Shauna Oddleifson

Communications and Marketing Specialist

Faculty of Creative and Critical Studies
Office: CCS 177
Phone: 250.807.9864
Email: shauna.oddleifson@ubc.ca


Responsibilities

Faculty promotion and development of promotional material.
Working toward increasing the faculty profile and increasing student enrolment and retention.
Student Recruitment.
Promotional Support for Events in FCCS
FCCS websites, social media.

 

On October 19, 2021, Dr. Pavadee Saisuwan, Assistant Professor at the Department of Linguistics, Faculty of Arts, Chulalongkorn University, Thailand discussed the relationship between the Thai language, gender and sexuality, and will demonstrate their role in reflecting and constructing gender and sexual identities in Thai society.

The constellation of gender and sexual categories in Thai society is complicated. One of the ways to understand the complexity is through the Thai language. Linguistic labels and expressions in Thai are employed to classify and portray people of different gender and sexual identities, and construct the stereotypical discourse about them. Various linguistic resources including pronouns and in-group language are significant to gender and sexual identities in Thai society.

View the recording of the talk in the link below.

Viewing gender and sexuality through the Thai language

This talk was organized by Diana Carter as part of the Inclusive Languages project, and made possible with the support of the Department of Languages and World Literatures. 

 

Interested in the arts, visual arts or digital media? Join us for virtual info sessions to learn more about our Bachelor of Fine Arts and Bachelor of Media Studies  and the programs we offer in the Bachelor of Arts undergraduate degrees.

Our program coordinators will share information about the portfolio requirements for the application for the BFA and BMS, course options and pathways throughout the BA, BFA and BMS degrees and give examples of student work to give a better idea what happens in the programs. One of our Student Advisors will also be on hand to answer any questions about degree requirements and program progression.

Prospective students, parents and teachers are invited to attend either of the sessions below and will have a chance to ask questions about the programs and the application process.

INFO SESSIONs

Date: Wednesday, Nov. 17, 2021
Time: 5:00 to 6:00 p.m. (PST)
Location: Zoom.

Register Now

Date: Monday, Nov. 22, 2021
Time: 5:00 to 6:00 p.m. (PST)
Location: Zoom.

Register Now

About the Bachelor of Arts

UBC Okanagan’s liberal arts degree prepares students for global citizenship by integrating foundational knowledge with interdisciplinary opportunities in social justice, sustainability and Indigenous content. Students who earn a BA degree graduate with a broad range of knowledge and the ability to think critically, be creative, problem solve and communicate effectively.

The Faculty of Creative and Critical studies offers the following programs within the BA: Arts History & Visual Culture, Creative Writing, Cultural Studies, English, French, French & Spanish.

We also offer more study options in which students can take courses in any of these areas as electives to complement their degree, and in some cases add a minor to the degree they are pursuing: Chinese, Communications & Rhetoric, Digital Humanities, Film, German, Japanese, Korean, Spanish, Theatre, and World Literatures.

About the Bachelor of Media Studies

The BMS is a four-year, direct-entry program that prepares students for careers in digital media creation. It is a computational arts program that combines digital arts, visual arts, media studies, social science and humanities. The program begins with designated “core” courses that provide a strong foundation in Creative Writing, Cultural Studies, Digital Humanities, Media Studies, and Visual Arts.

The foundation of the program is the opportunity for students to experiment with ideas and the newest technologies in a team-based environment, with a focus on innovation in digital-media design. The program is designed for students looking towards a future in creative and cultural industries, and to continue their education in design, art, and academics as postgraduates.

About the Bachelor of Fine Arts

The Bachelor of Fine Arts, Minor in Visual Art and the Minor in Theatre programs offer a perfect balance of studio work and academic study, immersing students in hands-on critical and contemporary art education. Students acquire the foundational skills, techniques, and theories needed to work in two and three dimensions in a variety of media such as drawing, painting, sculpture, digital arts, printmaking, photography, animation, studio theory, video and performance arts.

What: UBC Anti-Racist Reading Book Club and Reading Series
Who: UBCO’s Kevin Chong with guest author Ian Williams
When: First book club meeting November 3rd, 7:00 pm;  Public Reading with Ian Williams November. 17th, 7:00 pm.
Where: Live via Zoom

This book club and online reading series will feature high-profile writers of colour who have written recently about racism in society, and also in writing and publishing. Participants in the book club will get to discuss the books in a live, interactive setting facilitated by Creative Writing professor Kevin Chong, and will also receive a free copy of the books.

Ian Williams

Ian Williams

The first book that will be discussed is Disorientation by Ian Williams. Kevin Chong will lead the book club meeting on November 3rd in advance of a public event with Ian Williams scheduled for November 17th. Williams is a distinguished author of fiction, nonfiction, and poetry, and his latest work Disorientation examines the role that racism plays in the daily life of ordinary people.

To be a part of the book club, limited to 25 members and which will meet in November and again in March, please sign up here. The first 20 people to sign up will get free copies of the books for the club.

Williams’ earlier novel, Reproduction, won the Scotiabank Giller Prize and has received international acclaim. His collection of poetry, Word Problems, uses the language of mathematics and grammar problems to discuss prevalent ethical and political issues. The collection one the Raymond Souster Award, and his previous collection Personals was shortlisted for the Griffin Poetry Prize and the Robert Kroetsch Poetry Book Award. Not Anyone’s Anything, a short story collection published in 2011, won the Danuta Gleed Literary Award for the best first collection of short fiction in Canada. Williams is also a trustee for the Griffin Poetry Prize.. After several years teaching poetry in the School of Creative Writing at UBC, Williams returned to the University of Toronto as a tenured professor of English. In 2022, he will be the Visiting Fellow at the American Library in Paris.

This event is presented with support from UBC’s Anti-Racism Initiatives Fund.

“Readers, writers, and creative writing students on both campuses will discuss the ways writing and race intersect through the bookclub discussion and then get the opportunity to have an elevated discussion with the authors,” says organizer Kevin Chong, a Creative Writing professor at UBCO. Chong will host the Reading Series, and is the author of six books of fiction and nonfiction, most recently the novel The Plague.

Book Club Sign Up

Cameron Crookston

Cameron Crookston

Cameron Crookston joined the Department of English and Cultural Studies this year as a lecturer teaching the Media and Popular Cultures courses in Cultural Studies. As an educator he has taught classes in theatre history, sexual diversity studies, gender studies, and popular culture. He has also worked in educational development and pedagogical support at the University of Toronto.

Cameron Crookston focuses on drag performance, both historically and in contemporary popular culture. He received his PhD from the University of Toronto’s Centre for Drama, Theatre and Performance Studies in collaboration with the Mark S. Bonham Centre for Sexual Diversity Studies. His work has appeared in GLQ: A Journal of Lesbian and Gay Studies, The Journal of Homosexuality, and Queer Studies in Media and Popular Culture. He is also the editor of The Cultural Impact of RuPaul’s Drag Race: Why Are We All Gagging?

We met up with Dr. Crookston to find out a bit more about him, his research and his teaching practices.

What brought you to UBCO?

I was really excited for a teaching position that focused on the way media and culture are connected to issues of equity, diversity, and intersectionality, which has always been central to my work as a scholar and a teacher. My research examines points of connection between popular culture, mediatized performance, and the history of social movements at the intersection of race, gender, and sexuality. So to work in a department where I can really draw on that in my teaching was a great opportunity.

Tell us about your research interests.

My research looks at LGBTQ2+ history and popular culture. Largely I study drag and the politics of queer identities in the context of drag performance. I write about live drag, drag in film and television, as well as the history of drag, particularly as it parallels developments in LGBTQ2+ communities and politics. My doctoral research looked at drag as a form of queer cultural memory and I’ve continued that theme in a lot of my more recent work, examining drag across generations in popular culture and the way history and nostalgia play an important role in drag as an art form. I’m also working on a new project on the role Halloween has played in the development of queer culture over the twentieth century. In some ways this is a bit of a departure from my work on drag (although drag certainly shows up in queer Halloween!) but its very much a continuation of my interest in the way popular culture connects with queer culture and politics across history.

How did you know you wanted to be a professor?

When I was an undergrad majoring in theatre someone asked me what my favorite class was and I answered that it was our theatre history class. They seemed a little surprised that I was so passionate about the required academic class, but it actually made me more aware that it was something unique about my interest in the arts. I ended up working as an undergraduate RA for that theatre history professor and developed for real passion of studying history, art and the connection between popular culture and sociocultural issues. They encouraged me to go to grad school and the rest is history.

What kind of learning experiences do offer your students?

I try to create an interactive learning environment in which students can test out new ideas and ask questions. I really want my classroom to be a place where students can experiment and practice. I also really try and focus on the link between popular culture and social and political issues. To that end, I encourage students to take concepts from class and apply them to media and culture that they encounter in their daily lives.

Tell us about your book “The Cultural Impact of RuPaul’s Drag Race”.

I spent about two years working with twelve fantastic scholars from around the world on this collection on RuPaul’s Drag Race. I had seen a lot of excellent work that analyzed Drag Race as a piece of reality television, but after a decade on the air I noticed that the show was actually beginning to have an effect on the world around it, on local queer communities and drag subcultures. Audiences were growing and changing, there were more performers who wanted to have a career in drag, and the reach of the show was going well beyond traditional live drag performances. The contributors to this volume examined drag in their local communities, their own reaction to Drag Race’s global reach, as well the economics and politics of drag as the occur on and as a result of RuPaul’s Drag Race. The book came out in March of 2021 and I’m immensely proud of it. I got to work with scholars from Canada, the US, the UK, and South Africa and develop a strong network of people working on drag, queer popular culture and media studies. Intellect Books, my publisher, was really supportive and so great to work with. They do really fantastic work at the intersection of scholarly publishing and popular culture so I encourage anyone looking to write in these areas to take a look at their journals or get in touch with them. I was also recently interviewed on the New Books Network podcast where I got a chance to chat more about the book with Professor Rebekah Buchanan of Western Illinois University.

 

Soundtrack

What: Soundtrack: a queer oral history project and open mic writing prompt
Who: UBCO’s Michael V. Smith with guests Ivan Coyote, Zoe Whittall, Suzette Mayr, Brianna Ferguson, Hasan Namir and Nicola Harwood
When: Tuesdays at 5 pm from September 7 to November 9
Where: Live via Zoom

With funding from the UBC Equity and Inclusion Office, UBC Okanagan Creative Writing Associate Professor Michael V. Smith has created, Soundtrack: a queer oral history project and open mic writing prompt.

Soundtrack is a weekly live broadcast that uses albums as a spark to ignite a conversation between queer artists about “where were you when.” It’s effectively a queer oral history project, with music as a mnemonic touchstone, explains Smith.

“Do you remember hearing Thriller for the first time? What about Cyndi Lauper’s She’s So Unusual? Purple Rain? Beastie Boys’ breakout Licensed to Ill?” asks Smith. “Or Madonna. Any album, you name it, what was going on in your life then?”

Every week over Zoom, Smith and a special guest will each share a story or a poem about their respective memories for what was going on in their lives when they first heard whichever weekly album is featured. Together they will unpack the positionality of those memories. Each episode features two queer moments from two different geographies and backgrounds, but in the same timeline and with the same cultural prompt.

This is also a community project to help writers generate material, Smith explains. Viewers can participate by sharing their own short story or poem inspired by the album, in an open-mic style format.

Each episode will be an hour long, the first 20 minutes with Smith and that week’s guest, and 40 minutes for viewer participation. Viewers can share their memories of that album, asking questions such as: Maybe you’ve heard it for the first time this week? Write about that experience. Where were you then, or where are you now?

The open mic session will not be recorded — it’s an open, free-exchange, community-building space, hosted by UBCO Master of Fine Arts student Shimshon Obadia. The weekly album to be featured is announced at the end of each episode, so viewers will have a week to prepare.

Soundtrack will be broadcast live on Zoom starting at 5 pm PST, each Tuesday from, September 7 to November 9. Confirmed guests include Ivan Coyote, Zoe Whittall, Suzette Mayr, Brianna Ferguson, Hasan Namir and Nicola Harwood.

To register for the live broadcast, visit: ubc.zoom.us/meeting/register/u5Aqf-2srzkvG9LWQE8c3Iez2SeaDH0NSAyX

All archived podcasts can be viewed at: youtube.com/c/michaelvsmith71

This project is supported by the UBC Equity and Inclusion Office, and promoted by the Inspired Word Café and UBCO’s Faculty of Creative and Critical Studies.

With funding from the Equity Enhancement Fund at UBC Okanagan, current MFA students Michaela Bridgemohan and Andrea Routley are working on an exhibition through the Black Liquorice Studio, and invite submissions from BIPOC artists of the Okanagan for a gallery exhibit and exhibit catalogue in 2022.

This exhibit and catalogue will showcase the artistic practices, interests and processes of selected BIPOC artists of the Okanagan.

Artists may be current UBCO students, UBCO alumni or independent creators with no UBCO affiliation. Each contributing artist will receive a minimum fee of $250 for their participation. Submissions may range from any visual arts discipline, as well as performance art and sound installation.

Submission Requirements

Artists who are current UBCO students, UBCO alumni or independent creators are invited to submit. Artists must identify as Black, Indigenous or a Person of Colour, and live in the Okanagan. We also encourage LGBTQ2+ to submit.

The deadline for submissions is October 15, 2021, with the notification of results to be sent out by November 30. The exhibition will take place in both campus and community spaces: UBC Okanagan’s FINA Gallery in February and the Lake Country Art Gallery in September, 2022.

How to Submit

Email submissions and other queries to black.liquorice.studio@gmail.com.

Submissions must include:

  1. An artist statement (500 words max) describing yourself, your art and/or artistic practice, and any interests, places and passions that inform your work/self and practice. Please include your name, location, email and any other contact information in this document.
  2. Visual art: Please submit 10-15 images in PDF (digital images can be transferred via WeTransfer), clearly labelled (number_title), with corresponding image list (number, title, artist name, medium, dimension). For example: 01 Duppy, Michaela Bridgemohan, charcoal on paper, 10 x 15 inch

Video: Please submit video files as .m4v, .avi, mp4, or .mov or provide links to online video. (Links are preferred.)
Audio: Please submit audio files or provide links to online audio.

  1. A CV may be included but is not required.

About Black Liquorice Studio

Black Liquorice Studio is the growing BIPOC artist collective. With this inaugural exhibit, as with future activities, Black Liquorice Studio aims to provide a platform for underrepresented artists in the Okanagan; create opportunities for those artists to build professional relationships with other artists and arts organizations; to foster the development of new ideas and approaches in art and artists’ working lives.

Michaela Bridgemohan

Black Liquorice Studio is founded by exhibit/catalogue curator Michaela Bridgemohan. An interdisciplinary Canadian artist of Jamaican and Australian descent, Michaela grew up in Mokinstsis, also known as Calgary, but now resides in Syilx Nation territory, in Kelowna, BC. She is an MFA candidate at the University of British Columbia (Okanagan) and received her BFA with Distinction from the Alberta University of the Arts in 2017. Michaela’s work has been exhibited across Canada and in Australia. Reflecting various intersections of contemporary Blackness and Feminism, these exhibitions include the Feminist Art Collective (Toronto ON), Diasporic Futurisms (Toronto ON), Art Gallery of Alberta (Edmonton AB), Stride Gallery (Calgary AB), Marion Nicoll Gallery (Calgary AB), Whitebox Gallery (Brisbane QLD) and Jugglers Art Space (Brisbane QLD).

 

Andrea Routley

Andrea Routley, an MFA candidate in creative writing, brings her background in professional publishing as an editor and promotions coordinator, as well her experience in community organizing to this project. She is the founder of Plenitude, Canada’s queer literary magazine, and for ten years organized LGBTQ2 and feminist youth programs, festivals, and other events. She contributes to Black Liquorice Studio with an eye to administrative and logistical needs.

Olivia Abrams

Olivia Abram

Olivia Abram completed the coursework option in the Masters of Arts in English this spring, supervised by Dr. Allison Hargreaves. Her independent research paper was entitled, Settler-as-secondary: Ethics and Politics of a Settler Engagement with Islands of Decolonial Love. Abram came to UBC Okanagan in the fall of 2020 after completing her Bachelors of Secondary Education from the University of Alberta, and a BA equivalent from the University of Saskatchewan. Olivia is set to start her PhD this fall back at the University of Saskatchewan.

We asked Olivia to discuss her experience at UBCO as a master’s student.

Why did you choose to apply to the MA in English program at UBC Okanagan?

My decision to attend UBCO was based mostly on working with Dr. Hargreaves, but the beauty of the Okanagan, the size of the university community, and the option to complete my MA in one year were also contributing factors.

After teaching three years of high school English, I decided I wanted to pursue a Masters—deciding between an M.Ed and an MA was difficult, but my passions for literature, reading approaches, and social justice led me to the English program. My background in Education certainly guides my research interests, but my experiences with the scholars in the field of literary studies has affirmed my decision to stay in English.

Tell us about your independent research paper.

My research seeks to explore ethical or “socially-responsible” reading approaches for settlers engaging with Indigenous texts, specifically those written primarily for Indigenous audiences. Because of the heavy risk of transgression, appropriation, misuse, and erasure, my research hopes to explore the decolonial potential of Indigenous-led interpretive frameworks. My project proposes and models three reading frameworks for Leanne Simpson’s collection of poetry, songs, and stories called Islands of Decolonial Love. My research hopes to demonstrate the power of situating the settler-as-secondary in helping readers acknowledge their complicity, inspire them to trouble facades of settler benevolence, and work toward internal and material decolonization.

How have your professors supported you throughout your degree?

Though the objective of my coursework was to create breadth and depth in the study of literature as a whole, my professors encouraged me to research my interests and apply the theories discussed in class to my specific interests. They were very generous with their time, often going out of their way to suggest texts, provide resources, and meet to discuss how I might extend on coursework to make it more relevant to my research. They were also very supportive of my applications for doctoral studies. My supervisor, Dr. Hargreaves, provided attentive, caring, generous feedback and support throughout my degree and exceeded my high expectations, making my time at UBCO incredible, even in a COVID year.

Where do you hope this degree will lead you?

I will be starting my PhD in English Literature this year, so I’m looking forward to using the skills and knowledge I learned from instructors and mentors at UBCO to deepen and broaden my research in the field of Indigenous Literatures! Eventually, I hope to teach at the post-secondary level, consult for curriculum design, or use my research to work toward more equitable teaching and learning practices.

Cathi Shaw

Cathi Shaw

Cathi Shaw is a Lecturer in the Department of English and Cultural Studies. She is also the Media Coordinator for the department and the ENGL 112 Community of Learning Chair. Dr. Shaw is teaching ENGL 112, ENGL 150, and ENGL 203 for the 2021/22 academic year.

Dr. Shaw shared some insights on her teaching practices here at UBC Okanagan.

Tell us about your teaching philosophy.

My teaching philosophy links writing and learners. I want to facilitate student learning as they become confident with their communication skills. I’ve always been fascinated by students’ original thoughts and ideas and so many of them struggle to use language to help them express that deep thinking. I love watching my students become more proficient and confident in their communication skills.

What is your teaching area?

I primarily teach composition, rhetoric, and communication. I am a published writer myself and it is really exciting to be able to share my craft with my students. A lot of people think that teaching composition and communication is just a skill-based field but they couldn’t be more incorrect. Rhetoric is one of the original disciplines taught at university and goes back to ancient times. The teaching that happens in the communication and rhetoric classroom isn’t just about learning correct grammar or knowing the correct citation style for one’s discipline. Of course, those are part of what we teach but I see the foundation of the communication and rhetoric classroom to be much more about metacognition and critical reflection than skill development. And there is nothing more exciting than facilitating students as they grow as individuals and learn how to better express their thoughts and ideas.

How did you know you wanted to be a professor?

I never planned to be a professor. I went to grad school when my children were all little and I needed to be around other adults. My master’s work at SFU was so inspiring that when I was urged to apply for the doctoral program, I did it without any real goal in mind. But I found that teaching was something I was pretty good at and before long I was hooked on the experience. I think one of the main reasons I love teaching so much is that I am so interested in other people. I love learning about my students’ plans and goals for their future and figuring out how I can help them on their academic journeys.

What kind of learning opportunities do you offer your students?

A lot of what I do in my classroom involves me stepping out of the way and letting the learning happen. For example, this summer my ENGL 150 students had the option of doing a creative retelling of a fairy tale for their final project in the course. With the creative project they had to write a critical reflection, explaining the choices they made when they put on their creator’s hat. For that assignment to be successful, I had to trust that my students were able to synthesize what they had learned in our classroom and apply it to a creative project. Essentially, I had to facilitate their learning but also give them the space to take risks. Because being creative is always about risk taking. I was so impressed by the final projects and the depth of analysis and thought that went into these creations that I have put together a class blog to showcase the students’ work.

Fairy Tale Retellings: ENGL 150 Student Blog 

Nina Langton with a sculpture by Kusama Yayoi

Nina Langton is an Associate Professor teaching Japanese language and culture courses in the Department of Languages and World Literatures. Nina is grateful to have grown up in the North Okanagan on the traditional unceded land of the Syilx Okanagan Peoples.  After long-term stays in Japan, university, work, travel and more time working and studying in Japan, she returned in 1992 and started teaching Japanese language at Okanagan University College. After OUC became UBC Okanagan, she added Japanese culture and film courses to her teaching schedule. She loves being able to live, teach and research with wonderful colleagues, students, family and friends in this beautiful valley.

Tell us about your research interests and teaching practices.

Nina Langton at a cosplay shop in Tokyo

I studied contemporary Japanese literature during my master’s programme, and while I still enjoy reading Japanese fiction, my research up until now has been aligned with what I spend most of my time teaching, which is Japanese language. I’ve never been much of a computer geek, but from the start of my teaching I have incorporated the computer as a tool for learning, and a lot of my research and teaching activities have revolved around how best to do that. For example, I’ve looked into the impact of using the internet to connect my students with conversation partners in Japan, I’ve supervised the creation of online animated manga and games and analyzed their efficacy in the teaching Japanese orthography, I’ve investigated the use of screencasting for giving feedback, and have examined different modalities for teaching foreign languages online. There are so many innovative ways we can use the computer to facilitate language learning and connect students with a culture that might not be so familiar to them, so of course it is an indispensable tool, as we discovered during our COVID year. But as I think we also discovered during that year, the relationship between student, teacher and peers in addition to the course content forms the foundation for learning, and I try my best to create an environment where students can interact with all those elements in the most productive way.

How did you know you wanted to be a professor?

I’m not sure that I ever “knew” I wanted to be a professor, and there was a lot of serendipity and a certain degree of practicality involved in me becoming one. I knew that I enjoyed teaching and learning, and that I wanted to share my knowledge of Japan and the Japanese language with others, so I feel very fortunate that I am able to do that as a career.

What kind of learning experiences do offer your students?

In my language classes, I had been experimenting with flipping the classroom even before COVID hit, and I really like that approach, so I pre-record all my grammar and orthography explanations so that we can use classroom time for pair and group work, giving students the maximum amount of time to practice the language.  I also like to do a lot of project work so that we can explore current and relevant topics and the aspects of Japanese culture that students are most interested in. In my film and pop culture courses, I try to introduce the foundational knowledge of the field while creating an environment that encourages student-led discovery and discussion.

You recently received funding from the Open Educational Research Grant program at UBCO. Tell us about the project.

I’ve recently returned to an area of study that I first became interested in when I was an undergrad.  I had spent a year in Hokkaido, Japan, between second and third year, and was fortunate to learn a bit about the Ainu, the Indigenous Peoples of the region. I wrote my fourth-year major paper on their oral literature, and now I’m looking at ways to share that literature as well as information about the history and culture of the Ainu with my students. I think the initiatives undertaken by UBC to indigenize the curriculum are important, so I’d like to contribute to that if I can, and I hope to do so by producing an open textbook that can be used not only by instructors and students at UBC, but by anyone who is interested in the material.

Introducing Ainu Content to Japanese Language Students Project

VISA 460 Mural

VISA 460 mural in progress as of July 22

Students from our BFA program are once again working to create a mural in downtown Kelowna. Last summer, 18 students enrolled in VISA 460 worked with instructor David Doody to create a mural on the outside of the CTQ building on St. Paul Street downtown.

And they are doing it again right around the corner from that location.

This year we have ten students ranging from years two to four working again with instructor David Doody and teaching assistant Jorden Doody to create a new mural on the side of the building at 1358 St. Paul Street.

Throughout the course, that started in early July and runs to mid August, students are being led through all of the steps necessary to plan, pitch and paint a public mural. Students will gain experience with projectors, mechanical lifts and a variety of paint applications and techniques common to painting murals.

Support for this project is made possible with the generous donations from Sunbelt Rentals, CTQ Consultants Ltd., Opus Framing and Art Supplies and Fresh West Official.

See below for in-progress shots of the mural painting. During the course of the summer, we will continue to update this post with  more images of the mural.

Mural as of July 22, 2021

Mural as of July 22, 2021

Mural as of July 27, 2021

Mural as of July 27, 2021

Mural progress as of July 29

Mural progress as of Aug. 3, 2021

David Doody is currently a Lecturer in the Visual Arts program, and a BFA alumni from 2008. Jorden Doody is also a BFA alumni from 2008, and recently completed her MFA here at UBC Okanagan. Together they run Fresh West Official and coordinate the Uptown Mural Project in Rutland.