Trumbo, Leela. “Bus 522 Woodinville.” BISIA 207. Introduction To Creative Writing: Words, Stories, Dialogues, Sarah Baker, Fall 2016.
Leela writes a short story about a conversation between two friends that takes place on a bus. Both friends met through a mutual friend but are at different places with their relationship with her. One is at the apex of their closeness while the other is fading out of her life. This short story employs dialogue and descriptive passages to pull readers into each character’s perspective.
I included this short story in my academic portfolio because it is my most thoroughly revised piece of creative writing. The assignment this piece was created for was to write a creative writing piece that takes place on public transport and emphasises the transitory experience. I took all the skills provided by the professor to create emotionally complex, visually vivid and engaging work. It was the planning and revision process of the work that was as important as the final product. This work also falls under two of the five IAS objectives: Writing and presentation as well as Critical and Creative thinking.
Trumbo, Leela. “Wonderbread.” BISIA 207. Introduction To Creative Writing: Words, Stories, Dialogues, Sarah Baker, Fall 2016.
This piece of prose written by Leela Trumbo deals with the topic of an eating disorder through nature imagery and evocative descriptions. This peice was written for the prompt This piece presents the perspective of a young woman struggling with an eating disorder while on a road trip across Canada. It provides a complex worldview that allows readers to understand how an eating disorder can be all consuming but not the defining aspect of an experience.
I chose to include this prose piece in my academic portfolio not only because of its literary competency but its sensitive topic. I was able to use the skills I learned in class to encapsulate a personal experience for readers to enjoy whether or not they can relate to what it’s like to have an eating disorder. This work falls under the IAS objective Diversity and Equity as it presents a perspective that is not often written about due to the upsetting nature of eating disorders.
Detention is a 15,000-word short story based on Leela Trumbo’s childhood. It takes place in the international boarding school in India Leela attended for first to fifth grade. It captures the emotional and social relations between students, teachers with a multicultural and multiethnic student body. This story is a snapshot into the unusual life of a student attending ISPS told through the friendships and rivalries of it’s students.
I included this short story in my academic portfolio because it is the first long piece of creative writing I have ever done and one of the best. I had an amazing opportunity to work with the professor one on one to revise this work wherein she advised me on proper dialogue structure, which details to include or exclude and what would make the narrative stronger. This piece gave me a chance to capture some of the memories of my childhood and share them with my readers. I also chose to include this piece because it fulfilled the writing and presentation IAS Learning Objective.
Hemlock is a abstract poem about the experience of escaping from the overwhelming stress of the modern world into the calm of nature. This poem is a piece of ecopoetry which is a new genre of poetry whose edges are still being defined. Ecopoetry isn't just picturesque descriptions of pastoral nature or the synthesis of the human experience as reflected in the natural world; ecopoetry is the expression of the interwoven relationship between humans and the wild. Under the guidance of Jeanne Heuving Leela designed her own course requirement, reading list, and a final project. The inspiration for the works that Leela produced was drawn from transcendentalist poets as well as contemporary poets in Japan. Hemlock is the culmination of careful analysis of well-known eco-poems and a thorough revision process with her faculty advisor.
I chose to include this poem in my academic portfolio because it shows my mastery of poetics but also the complex view of ecology that I learned at UWB. I really enjoyed analyzing poetry both from the US and Japan that incorporates this emerging genre of poetry and applying what I learned to my own work. This independent study fulfills two IAS Learning Objectives which are Critical and creative thinking, interdisciplinary Research and writing and presentation
Trumbo, Leela. “Bargue Plate 27.” Off Campus. Classical Drawing Course, Charlene Freeman, Fall 2016.
This is a classical style monochromatic pencil portrait from the time honored Bargue drawing course. Through the vigorous Classical Drawing Course taught by Charlene Freeman at Arts Umbrella Leela created high-quality work and learned how to participate in artistic critique sessions. This class both provided students with the technical skills to render detailed images of the human body but also the communications to receive and give critique on artistic work.
I chose to include this piece in my academic portfolio because it is relevant to my future line of work as an illustrator and arts educator. The communication aspect of this course was just as valuable as the technical art skills. I hope to pursue a career in both illustration and arts education where both technical and communication skills are required. Despite being off campus this course managed to fulfill two IAS Learning Objectives; critical and creative thinking and, writing and presentation.
This piece is a pencil portrait of a botanical diagram of an italian poppy which displays the plant in each stage of growth. During the Botanical Illustration Course Leela took off campus at Arts Umbrella she gained the skills to identify and expertly render the scientifically significant aspects of a plant. This course combined scientific information with artistic representation to create a rigorous and thorough curriculum that provided artists with the necessary skills to work in the field of scientific illustration. A portion of the course was dedicated to learning how to teach about ecology through the arts. Where students would research aspects of the ecological world and create an illustration which conveys that information in an engaging manner.
I chose to include this illustration in my academic portfolio not only to showcase my technical ability but also to reference my passion for ecology. I enjoyed the combination of science and arts as it created a holistic view of ecology that each medium on their own lacks the ability to provide. This course fulfilled the IAS Learning Objectives of interdisciplinary Research, and Writing and Presentation
Realize Canada Tour was a month long volunteer trip to teach meditation across Canada put on by the non-profit organization Meditate to Regenerate. This trip started in Vancouver and ended up in Toronto. The makeup of the group was about 35 youths ages 15-30 from all around the world, not just Canada and the USA. This tour put on events at public libraries, event halls, theaters and parks which comprised of cultural musical performances, guided meditations, question and answer sessions. Along with leading public programs, Leela was in charge of cooking on the tour which included meal planning, preparation, and guidance for other inexperienced chiefs.
I chose to include this volunteer opportunity in my academic portfolio because of the leadership opportunity it provided me and the culturally diverse makeup of the tour group. Having the responsibility of being in charge of cooking gave me skills to not only be in charge but how to work with people to execute a plan from start to finish. Interacting with people from such a wide variety of backgrounds gave me the opportunity to expand my worldview. Realize Canada Tour 2016 exemplified two of the IAS Learning Objectives; Collaborative and Shared Leadership and Critical and Creative Thinking.
Trumbo, Leela. “Lithuanian Fairy hut.” BISIA 240. Visual and Media Arts Techniques, Amy Lambert, Winter 2016.
Lithuanian Fairy hut is a found art sculpture of a small hut made with bark, mossy, grass, twigs and stones all found on the UWB campus. For the final project in BISIA 240 students were tasked with creating a piece that exemplified a lesson they learned from a mentor about a social issue. Leela chose to do her project on being ecologically sustainable which she learned from her junior high science and computer teacher. This teacher was from Lithuania which has a very low ecological impact as being respectful to the environment and using only the most essential resources is still a major part of their everyday life. The fairy hut expressed both using only what is available locally, using reusable material but also the connection between humans and nature.
I included this project in my academic portfolio not only because it was the class that made me believe in myself as an artist but also because of how to use arts in context. Professor Lambert always pushed her students to get more out of art than just aesthetic but use art as a tool for social change. This project incorporated the IAS Learning Objectives of Critical and Creative thinking and Interdisciplinary Research.