Hey y'all.
So as I've probably mentioned before, the Princeton Bridge Year in Peru is scheduled in two phases...Phase One [September-December], during which we 1.) worked on internal ProWorld projects like stoves and filters and 2.) completed community diagnostic activities like house visits and interviews...and Phase Two [January-May] during which we are implementing the projects which we have designed. So, seeing as we are now in the second week of January, our projects are off to what I hope is a great start...
As selected by community vote, we have implemented English classes [for adults and children] and artisan groups for women in both Media Luna and Chicon. Each of the five of us is the coordinator for one project in one community; I'm leading English classes for niños in Media Luna. [On days when we aren't leading, we work as assistants to our colleagues.]
Having taught English for a few weeks at the end of 2010, I thought I knew what to expect. But I've discovered that my project placement for the next few months presents a host of new challenges. At our interest meeting, we [thought we] had made it clear that the children's English classes would be from those between the ages of 10 and 14. But on Monday, the first day of class, my jaw dropped as tinier and tinier children came to join the group. By the time we started, there were probably about forty kids, between the ages of four and 16. Fortunately, Brett, who is teaching with me in Media Luna, took the littlest kids to the soccer field for a modified English lesson.
As we expected, the numbers had dwindled a bit [especially the preschoolers] when we began our second class today. We decided to keep everyone together since there were "only" about 25 kids, but the age range is still pretty wide: from 7 to 13. For now, it's more or less manageable, since we're only working on easy vocabulary terms, greetings, numbers...that type of thing. But soon, as we advance into verb conjugation and sentence construction, the age range will demand a differentiated curriculum. Though that is certainly nerve-wracking, the challenge makes it exciting and keeps it fresh.
I also spend some of my non-teaching days in Chicon with Eleanor and her artisan group. Ultimately, the grupo de artesania seeks to provide an outlet for rural women who otherwise spend literally all of their time at home, caring for their children and farm animals. In addition, we hope to create a sustainable source of extra income for these women; the intention is that they eventually gain both artisan and marketing skills to establish a successful business. I've only been to one session so far, but I really look forward to getting to know the women and making cultural connections as we do handicrafts together.
This week, we had a card-making workshop. We were working with watercolors, with which I don't have too much experience, but I do know one thing: watercolor paintings come out best when you let go. You can't try to calculate and fix and measure--you just have to let the colors run naturally. Easier said than done. Some of the women couldn't break from straight lines and deliberately perfect floral shapes. But others really started to get it. It was then that I realized: it's possible that the artisan group will never be a substantial source of income. It may even be a challenge to break even. But at the very least, for a few hours a week, the groups give these women experiences that they have most likely never had. Since they stopped going to school [usually in their mid-teens], these women have been working hard. If nothing else, the grupo de mujeres gives them a little opportunity to let go.
That's all for now. This is a super exciting/nervewracking/trying/challenging/special/interesting time for all of us.
Peace.
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