Pablo Falbru’s blog: This Is How We Do It


Pablo Falbru, a 2018 Jennifer Saltzstein Kaffenberger Fellow, will be sharing monthly blog posts about his experiences teaching the arts through ASTEP at Refugee Youth Summer Academy. A team of 13 ASTEP Volunteer Artists lead the creative arts classes at the Refugee Youth Summer Academy, which supports the personal growth, cultural adjustment, and education of multicultural refugee youth and helps them successfully transition into the US school system. Through the arts, these young people learn they have what it takes to succeed no matter the obstacles, which is key to breaking cycles of poverty.


 

Blog Post #2:

August 22, 2018

Week 3 | RYSA: This Is How We Do It

Ahoy! Pablo here, feelin’ and doin’ and movin’ and groovin’. We are now halfway through the Refugee Youth Summer Academy and my oh my, how the time flies! Thinking back to how I felt after week one, when a day of classes felt like a three hour nonstop performance. There’s a noticeable difference in my energy, as well as the kids. I’m feeling conditioned for the back to back classes, while the students are feeling complacent and trying to test boundaries. But the good thing is, aside from typical kid outbursts, they are very respectful and comply when being called out on their behaviour. All in all, it seems like they enjoy being there. You can see it on their faces that they’re excited to come to class and participate. And I love that they are more comfortable expressing themselves and gaining confidence with the material.

I start every class with a few simple warm ups, i.e. face stretches and lip trills. In the beginning
of the program there were a few students who couldn’t really do the exercises. After
encouraging and modeling the exercises along with their peers and mentors, they started
getting better at it. It sounds like a small thing but some of the main goals of the program is to
promote confidence and a growth mindset. Giving them this small win at the start of class
makes them feel good and translates to more confidence throughout the lesson. That
confidence shows as more and more kids are raising their hands to ask and answer questions.
They are proud that they know what we are talking about in class. One of my favourite things is
after a weekend off from classes, they come in saying the music vocab terms from the week
before. It’s awesome that they remember these words and the definitions. Even if they don’t
remember parts of the terms, they try hard to figure it out, often using synonyms which I have to
give credit for.

As we jump into the second half, I’m excited to start working on our final performances. I’ve
been incorporating a small performance called “ImprompTunes” at the end of each class to get
them used to being in front of people. The goal of the activity is to create a song on the spot
using what we learned that day. So they pick the qualities of the song (i.e. Forte/Piano,
Presto/Largo, Legato/Staccato etc.) they pick the key and they suggest words that can be used
as lyrics. I lay down the foundation and they add onto it until we have something that resembles
a tune. It’s probably their favourite activity. Most are intrigued by the gear I have and a few just
like the opportunity to be in front of the class and all the attention. It’s a fun way to show them a
tangible example of the days lesson and review all of the ideas we’ve covered during the
program. We shall see how this all translates to the final performance! Until then…well, until my
next Blog Post, be well, be inspired and live your best life, namaste.

~Pablo Falbru

Brigid Transon’s blog: RYSA: Week 2


Brigid Transon, a 2018 Jennifer Saltzstein Kaffenberger Fellow, will be sharing monthly blog posts about her experiences teaching the arts through ASTEP at Refugee Youth Summer Academy. A team of 13 ASTEP Volunteer Artists lead the creative arts classes at the Refugee Youth Summer Academy, which supports the personal growth, cultural adjustment, and education of multicultural refugee youth and helps them successfully transition into the US school system. Through the arts, these young people learn they have what it takes to succeed no matter the obstacles, which is key to breaking cycles of poverty.


 

Blog Post #1:

August 22, 2018

RYSA: Week 2

Hello All, I’m Brigid Transon.  This is my second summer with RYSA (Refugee Youth Summer Academy).  I have been honored to be chosen as one of the Jennifer Saltzstein Kaffenberger Fellows.  This summer I have the opportunity to not only teach the young students, but I am teaching Upper School as well. Teaching the Upper School students was something I was nervous about as soon as I was given the role.  I have lots of experience with young students, where my expressive silly self can communicate when language may not suffice.

Last summer I taught Lower School dance and assisted with Lower School music.  I loved the RYSA experience and working with these incredible and inspiring students.  My love for these students made me decide to work with the elementary students every Saturday (SLS) during the school year.  SLS provided a space to see students and talk to them about their transition into public schools in New York.

The ASTEP team is incredibly strong with brilliant ideas and inspirations.  Now with two
weeks completed I have learned a lot. I have learned not only about my fears teaching
Upper School, but also about what I can learn from students who I have taught for
more than one year.

Three Lessons Learned from RYSA thus far:

1)    Upper School is crazy creative
a.    During our first class our oldest students were creating choreography based on the
name game.  These dances not only included levels but formation changes as well!

2)    Lower School is never what you expect
a.    As a returning teacher, I had an idea of what the class
dynamics would be from the class rosters.  And WOW was I wrong! One of the classes
who has a group of students who were more serious in the past creates the most
interesting movements when going across the floor.  In Lower School, we focus on
combining dance concepts, therefore as an example I give the students the prompt “go
across the floor in a low level, quick speed and near kinosphere.”

3)    Upper School LOVES to dance!!!!
a.    RYSA goes on field trips every Friday.  Week one the students went to the Natural
History Museum and then ate lunch outside in the park.  I was eating with Lower School
when suddenly I looked up and saw a dance circle had started.  What started with only
one class turned into almost everyone from upper school.  Each new song was from a
different country! The students started with bachata, the Azonto, to the Macarena to
Cardi B. Everyone got a say in the music and dance choice!
b.    Week two the students were at Central Park. Here multiple dance circles were
started.  One right when we got to the park, another while making friendship bracelets
and a final one after lunch.  Unlike the first field trip these circles did not include all of
Upper School but each class started their own circle and always welcomed anyone who
wanted to join!

I want to thank the ASTEP administration, the Jennifer Saltzstein Kaffenberger
Fellowship, the IRC and my co-teachers.  I cannot wait for the rest of the summer and to
discover what else I can learn from this incredible program.  I am provided with the
space to be challenged about my ideas of education, learn from my students and co-
artists, and have fun using the arts to transform lives.  I will keep you updated on the
programing and what I have learned after week four.

-Brigid

 

WELCOME TO OUR NEWEST BOARD MEMBERS!

ASTEP is pleased to announce that Laura V. Chittick, Steven Farkas, and Gabrielle Speaks have joined our Board of Directors!

Laura V. Chittick, an Executive Director at J.P. Morgan, earned a BA from Columbia University and holds a graduate degree from Yale University. She lives with her family in New York City and is excited to work towards arts education for all children.

Steven Farkas, a member of the $20 billion Global Equity Team within BlackRock’s Alpha Strategies Group, graduated cum laude with a BS in Finance from Tulane University in 2008. An early start in the arts solidified his interest in the profound effect it can have on all children. 

Gabrielle Speaks, Director of Board Relations and Special Liaison to the President & CEO at Community Service Society of New York, holds a BA from the University of Wisconsin-Madison and a Master’s degree in History from Howard University. Gabrielle works towards alleviating poverty on a policy and structural level, and is thrilled to be a part of the work ASTEP is doing. 

We look forward to working closely with our new Board members and welcome them to the ASTEP community!

 

 

September in Shanti Bhavan!

Join us! ASTEP is getting ready to send a team of 12 artists next month to deliver an arts intensive camp to the students of Shanti Bhavan Children’s Project – a residential school for economically and socially disadvantaged children outside Bangalore, India.

“You have a choice about how to see the world. There is no limit to what you can do.”

We are looking for artists to lead Musical Theatre, Filmmaking, Dance, Music, Visual Arts, and Storytelling classes to help this camp thrive. Be a part of our team that brings the beauty and power of the arts to this very special community! 

Email Sami Manfredi at sami@asteponline.org or give us a ring at 212.921.1227 to learn more!

Dates: September 5th – 17th, with an optional retreat September 3-5th

Location: Shanti Bhavan Children’s Project, just outside of Bangalore, India

*Room and board is provided by ASTEP and Shanti Bhavan for all Volunteer Artists.

 

 

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