A comfy chair at the mall

Years ago, I sketched Gibby at work—pencil in hand, bold strokes alive with motion. I caught them from over the shoulder: just the back of their head, the soft curve of their face, and that focused arm bringing something into being. They were 9 or 10 then, already showing the spark of creativity and concentration that pointed toward who they’d become. Now in their mid-20s, Gibby is thoughtful, insightful—quick to listen, slow to speak, and wired to process the world with care. Their path has been remarkable: two degrees in 2.5 years, no debt. That didn’t happen by accident. It took grit, German immersion schooling, 16 college credits earned in high school, and testing out of 24 more once at university. That’s Gibby—quietly determined, resourceful, and steady. But their story isn’t just academic. Gibby’s always been gifted with their hands—drawn to set design, locksmithing, welding. Trades they wanted to pursue early on, and still feel pulled toward. They’re at a bike shop now. It’s not the dream, but it fits: their hands know how to build, repair, and reshape the world. There’s been frustration—maybe even anger—that we didn’t let them follow the trade route right away. I get that now. Life veers, and sometimes the path chosen isn't the one imagined. But Gibby’s resilience—their ability to adapt and press on—is what I admire most. They’ve embraced their journey with honesty, stepping into their identity as a they/them person, unafraid to define success in their own terms. That takes courage. I’m proud of them—not for a résumé, but for who they are. This old drawing isn’t just a memory—it’s a thread connecting past to present. A reminder that the creative spark, the steady hands, the deep soul I saw back then is still shining. So here’s to you, Gibby: the kid who sketched with fire and the adult who still shapes the world with quiet brilliance. Your value has never been about the path you’re on. It’s about the person you are. And I’ll be here, cheering you on—every step of the way.

Learning to see through drawing. It is a form of therapy.

An attempt at organizing my 'why' for making drawing the center of my curriculum, and selling the idea to my students. Suggestions for refinements welcome.