在贝尔法斯特学校，五六年级的学生们探索了Nose Creek Valley和贝尔法斯特学校周围的其他自然和设计区域，并反思了他们与土地的联系，进行了日记记录，并最终通过影子艺术的形式创作了个人土地致辞。该项目鼓励学生批判性地思考土地对他们和彼此的意义。 

基于地方的学习工作由来自Yellow Steps Learning的Jenn Doeve指导，并通过以土地和地方为中心的任务设计得到支持。当驻校艺术家Ewa Sniatycka与学生们就他们的热情展开对话时，这一倡议进一步发展。其中许多对话聚焦在承认土地的问题，因为他们正在撰写个人土地致辞的过程中。

“在她的指导下，学生们探索了诸如前景和背景、正面和负面空间等艺术概念，这些是视觉艺术课程的关键组成部分。”贝尔法斯特学校的学习领导者Clara Devos说。“这些课程导致了富有表现力和深思熟虑的视觉作品，这些作品使学生的个人土地致辞栩栩如生。学生们对创作过程表现出了兴奋，特别是使用剪贴画、彩色滤光片和投影仪来传达他们的信息。”

除了艺术元素，学生们还学习了关于环境保护和和解。由于贝尔法斯特学校委员会和筹款协会的支持以及来自艾伯塔艺术基金会的资助，该项目得以实现，从而促进了学生与专业艺术家之间的合作。

学校社区还认识到将工作立足于对土著土地和传统的尊重的重要性，并最终通过对条约7国家、艾伯塔省梅蒂斯民族和南阿尔伯塔地区所有居民的传统领土进行个人正式致意而结束。

​​​​​​​​​​​​At Belfast School, grade 5/6 students explored the Nose Creek Valley and other natural and designed areas around Belfast School, reflection about their connection to the land, journaling and ultimately the creation of personal land acknowledgements expressed through the medium of shadow art. This project encouraged students to think critically about what the land means to them and to one another. 

The place-based learning work was guided by Jenn Doeve from Yellow Steps Learning and supported through task design that included the land and place as central. The initiative evolved further when artist-in-residence, Ms. Ewa Sniatycka, engaged students in conversations about their passions. Many of these conversations centered around acknowledging the land as they were in the process of writing personal land acknowledgments.

“Through her guidance, students explored artistic concepts such as foreground and background, and positive and negative space, which are key components of the visual arts curriculum,” said Clara Devos, Learning Leader at Belfast School. “These lessons lead to expressive and thoughtful visual pieces that brought the students personal land acknowledgments to life. Students expressed excitement about the creative process, particularly using cutouts, colored gels, and projectors to convey their messages.”

Beyond the artistic elements, students also learned about environmental stewardship and reconciliation. The project was made possible thanks to the support of Belfast School Council and Fundraising Society and funding from the Alberta Foundation for the Arts, enabling collaboration between students and professional artists.

The school community also recognized the importance of grounding the work in respect for Indigenous land and traditions, concluding with personal formal acknowledgment of the traditional territories of the Treaty 7 Nations, the Métis Nation of Alberta, and all who reside in southern Alberta.​