About Us

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing their own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

At the Lyceum we choose to concentrate on the perceptual dimension of learning in an effort to challenge binary thinking and encourage exploration of “possibilities.” Nurturing a lens through which to view personal, local, and global interactions helps children develop guiding principles when approaching problematic situations inherent in a diverse society.

Symbol of Metamorphosis, change.

Originally the butterfly was taken from an image where a flower had opened up as a book, and from the book flew out a butterfly. That logo has evolved into just the butterfly which symbolizes the power of literature and art to transform the way we see things and present us with new possibilities.

To be truly conscientious members of society, we must be open to change and visioning possibility in the face of impossibility.

Together we will explore the potential of literature and art to catalyze individual imagination, familial growth and community change. The Lyceum is a place where literature is transformed into experience and experience is transformed into literature through passionate discourse. In the spirit of the French salons of learning, the Lyceum brings together writers, illustrators, educators and families to share diverse streams of thought through the medium of story – oral, written and visual.

“A love of literature is caught, rather than taught.”

It is easiest to spread literary contagion through books that arouse emotion around challenging social issues. A student who feels an emotional connection to a subject is in the zone of proximal development, ready to become a passionate learner/researcher.

Red and blue dots
Distinct strokes of colour
I stand back
The lilac petal of a delicate flower
I stand back
A flower among many a dotting a meadow
I stand back
An image so fresh I can feel the dew
I stand back
A painting among many in a show
I stand back
Dwellings in a life story
I stand back…

The Lyceum’s unique and specialized learning environment is designed to bring out the best in all program participants. Support for individual paths to knowledge and understanding is balanced with a respect for others and an appreciation for the social context of learning.

Qualified, inspiring and enthusiastic staff who bring their love of literature to every Lyceum program.
Exceptional private library dedicated to literature for children, young adults and adults.
Access to a wide range of resources including rare and out-of-print publications, specialized bibliographies and comprehensive handouts, as well as select program materials available for purchase.
High-quality art materials provided for all project work.
Uniquely flexible environment incorporates hideaway carrels, cubbies and open spaces to permit individually-tailored programming and consultation opportunities.
Large windows and high ceilings create a bright, airy space filled with natural light.
Online resources accessible to program participants.

The patio mosaic project saw the community that surrounds Christianne’s Lyceum of Literature and Art come together to tile our patio with 91 one-foot-squared intricately-designed mosaic tiles. The mosaic is designed to reflect elements important to the centre and to those who frequent it.

The project was conceived by the centre’s founder, Dr. Christianne Hayward, after a trip to Italy: “As I reflected on the cultural richness and history that are captured throughout Italy, I dreamed of turning the Lyceum’s garden into a place where people could come to story themselves and leave traces of there stories to come back to, no matter where they went. I was drawn to the permanence of the mosaics in Ravenna, many of which are more than five hundred years old.”

Most of the garden’s 91 tiles contain a letter which spells out words that reflect our values. The border of the patio is made up of various eye designs, inspired by a preschooler’s observation that imagination is located in the eyes. The rest of the tiles depict everything from Doctor Who’s Tardis to The Owl and the Pussycat, a phoenix to Max from Where the Wild Things Are.

“I think a place where Captain Underpants can share patio space with Jane Eyre is reflective of the diversity of perspectives we hope to encourage. Volunteers from five year olds to eighty five year olds, both first time tilers and experienced artists, collaborated over the course of three years to create this legacy.”

The Lyceum Explained

The context of the painting, with its classical architecture, high ceiling, open windows and bright light reflect the balance, proportion and clarity of a well-ordered environment. These characteristics are also symbols for the transparency of effective pedagogy: at the Lyceum this is mirrored in the glass offices, library windows, high ceilings and abundant natural light that signify the importance of light in illuminating possibility.

Sculptures, bas-relief, tiling and mosaic on display throughout Raphael’s painting draw attention to the importance of beauty and culture in learning. A beautiful learning environment is critical in shaping a clear understanding of art and literature.

Mosaic tiling, a hallmark of Christianne’s Lyceum, speaks to the power of the individual in creating a complete whole. Each unique piece of tile has its own beauty as well as the beauty it creates in combination with the mosaic as a whole, greater than its individual parts. It symbolizes the community of learners where many gather to engage in and celebrate creative expression.

In Raphael’s allegory, the reader delights in his book. Understanding the wisdom of earlier philosophers, poets and scientists was integral to Aristotle’s teaching.

At Christianne’s Lyceum the love of literature is caught, not taught.

Through discussion at a round table in the mezzanine, families reflect on values, morals, traditions and acts of social responsibility. Through compelling characters, they are brought face-to-face with tough and tender issues. More importantly they are invited to engage in discourse around these issues – an activity that is often overlooked in the day-to-day rush of modern living.

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

Plato was Aristotle’s mentor. In Raphael’s painting the two walk side by side, with Aristotle holding a book about his father. At Christianne’s Lyceum, authors and illustrators gather to share their perspectives in an environment where everyone comes with something to gain and something to give. Expertise around teaching and pedagogy is also shared in professional development opportunities held at Christianne’s Lyceum.

Some might say there are no children in Raphael’s image and yet many children attend Christianne’s Lyceum. Christianne sees this painting as a symbol: whether the students are children or adults, they come as competent learners with a multiplicity of influences governing how they respond and what they bring to a learning situation.

Instead of signing his work, Raphael chose to put himself in the midst of his painting half hidden among all the other characters. He looks directly out of his painting at us with an expression that strikes us as confident yet humble. These traits are encouraged in students at Christianne’s Lyceum: having the confidence to express your gifts, but the humility to recognize that you are part of a community where all have gifts to share.

The writer scribes his vision: Raphael shows him as he meets the challenge of committing his ideas to paper. The physical process of writing is a major focus of Christianne’s Lyceum. Using provocations, prompts, and inspirations from other writers, students are encouraged to move beyond the joys of reading to the creative fulfillment of documenting their own ideas. Writers’ workshops for children, youth and adults are a cornerstone of the Lyceum’s programming.

Teachers and learners mingle in Raphael’s painting, caught up in the discourse of gaining knowledge. In his lyceum, Aristotle was able to co-construct curriculum around the questions and answers exchanged between teachers and students; a key part of his philosophy was to engage with them while they walked in the school’s halls and gardens. The painting shows people writing and talking: the spoken and written word are equally privileged.

These tenets are essential components of Christianne’s Lyceum where generative curriculum feeds on imagination and creativity, nourished by a comprehensive library and a garden lush with diversity of plants.

Meet the Team

Christianne Hayward

Founder & Director

Christianne has been educating children and adults for over 35 years. She established her unique parent and youth bookclubs in 1996, and now facilitates 17 bookclubs, 4 writers’ workshops and literature and art classes for young children at the Lyceum. She also teaches at post-secondary institutions, works as a teacher consultant, spent more than three decades facilitating parent groups in the ANCHOR Program at the Vancouver Child Study Centre, and is mother of two sons.

Her Ph.D studies in education (UBC, 2000) focused on using select children’s literature to develop socially relevant curriculum in early childhood settings through to high school. Christianne’s M.Ed studies (Bristol, 1982) centered around the use of literary theming in nursery schools and its effect on children’s attitudes toward reading. Christianne completed her B.Ed (U of A, 1978) in Special Education and received her Diploma in Early Childhood Education in the same year. Her first year of study at the U of A was dedicated to Fine Arts which fueled a life-long love of the arts.

Kellie Quinn

Administrative Manager & Co-Educator

After moving to Vancouver from Ireland in 2019, Kellie fell completely in love with beautiful British Columbia, and quickly decided to make it her home away from home.

Kellie graduated with a BA in English, Media and Cultural Studies from Dún Laoghaire Institute of Art, Design and Technology in 2015, and is a passionate artist and creative writer. In her spare time she enjoys drawing, reading and has recently become fascinated with the art of needle felting.

Before joining the Lyceum team, she worked as a program assistant for a non-profit organization which helped women in Vancouver’s Downtown Eastside. Here she gained a compassion that we have come to value at the Lyceum very much.

Kellie’s favourite thing about working at the Lyceum is having the opportunity to connect with so many wonderful families, and to contribute to a strong community which celebrates creativity, individuality and socially conscientious behavior.

Diana A

2024/25 Summer Student

Diana is completing her BA (Hons) in English literature at the University of British Columbia. She volunteered at the Lyceum for several years before joining the team in 2022, when she first had the privilege of working closely with many young writers as editor in chief and designer for Zine Fair.

Prior to her work at the Lyceum, Diana spent her time teaching dance and music to children and teens in Vancouver. A lifelong lover of the performing arts, Diana also participates in local musicals and operas whenever she has the chance.

In her spare time, Diana loves sewing, photography, learning new arias, designing jewellery, and reading and writing about fairy tales, Gothic literature, and eco-fiction. She is passionate about the ways in which literature can shape and shift our understanding of nature, identity, and society. She is always excited when her interests in pedagogy, writing, and ideas intersect at the Lyceum.

Shigeko May Nagashima

Marketing Coordinator & ECE

Shigeko moved from Japan to Canada in 1990, embracing her new home and building a life filled with creativity and purpose. In Japan, she worked in the production department at the head office of a major motor company. While she enjoyed the structure and challenges of the corporate world, Shigeko decided to follow her lifelong dream of becoming an artist. She earned a Fine Arts degree from Emily Carr University and spent over 20 years dedicated to her artistic practice.

In recent years, Shigeko discovered her passion for teaching young children, inspired by the Reggio Emilia philosophy—a teaching approach that deeply integrates art and creativity. Drawing on her artistic expertise and her natural ability to connect with children, Shigeko brings a unique perspective to her teaching. She has an extraordinary gift for recognizing when to step back and let children explore independently and when to offer a gentle nudge or thought-provoking question to guide their learning.

Shigeko’s curiosity about the natural world and her thoughtful approach to big questions make her a natural fit for the Reggio Emilia philosophy. Her authenticity, creativity, and dedication shine through in every aspect of her work, fostering meaningful connections and inspiring young minds to embrace their own curiosity and creativity.

Caitlin Ferguson

Copywriter and program consultant

Having moved to Vancouver from the U.K. almost 8 years ago, Caitlin is now a fully fledged Canadian.

She graduated with an MA (Hons) in English Literature from The University of Dundee in 2015 after taking a some time to travel the world in between. Caitlin spent the year after her degree volunteering for Victim and Witness Support Scotland, a non-profit aiming to provide specialized services for victims and witnesses of violent and non-violent crimes; as well as a two month stint in India as a human rights intern. She worked at the Lyceum as program manager and systems coordinator for 6 years and knew that there was no way she could leave it behind.

The people closest to her know of her insatiable curiosity, desire to collect new skills, and love of donuts.

Dorothy Lutkiewicz

Bookkeeper

Dorothy is our inimitable bookkeeper. She came to us with great humbleness saying she wanted to sharpen her skills in the workforce and in just 2 years has managed to make herself indispensable.

Dorothy is also mom to three amazing teenaged children, who always challenge her as they teach her how to be a better person. She loves the outdoors, travelling, and sleeping in on the weekends. You can find her biking in Pacific Spirit Park, chaperoning a field trip or running errands in the busy neigbourhood of Kerrisdale. She’s always ready to jump in with a helping hand and to learn something new.

About Us

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

Red and blue dots
Distinct strokes of colour
I stand back
The lilac petal of a delicate flower
I stand back
A flower among many a dotting a meadow
I stand back
An image so fresh I can feel the dew
I stand back
A painting among many in a show
I stand back
Dwellings in a life story
I stand back…

The Lyceum’s unique and specialized learning environment is designed to bring out the best in all program participants. Support for individual paths to knowledge and understanding is balanced with a respect for others and an appreciation for the social context of learning.

Qualified, inspiring and enthusiastic staff who bring their love of literature to every Lyceum program.

Exceptional private library dedicated to literature for children, young adults and adults.

Access to a wide range of resources including rare and out-of-print publications, specialized bibliographies and comprehensive handouts, as well as select program materials available for purchase.

High-quality art materials provided for all project work.

Uniquely flexible environment incorporates hideaway carrels, cubbies and open spaces to permit individually-tailored programming and consultation opportunities.

Large windows and high ceilings create a bright, airy space filled with natural light.

Online resources accessible to program participants.

The Lyceum Explained

In Raphael’s allegory, the reader delights in his book. Understanding the wisdom of earlier philosophers, poets and scientists was integral to Aristotle’s teaching.

At Christianne’s Lyceum the love of literature is caught, not taught.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

This shift is reflected in the philosophical base of all programs offered at the Lyceum.

These tenets are essential components of Christianne’s Lyceum where generative curriculum feeds on imagination and creativity, nourished by a comprehensive library and a garden lush with diversity of plants.