BYU Students Partnered with Kamehameha Schools for Cultural Art Project
In a classroom at the Kamehameha Schools in Hawaii, third grade students sketched vibrant scenes of ancient legends onto translucent sheets of acetate. Working with BYU art students and faculty, they transformed those sketches into a sprawling, suspended art installation.
The children illustrated and animated the legend of Pele, the volcano goddess, transforming their drawings into a massive, suspended installation that filled their classroom with color, movement and meaning.
“It was all about preserving and honoring culture,” said Talavou Fitisemanu, a senior art major at BYU. “It was also about bringing these stories to life in a way that would resonate with the kidsspirispiri.”
The project was part of BYU’s experiential learning initiative. Before flying to Hawaii, students practiced animation techniques, researched local mythology and brainstormed story-based art ideas. But once they arrived, they let the kids take the lead.
“We had ideas about animation, puppetry and layered visuals,” said Whitney Carr, another participating BYU student. “But when we got there, the kids just took off. Our role shifted into guiding and facilitating their ideas instead of leading with our own.”
Each group illustrated one chapter of the story on clear acetate. Their layered drawings formed nine “islands,” each representing a different scene. When suspended from the ceiling, the artwork created an immersive walk-through experience. Viewers could scan QR codes to see animated versions of the drawings. One featured a bird flapping across the sky, another showed Pele blinking with fiery emotion.
For Carr, the creative outcome was only part of what made the trip meaningful. The relationships built during the weeklong experience left a lasting impression.
“We were only there for five days, but we cried saying goodbye,” Carr said. “There’s something about making art together that helps people connect in ways you don’t expect. These kids opened up to us so quickly, and we loved working with them.”
Fitisemanu found personal significance in the project’s focus on storytelling and cultural heritage. His own artwork explores themes of ancestry and spirituality and the experience in Hawaii deepened that connection.
“I felt the spirit of Elijah,” he said. “It reminded me that cultural storytelling is a form of family history. We were helping the kids connect with their roots, and in doing that, I felt more connected to my own.”
The impact continued after the trip. When a group of middle school students from the Kamehameha Schools later visited BYU, the project team was able to reconnect with some of the children and reflect on the experience together.
“I didn’t come home drained like I usually do after a big trip,” Carr said. “I came home creatively energized. It reminded me that you don’t need to have everything figured out for something to turn into a meaningful project.”
The trip taught Carr and Fitisemanu lessons that extend far beyond the studio. They both emphasized the importance of flexibility, collaboration and trusting the creative process.
“Sometimes the best thing you can do as an artist is step back and make room for others,” Carr said.
Through this collaborative effort, the BYU team learned what it means to create something lasting — not just in a physical sense, but in the connections formed and the stories shared.