Three Weeks in the Dominican Republic: More Than Just a Trip

A Journey of Teaching, Learning, and Cultural Connection

A First in More Ways Than One

This summer, I spent three weeks in the Dominican Republic helping teach students at ÀNI Art Academies. While the opportunity itself was exciting, the trip also marked several important firsts for me: my first work-related trip and my first time traveling alone. Without the comfort of familiar faces, I had to rely on myself in ways I never had before. From navigating airports to adapting to a new environment, I discovered that I was more capable and independent than I had realized. What began as a challenge quickly became one of the most rewarding parts of the experience.

A New Perspective

One of the most impactful parts of the trip was spending time in the local communities served by ÀNI Art Academies and getting to know the people I met along the way. During my stay, I connected with individuals from Haiti, local Dominican communities, South America, and the United States. Each person brought a unique story, experiences, and perspective on life.

Experiencing daily life through those interactions broadened my understanding of the challenges and opportunities that shape people’s lives in different parts of the world. At the same time, conversations about art, education, family, and personal goals revealed how much we had in common. The experience reminded me that while access to resources and opportunities can vary greatly depending on where a person lives, meaningful connections are often built on shared passions rather than shared backgrounds. It was a humbling lesson that I will carry with me long after the trip.

The Universal Language of Art

As an instructor, one of the most meaningful discoveries was realizing how consistent the learning process is across cultures. Regardless of where students came from, we encountered many of the same challenges in the classroom. Whether a student was from the Dominican Republic, Haiti, South America, or the United States, the obstacles were familiar. We all faced the same perceptual challenges, the same frustrations, and the same moments of discovery. More importantly, we shared a desire to create and communicate through art.

What struck me most was how quickly those similarities overshadowed our differences. Different languages, histories, and cultures seemed secondary when everyone gathered around a drawing board or easel with the same goal: improving their skills.

Teaching abroad reinforced something I had always suspected: while our backgrounds may differ, the process of learning to draw and paint is remarkably universal. The challenges are shared, the breakthroughs are shared, and so is the excitement of seeing progress.

Returning to the Fundamentals

One unexpected benefit of the trip was the motivation I gained from watching students work through the curriculum exercises. Day after day, I observed them tackling foundational assignments with determination and focus. Their dedication inspired me to challenge myself as well.

I decided to revisit one of the most fundamental exercises in the program: the Gradation Block. On the surface, it might seem unusual for an instructor to return to such an early assignment, but I was curious to see how my approach had changed after years of training and experience. The exercise quickly reminded me why it remains such an important part of the curriculum. Although I now have a much deeper understanding of value relationships, edge control, and mark-making than I did years ago, the challenge itself had not disappeared. The Gradation Block still demanded patience, precision, and careful observation. Even as a more experienced artist, I found myself questioning certain methods and considering different approaches throughout the process.

What struck me most was how differently I approached the exercise compared to when I first encountered it. The task was still demanding, but I now had a more refined framework for solving the problems it presented. The experience reinforced the idea that artistic development is not about making challenges disappear; it is about developing better tools to meet them.

Teaching is not simply about passing information to others; it is an ongoing process of testing, refining, and strengthening one’s own understanding.

In the end, I completed the exercise successfully, and the experience reinforced something I value deeply about teaching. One of my favorite aspects of being an instructor is that it keeps my own skills sharp. The best instructors remain active students themselves, and this experience reminded me why that mindset is so important.

Starting with a Drawing

I knew before I arrived that I wanted to create a drawing during my stay. On my first day, I decided to begin a portrait and started looking for someone willing to sit for reference photographs. Without hesitation, Noah Vasquez, a student in the early stages of the drawing program at ÀNI Art Academies, volunteered.

We conducted a photoshoot, selected a reference image, and I got to work. Normally, I spend several months developing a drawing, carefully moving through each stage of the process. This time, however, I knew I would only have three weeks. The deadline forced me to work in ways that were unfamiliar to me. I had to trust my training, make decisions more efficiently, and maintain a pace I would not normally attempt. To my surprise, I finished the drawing before leaving.

While the compressed timeline was challenging, the process itself felt familiar. Throughout the day, students would stop by to watch the drawing develop and ask questions about what I was doing. They wanted to know why I approached certain passages the way I did, how I organized the work, and what considerations guided my decisions throughout the process.

Those conversations became one of my favorite parts of the experience. Explaining the reasoning behind specific choices forced me to reflect on my own approach. It reminded me how much the students had to look forward to as they continued their artistic development. Watching them connect their current exercises to future possibilities was incredibly rewarding.

More Than a Destination

When I think back on the trip, the memories that stand out most are not just the places I visited, but the people I met and the experiences we shared. I enjoyed exploring a new country, helping students develop their skills, creating artwork, and learning from those around me.

Most importantly, the trip helped me grow. It strengthened my confidence, broadened my perspective, and reminded me that some of the most meaningful learning happens outside our comfort zones. What began as a three-week teaching opportunity became an experience that challenged me, inspired me, and deepened my appreciation for both the world around me and the people who share a passion for art.

Three weeks was not enough time to see everything the Dominican Republic had to offer, but it was more than enough time to leave a lasting impression.