Marcus Crawford Guy’s blog: POSITIVE + REALISTIC.


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 #3:

POSITIVE + REALISTIC.

 

We’re playing the Game of Life. Well, actually, we’re working with students to build it, asking them to complete the board with events, choices and circumstances that will shape their play in our final class this Thursday – “Remember to bring dice, Mr Marcus – that spinner thing won’t do!”

We’re working in a juvenile correction program at Passages Academy, where the common trait among all of the students is some kind of criminal charge, though we don’t get into those conversations. It’s a given and we work hard to move beyond that to build a creative and productive classroom environment. But with an ever-changing community, the politics are clear and while some infractions are considered “cool”, others are unanimously agreed upon as unforgivable. Regardless of the specifics, these factor entrench the students in a highly complex social environment. So when I posed the question: “What’s a negative event that could happen in your life?” it’s unsurprising that the answer was matter of fact “go to jail” because, generally speaking, it could be agreed upon – no politics.

Ok, well let’s think about something with lower stakes?” This caused a silence. “What’s something that could go wrong for me today that would affect me negatively but not be so high stakes as to cause me to break the law?” More silence. “Umm…you could stub your toe.” This was followed by a long and fairly intricate conversation about what feels normal, what feels bad, and what feels great for the students in their current state of being. The positivity and negativity associated with certain events exist on a sliding scale based on the privileges we are conditioned to. It makes sense and my upper middle class upbringing didn’t account for this.

Our dialogue about positive life events took a similar turn. The students weren’t willing to put events on the board that they couldn’t imagine for themselves. It was not productive, they said, to think about things that simply wouldn’t happen. I challenged this with the idea that if this was true, then thinking about the extreme negatives would only make them more likely to happen. So we agreed that we wanted to make a game board that felt realistic and true to the lives these young men were leading but that didn’t confine them to a certain realm of success or growth in the world.

And so, what was supposed to be a simple conversation about how we complete the game, became a complex discussion of what’s positive, productive and promotes success for this specific population. For the community in question, positive days felt like ones without negative interaction vs. being ones where something great happened. The latter just wasn’t in their realm of expectation.

As I gear up to play the game tomorrow morning, I’m thinking about how we can lift these students up, even when they are living with limited choices. How can they move forward and have lives that aren’t defined by their mistakes but by their potential to grow and move beyond this moment in their very young lives?

Our game board is deliberately two thirds positive – here’s hoping that’s what’s still to come!

 

Volunteer Reflection: Gabby Serrano

 

Name: Gabby Serrano

Age: 28

Where are you from, originally?  New York City!

How did you find out about ASTEP? Referred by a fellow volunteer. Shout out to Luz De La Cruz!

Which programs have you been a part of? ASTEP Arts Camp at Shanti Bhavan and ASTEP on STAGE! at the Incarnation Children’s Center and CHOICES Alternative to Detention program.

Do you have a background in teaching, when you started? No!

What is your arts background? I’ve been a visual artist for as long as I can remember. It all began with two of the finest mediums, crayons and paint (I’ll include fingers, as it was finger-painting to be exact). Early on, I realized that I truly enjoyed taking the time to freely express myself and continuously build off of previous efforts. Like many adults, life happened, and my passion lay dormant for a few years. It wasn’t until I decided to take an elective in sculpting that I found myself drawn back in and reacquainted with my long time love of the arts. I continued to create at my own leisure and pushed myself to explore different mediums and forms of art. A friend took notice to my artwork and recommended that I check out an organization that she had recently volunteered with in Florida. It wasn’t long after that conversation that I found myself on a flight heading to ASTEP’s art camp in India at Shanti Bhavan to teach visual arts. I currently use art regularly as an outlet and as a challenge to encourage myself to keep learning new and fun ways to create.

What challenges did you overcome while on site? There were times when we had additional attendees at a workshop and limited art supplies. One particular activity required drawing your neighbor’s portrait. Because there weren’t enough utensils to allow each child to choose their own medium, the activity underwent some impromptu revisions. We asked each child to randomly exchange mediums throughout the lesson, so that each child had a chance to explore a different medium while creating a single portrait. This essentially encouraged them (and I) to improvise and foster resourcefulness.

What victories did you achieve, while on site? There have been several occasions where people (both children and adults) have communicated their dislike or difficulty with visual arts prior to starting the activity because they feel that “they’re just not good at it.” It has been an ongoing learning experience for me as a teaching artist to find innovative and empathetic ways to help others overcome that self-proclaimed barrier, which can potentially influence their ability to thoroughly try. There was one particular instance, when a teenager didn’t want to partake in the activity for the same reason. However, after sharing a short chat with him that I realized he just needed some additional guidelines to work off. Once I provided him with some helpful hints on how to create a proportionate face, he really got into the assignment and created an amazing portrait. He was so proud of his work and even his fellow classmates took notice to his artwork. He’s a visual artist–he just needed some tools and encouragement to see his own potential.

What did working with ASTEP teach you about yourself? I’m currently a social work intern with a passion for visual arts. ASTEP is largely accredited for encouraging me to continue to pursue the arts and integrate it into my future career.  I’ve learned that I can combine my two passions and that it is totally possible to create whatever it is you envision.

What program is next for you? As an intern, I have fortunately been able to still partake in some of the volunteer opportunities in the tristate area. Some of the new, and more recent ASTEP programs are Women in Need and CHOICES. Once I graduate, I’d love to return to Shanti Bhavan and try other international and statewide opportunities.

 

 

Rachel Kara Perez’s blog: Paint on the edges


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 #2:

May 10, 2018

It’s always amazing to see how quickly things can change and how at times they stay remarkably the same. For several months I had much of the same core group of students, and then while somewhat knocked out of commission due to being sick this month, I came back and it felt like I had to start all over again, earn their trust again, explain why I had been absent, deal with the guilt of unexpectedly needing to stay home to rest. Then learn someone from the core group, one of the little ones (which is how we affectionately refer to the younger class), left while I was gone. The turnover struggle is real, and you would think it gets easier with time.

Recently we had a class working with body and face paint, and the children really got into it. Maria, our Teaching Artist for this particular lesson had worked with the children before, and those who had been there, remembered her favorably. We had a large group of older students, and bunched them in at the tables.  We had some newer students who came in a little late, as they were completing their orientation. No matter, the more the merrier, and for whatever reason, at this site I’ve observed that the children take particularly well to the visual arts, and are good sports about sharing materials and space.

I always find it interesting how the confidence of very small children is something to be envious of. Perhaps it is not even what one would call confidence, more a disregard, or a lack of self awareness, a beautiful naiveté that leaves them refreshingly unguarded and willing to try something new. Working with children ages 5-17, I notice that self-conscious behavior can often set in as early as 10. I say all this because in the younger group, I had a little girl and boy saying they couldn’t paint a heart, even after I saw them do it, and wanted me to do it for them. They wanted it to be perfect. A new child, 5 years old and all smiles (also the younger sibling of the little girl) not only did not care whether he could make the perfect heart, he was not interested in it. He proceeded to paint his entire arm green with such dexterity, he would have painted his sleeves had I not jumped in to roll them up. Una casa! he proudly proclaimed. If only we were all so confident in our renderings, in what we create. There is always much we can learn from the little ones.

He proceeded to wipe off his arms and paint over and over again, enthusiastically creating new temporary masterpieces, marvelling at the fact that he had transformed his skin into a canvas. There was a lot of laughter, and his sisters kept telling him not to get it on his shirt, as I repeatedly rolled it up and he repeatedly painted to the edge (he definitely got it on his shirt, but it washes off easily). If I could give the students one thing only, it would be the ability to never lose that innate curiosity so many little ones have. To maintain that spark, that eagerness, that imagination, that beautiful naiveté, and fearlessly transform it into art. To not worry about getting paint on the edges.

 

 

 

Marcus Crawford Guy’s blog: A 2 SHOW DAY


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 #2:

A 2 SHOW DAY AT ASTEP on STAGE!

545am / My alarm rings and the only thing slower than me is the sunrise. I’ve got an hour long train ride ahead, followed by a 15min walk to my first site for the day: a juvenile detention center where I’ll be leading classes in poetry over 4 days in the next two weeks. ASTEP Shirt – check! Supplies – check! Game Face – check! And just like that I’m out the door…

845am / My Teaching Artist cohort and I are taken through 3 security doors to meet the school librarian who’ll escort us and our pre-approved materials to the classroom. “The kids are excited for poetry month!” I am too. And I’m hoping the caffeine (now 3 hours old in my system) keeps working its magic.

915am / SHOWTIME. Act 1. 2 young women write Acrostic poems and open up, sharing the positive qualities they’ve assigned to each letter of their name. Their uniform ages them and for a moment I forget they’re just teenagers – they speak so beautifully. But their youth shines through as colored markers (approved contraband) are brought into the mix.

10am / One of these young women is going to be released today. She wears a smile brighter than the sun and the girls giggle their way out the door, the guards having called and approved movement between classes. My energy and spirit are rejuvenated – who needs caffeine?

1055am / Act 2. The class draws to a close as 4 boys, having written their own Acrostic poems, share what they learned with the class. Through their lens of “cool” I can hear them celebrating one another, having a new set of armor being built up as their positive behaviors are acknowledged. As they walk out the door I know they’re all questioning: Can clever be cool? And is that alliteration?

1230pm / I crash in through my front door, inhale my lunch and switch out supplies for the afternoon show… I’m about to head back out on another hour long train journey… but not before I nap!

345pm / I meet my next team of Teaching Artists and we immediately start talking about how our plans can change if the group is too small, too large, too energetic, too exhausted, too noisy… you get the picture! They’re flexible, they’re ready and it’s showtime all over again!

445pm / Energy is flowing – dare I say uncontrollably. We’ve explored our signature rhythms and are trying (oh, how hard we are trying!) to focus on drawing the things the music makes us think of. Suddenly, “How Far I’ll Go” from Disney’s Moana blares out through a handy portable speaker and becomes the ultimate antidote to chaos. Crayons and markers are held up like candles, it’s Beyonce at Coachella, and the kids join one another for a chorus of their favorite song. The joy is palpable.

550pm / Time to wrap up. “What’s one thing you learned or enjoyed today?” Several kids sigh. “What?!” I exclaim, shocked by the reaction. “But we loved so many things! The drawing with Mr. Eric and music and playing the BAH! game and playing Bunnies and Hawks with Mr Julian.” The reviews are in and it’s clear they were a hit!

715pm / After my fourth hour underground today, my front door slams shut behind me and my ASTEP shirt stares up at me. The word STRIVING looks a little bolder than it has before. Today we did that. We were striving in pursuit of something great and I think we inched our way closer to the goal. I open my laptop and refresh my email. Gmail politely reminds me that tomorrow I’ll be an Actor again, out in search of a whole other kind of two-show day.

 

NEW! Summer Program in Arkansas

PILOT PROGRAM in ELAINE, ARKANSAS

Building skills through the arts, no matter the obstacles*



Don’t know where you will be this summer? Do you want to bring joy and hope to to a new community that is hungry for change? This summer, ASTEP is partnering with Waves of Prayer in Elaine, Arkansas for our pilot arts camp – Heroes of Elaine.

With a population of 636 people, this rural Arkansas community is still flooded with segregation, unemployment, and poverty. Coming up on 100 years after the largest mass lynching in US History, this new summer program aims to help the community of Elaine remember the past and claim a new future for all Elainians. This three-week summer camp will focus on visual art, theatre, spoken word. music, and dance and will teach students to use their voices, believe in themselves, and collaborate with their peers.

Program Dates: July 4th – July 29th
Application deadline: May 15th
Location: Elaine, Arkansas
Who: All artists!

At ASTEP, we are making a conscious effort to have our artists reflect the diversity of the communities that we serve. People of color, LGBTQ+, those with disabilities, those with all educational backgrounds, and anyone excited to work with us are strongly encouraged to apply.

 

Housing, Flights, and food are all provided by ASTEP and Waves of Prayer

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

 

 

 

 

Be a part of Refugee Youth Summer Academy 2018!

 

For our 9th consecutive summer, ASTEP is teaming up with the Refugee Youth Summer Academy (RYSA), a 6-week summer camp that focuses on welcoming newly arrived refugee youth to their new life in NYC.

At RYSA, ASTEP Teaching Artists use their art form to help the students achieve school readiness, build English language skills, and develop coping skills and confidence. ASTEP Teaching Artists lead performing and visual arts classes with these goals in mind so that the students can learn to fully embrace who they are, where they come from, and where they are going. We use art as a tool to show students that they can be proud of who they are and thrive.

Program Dates: June 30th – August 17th

Application deadline: May 15th

Location: New York City

Time Commitment: 7 Hours Per Week

Who: All artists! We need a diverse team and hope that you are a part of it!

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

– Stipends are provided for ASTEP Teaching Artists








Rachel Kara Perez’s blog: A reason to laugh, to create, to channel one’s anger, or to express one’s joy.


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 #1:

March 31, 2018

March was quite the month. I have had to say goodbye without the opportunity to actually say it, to a few of my students who had been with us the longest, nearly 6 months. It is important to note that each week the size of the group alters. Some children come and stay for a couple of weeks, some several months, though it is rare, and some only once. As all of the children are protected as Refugees under U.S. law, once they move on, and for their own privacy and protection, they are not permitted to maintain contact with anyone who works at the Social Services agency, nor with each other. So imagine our heart beak upon discovering young love had blossomed between two of the teenagers. One in particular, whom I will refer to as Jose, had been with us for about six months. He was generally reserved, and more brooding once he fell in love with the “new girl” who arrived a few weeks after him. The children are not permitted to date one another and for many months I have dreaded the day that took place just two weeks ago. I walked in, asked where Jose was, and discovered he had left that morning. I could not disguise my disappointment, and the girl who told me expressed her observation that I looked as if I would miss him. Of course I will, I told her that each week is difficult, and I will miss him. A younger boy popped his head up and asked if I would miss him when he left, and I said of course. The girl who told me, she has also moved on since that week.

When asking each child to go around the room and say their name (for review and also to meet the newcomers), the girl he loves was still there, and bravely and honestly said that she was feeling sad. I thanked her for her honesty, and told her I respected her. I did not push for her to participate in all the activities. Just two weeks prior there had been a grey cloud over the heads of the older group, as two other students who had been there for a long time had also moved on. It is hard to explain the feeling, the impermanence, the hope, and yes even joy that is also found in this classroom. I have seen children arrive and be despondent, head hung low, tears streaming down their faces because they are far too recent arrivals in a new place, a new land, with a new language, and new cold weather that seems to be adding insult to injury. I have witnessed these same children, miraculously, come running into the classroom to meet me, jovial, playful, delightfully rambunctious, at times content, verbal, expressive, smiling. Sometimes it takes weeks, sometimes a few days. To see them again just being children.

These children have traversed and overcome great odds just to be here. Alone, for that is truly what Unaccompanied means..these children have experienced much more in their 5-17 years than many of us will in a lifetime. Many are escaping violence, poverty, gangs, hoping for a better life, hoping to succeed and thrive, sent ahead by families desperately hoping they will do better without them, or by joining others who are already here in The States. And this is where we come in.

ASTEP. An art class. A reason to laugh, to create, to channel one’s anger, or to express one’s joy. I am always amazed at how respectful, and eventually willing to play the children are. I admire them when they advocate for themselves, when they tell me they feel uncomfortable dancing or acting, and ask to observe, ask not to be pushed, not yet. And when they do it anyway, awkwardly, laughing, getting out of their heads if only for an hour.

At times we explore deeper themes, such as the day I led an activity with poetry and music from our cultural backgrounds, where the children were encouraged to write poems of their own, many expressing their pride for their native lands, for their culture, how they carry their flag in their heart wherever they are. Other days I just want them to laugh; we play theatre games, we make weird sounds, we dance.

A couple of weeks ago, our Volunteer Teaching Artist taught a dance class, and one little girl, whom I will call Liana, who had recently turned 9, and is often a very vocal and helpful and expressive participant, sat in the corner with tears streaming down her face. She had danced the week before and this had not happened, but at times we can be triggered unexpectedly. As the Volunteer Teaching Artist continued her lesson, I went to Liana in the corner and asked her why she was crying. She told me her father had taught her to dance, and it made her sad to think of him. I said I understood, that I had also learned how to dance from a parent. I let her know that to dance we don’t always have to be happy, that I even dance when I am sad, that it helps me, to literally move through it, that it can help her feel better. I said if she wants to come back and join us, I will be waiting, but if not that’s ok too. She nodded while more tears splashed on her cheeks, and I went back to the group. 5 minutes later she walked back to the circle, I motioned to her to stand beside me. We danced together. We laughed, we smiled. She taught me some words in her native indigenous language, Mam. Promised me a vocabulary list, one I am constantly worried I will never receive, for she keeps forgetting, or perhaps won’t be here the next week to give it to me.

Another boy who taught me how to say “thank you”, in Mam, also from Guatemala, lit up as I attempted the pronunciation. Quiet, shy, hesitant, this was the same boy who the week before during our poetry and music exercise I mentioned above, showed me his work, a paragraph written in both Mam and then translated to Spanish. Telling me a little about his life. Because I had asked him to write, or draw, express something. This is the power of storytelling. And this is what we do, this is why I use the arts as a tool for empowerment, for social justice, to foster empathy, to build community. To give them a voice. To facilitate the space in which they may discover it for themselves.

 

Marcus Crawford Guy’s blog: from the classroom


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 #1:

ASTEP ON STAGE! – Why?
It has taken me two years of participating in ASTEP on STAGE! workshops around New York City to realize why the project has its name. Much more than being related to the many performing artists who help teach and facilitate these workshops, the name stems from the fact that these workshops happen live. Just as we do in the theatre – we have to respond in the moment and we have to keep the show moving. This serves as a guiding principal in all of our workshops around the city with students in shelters, in Alternative To Detention programs and non-traditional housing.

The fact that ASTEP on STAGE! happens live, and in the various contexts it does, means that the students often arrive in the classroom with no time to debunk or hit refresh and reset. This brings with it the challenge of hyperactivity (yay – kids!), anxiety and sometimes aggression (my teenage self can’t imagine going through that transition here in the chaos of New York) and all of the politics that come with these communities. With this in mind, the teaching artist entering these classrooms needs to be flexible, ready to improvise and needs to lesson plan with less linear thoughts and more a web of activities and plans of action should the class not come primed to work. This level of readiness means that the teaching artist can support the students through these challenging moments rather than being thrown and potentially presenting them with judgement.

The other important element of these workshops is that they have to find a conclusion. Just as in the theatre, we need to bring our students to a place where the lesson ends and a measurable achievement can be acknowledged. For so many of the students, this kind of affirmation just doesn’t exist in their day to day lives and we get to offer a sense of completion and a celebration of that – regardless of how tumultuous the journey was, or how the lesson veered from the google doc we all share and collaborate on before we arrive. The importance of offering the students something labeled with success cannot be valued highly enough. As small as the gesture may seem, it lifts the students up and we begin to break, what may be, patterns of negativity in their lives.

The ASTEP on STAGE! experience is a challenging, but rewarding, one to step into. No two classes are the same and the lesson often bears little resemblance to the plan, but I’ve never left the room without new knowledge. It’s a great venue for volunteers to get their feet wet before committing to longer term opportunities. So what are you waiting for? Come play, share and learn!

Email sami@asteponline.org to get involved in our ASTEP on STAGE! programming in New York City.

 

Announcement: 2018 Jennifer Saltzstein Kaffenberger Fellowship Recipients for ASTEP on STAGE!

ASTEP is thrilled to announce that Rachel Kara Perez and Marcus Crawford Guy have been selected as recipients of the 2018 Jennifer Saltzstein Kaffenberger Fellowship for their work with ASTEP on STAGE!

ASTEP on STAGE! introduces underserved youth in NYC to the power of the arts by bringing performing and visual artists from the Broadway and NYC community to after-school and in-school programs. Because ASTEP believes that all young people should have access to the arts, regardless of their backgrounds, ASTEP on STAGE! partners with NYC organizations serving youth affected by the justice system, incarceration, gun violence, homelessness, immigration status, systemic poverty, and HIV/AIDS.

The Fellowship is a unique opportunity for individuals who closely model Jennifer’s values to introduce our students to new art forms and new artists. These Fellows will provide students with the chance to not only try new things, but to discover role models from all walks of life and to dream about a future full of opportunities.


RACHEL KARA PEREZ
I am incredibly moved and humbled. This fellowship is such a beautiful way to honor the memory of Jennifer and the causes she cared so much about, and I am so grateful to be afforded the opportunity to play my small part in continuing her legacy. The work we do is so important, and yes of course while fulfilling on a personal level, it is beautiful, hard, and NECESSARY: in building community, in fostering empathy, in working every day to create more justice and equity in our world, and through my greatest love and passion: the power of the ARTS. Muchísimas Gracias!
MARCUS CRAWFORD GUY
I’m thrilled to be the recipient of this fellowship! ASTEP on STAGE! programming contextualizes my life in New York City in a wonderful way and I’m thankful for the opportunity to have that work recognized and to do it with the spirit of Jennifer’s life and work in mind. It is a huge privilege to be in New York City pursuing a career as an actor, which is a lofty pursuit that I can often feel distant from. My interactions in the classroom offer much more immediate experiences and remind me of the important of work that asks others to communicate, engage and express themselves.

Rachel Kara and Marcus are inspiring examples of how the arts give our students the skills to learn they have what it takes to succeed no matter the obstacles, which is key to breaking cycles of intergenerational poverty. We’re excited to share their journey through monthly blog posts so stay tuned!






ASTEP & FRIENDS GALA



JOIN MARY-MITCHELL CAMPBELL AND ALL HER FRIENDS FROM BROADWAY AS THEY COME TOGETHER TO CELEBRATE ASTEP!

APRIL 23, 2018

54 Below

8:00PM Show, 7:15PM Doors Open



Artists Striving to End Poverty, founded by Mary-Mitchell Campbell 11 years ago, hosts its inaugural benefit concert and dinner with a one night only event! Intimate, engaging and sure to tug at your heart strings, come celebrate ASTEP and the art that it brings to deeply underserved communities around the world and right here in NYC. All proceeds benefit ASTEP, which trains volunteer artists to deliver arts programs for children, regardless of their backgrounds.

Join Mary-Mitchell as she invites her friends onstage to talk about their work with ASTEP, sing a little ditty or two, and honor all the people who make ASTEP possible.

FEATURING

Mary Mitchell-Campbell
Kate Baldwin
Sean Green Jr.
Erika Henningsen
Grey Henson
Andrea Martin
Laura Osnes
Georgia Stitt
Jessica Vosk
&
and MORE*

Purchase tickets: 54BELOW.COM

*Subject to change


$10,000 Lead Sponsor (limited availability) ($2,000 fmv):

  • A table for eight with premiere seating locations
  • 2 tickets to a Broadway performance of Mean Girls, with backstage tour led by Mary-Mitchell Campbell
  • Invitations to the pre-dinner VIP Toast and Cocktail hour with ASTEP staff and performers
  • Listing on the printed and emailed invitations and the event webpage
  • Recognition by the host from stage
  • Recognition on ASTEP website, in the event program, on signage displayed during the event

$7,500 Platinum Sponsor (extremely limited availability) ($1,500 fmv):

  • A table for six with premium seating locations
  • Invitations to the pre-dinner VIP Toast and Cocktail hour with ASTEP staff and performers
  • Listing on the printed and emailed invitations and the event webpage
  • Recognition by the host from stage
  • Recognition on ASTEP website, in the event program, and on signage displayed during the event

$6,000 Gold Sponsor ($1,000 fmv):

  • A table for four with preferred seating locations
  • Invitations to the pre-dinner VIP Toast and Cocktail hour with ASTEP staff and performers
  • Recognition on ASTEP website and in the event program

$5,500 Super Fan-cy Sponsor ($800 fmv):

  • A table for four located as close to the stage as law will allow – for the greatest fans among us. There are very few tables with this access – first come, first served!
  • Invitations to the pre-dinner VIP Toast and Cocktail hour with ASTEP staff and performers
  • Recognition on ASTEP website

$750 Patron ($200 fmv):

  • 1 VIP event ticket
  • An invitation to the pre-show VIP cocktail hour with ASTEP staff and performers

$500 Friend ($175 fmv):

  • 1 event ticket to the ASTEP & Friends show, dinner and open bar

To inquire about sponsorship options or to pay with a check please email katherine@asteponline.org






Footer background
165 W.46th Street, Suite 1303, New York, NY 10036
info@asteponline.org
(212) 921.1227

Drop us a line

Yay! Message sent. Error! Please validate your fields.
Clear
© 2015 Artists Striving To End Poverty. All rights reserved.