For my first two rituals, I got so absorbed in the act of making my work that I forgot to take progress photos until I reviewed the rubric and started writing.

For my first ritual, I was really struggling to make time to go out and draw on my own so I took some time out of a field trip my figure drawing class took to Penn Station to complete my ritual. I sat apart from my friends and peers and captured a moment with the people and architecture of the station that I found visually interesting. I really enjoy the arched windows at the station, especially the two that curve along the corners of the structure. I was lucky to have quite a few people sitting by these windows while I was there so I jumped at the opportunity to draw them. 

I used to work primarily in fountain pens with a bit of marker in my sketchbooks, but for the past few years it’s been difficult to make time to do so. I decided to use these rituals to my advantage and revisit a practice that used to be very common for me, and has always been incredibly comforting. I worked with these materials a lot in the later years of my high school career so it also occurred to me that it might help me reflect on my school life if I used them for my rituals. 

I’m not confident that I have great anecdotes about whether or how trauma-informed teaching influenced my educational life. My personal experiences with trauma-informed teaching came in high school when certain issues in my personal life became too tough to manage without interfering with my academic life. COVID played a huge role in shifting the mindsets of many teachers I think. So many students were coping with so many different issues that teachers were forced to not only come up with unconventional teaching methods due to the pandemic, but come up with new methods of supporting students. I was not very open with my teachers about my issues, but many of them could tell something was happening and offered me extra grace when it came to my assignments and deadlines. I always appreciated the extra support because at the time I did not have a lot of experience with managing stress and anxiety – which deadlines really exacerbated.

I think my personal education experiences have always felt culturally responsive to me as a white middle class person. As I’ve gotten older and especially as I’ve begun to reflect/analyze my education experiences in college, I can tell that many of my peers have not been able to say the same. One of my goals as a teacher is to learn how to break from the biases that my education held onto, and continues to.

I had a few floating thoughts while I was drawing but not many, because what I’ve always loved about doing this kind of thing is how my brain gets really quiet and I feel as though I’m not thinking about anything at all. One of my thoughts was how nice it is to have an excuse to go out and work like this during one of the busiest times of my year. If we weren’t assigned these rituals, I likely wouldn’t have been able to give myself this kind of break. I was also thinking about how nice it was to not be worrying about how my work was turning out, there are a lot of things about my drawing that would’ve made me want to start over, such as perspective and inking errors. Since this assignment isn’t graded based on my drawing ability, it helped me let go of all of those pressures and made the process a lot more relaxing. I was also thinking about how cold I was. Despite it being really warm out, I sat in the shade and it was incredibly windy out! Although I was uncomfortable and shivering, I didn’t want to stop drawing! I had some incoherent and incomplete thoughts that followed which were vaguely about hoping I can have students with that kind of passion in the future, and gratefulness that I still feel this way about art.

How does society affect public education and how does public education affect society…

I think the two work as a cycle, society has its standards and expectations for public education (public education is also dependent on society for funding), and in turn the students who come out of that system are raised with similar values, standards and expectations that founded the school. So, if society is set up in such a way that uplifts certain students and doesn’t do enough for others, the same is likely to happen in society at large.

I got a call from one of my long-distance friends around dusk. Since I knew it would be a longer call, I decided to go for a walk. While in the middle of conversation, I felt a smell in the air that brought me back to my childhood. It is like a scent that brings you back many years ago when things were not difficult, and there were no responsibilities. And yet, I felt stressed out with all the assignments I had going on. Despite this, I felt at ease for the first time in a while- since I could remember. Listening to his voice, and what we were talking about, it reminded me that the time we have in the present should not be rushed. After I went back to my dorm, it was decided that I would go back to my roots and do what I like doing for myself, rather than just an assignment that will not do me any good in the future. Before I had even started college, I would make clay dinosaurs as a hobby, but people ended up really loving them, so I decided to start selling them. Getting a whiff of my childhood mixed with the voices of people who have stuck with me since then motivated me to create the things I loved to spend my time on. And so, I created dinosaurs. It is funny saying that aloud, but when you take the time, effort, and practice- a whole lot of practice- to make them, it becomes a part of you, despite how silly they look.  

I never thought I would create anything in a ceramic medium back then, but it taught me that learning new mediums could spark a new interest. I will take that with me wherever I go, even if I am stubborn about learning something out of my league. Because to me, making something outside of a comfort bubble can open opportunities that would not have even been thought of before. And with my dinosaurs, not only does it bring me happiness, but it brings happiness to other people too. I would like to find comfort in the things that link back to my childhood, so that I can take it with me, and share it with those who want to learn from me. 

Our tour guide (who I am unfortunately forgetting the name of) was a wonderful teacher, too! She was very informative and I learned so much about animals and farming practices from her. It was a really unique learning experience for me and I learned things I would’ve never thought to ask/research had I not gone on this field trip. I have a lot of respect for the people that raise and care for animals, and I’m very grateful to absorb even a fraction of their knowledge! It’s a field so different from anything I study, so I really appreciated getting to listen to an expert in a subject I knew nothing about.

What I did for my first ritual was create a zine about the building academic pressure I experienced with finals nearing. Most of my finals were announced that week and it really had me stressed out so I wanted somewhere to channel that energy. With how this relates to the think-about question, I think that it highlights my experience as a student who has ADHD in an educational setting who struggles with getting assignments done and focusing for long periods of time, which many children in K-12 also struggle with. However the educational system that reflects our society deem these students to not want it (success) enough, leaving students with trauma that carries with them throughout their lives. That's what I’m writing my paper on too because it's really important to me that students that face the same struggles that I do can get the support they need.

Relating this back to education, I feel as though without my experience with art in high school, I don’t think I would be at a point where I was confident enough to do an event like that, especially not more than once. Although I had art teachers that were skeptical about my work, the teachers outside of the art department really liked my work and would show them as examples for future classes. I feel like those experiences really built my confidence with my artwork and the idea that people could enjoy my work, even if it wasn’t for everyone. While not directly related to guided lesson plans, those experiences in high school made me brave enough to attend an event like that, and put my work into the world and have an effect on society, just like many other creatives who have similar experiences to me.

I’ve always found it easier to talk to the teacher than to the other students, at least during my time in public and church school. They are people who have much valuable experience and knowledge than I could ever comprehend. I enjoy listening to their nuggets of wisdom and asking questions. However, I realize now that they could never replace the role that “friends” have in one’s life, yet I’ve been substituting that role with the mentor figures in my life.

All of my shortcomings— my inability to have my own intuition, making decisions for myself, and to make friends —have been under the disguise of being “a good student.” I believe this comes from my Asian background. The parents always make the decisions and reward obedience without question. It’s hard wired into me.

It reminds me of this one story I’ve heard long ago, but I can’t remember where it came from. A young traveler went to a zen master in search of peace. At first the traveler challenged the master’s teachings, but over time he started to agree with the master more and more- seeking for the master's validation. Eventually, the master told the traveler to leave. The master explained it’s because the traveler would only grow to become like him rather than himself, and one of the main components to attaining true peace is to stop caring about what others think. Including his master. The master told the traveler to leave and lose his way. Perhaps then he would be ready. From that story, I think I should also “lose my way” and not be afraid to make my own decisions and mistakes. Perhaps there is a moment when a student should become their own teacher, and I believe that’s my next step.

When working on these drawings I couldn’t help but think of how difficult it must be for a teacher to support students who are dealing with regular periods of physical and mental struggle, especially those who are dealing with grief. Many students are forced to go to school regardless of how unwell they are, or their situations at home might make them feel worse if they stayed, so they are stuck in an uncomfortable situation. I’ve been wondering how to manage a situation where one student is clearly struggling. I think the solution(s) depend on the age group but would likely all involve reaching out to the school’s guidance counsellor for support. I think the powerful thing about an art class is that it can become a place of refuge for many students, and by doing small things in addition to providing a positive environment, such as having a low sensory room, it could absolutely benefit a student who is struggling. On the other hand, for students who have never connected with art before, being required to participate might reaffirm ideas they are struggling with, such as, what is the point of participating in something I don’t even enjoy?

I’d be interested in reading and listening to other educators who have experience in this subject to learn what they were able to do to support their students. I think that it’s important for all teachers to regard their students as people, and not merely vessels for learning. Teaching with empathy is incredibly important.

I think my rituals have all related to perception and using observational drawing as a meditative practice. Throughout the drawing process my thoughts quiet down and I can work in silence if I wish, or I can begin contemplating different questions and ideas we have covered in this course. I have really benefited from this practice because it has allowed me to experience my practice in a way I have not done with such intent before. I can see myself creating a habit out of these rituals, to provide myself with much needed relaxation, self reflection, and meditation, especially during a stressful time. 

I have thought a lot about who I will be as a teacher throughout this course and especially during these rituals. I want to be a teacher who is patient, wise, and empathetic, someone who puts the needs of their students first. I think with exercising self reflection and providing opportunities for quiet and stress regulation, I could manage to achieve some of those goals. Teaching won’t be easy, and there will no doubt be many instances where I struggle and doubt my ability, but with tools and habits to regulate my emotions, I am confident I could learn to deal with inevitable hardships.

When I consider the different ways of reflection, I think of the different ways students may enter the classroom, all with differing opinions, emotional states, and perspectives of their peers around them as well as their learning environments. All of these things can be very influential of how their day will go, and how they may react to challenges that may arise around them. The act of consideration and reflection will always be valuable within all aspects, especially those of education and learning environments.

This week I decided to do another render, unrelated to my animation project. While still a somewhat simple process, I still really enjoyed the outcome and experimentation I got to experience with lighting and posing. I find this way of exporting models incredibly fun and simple, while still being something that could become much more complex depending on skill level, giving me motivation to experiment more in the future, and branch out my skill set.

Having a creative interest that is considerably important to you, or a passion of sorts can be something that is incredibly valuable within a person’s life. I believe this could be regarded within education and could be the difference between doing something for yourself, and doing something because you were instructed to. When youth are encouraged or to be creative, it can challenge their abilities and thought processes, and potentially lead them towards something they find great comfort or passion in. Preparing them now for exploration gives them a more solid foundation for discovery.

This makes me think more deeply while considering the different learning approaches that are available or needed depending on a students needs. Disengagement can show up or be perceived in many different ways, such as confusion, disruptions, or disinterest. These things can happen for a multitude of reasons, and can affect the learning of other students. Instead of treating all students exactly the same, it is more valuable to learn and understand each students individual learning capabilities and creative skills.

1: I am really good at making them. 

2: It is a part of me that originates from home. 

Most of the time when I work, I am often alone. I start to think about those who watched me grow as an artist, and as a person. My biggest motivation to continue pursuing what I like is my brother, who has watched me create countless pieces to hang on the wall. We grew up playing Zelda and other video games, but that one stuck to us the most. We hated hearing adults say the famous words, “games will rot your brain!” It has been said time and time again, yet I disagree. That was the one thing that had motivated me to create for all these years, and it still does. And so, it stuck with me even in my career path. The next generations will grow up with video games, and it will continue to flourish in the art world. Even today, I still play video games with my brother, and we string ideas from each other on storytelling, narration, direction, and the art displayed throughout the game. Now looking back on it, if I did not have video games, I don’t know where my life would be at this very moment. But it can’t be better than making dinosaurs. 

While making this mold, I remembered what my brother and I talked about during the week. How video games influence many real-world discussions; ranging from politics, economics, community, war, religion, and so forth. Despite what may be good and bad, it sheds a new light and perspective on players. If we can continue with in-depth story games, we can immerse players into an experience that could change the trajectory of their life. With that, I made a Dinosaur that happens to also be the Hero of Time. 

Growing up, he was like a second father to me. I would see him every Thursday, playing Minecraft and eating the dinner he made every week for me and my brother. As we grew older and things gradually changed in life, we stopped seeing each other so often. Around this time, I also reunited with my father. Even though I see my uncle less, I still value him as my second father. For this week, I created a chef dino in his honor for taking care of me when I was growing up. I miss all of the dishes he made, and especially the cheesecake he made around the time I left for college. Every time I went over, he always made a charcuterie board, even if I wasn’t hungry. That’s how much he cared, even when I didn’t ask. 

I hold this value to myself, and I wish that people understood why. It’s important to have a parental figure/guardian in a child’s life that pays attention. I’ve seen it in school, where students find themselves struggling inside due to the lack of a parent in their lives. Fathers, mothers, or just guardians who don’t pay attention. Their absence matters- and I hope that in the future, Gen Z parents will learn from the lessons of their parents, absent or not, and make future generations thrive. It is upsetting to see children struggle with negligent parents, and I hope that in the time that I become an educator, I see less of it.  

This tactile process perfectly captures the tension in this week's think about questions. Society brings an incredible variety of students into our public schools. They show up with different backgrounds, different needs, and different levels of wear from their outside environments. Just like these leaves, they cannot all be handled the exact same way. Yet society often expects the education system to take this organic, unpredictable group and press them neatly into a standardised framework. We are asked to arrange them on a flat background and measure them all by the exact same rubric. When the educational structure is too rigid and ignores the reality of the materials it is working with, the most fragile students end up breaking under the pressure.

This visual tension perfectly mirrors the shift in my teaching philosophy. Growing up in Lahore, my early education demanded that students remain quiet and contained. The system essentially asked us to shrink. However, through my current work in campus wellness and studying the Reggio Emilia approach, I now see that productive noise and big energy are signs of a healthy community. When we create relationally safe and culturally responsive spaces, we give students permission to be like those yellow lines. We allow them to push outward, claim their space, and shine brightly against whatever chaotic backgrounds they might face outside of school. My role is not to contain my students, but to help them radiate.

This mirrors the cycle between society and public schools. While society often separates people into isolated boxes, public education puts everyone on the exact same piece of paper. Building a classroom community means asking students to share space and learn from where their lives intersect.

Moving from Lahore to Baltimore taught me that "home" requires feeling seen and connected. If we create culturally responsive classrooms where students feel safe enough to overlap and share their true selves, they will carry that community back out into the world. My ultimate goal is to make the classroom feel like home, equipping students to build a more connected society.