THE MIDPOINT: Where are we now?

By: Marcus Crawford Guy, 2017 Jennifer Saltzstein Kaffenberger Fellow

Ok. I’ll be honest — when I saw that there were 5 full training days at the start of July for this program, I thought “What do they need to teach us that requires 40 hours of my time?” That’s more time than we’d spend actually instructing our students in the individual classrooms. It seemed so extensive and I couldn’t fathom how we’d be able to integrate all of this new information into our classrooms in the way our well-versed New York City, Dept. of Education colleagues would. The jargon, and the rigor with which it was being taught, seemed to separate me from the work I was desperate to do and had felt prepared to do.
 
But, here I am, halfway through the journey of RYSA R.I.S.E with this incredible body of students, and it’s all proving useful — some of it in small ways, others in more profound, and substantive ways, but I’m using it, it feels accessible and while it’s likely an imperfect product I’m delivering at times, it feels good to be wearing the teacher hat in a formal setting. And to be doing so with only 5 days of training vs. 4+ years (and college debt).
 
Training in hand, this week Kelsey and I dove in to tackle this large heading — Summative Assessment. Basically, we wanted to set a task that would gauge just how much our students have taken in in these past 3 weeks of class. What concepts have they held on to from our class and what skills are they able to exhibit that the program, at large, is trying to equip them with? This will help guide our second half of the course. So true to form, we put on our super academic hats, our serious faces, and played mad-libs with the kids! 
 
They loved it! Our youngest group, the Smiling Sunbeams, needed lots of scaffolds (another fancy education word, meaning support!) to help them through but they really latched on to certain ideas. Most importantly for us in the storytelling classroom imagination is a concept that the kids definitely know and love. This feels like a huge victory over iPad and game console culture. Our oldest group, the Rising Stars, knew all of the vocabulary that we had taught them, but struggled more with transferrable skills — cooperation, compromise and delegation of roles. This was a great opportunity to defer to our assistant teacher in the class, who spends the entire day with the students and could relate our learning, to those of other teachers in other classrooms. On a second attempt, they soared through the exercise.
 
 Finally — we led the Flying Arrows who had the most interesting response to the exercise. Many of the students in this class, have a very difficult time grasping the English language, while a core group of others are vocal, participatory and typically help Kelsey and I move the class along. Surprisingly, there were no spectators and everyone got involved. Our more able students took on leadership roles and made sure the large task was accomplished, while our true English Language beginners spent time searching through the words, sounding them out, using this exercise as an opportunity to be curious, to discover and to do so without feeling pressure to achieve. It was extraordinary to watch.
 
RYSA is teaching me so many things, but most importantly for this week, it was great to be equipped with the skills to actually gauge where our students are in their own process of skill-acquisition. It didn’t feel academic. It felt like I was prepared to serve the students, to witness their progress, and to talk about it with a degree of sophistication. We were told in training that we should be seeing the student, and not their trauma. I would take that one step further and acknowledge that this week we saw their growth – bright, budding and wonderful!

Week 2: Storytelling: Rapid Transformation

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.

 

Jennifer Saltzstein Kaffenberger Fellowship

Jen play

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 aaron@asteponline.org or give us a ring at 212.921.1227 to learn more!

Deadline to apply is: April 15, 2017




Bring the power of the arts to refugee youth

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 aaron@asteponline.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






Support refugee youth in NYC this summer!

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 lizzy@asteponline.org or give us a ring at 212.921.1227 to learn more!

 

Last minute recruiting: 1 dancer for the Refugee Youth Summer Academy!

RYSA 2014_Week 2_11w

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 abby@asteponline.org to learn more!

+ Want to find out more about our partnership with The IRC?

+ Check out our blog from RYSA 2014!








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