“My Immigration” project started on November 16, 2022. I planned to use the constructive approach to teaching which establishes knowledge rather than just passively taking in information. This constructive pedagogy allowed the students to create their own understanding of the world around them (Twinkl, n.d.). Through this approach the students could “experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge” (University at Buffalo, n.d.). I focused on allowing the students to take an active role in the learning process as it encourages them to use their funds of knowledge. In the summer of 2021, I embarked on structuring a framework of “My Immigration” project using my understanding and inspiration from contemporary artists. The knowledge, strengths, languages, values, and beliefs of the students were recognized and embedded in the project. “My Immigration” project was created with an intention to provide a chance for the students of Chicago Moms Art to narrate and visualize their experiences of immigration. Every student of Chicago Moms Art moved from their native country, Korea, and settled in the United States more than a decade ago. Their past memories were not articulated for many years and never had a chance to be expressed in a form of art. To start the project, the students needed to think back to the experience of adjusting to the new culture and language. Under the magnificent glow of the “American Dream” beckoning immigrants from all over the world, daily disputes of cultural clashes and racial prejudice were left untold (Smith, 2016). Institutionalized racism scarred the students with painful memories and uneasy emotions while adopting a total new environment. This project touched on the sensitive and personal parts of our lives.