Inspiration for your human rights artworks from Alfonso Montellano López

Inspiration from artist Myah Jeffers, for our global competition that platforms youth voice on human rights - The World I Want To Live In: Human Rights Education - Learning through Creating. Remember to enter by the 1st June.



I am a Spanish author-illustrator of children’s picture books who fell in love with drawing and writing the first time I held a pen (which wasn’t necessarily thin) and a brush (which wasn’t necessarily thick). I also write poetry and short stories as well as play the guitar and compose calm piano music. I work as an engineer and live in Cambridge (UK) with my wife and two children who encourage and inspire my creativity.


Thin Pen and Thick Brush

Or how I draw (and why)


Usually, the first thing I draw is the face of the characters in a scene. I start with a circle, with many lines that I draw with a thin pen, a fine liner. Once I have all the lines I feel might be necessary, I change the thin pen for a thick brush and redraw over the lines that will make the final features of the character’s face. I draw brushstrokes for the nose, the eyes, the mouth, the contour of the head, the hair... Then I do the same with everything else in the drawing, the body of the characters and the landscape or objects that surround the characters.


For most of my drawings, I like to leave all the thin lines I drew while thinking what the character would look like when doing whatever it is that she or he is doing. I think this shows the many possibilities the artist thought (or drew) for the character and it also adds dynamism to the scene - people and things are in a particular position in the final drawing but they could have been placed slightly upwards or downwards or slightly to the right or the left. The thick line that shows the features of the people and the other things focuses the eyes (and maybe rests the mind) of the reader.


To me, letting all the thin lines be part of the final drawing is an important part of the creative process. In fact, it is a way to make the creative process part of the final drawing. It helps me observe and accept that the final drawing is what it is but that it could have been different. The thin lines also show that things are in constant motion, constantly changing, like the reality around us. The thin lines sometimes show a position or shape that the artist initially thought not to be good enough for the final drawing. But what is good enough? Is there such a thing? Maybe all the shapes and compositions a particular drawing could have taken are equally interesting?


Making all those thin lines part of the final drawing is a way of posing the question of the many shapes reality can take and accepting that they are all valid. Having the thin lines that construct the drawing next to the thick lines that show the final drawing are also a reminder that things are never perfect and that perfection is not a requisite for beauty or happiness.


TASK: the story of Thin Pen and Thick Brush


I wrote and drew the story of Thin Pen and Thick Brush to share these ideas and show this technique to others. I hope this inspires you to create and represent all the beauty around you in a way that helps you make peace with the things you don’t like and celebrate those that you do.


You can download the story of Thin Pen and Thick Brush below - both with and without words (you can put your own). There is also an ideas and activity sheet to inspire conversation and creativity.


Download the story of Thin Pen and Thick Brush With Words - CLICK HERE

Download the story of Thin Pen and Thick Brush Without Words - CLICK HERE

Download the story of Thin Pen and Thick Brush Activities and Ideas Sheet - CLICK HERE


Find out more about Alfonso Montellano López here: www.alfonsoml.com



(published in the Human Rights resource pack)


Alfonso Montellano López • May 9, 2022
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here