Semester Reflections

Semester 4

Over the past two years as an Art Scholar, I have significantly developed my ability to communicate ideas through artistic and written forms. I built upon my existing skills in digital art—originally developed through creating social media advocacy posts in high school—by designing flyers for campus organizations. This medium allowed me to share messages in a visually engaging way, blending graphic design with communication.

In my first year, attending NextNow as part of my TRYathalon sparked my passion for live music. This experience led me to pursue a role with Third Rail Radio, where I now design band flyers. Unlike my earlier work, which often followed strict branding guidelines, creating flyers for Third Rail gave me the freedom to artistically interpret each band’s sound and energy. This shift allowed me to grow not only as a designer but also as a visual storyteller, learning to convey tone and identity through imagery.

Beyond skill development, my perception of art itself has been redefined through the program. One pivotal moment occurred during our second-year colloquium, when we were joined by West African-style drummers who introduced us to the basics of rhythm and drumming. They emphasized drumming not just as a musical practice but as a grounding and soul-centering experience. Participating in this collective rhythm—especially in the wake of a difficult political shift—felt like a release. It reminded me that art can be a powerful tool for emotional processing and community connection. I had previously declined an invitation to a drum circle out of insecurity about my lack of experience, but this workshop showed me that art isn’t limited to experts; it’s a practice open to anyone seeking expression and connection.

What stayed with me even more was hearing the lead drummer’s story. She shared that she had been classically trained as an oboist but turned to drumming as a form of resistance to societal expectations and structures. As someone who is also classically trained—on the clarinet—but who hasn’t played regularly in years, I related to her journey. I’ve often felt uncertain about how to stay connected to creating music without the structure of formal ensembles. Hearing her perspective opened me up to the idea that making music doesn't have to look one specific way. It helped me realize there are more accessible, community-based ways to stay musically engaged, and it left me feeling reenergized and excited to explore those paths.

Moving forward, this semester’s capstone project was heavily influenced by TA Jessica’s capstone—a zine about her own original characters. I was completely enthralled from the moment I saw her exhibit at ArtsFest and felt certain that my own capstone would also take the form of a zine. I also found inspiration in the theme of social justice and activism in art—a topic that was prevalent in the second-year colloquium. The stigmas people hold toward adults with autism was something I aimed to unpack in my capstone. Additionally, my second-year workshop focused on scrapbooking, and the collage skills I developed there translated well into the formatting techniques I used while creating the zine.

The Crafts and Chats hosted in the Bel Air Lounge were one of the main ways I expanded my artistic interests. A key part of these events was the passion the TAs brought to teaching their craft. I especially gravitated toward the sessions that focused on winding down through art—such as TA Alyssa’s Craft and Chat on diamond painting—and realized that this is something I want to continue incorporating into my life after Arts Scholars.

The living-learning community aspect of Arts Scholars also allowed me to meet people with diverse academic interests who were equally passionate about their art. I developed a newfound appreciation for those who integrated art into their STEM majors and admired how they balanced the demands of their academic workload with their creative practices.

Looking back on my experiences in Arts Scholars, I’ve also demonstrated an ability to collaborate effectively with those holding diverse artistic perspectives, interests, and abilities. For example, the critique skills I developed in the Arts Research Practicum—particularly the use of open-ended questions—helped me provide thoughtful and constructive feedback on projects different from my own, even when I wasn’t familiar with the medium. One specific instance was when my peer, Morgan, created a capstone project using quilting techniques. Although I had little experience with quilting, I was able to ask open-ended questions that helped me better understand her work, deepening both my appreciation and knowledge of her process.

In the future, I will carry with me the planning tools I used to make my capstone project manageable. Techniques such as chunking tasks and “killing your darlings”—a concept coined by Stephen King to help narrow the scope of creative projects—are strategies I plan to use for my upcoming independent research project with the CESAR Lab on campus.