My experiences from this week...

As I walked to the center, I noticed something new. The area surrounding the center is known to be a place where tourists are advised to take extra caution. Just a few blocks away from 'El Bronx', one of the most drug-affected areas, I already saw many people begging and prostitutes on the streets, with police officers surrounding the area. There was a lot of activity, and the shops were filled with sexual advertisements. I also noticed children walking to the center, seemingly unaffected by the environment, as if it were all completely normalized to them.

There were more faces this week compared to last week. Some kids came up to me and said they missed the previous week because they knew I wouldn't be teaching. They were excited to learn and extremely grateful for my presence and the time I spent with them. One girl also expressed how happy she was that a foreigner had come to teach, as she mentioned they don't learn new 'technologies' at school. This makes sense, as only private schools here are well-funded.

I first introduced the yarn activity. I had planned for this to take 10 minutes for a group of 30 kids, but it ended up taking longer than expected—about an hour. Some of the kids had a hard time expressing themselves. A few didn’t know what to say, and two of them claimed they had nothing important to share. Trauma affects these kids daily, some more intensely than others.

Next, we moved on to the next activity: "Mapa de mi Vida" (Map of My Life). This is a creative activity where students draw a personal map that represents the important people, places, routines, and emotions in their lives. It allows them to express themselves through drawings, symbols, and colours.

The purpose of this activity is to:

• Help students reflect on their daily life and emotions
• Encourage self-awareness and expression
• Build storytelling skills through art

Each student chooses their colours to represent how they feel in each space—whether safe, confused, happy, sad, powerful, etc. The result is a unique visual story of their world.

Based on what my team had told me, most of these kids are perfectionists or try really hard when doing art. So, I put a lot of effort into mine, and they were very happy and surprised when I showed mine as an example.

For my symbols, I chose something anyone could relate to. Sadness represents how far my family is. Stress represents arguing with my sister. Security represents writing and being close to my faith. And happiness represents learning and being creative. When I showed the kids, they all said "wow" in unison, and this part really warmed my heart!!

After I finished introducing the activity, a bunch of kids ran up to me and observed my piece. They were curious about how I connected certain emotions, why I drew specific things, and even asked how long I’ve been doing art.

Then, as I walked around the room, I could tell that the super motivated kids—about 90% of the class—are incredibly talented. It’s not just about their skillsets, although some are amazing at drawing, but also about how they convey and interpret art. It reminded me of a novel I read for class last semester: to create art is to be moved by anger, sadness, and confusion. Creating art is about understanding the injustices in ourselves, our experiences, and the world.

Reflecting on this, I realized that these kids are already using art as a form of expression and resistance, even if they may not fully understand it yet. For many of them, art is a way to process and understand the world around them—whether it’s the challenges they face at home, the confusion they feel about their identity, or the sadness they carry from past experiences. 

Since the workshops usually last 2 hours and we were almost at 1 hour and 50 minutes, when I announced we had 10 more minutes, the kids all sighed. One said, "30 more minutes." Another yelled, "I'm having fun!"

I reassured them that we would have more time to complete this in the next session.

At that moment, when I collected the papers and a few kids huddled around me, I felt emotional. We talked about anime, what it means to draw, why I chose Medellín, and everything in between. Some couldn’t stop hugging me, and others kept expressing their gratitude for the opportunity to learn more about the digital world and art. One girl even gave me her bracelet as a symbol of our new friendship. It made me feel like my presence and efforts were truly appreciated by them.

What could I have done differently?

This week, I had a coaching call, and we discussed the nuances of leadership. I told her that my team here is incredibly kind. I currently work in a team of three: Isa, Jose, and I. Isa and Jose are the primary teachers of this program, but for the next five weeks, they will help me make the program successful. During our team meeting this week, I shared the plan with Jose and Isa, and they both said everything was perfect. They were very supportive and even helped me gather the materials. They expressed a desire to see the program succeed with the kids.

I asked if they had any suggestions for changes, given that they’ve been working here longer than I have, and they said no. I also asked if they wanted to add anything, and again, they said no. I got a bit confused because, based on my experience in leadership, I’m used to having to fight for someone on my team to be heard. Here, the culture is different. Everyone is friends, and they care about each other almost like siblings. I know in part, it’s a cultural difference, too. I told my coach that I know they want me to lead, but it feels strange being pushed into the role of the person at the top. But my coach shifted my perspective. Instead of seeing myself at the top, she suggested that I view my role as having more responsibilities in supporting others for this program, ensuring they have sufficient knowledge to carry it on next year without me. My goal as a leader in this chapter of my life is simply to guide people.

What did I learn about myself when working with others?

1. Don’t downplay my impact. I realized that no matter how small my efforts seem, they play an important role in the lives of the children I work with. Every interaction helps move them away from dangerous situations, even if I don’t see the immediate effects. My actions, no matter how insignificant they may feel, are shaping their futures.
2. How trauma affects kids and their ability to communicate and express vs. me. I understood that trauma deeply influences a child's ability to communicate and express emotions. While it took me just 20 minutes to create my life map, I saw that these kids face emotional barriers that go far beyond art or words, preventing them from engaging in the same way, just longer.
3. How important my studies are and how my knowledge can help them cope through art and the power of magical realism. I realized that my academic knowledge, especially in art, media literacy, and storytelling, has real-world applications. The concept of magical realism, in particular, helps these children cope by allowing them to reconcile harsh realities with imagination. 
4. Being here is a privilege for me to work with them. I came to understand that my role is not just a job, but a rare privilege. The opportunity to work with these children, who face significant challenges, is an honour.
5. Me being able to share my vulnerability is a superpower! I learned that sharing my vulnerabilities is a strength. By being open about my emotions and mistakes, I create a space where others feel safe to do the same. 
6. Me being able to laugh about my mistakes also comforts others around me. I realized that humor, especially around my own mistakes, can reduce tension and make others feel comfortable. By laughing at myself, I show others that it’s okay to make mistakes and its ok to not take ourselves too personally.
7. Me communicating to others what I like about their work gives them more confidence and motivation to keep going. Acknowledging what I admire in someone’s work not only boosts their confidence but really motivates them to continue.
8. The act of teaching is not just about imparting knowledge—it’s about creating a shared experience that resonates emotionally and intellectually. I realized that teaching is about building a mutual connection. 
9. Gatekeeping knowledge and expertise is one of the worst things we can do as a society. 

What did I learn about leadership?

What I’ve learned about leadership is that it’s about recognizing the gap. Leadership isn’t about imposing your ideas on others; it’s about understanding where people are coming from, meeting them where they are, and helping them move forward.

After the accident I went through last week, I saw leadership in action from my friends and team. They stepped in without hesitation, showing me that leadership involves being sensitive to the emotional and psychological needs of others. Now, as I support the children in this program, I’m taking more time to understand their struggles, strengths, and gaps. By giving them what they need, I empower them to move forward.

Goals for next week!
I will start holding more conversations with the participants to understand the struggles and complexities of their lives. That way, I can connect with them more deeply as I can then paint a story behind their names.