspirations as a teacher, and to embrace my own voice and direction for my teaching practice. There is no one way to do it.

My time at Killarney Secondary School was particularly important in my journey so far. Being in the classroom allowed me to put into action some of the things we were learning at UBC. It provided a natural way to develop my skills, experience firsthand the greater challenges of teaching, and help me get to the heart of what I want my teaching practice to be about. Getting to know my students, crafting unit and lesson plans, organizing art exhibits, and engaging in extracurricular activities truly deepened my connection to the school community and reinforced every reason why I wanted to become an arts educator. Like most things I endeavor to master, I find that the more I learn about becoming an educator, the more there is to learn. I don’t think I will ever fully feel like I have reached an endpoint. During my practicum, I often reflected on the ideas that Celeste Snowber presents in “Living, Loving, and Dancing the Questions: A Pedagogy of Becoming” about planned versus lived curriculum. You can plan what you consider to be the best lessons and unit plans and have every minute of the day scheduled, but when it comes to teaching those lessons, learning sometimes happens in the unplanned moments and the things you don’t expect. You never know what “seeds” you are planting now that might grow and blossom within your students later in life (Snowber, 2017). We will likely never know how, when, or if what we teach our students will have an impact on their lives, but it’s such worthwhile work to be doing anyways.

I see the process of making paper for my artistic rendering connecting to my journey to becoming an educator. Taking recycled paper, breaking it down into pulp, and then rebuilding it anew mirrors the way I have digested information, articles, and ideas throughout this program. I have broken down these elements to a pulp and taken what has resonated with me to build a meaningful curriculum and a teaching practice that I feel fits my students best. Creating the paper lantern adorned with pressed flowers and other plants has become a metaphor for my journey and my commitment to my teaching practice. As I taught ceramics for my practicum, I decided that creating a 3D form would be fitting to represent the growth I have experienced over this year. The plants represent my commitment to incorporating nature when I can, while the delicate and translucent nature of the lantern symbolizes how I hope to be transparent and open with my students to create authentic and meaningful learning experiences. The light from inside symbolizes my passion for teaching and my commitment to always be a guiding light. Just as the lantern illuminates its surroundings with a warm, inviting glow, I aim to inspire and nurture my students, guiding them toward their own growth.