Although my class provided a sense of belonging, my art teaching content did not quite align with the profound value of providing a supportive environment for all, respecting differences and individualities. Throughout the years of teaching, my pedagogy aimed to improve the students’ technical skills and their works’ aesthetic qualities through weekly art projects. Since Chicago Moms Art started, I taught in the same manner which began with preparing an outline drawing for the students to trace onto their own paper, before they would color it with watercolor or acrylic paints. I also brought a finished example for the class to observe the specific locations of each color. Every student’s work looked the same. I continued this method of teaching as there was just enough time for each student to finish a painting within the two-hour time frame of the class. Plus, tracing helped students ease up their worries about drawing a decent outline of subjects on their own. The comfort of the routine assured the students they could expect the same quality time in each class, but I started to feel the experience to be repetitive and mundane. I decided to change the content of the class to promote something different and new.