Marcus Crawford Guy’s blog: BACK TO SCHOOL

Marcus Crawford Guy, a 2018 Jennifer Saltzstein Kaffenberger Fellow, will be sharing monthly blog posts about his experiences teaching the arts through ASTEP on STAGE! This program gives over 1,500 NYC youth access to the transforming power of the arts by bringing performing and visual artists from the Broadway and NYC community to after-school and in-school programs. ASTEP on STAGE! partners with schools and community organizations serving youth affected by the justice system, incarceration, gun violence, homelessness, immigration status, systemic poverty, and HIV/AIDS. 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 #5:



I remember as a child (neurotic and high strung as I was even way back then) being so challenged by the routine that school brought as I returned at the end of each summer. I longed for days where I could play as I wished, where morning bled into noon and into night and be that guided by books, games, movies or time with family and friends, it was something I missed by the time the last week in August rolled around. I went to a school where we wore uniform: shirts, ties, belted pants and black shoes… ugh. Stifling.

But as I think about many of the kids I have met this summer at ASTEP’s partner sites, I am eager for them to get back into routine, to have new structure and to be given goals to work towards. The fundamental difference between my own free time and the free time of the students I work with being that I really didn’t have anything to worry about. Structure would be provided where needed but for the most part, I had more things to do than I had things to worry about.

For our student population, the equation is typically reversed. Time off often brings up the things that are absent in their lives. I had to actively remind myself of this in all of our workshops these past couple of months – intellectually I understood their experience (with a 26 year old brain) but to be living that in the mind and body of a 7 or 8 year old is completely incomprehensible. It made me particularly aware of moments when a teaching artist couldn’t understand why the students needed so much scaffolding around a particular concept. For the most part, their days are spent off without structure – and this likely only brings their life circumstances into focus more acutely. Their creative expressions within transitional housing complexes for example, aren’t always accepted as productive and so our task is to come in and not only be the bearers of fun, but also to present the structure in which that fun will be had.

So, with school back in session, I’m excited to return to many of these sites this fall and see familiar faces with brand new energy. Granted, its usually colored with the exhaustion of learning at the end of a school day but this allows our function to be different, providing fun, freedom of expression and creativity at the end of a rigorous day, which, of course, then presents a whole other set of challenges!