Rachel Kara Perez’s blog: An Ode to Lesson Planning


Rachel Kara Perez, a 2018 Jennifer Saltzstein Kaffenberger Fellow, will be sharing monthly blog posts about her 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 #4:

August 3, 2018

An Ode To Lesson Planning

Much of being an Arts Educator is about doing your best to prepare in advance, have a plan of action, and also be open to throwing that away and having multiple backup plans in case the lesson takes an unexpected turn. With flexibility and room for creativity, one can navigate a class and shape it based on the children directly in front of them. Preparation, abandon, improvisation, systematic approaches, being open to surprises. It’s a constant balancing game between having plenty of tools and plenty of flexibility in the event of cut time, extra time, changed time, interruptions, latenesses, etc. Depending on the setting, depending on the partnership, no class looks exactly the same.

In addition to continuing my work at Lutheran Social Services with our Unaccompanied Minors Program, this month I have also joined the ASTEP staff at The International Rescue Committee’s Refugee Youth Summer Academy (RYSA). There I am the Lead Teacher in Storytelling. At this particular site we are preparing the children for public school in the fall, while incorporating English Language comprehension into our lessons. It’s been an incredible experience and I can’t believe we’ve already hit the halfway mark!

RYSA differs from the Lutheran Social Services site in that I am not working with the children in their native languages (at Lutheran Social Services all classes are taught in Spanish). That is a different set of challenges and I am so grateful to have the opportunity to experience both.

Lesson planning plays a crucial role at both sites. RYSA is a framework where we work to establish a more traditional school culture in an effort to prepare students for public school. At Lutheran Social Services, the volunteer Teaching Artists are afforded more freedom within their lesson plans, and each lesson is built to stand alone as opposed to at RYSA, where we plan for 6 weeks all while keeping in mind that it will culminate in a brief final performance.

It’s a different set of stressors and expectations but the ultimate goal remains the same: to use the arts as a means to uplift, educate, and inspire the youth. In all of our classes we work to share a joy, to provide tools for critical thinking, self reflection, imagination, and exploration.

Lesson plans are never anyone’s favorite part of teaching I don’t think, but they are helpful in organizing one’s thoughts and approaches to a particular class or project. They serve as a roadmap and a guide and even a script at times. Being an educator is not easy; it takes a lot of energy, focus, and social awareness to do it successfully and meaningfully. The different approaches to lesson planning have taught me a lot, and while there has definitely been a learning curve with adapting to different sets of expectations, I have more skills to include in my tool belt. While seemingly small, the concept translates into a larger one: having access to and the ability to offer different approaches each time I walk into a classroom is a kind of agency I hope to implement and pass on.

 

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