Collaborative Creation: From Medellín to the US
Project Overview
Summary: In November 2018, 80 students (ages 14-24) from La Red de Escuelas de Música de Medellín (The Music School Network of Medellín) embarked on a 10-day U.S. tour to perform an original 60-minute suite they composed called “Medellín Canción Viva.” This piece celebrated the unique sounds and culture of Medellín and promoted cultural exchange and personal growth through music.
Industries: Music Education, Performing Arts, Cultural Exchange, Event and Concert Production, Social Music Programs, Creative Laboratories
✦ Project Title: Medellín Cancion Viva — U.S. Tour
✦ Role: Project Manager, Pedagogical Advisor.
✦ Year: 2018
Deliverables:
✦ Tour planning and coordination: Developed an itinerary, scheduled performances, secured venues, and coordinated with U.S.-based partners.
✦ Logistics Management: Oversaw all phases of the tour, addressing logistical challenges and ensuring smooth operations.
✦ Pedagogical Support for Creative Labs: Provided guidance during pre-tour labs that allowed students to create original compositions.
✦ On-Tour Support: Traveled with students and staff to oversee activities and ensure a supportive and enriching experience.
Context
Client/Organization: La Red de Escuelas de Música de Medellín — La Red
Stakeholders: La Red, Medellin Mayor’s Office, Secretary of Citizen Culture of Medellín, University of Antioquia Foundation.
U.S. Partners: Berklee College of Music, West End House – Boys and Girls Club, OrchKids.
Objective: To plan and execute a U.S. tour in which students performed their collaboratively composed suite, Medellín Canción Viva. The project aimed to promote cultural exchange, encourage artistic growth, and highlight the value of collective creativity.
Background: La Red is a city-run program serving approximately 5,000 students ages 7-24, combining music education with civic engagement and social-emotional development. Through its programs, La Red encourages students to explore music as a means of personal and community growth.
Challenges: One of the major challenges I faced as project coordinator was promoting an innovative, work-in-progress project to potential venues and partners in the U.S. Unlike typical tours that feature established ensembles performing familiar repertoire, this project involved a newly formed ensemble and an entirely original program that was still in development. I had to “sell” a creative concept—a proposal of what we envisioned, rather than a finished, familiar production. Convincing venues and partners to take a chance on an unknown ensemble with untested compositions required strategic communication and a clear, inspiring narrative to build trust and excitement.
The format of the ensemble presented additional challenges that affected not only the staging and sound design, but also the compositional process. The inclusive mix of symphonic instruments, voices, bandoneon, and traditional Colombian instruments, had to be thoughtfully integrated into the musical suite.
Finally, the musical suite required the integration of different styles – tango, salsa, Colombian folk rhythms like bambuco, pasillo, and parranda, along with elements of rap – that reflect Medellín’s rich cultural mix. The question that guided this fusion was, “What does Medellín sound like?” With students from different neighborhoods and backgrounds, the suite became a mosaic of influences true to the city’s musical identity. This approach required a deep understanding of Medellín’s cultural landscape and each student’s unique perspective, making it essential to respect and authentically represent the diversity of their experiences. Creating a cohesive performance that celebrated this fusion was a complex yet rewarding challenge that demanded both technical skill and cultural sensitivity from the team.
Together, these challenges highlighted the interdisciplinary nature of the project, making it a rich and challenging exercise in innovation and cross-cultural collaboration.
Approach
The question “What does Medellín sound like?” was at the core of the project, encouraging students to map the city’s sonic identity. We designed two creative labs: one on intercultural music creation and another on alternative sound production. These labs allowed students to represent their neighborhoods and schools through music, culminating in a collective “musical snapshot” of Medellín.
One of the pieces that emerged from this process was “La Cumbia del Silencio” (“Cumbia of Silence”), a piece dedicated to the informal workers on the streets of Medellín who often go unnoticed. Featuring a chorus in sign language, the piece honored these individuals through both music and inclusive expression.
Preparing the students for their trip was another important part of the project, as many would be traveling outside of Medellín and Colombia for the first time. As ambassadors of their city, they engaged in activities to familiarize themselves with the cultural differences they’d encounter in the U.S., from air travel and customs to hotel etiquette. We arranged cultural experiences, including visits to Harvard, Berklee College of Music, and historical sites, to enrich their experience and strengthen group cohesion.
Logistically, the project included auditions, creative labs, and extensive tour planning. We handled travel, visas, accommodations, and transportation for all 90 participants, ensuring their safety and enjoyment. Throughout, we also provided pedagogical guidance in the creative labs, helping the students explore their artistic potential and fostering an environment of growth and collaboration.
Results and Impact
✦ Performance and Cultural Exchange: The ensemble performed original compositions in six concerts and two workshops in three U.S. cities, captivating audiences with the vibrant musical culture of Medellín.
✦ Inspiration and Educational Growth: The tour included visits to Berklee College of Music, Harvard University, a concert by the Baltimore Symphony Orchestra, and a meet-and-greet with conductor Marin Alsop. These experiences expanded the students’ horizons and sparked new musical interests and career aspirations.
✦ Personal Growth and Resilience: Students gained confidence by overcoming language barriers and cultural differences, broadened their worldview, and deepened their sense of personal empowerment.
✦ Community and Connection: The tour strengthened the bonds between students, staff, and supporters, creating a lasting sense of unity. Shared experiences and collaboration created meaningful connections and a supportive community within the group.
✦ Cultural Pride and Artistic Expression: The tour empowered students to express themselves creatively and cultivate pride in their cultural heritage and artistic talents. The creative labs, where they developed music reflecting their city and its culture, deepened their connection to their roots and instilled a profound sense of belonging. By sharing their compositions with audiences in the United States, they showcased the power of music to break down barriers and unite people from different backgrounds.
Reflections
Learnings:
✦ Engaging students in hands-on research and creative labs allowed them to deeply explore their surroundings, resulting in more authentic artistic expression. This approach fostered a sense of ownership where students felt their voices were truly reflected in the work.
✦ Integrating various art forms-from music to poetry to performance-enriched the creative process and expanded students’ perspectives, promoting unity and shared creativity.
✦ Experiential learning helped students connect their own identities to artistic creation, emphasizing how understanding and incorporating personal and cultural backgrounds can make artistic work more powerful and resonant.
Future Applications: This project confirmed for me the transformative value of active, experimental learning in education and the arts. When students engage in hands-on creation, their understanding and personal growth deepen. Moving forward, I’m dedicated to incorporating this approach into all future projects, ensuring learning is dynamic and lived.
As a multi-passionate person, I was particularly inspired by how different art forms were integrated to support the students’ creative expression. The fusion of music, poetry, and other art forms sparked new insights and encouraged a deeper understanding for both the students and the audience. In the future, I want to design projects that transcend traditional boundaries, facilitate interdisciplinary collaboration, and create impactful experiences that inspire real connections.
Finally, the collective effort of the team and students fostered a strong sense of unity and ownership. I want to continue to cultivate an environment where collaboration is not only encouraged, but essential, so that everyone feels valued and their contributions shape the final outcome.
Conclusion
This project reinforced my commitment to cultivating curiosity, innovation, and interdisciplinary collaboration in the arts. By coordinating the project and guiding the educational process, I witnessed the profound impact of reflective, hands-on artistic activities.
Looking forward, I’m motivated to design educational, creative, and artistic projects that encourage both students and audiences to connect through shared reflection and creative exploration.