Abstract
This capstone investigates the impact of interpersonal relationships on an art educator’s experience implementing child-centered, choice-based curricula in two Title I schools. Focusing specifically on the relationship between art specialists and school administrators, the study explores how trust and collegial support (or lack of) influenced my ability to create a positive, engaging learning environments for my students in the art classroom. This case study uses autoethnography and narrative research to explore and reflect on my own teaching experiences in both trustful and distrustful school contexts. Central to the outcome of this exploration are personal and advocacy letters, written to my former self, fellow educators, and administrators that articulate the challenges and insights gained from navigating these two very different social environments. These letters serve as reflective tools and call for more supportive, inclusive school cultures, particularly for art educators when engaged with school administration. The project underscores the vital role of healthy professional relationships in sustaining meaningful teaching and curriculum in art education classrooms, and affirms the importance of advocacy, especially for those teaching outside the STEM disciplines. The completed capstone, along with the accompanying letters, reflections, and original artwork representing each school, will be published publicly on my website: kobayashiwoods.com.