This week at RYSA included a few challenging moments but culminated in some exciting and encouraging progress. Marcus and I were very excited about the prospect of our classes working as teams to create stories on their own. We wanted to see at what degree of independence they could accomplish this is at the RYSA graduation performance. So, we gave them a Mad Libs type story structure, set a five -minute time limit, and for the older students told them they had to complete the group story without communicating verbally.
We had practiced filling out Mid Libs-style sentence stems and stories together as a class, but we didn’t realize that the task we actually set for the students was one they didn’t have much practice with – working as a team, without teacher supports, in the specific context of Storytelling class. The class quickly got a little chaotic: there was conflict between students, confusion about how to complete the task, and frustration as some students took leadership roles while others felt excluded and shut down.
Yikes! We let the timer run out and decided to spend time reflecting on “what went well” and “what could go better next time.” Most of the answers received – “listening to the teacher,” “doing better next time,” “not talking” – were rote responses about classroom behavior, instead of the reflection on teamwork that Marcus and I were driving towards.
Once Marcus and I had a chance to reflect, we realized we had set a task that many adults find difficult to achieve. Though we still believe firmly in the students’ ability to work as a team in Storytelling class, we realized also that we’d skipped an essential step of the “I-We-You” learning process. In fact, we had jumped all the way to the “You” phase, asking them to independently model a task and demonstrate comprehension of a concept that we hadn’t explicittly modeled ourselves or practiced with them in class activities.
So, for Thursday’s class, we decided to take a conscious step back and focus on reinforcing the storytelling and language concepts we’d been working on, but also including conversations, observations, and examples of how being part of a class was similar to working on a team – it includes compromise, respect, and listening as essential ingredients.
We temporarily lost sight of a main RYSA objective – to help students develop interpersonal skills. To get back on track, we made such skills part of our process, instead of expecting them to magically appear in class without practice or exploration. Students started embodying these teamwork principles in different ways; one very prominent example was the students putting their hands down after another classmate was called on, showing respect and giving space for other ideas. These small moments at RYSA are actually the big victories, helping students understand “school rules” from a perspective of teamwork and leadership skills, instead of just learning rules by rote.
As we helped the students learn, we had breakthroughs as educators. Sometimes, for one step forward, you take two steps back. But, if you refocus on the learning process rather than any products you’re driving towards, students and teachers together can grow in their understanding of teamwork and leadership skills in the classroom.
By: Marcus Guy Crawford, 2017 Jennifer Saltzstein Kaffenberger Fellow
By: Kelsey Lake, 2017 Jennifer Saltzstein Kaffenberger Fellow
Last week, the newness of RYSA was a lot for everyone to take in! It definitely took some time for everyone to warm up to one another. Many students were shy, others stood out as natural leaders, and everybody was trying to learn so many new names!
As Week 2 comes to a close, I can confidently say that the students of RYSA have moved through that stage! They are boldly stepping into a new phase of more confident exploration and creative risk-taking in the classroom, and this thrilling new energy has led to some beautiful breakthroughs in Storytelling class.
One student’s rapid transformation sticks out clearly in my mind.
Last week, one boy (let’s call him M) came into class and did his very best to hide. He shrunk away from our silly warm ups; if he started raising his hand, he’d catch himself, his hand shooting back down again. Once, when he did speak up, his frustration with finding the English words to express his idea made him hide his head in his hands and back into the corner of the room. Marcus and I could see him following what was going on, and knew he had all sorts of thoughts and feelings about class, but we struggled to find an opportunity that could help him shine.
Then, this past Tuesday, something completely unexpected and delightful happened. Halfway through the class, it was time to “wake up” Sparkles and Spellzy, our puppet friends who have helped us learn so much about the power of imagination.
“How can we wake up and welcome Sparkles and Spellzy?” we asked.
M raised his hand! Marcus and I were thrilled to see he wanted to participate and quickly called on him.
And then, out of NOWHERE, M started to sing. He came up with a fun, short song to help wake Sparkles and Spellzy, belting it out confidently in front of the entire class. It was brilliant! We asked him to teach it to the rest of the class, and it became a fun new way to bring the puppets into the room.
Since then, M’s light has been shining so brightly. He offers creative ideas, gets up in front of his classmates to act out silly skits, and sticks it out when he struggles to find words for what’s going on in that creative mind of his!
Alongside M, we’ve seen many students take their scattered, incredibly high energies and focus them into leadership roles. Other students are taking their English language acquisition to the next level by volunteering to read our stories out loud with growing confidence! It’s incredible to see how quickly these students are learning to trust their own voices and imaginations; they all have such unique, riveting stories to tell, and I can’t wait to hear them.
It’s hard to believe that training and week one of teaching at the Refugee Youth Summer Academy (RYSA) have already come and gone. Lots of information, data and procedures that were learned on paper and through presentation in the training sessions were put into practice, challenged and executed this week. It was so important to be reminded that we can only be trained based on what has happened in previous years and that only serves as guidance for the experience we are currently having. There is no standard way for a student to experience the programming at RYSA. It’s improvised and live and as an actor, I find it thrilling.
Most notably, I was taken aback at the extensive and complex English vocabulary that many of the lower school students demonstrated on the first day of class. It was an incredible gift to be met with students who not only had English language capabilities, but also felt (for the most part) uninhibited sharing them with the group. It was shocking in the best of ways, because Kelsey and I had buffered our lesson plan, almost scripting it, to ensure our use of language wouldn’t be confusing. We were met with lots of raised eyebrows, knowing smiles and nods of understanding that proved our students are ready for the next level of English language immersion, tutoring and acquisition.
In deciding how best to tell and share stories with the students, Kelsey and I decided that we wanted to distinguish between the real and abstract and teach these concepts with clarity. What is real, actual and based in fact — that chair is wooden — and what is fictional, abstract and imagined — there is a blue elephant dancing in the corner of the room. As trained actors, we decided to create two alter-egos, SPARKLES & SPELLSY who accompany us when we are telling stories and really challenge the students to see more than what they are – wooden spoons with pipe-cleaner arms and legs! In teaching our first class, where we learned to introduce ourselves and where we are from, we had a hearty laugh with Lower School 2 (the Flying Arrows!) when the following scene unfolded:
Marcus: Everyone say hi to Sparkles and Spellsy!
Students: Hi Sparkles and Spellsy!
Kelsey: Can anyone tell us where Sparkles and Spellsy are from?
Student A: They’re wooden spoons. They’re not from anywhere…
Marcus & Kelsey: … (exchanged looks – they’ve unraveled our elaborate plan already!)
Student B: I know where they’re from!
Student B: TOMATO SAUCE! They’re wooden spoons!
We then engaged the students in a dialogue about how it feels to be called the wrong name or incorrectly identified, which proved a useful hook for opening up the idea of imagination and investing in another reality, where we agree upon the circumstances presented to us. Their ability to grasp this idea quickly made it clear to see that our students are prepared to go on an exciting journey with us where they are not only playful, but curious and inquisitive – skills that will serve them well when they enter the school system later next month and that we want to encourage and cultivate.
Next week we will be continuing our exploration of THE SENSES and seeing how Sparkles and Spellsy — who are now so much more than their wooden spoon exteriors — hold up as the students learn more about how to tell stories by describing the world around them (real or imagined) with specific detail.
ASTEP is thrilled to announce that Kelsey Lake and Marcus Guy have been selected as recipients of the 2017 Jennifer Saltzstein Kaffenberger Fellowship!
The Fellows will be joining a team of 17 ASTEP Teaching Artists, who will lead the creative arts classes at the six-week International Rescue Committee’s Refugee Youth Summer Academy, using the arts to build English language skills, school readiness, and coping and self-regulation skills within this vulnerable and underserved population——tools they need to thrive in school and to help build a new life in their new home.
The Jennifer Saltzstein Kaffenger Fellowship gives this unique opportunity to individuals who closely model Jennifer’s personal values and skill set and ensures newly arrived refugee youth will experience the transforming power of the arts, much as the arts impacted Jen’s life.
Human stories are ongoing, being picked up by one person where another leaves off. It is a great honor to carry on Jennifer’s enthusiasm & skill as a storyteller and use it to inspire a new generation of young voices. The baton passes on, and I commit to working with compassion, vitality and spirit in Jennifer’s name, as Kelsey and I interact with many young students this summer. Thank-you! – Marcus Crawford Guy, 2017 Jennifer Saltzstein Kaffenberger Fellow
I am truly honored and moved to help further Jennifer’s legacy through this generous fellowship and my work at RYSA this summer. I promise to appreciate each moment, dream big, and grasp every opportunity to bring the joy of creativity to my students. Thank you so, so much for your generosity and belief in ASTEP’s mission! – Kelsey Lake, 2017 Jennifer Saltzstein Kaffenberger Fellow
ASTEP is honored to announce that the Jennifer Saltzstein Kaffenberger Fellowship is now accepting applications for 2017 summer programming. This Fellowship will take place from July 1 – August 18 2017 in the position of a storytelling/theatre Teaching Artist at the Refugee Youth Summer Academy in New York City.
For the eighth consecutive summer, ASTEP will support the 2017 Refugee Youth Summer Academy (RYSA) in partnership with the International Rescue Committee. ASTEP designs, implements, and oversees RYSA’s creative arts classes, which focus on visual art, dance, music, and storytelling for 120- 130 refugee youth aged 5-25 years old. RYSA is a six-week summer camp, held five days a week from July – August; from 8:30 a.m. to 3:30 p.m. and culminates in a graduation ceremony and performance for students’ families and their community.
The Fellow will be joining a team of 16 ASTEP Teaching Artists, who will lead the creative arts classes at RYSA. This Fellow will work to build English language skills, school readiness, coping and self-regulation skills within this vulnerable and underserved population——tools they need to thrive in school and to help build a new life in their new home. The Fellowship responsibilities include:
- Curriculum building and lesson planning for three (3) classes, each to meet twice weekly.
- Planning and teaching age-appropriate and culturally-appropriate lessons that focus on English Language skill building, school readiness, and the development of soft skills.
- Preparing a 2-4 minute performance piece in each class, or for visual art, preparing a showcase of student artwork, to be shared at graduation on August 18.
- Regular collaboration and communication with IRC and ASTEP staff members for a cohesive camp experience.
- Support and implementation of camp-wide behavior management techniques in the classroom.
- Support and implementation of both ASTEP and IRC methodology and pedagogical techniques in the classroom.
- Implementation of ASTEP evaluation tools in the classroom.
- Full participation in ASTEP and IRC training sessions.
- Full participation in ASTEP post-program surveys.
- Weekly blog post to share experience with the ASTEP community.
Applicants must have experience in teaching English Language Learners, teaching in a school environment, and teaching art in culturally diverse classrooms. This Fellowship requires complete commitment and artists must be available for all training and camp days.
The Fellow must be available for the following dates:
- ASTEP Team Training: July 1-2, 2017 (tentative)
- RYSA Training: July 5-7, 2017 (tentative)
- RYSA Dates: July 10 – August 18, 2017
From July 10 – August 18, the Fellow will teach six (6) hours per week and should plan to spend at least ten (10) hours per week on site.
The accepted Fellow will receive a stipend and materials/supplies budget.
This Fellowship is named after Jennifer Saltzstein Kaffenberger, 1976-2016, a loving soul who valued the arts. She inspired everyone she met with her quick wit, compassion for others and passion for the dramatic arts. Jennifer’s love for drama started early in life in Kansas City when at the age of four, her mom took her to the musical, Annie. The live stage and sound of music captured her heart, and the thrill of the theatre and her admiration for all things related to drama was a hallmark of her life.
The Jennifer Saltzstein Kaffenger Fellowship gives this unique opportunity to someone who closely models Jen’s personal values and skill set and ensures newly arrived refugee youth will experience the transforming power of the arts, much as the arts impacted Jen’s life.
If you are interested in applying for the Fellowship, please complete the ASTEP Volunteer Artist Application, making note that you would like to be considered for the Fellowship.
** Email Aaron Rossini at email@example.com or give us a ring at 212.921.1227 to learn more!
Deadline to apply is: April 15, 2017
For our an eighth consecutive summer, ASTEP is teaming up with the Refugee Youth Summer Academy, a 6-week summer camp that focuses on welcoming newly arrived refugee youth to their new life in NYC and giving them the tools that they need to thrive. A team of 16 ASTEP Teaching Artists will lead performing and visual arts classes to develop skills for 120-130 refugee youth, including school readiness, comfort with the English language, increased coping skills and a greater sense of community in their new home.
Tentative Program Dates: July 10 – August 18, 2017
Tentative ASTEP Team Training: July 1-2, 2017
Tentative RYSA Training: July 5-7, 2017
Application deadline: April 15, 2017
Location: New York City
Who: All artists! We need a diverse team and hope that you are a part of it!
** Email Aaron Rossini at firstname.lastname@example.org or give us a ring at 212.921.1227 to learn more!
“ASTEP’s arts classes at RYSA give children who may be struggling with academics the opportunity to shine, build their confidence, and develop a positive outlook towards school.”
— Courtney Liu, Upper School Dance Teacher, ASTEP Volunteer Artist 2016
Do you want to create a space for newly resettled refugee youth in your own neighborhood? Are you a teaching artist looking for a summer opportunity here in New York?
ASTEP is once again teaming up with the International Rescue Committee for the Refugee Youth Summer Academy, a 6-week summer camp that focuses on helping refugee youth break down the barriers they face by improving their English language proficiency, social and emotional skills, community ties and confidence——abilities they require to create a new life for themselves in their new home.
Program Dates: 5 July – 12 August 2016 (Orientation: June 29-July 1)
Application deadline: ASAP
Location: Downtown Manhattan, NYC
Who: All artists! We need a diverse team and hope that you are a part of it!
** Email Lizzy Rainer at email@example.com or give us a ring at 212.921.1227 to learn more!
Do you want to have a life changing experience this summer?
ASTEP is currently recruiting one dancer to join our Volunteer Team to teach at the 6-week Refugee Youth Summer Academy in NYC, presented in collaboration by ASTEP and the International Rescue Committee. Volunteer Teaching Artists will work collaboratively to create and implement a unique curriculum that uses the arts to build English language proficiency and social emotional skills.
- Volunteers need to be comfortable working with English Language Learners.
- Volunteers are on-site two days a week, 3 hours a week, from 12PM-3:30PM for 6 weeks.
- Training takes place June 30 – July 2
- The program runs from July 6 – August 20
Email Abby Gerdts at firstname.lastname@example.org to learn more!
+ Want to find out more about our partnership with The IRC?
+ Check out our blog from RYSA 2014!