During one of the afternoons I spent at Debi Arach, I sat in on each of the afternoon class sessions (history, language, and art). While the lessons differ by age group, the experiences shared between the students and their teachers share a common thread: Armenian pride.
A lesson for the youngest group to teach them the Ayp Pen Keem turned into a Q&A where students asked every imaginable question about Armenian identity. Sevak’s inquiry of, “are Azeris and Turks just like Armenians?” made way for an inspiring conversation about what it means to be Armenian, and why our peoples’ history and struggles is not our defining factor. She taught them the phrase and value of “Armenian-ism” (“hayaseerootyoon”), and that her hope for her students was that they would “never see what happened to our generations past.” Suddenly, the energy in the room of young minds shifted from a place of fear of being Armenian in their geographic position, to being proud and defending their culture and continuing to outwardly represent and redefine Armenian identity.
In the art classroom, the teacher prompted students to draw a dream they have, or something they wish could be reality. Amongst her peers’ drawings of a flying car, a pink elephant, and a half- dog-half-monkey hybrid, Anna drew herself at the top of Mt. Ararat, holding an Armenian flag. She displayed her piece with a smile and sense of pride. At first, a shiver ran down my spine when I saw her work. Then I realized how inspiring it is that the next generation could dream something into reality, reclaiming something so fundamentally Armenian and continuing to push to achieve the goals of generations past.
The history classroom had children jumping at the chance to recite the story of “Hayk” to their teacher and explain to me, their Amerikatsi visitor, the difference between Hayk the name and Hayk the Armenian people. Following their lesson, Elina and Nara begged the teacher to turn on Ghapama by Harout Pamboukjian and started dancing their favorite Armenian line dances to celebrate their success in class.
Regardless of which classroom I was in, the students at Debi Arach intertwined their Armenian identities and individual expression into their work. When they come to the Center, children are able to be themselves and ask the tough questions, play around without fear of judgment, and learn to take pride in who they are. Anna “loves to draw and use pretty colors, and at Debi Arach [she feels she] can do that every day.” The Center gives Sevak “a place to be Armenian.” And it provides Elina and Nara “a place to laugh with friends and have fun.” Debi Arach provides opportunities to children to fully embrace the opportunities of life and enjoy every step along the way of reaching their fullest potential.
And, as promised, to my new friends Hasmik, Hripsime, and Sveta — until we dance together in the grass again! The warmth and joy shared during our time together will forever be in my heart.