On October 10, St. Michaels University School art teachers from all three divisions came together for a cross-campus retreat. Participants included Junior School teacher Brittany Cutler, Middle School teacher Nathan Birch, and Senior School teachers Tamara Rusnak, Lawrence Wong, Krista Jones, and Head of Visual Art Chris Bateman ’94. They spent the day reflecting on their practice, sharing ideas and strengthening the connection of learning that takes place at all stages of a SMUS student’s artistic journey — from the first sparks of curiosity in Junior Kindergarten to the confident expression of graduates.
Guiding the conversation was Director of Academics, Denise Lamarche, whose genuine passion for the art of teaching — in every discipline — infused the day with energy and purpose.
“At SMUS, we intentionally prioritize time for teachers to learn, plan and grow,” said Lamarche. “The best way to nurture student success is to invest in our teachers — providing them dedicated time and space to collaborate, reflect and strengthen their practice. When teachers learn together, students benefit.”
She notes that this cross-divisional work is ongoing across all subject areas, with plans to bring more departments together to reflect, plan and connect over the course of the year.
The retreat blended creative reflection with meaningful discussion, beginning with a series of collaborative art activities and culminating in an afternoon session with Coast Salish artist Bill White, whose long standing collaboration with SMUS continues to guide and inform our community. Together, the group explored program elements and teaching practices across the three divisions while deepening cultural understanding and respect within the visual arts program.
Reflecting Through Self-Portraits
To begin the day, teachers took part in a creative self-portrait exercise illustrating their role within the visual arts program. The resulting works reflected a wide range of approaches — from sparking curiosity in young learners to exploring digital design and experiential art in the senior years. Drawings were filled with visual symbols; examples included hearts representing the sparks of connection teachers help ignite, pom poms showing their role as cheerleaders for student confidence, and lightning bolts symbolizing innovation and new ideas taking shape in the classroom.
As the group shared and discussed their drawings, patterns began to emerge. Across all three schools, teachers recognized the importance of nurturing creativity, collaboration and self-belief — helping students see themselves as capable artists whose ideas matter. The conversation set the tone for the rest of the day, reinforcing how each stage of art education contributes to a connected and inspiring learning journey at SMUS.
Sketching the Bigger Picture
Following the morning’s creative sharing, the group shifted into a series of collaborative sessions designed to strengthen alignment and connection across campuses. Through activities such as defining shared terminology, mapping the K–12 visual arts sequence, and envisioning “blue-sky” cross-campus projects, the teachers explored ways to ensure continuity and collaboration from one division to the next.
“Our JK to Grade 12 academic program thrives when we connect across divisions to align what we teach and how we teach it,” said Lamarche. “By examining skill development and student experience as one unified school, we ensure that every learner’s journey is cohesive, challenging and inspiring.”
Conversations on assessment, exhibition practices and student leadership rounded out the morning, laying a strong foundation for the afternoon’s session.
Honouring Indigenous Art and Story
The second half of the retreat focused on how Indigenous art is taught and shared at SMUS. Coast Salish artist Bill White, from the Snuneymuxw First Nation, led the discussion, continuing his generous tradition of offering thoughtful and knowledgeable guidance to the school community. Alongside a slide presentation, Bill brought several pieces of Indigenous artwork, unwrapping each one for teachers to see, hold and experience as he shared the stories, cultural teachings and personal history connected to them.
One of these pieces was a carved wooden spindle whorl, designed in a pre-1900 style with an open mouth at the centre where the spindle stick would have been placed to spin yarn. Bill explained the sacred nature of these tools: traditionally carved by men for women, each stage of their creation — from selecting and cutting the tree to shaping and carving — was an act of prayer and intention. As women spun wool with the spindle whorl, they too would sing and pray, infusing the process with sacred energy. The open mouth, he said, represents sacred songs and speech.
As the group passed around the pieces, the conversation deepened. Teachers asked thoughtful questions about how to respectfully share Indigenous art in the classroom when an Indigenous person is not present, how to move from avoidance to active respect, and how to approach issues of attribution, permission and local relevance. Bill responded to each with patience and insight, helping the group reflect on what authentic, respectful engagement looks like in their teaching practice.
Framing What Comes Next
The day concluded with an Action Circle, where teachers reflected on what they planned to do more of, differently or less of in the year ahead. Each participant added their intentions to a shared wall, creating a visible reminder of the commitments made and the connections strengthened through the retreat. It was a fitting close to a day devoted to reflection, collaboration and growth — reaffirming the power of art education to inspire, connect and transform across both campuses and through every level of SMUS’s visual arts program.
Pro-D Art Retreat
Pro-D Art Retreat
Pro-D Art Retreat
Pro-D Art Retreat
Pro-D Art Retreat
Pro-D Art Retreat
