March Hutchinson, BEd ’26, had a childhood filled with creative and outdoor experiences. Those opportunities developed her sense of confidence, freedom and possibility. Today, she continues those same experiences as an artist, mother, gardener, hiker, forager and lake lounger; but it’s her passion for art that she’s been able to carry forward into her work as a visual arts teacher.
“I was drawn to education because it feels like meaningful work,” says March. “I believe young people need opportunities to feel seen, to take risks, and to build the skills and resilience they’ll need to navigate an increasingly complicated world. Being part of that feels well worth the effort.”
For March, art is central to that work — not just as a subject to be taught, but as a way of seeing and understanding the world.
“One of the things I value most about art is that it evolves alongside us, reflecting changing interests, experiences, and perspectives,” she says. “Art offers a way to understand both past and present societies, and can be a powerful vehicle for exploring cultural perspectives different from our own.”
She has designed the projects in her classroom to be open enough to invite creativity, while still requiring persistence, craftsmanship, and thoughtful decision-making.
“I think of the projects as bounded freedom,” she says, “I want students to have opportunities for genuine self-expression while also developing new skills and meeting clear learning goals.”
During her practicum, as part of Truth and Reconciliation Day (Orange Shirt Day), March designed and co-facilitated a public art project with her mentor. The pair had students reflect on their learning about colonization and their role in the ongoing process of reconciliation. They then walked through an ideation process before they created individual and collaborative chalk murals at the school’s entrance.
“The students worked for hours and covered nearly 600 square feet of pavement with their artwork,” says March. “They were deeply proud of what they created.”
The project reinforced to her that reconciliation is ongoing work.
“An important part of that work is helping people see themselves as participants in the process—understanding the past, listening to perspectives in the present, and recognizing their role in helping build a more equitable future,” she says.
Her “bounded freedom” philosophy continued throughout her practicum, and was encapsulated in a final drawing project that invited students to explore “the world through your eyes — or someone else’s.” The prompt encouraged thinking about narrative, symbolism, and perspective, while leaving room for a wide range of outcomes. Some students created large-scale drawings. Others developed a series of smaller works. Some experimented with non-traditional approaches including drawing with wire or cut paper. The results were as varied as the students themselves, and that was entirely the point.
Reflecting on her time in the program, March says the most meaningful realization wasn’t a single moment, but the development of a deeper understanding of how much work goes into keeping a school community afloat.
“Schools are messy, complicated places, constantly balancing limited resources, diverse student needs, personalities, schedules, emotions, and the realities of institutional life,” she says. “In many ways, it feels like a very large ship being adjusted while it’s already underway.”
The more time she spent in schools, the more she came to appreciate the vast range of people teachers, support staff, administrators, custodians, educational assistants, counsellors, bus drivers, volunteers, and families, who show up every day to keep that ship moving.
“Despite all the moving pieces, there are remarkable individuals showing up every day to create places where learning, connection, and growth can happen,” she says.
For incoming teacher candidates, she recommends they fully immerse themselves int their field experiences.
“Field experiences are where the most important learning happens,” she says. ” Always remember that educators are learners too. Every situation is different, and there is rarely one perfect solution. Teaching requires presence, curiosity, adaptability, and reflection.
Don’t be afraid to borrow great ideas. Don’t be afraid to make mistakes. And don’t be afraid to be yourself. Students connect most deeply with authenticity; often just as inspired by humility and perseverance as they are by expertise.”
In recognition of her passion for, and leadership in the arts, March received the Sharon McCoubrey Award in Visual Arts Teaching.
“Receiving this award feels like an affirmation of the passion and commitment I bring to teaching art and to supporting students in their creative growth,” says March. “As a new teacher, the financial support is also deeply appreciated. Beginning a career while managing student debt can be challenging, and this award provides some breathing room as I transition into the profession. I am grateful to the donors, to UBC Okanagan, and to the mentors, classmates, and students who have shaped my journey so far.”
About the Sharon McCoubrey Award in Visual Arts Teaching
Associate Professor Emeritus Sharon McCoubrey created the award to be presented to a Bachelor of Education student who has demonstrated leadership and passion for creativity with a commitment to advancing the teaching of visual arts.