Challenges

As the program progressed, I saw how easily continuity relied on individual sacrifice. Instructors absorbed scheduling breakdowns, staffing shortages, and communication gaps far beyond their roles. When plans shifted or resources fell short, responsibility defaulted to whoever was most committed. Burnout became functional rather than exceptional.

These structural weaknesses surfaced clearly in rehearsals. Language barriers and uncertainty made traditional instruction ineffective at times. When the pace moved too quickly or authority became rigid, students disengaged. The challenge was not effort, but design: how to maintain momentum without overwhelming the people holding the system together.

Outcome and Personal Learning

I learned to respond operationally rather than emotionally. I slowed processes, adjusted structure, and shifted from verbal instruction to rhythm, movement, and presence to rebuild trust. These small decisions changed the tone of rehearsals and helped students re-engage more confidently. The concert ultimately succeeded, raising funds and delivering resources to partner organizations.

More importantly, AMEG reshaped how I understand leadership. I stopped equating leadership with absorbing strain and began focusing on systems that distribute responsibility clearly and sustainably. I learned that access is not created by passion alone, but by thoughtful operations, accountability, and design that prevent exhaustion from becoming the norm. That lesson continues to guide how I approach teams, organizations, and the kind of leader I aim to be.