In this semester of Liberal Studies, Refocusing Knowledge was a learning curve for me. I feel more prepared to use the knowledge I already had and improve the methods in focusing my information. Although I understand there is more to learn, I think already more prepared for the next steps in furthering my experience in Liberal Studies at Capilano University. I learned how to articulate proper information to build an appropriate research paper. I also learned how to manage my time to be able to get all of the information necessary to properly execute a journalistic research paper. For example, in the interviewing assignment, I regret not giving myself enough time to examine my material and be more prepared to interview correctly. However, with the time strain, I learned to adapt and proceed as though I had enough time to make sure I had all of the proper elements to make my paper worth reading. The efficient time use helped me with other areas of study by introducing new methodologies that were helpful when doing a research paper in Philosophy. Many of the methods were relatable to the material we required for the projects and procedures we were expected to know for that class. As for my interests, I found it helpful with feeling confident interviewing people, by the end of the semester, I felt more comfortable reaching out to my peers and asking them to participate in my research. Learning to be prepared was a substantial part of me because I have had trouble feeling confident in reaching out to my peers. However, now I feel comfortable doing it because I have new methods of collaborating with other individuals. I feel as though the techniques I have acquired from this class will benefit me greatly in regards to future projects, feeling more confident in being able to ask questions and knowing where and what to research. Learning how to use the resources available on campus was extremely beneficial; it will significantly improve the quality of work I will produce in the future.
My research choice is how arts and culture are displayed at Capilano University. I will be using multiple research methods in a journalistic way. I have asked my fellow peers about their thoughts on the art and culture they experience on campus. My own research on the topic will include topics such as Indigenous studies and programs, history of art at Capilano University, and changes that have been made in both areas. My goal is to figure out what the students think about the identity that the University has created and what energy it produces around campus.
To start, I researched some history of Capilano University. It was founded in 1968, but classes were held at night at West Vancouver Secondary School. The main campus opened in 1973. As we all know, Capilano University is known for its artistic ability. Many artists flourish here. From the time it opened its gates, there was creative ability spewing from all angles. Ashley Loo, a journalist from the Capilano Courier, wrote about one of the first students that attended the, at the time, college. The student was keen on planning parties and celebrating her youth. I use this example because art does not only refer to paintings and music, but that art can be expressed through many versions of creativity. Now, Capilano is swimming in art. To celebrate the 50th birthday of the University, the school painted many large murals. Art has become a significant scene at Capilano University, from filmmaking, fine arts, media, etc. On top of that, there are three different areas of art programs to choose from. As for cultural studies, they have many options for Indigenous students to choose from. For example, they have Indigenous Independent Digitial Filmmaking Diploma, Lil’ wat Nation Language & Culture Certificate, Sechelt Nation Language and Culture Certificate and Squamish Nation Language and Culture Certificate. Capilano also has a student center that provides the opportunity to bring all of the students of all nations to learn indigenous traditions, languages and values.
I reached out to some of my peers about their ideas of the art and culture around campus. I asked several questions using a relaxed journalistic methodology. I asked open-ended questions about their experiences. I then jotted them down in my notebook. I used this method because I wanted to get as many opinions as I could. Without using a sophisticated journalistic style, I was able to reach out to many people in a somewhat comfortable nature. My questions varied from, “what types of art you see around campus?” to, “how does the amount of art around campus affect the energy you feel while on campus?” These questions were for me to understand what Identity Capilano has made for itself and how it affects a student’s daily university experience. The information that I gathered was expected, but interesting to find the point of views from a diverse variety of students and professors at Capilano. A common opinion was that the murals recently painted around campus were quite a hit. People enjoyed the energy the liveliness of the art and found that the combination of the rainforest and the modern art made a unique environment. Others found that the campus is a tranquil area of refuge, as some students noted that in a particular area of the library by the windows, you have a perfect view of the rainforest and the mural on the cedar building. I found this information compelling because it informs me that students feel relaxed while studying, while a familiar feeling of studying is intense and forced in a library surrounded by books. The art mixed with nature on the campus gives a calming atmosphere for students and encourages them to spend time in the library.
When I asked students around campus where they would potentially like to see more art around the school, some students suggested inside the buildings. They found that there is a lack of art on the interior side of some of the student buildings. I find this to be interesting that students thought that there is an overwhelming amount of art and culture on the exterior areas of Capilano University and not as much on the inside. Although culturally, there are more activities and resources available on campus. For art, however, other than the Bosa Centre for film and animation, there is not a lot of areas where creativity is accessibly on display.
I took the information that I accumulated, and I addressed the info I had rationally. I assumed that not everyone knew a lot about all of the programs and resources that are available at Capilano. I also thought that people around the school have different tastes and different opinions toward art. Therefore, the art and culture would not be valid for all students the same way they are to other students. Capilano University has been encouraging their students to take part in more activities relating to art and culture. This has been a power move for Capilano and not only recently becoming a University but also being known for the art students that have come through North Vancouver. Many people take part in the programs available at Capilano and feel they strive under the conditions at the school, because of its smaller class sizes.
In conclusion, I have discovered that the students around campus do feel as though the art and culture that is on display around campus, does impact them. They feel as though the areas of refuge are made increasingly relaxing because of the mix of original and modern art through the use of murals and nature. The identity Capilano University has created for themselves is one of culture and art mixed with the nature of the surrounding rainforest, which prepares students incredibly more motivated and influences their academic success.
The paradigm I feel most affiliated with would be Interpretivism, it is the belief that societies around the world cannot be studied using general scientific methods. I feel that I connect well with this methodology, because of my own beliefs and experiences that have guided me to where I am and how I feel about the world around me.
I have multiple biases about the world, they include; having a love for animals, people, places and compassion for religions. I feel as though everyone and everything has a reason for who/what they are and it is our job not to judge or critique them, but to understand why. There is so much grey area about what the field of study I am in, what I enjoy most from most of my professors that I have had so far in University, is that every professor is up for debate.
Being challenged and challenging is what makes (in my opinion) the role of a student, the most important part of learning. Thus, the information I have learned and the idea of Interpretivism connect because the whole methodology of Interpretivism is to investigate.
Outside of my academic work, I am most likely using my artistic side. For example, I love to paint, sing, play the piano, and amateur photography. This has really helped me look at myself and use my creativity as a way to express myself. This for me connects with interpretivism because I believe not everything can be explained by science because not everything has to be scientific to be beautiful.
During my trip to Europe over the summer of 2019, I got the opportunity to visit the museum which displayed my favorite artist. Banksy. His work is so inspiring to me and his hidden identity makes him so much more interesting. His work consists of politically-incorrect pieces that have been designed to keep wealthy consumers on their toes, by constantly pulling tricks on buyers in auctions, etc. Not all of the photos I posted here are by Banksy, but the museum was full of amazing artists and they all play beautifully together.
Having classes about water and a wide variety of inter and multidisciplinary subjects about water really helped us not only get a better grasp on the water itself but how we would evaluate important information from less important information.
There were so many examples given in class and the way you presented each lecture gave us a better idea of what our project should look and sound like. In our research at first directed our topic to a specific event, but as it became more and more difficult to find articles from multiple other disciplines we had a conversation with our group members to still use the information we gather from our research so far, but to also find something that would connect at a bigger scale, so we went with water rights. This made it easier to find common ground and still use our original specific topic of Kinder Morgan Pipeline. So, by evaluating our goal and refiguring it to make it easier for us as a group to find common ground. As soon as we found a better topic there was more difficulty finding the best possible information for a project that not only had the best possible information but also the most relatable to each other, through meetings and discussions on what was important and what wasn’t.
I was able to make connections with our topic about the Kinder Morgan pipeline because it has been a huge conversation piece amongst my family and friends, there have been so many mixed emotions about it and I took this chance to learn a lot more and gain a better perspective on the subject. Before my research, all I had known was what everyone was, lack of a better term, complaining about. For example, gas prices were significantly higher, but then, on the other hand, people were telling me that in order to save the whales on our coastline that we cant put the pipeline in. All this information helped me in the right direction of where I wanted to go to this subject, and what subject I wanted to pursue further. That being, indigenous studies. I found this subject varying eye-opening because, in my article, it not only talked about the water rights of indigenous peoples but also about their treaty rights and how they literally have laws that protect them from blindside situations like the Kinder Morgan pipeline. One of these laws include the constitution act (35-1), this law is in place to make sure if there are any changes with the government that would affect any indigenous peoples rights at all they are to not only be notified but also engaged and listened too to find a solution for the problem.
I remember in one of our readings, we talked about nature and learning and how indigenous peoples version of knowledge is directly dependent on nature. I thought this was interesting to me because in our research to find common ground with our group, one of the connections between ocean science and indigenous law was nature. Their right to clean water, and understanding what that meant. What a lot of people don’t understand is that just making sure someone has food on the table and making sure that there is water to drink, doesn’t mean you’ve fixed the ongoing problem. The problem is, for indigenous peoples water is their life, they use it in so many ways to be apart of the earth, taking the right of water or effecting its sustainability not only risks the lives of the fish and mammals, but also our bands.
In my future studies, I think the most interesting topics that I will pursue would be indigenous studies and their rights in British Columbia, and also their rights in Canada. This was a very fascinating subject and one that has so much information to gather you could be studying this subject forever. I’ve learned so much from this assignment and I think it will tie in very nicely in my portfolio. I cannot wait to explore this topic even more to have an even better understanding of what rights of indigenous peoples mean and how its the government’s duty to keep up with it.
