Alejandro Rodriquez | Refugee Youth Summer Academy 2011 | On-Site Administrator
All of the ASTEP programs I’ve worked for are truly remarkable, but the Refugee Youth Summer Academy (RYSA) holds a special place in my heart. Each summer, ASTEP volunteer artists partner with the International Rescue Committee and a team of New York City teachers to create a unique summer-school experience for recently-arrived refugee youth.
The goal on paper is clear and direct: strengthen language-skills and self-confidence, and prepare these youth for schooling in the United States. On the ground, however, things are far less cut-and-dry, and far more surprising and wonderful.
With refugees and asylees representing dozens of countries around the world, the teachers end up learning about as much as the students! A group of Nepalese boys performed traditional songs for us from Nepal, a young man from Sierra Leone gave me a chilling history of the diamond trade that no Hollywood film could ever match, and I was taught to count to ten in Japanese.
In return, these students learned about painters like Monet and Rothko and the movements in art they represented, they were introduced to break-dancing and Judo, and they created original poems and dances that told of their journies to the U.S., the challenges they were facing here, or simply the joy they felt at being able to work together and create. And, yes, English skills were improved – through telling stories in Drama class, learning lyrics in Music or simply via casual conversations out in the hallway.
But, it struck me one day as I watched an older boy from Guinea help a younger Tibetan girl with her still-life painting in Art class—that what we do at RYSA goes beyond preparing students for school. We create a safe space that, after six weeks, these students come to think of as home. That sense of belonging, I think, for kids who’ve only just gotten to this country, is truly a gift of immeasurable value.
Briana Gaydo | Art-in-Action 2010-2011 | Volunteer Artist
My first teaching experience in Homestead 2010 was one of discovery. I was a bit self restrained in many activities and did not open fully. Although I am usually a friendly and outgoing person, I was a bit self conscious of most of the activities and projects, trying to remain the “cool” and “funny” art teacher, not very vulnerable or emotional. Deep down though, I found myself envious of other teachers who had particular experiences with students where they opened up to eachother about something personal.
You know, those experiences outside the classroom where a student would sit with you and talk about something bothering them? I wanted that deep connection with anyone, a teacher or student. I also wanted to feel more approachable to others. I felt as is I was unapproachable in that aspect, and I felt like my only function was to offer comic relief and be silly with the students. I left the first year feeling fulfilled and happy, but a little one-dimensional and unable to offer more to other in emotional ways.
The next year of Homestead in 2011, I experienced a deep understanding and transformation of my thoughts. I was hanging out with Chelsea Ainsworth and we were talking about our new bunch of students, also comparing them to last summer’s bunch. I said something along the lines of me being really jealous of her personality and how she effortlessly emitted smiles and comfort. I said she has this way about her where she is extremely approachable and anyone can go to her with any problem or issue. I said to her that all I am is a big clown and I dance and sing and goof off with students before and after classes. I told her I wanted students to feel like they can see me as more than a goof ball. Chelsea immediately came back with a great comment. She responded with saying that this humorous and goofy way about me is exactly what makes me beautiful. She said she observes students around me and is amazed by how much fun they have with me. She says that a lot of students, especially with their family and home lives, need that mental and physical escape from their rough lives and just need to let loose and be silly. I was immediately uplifted and felt like I was accomplishing something.
Not every student is looking to unload their issues, some are still coping with them or learning to deal with them. Some just need to laugh. And that’s where I come in. I had a great summer in Homestead, and thrived on being that laugh and that smile in the morning when they all came off the buses. I was the one to giggle with students, sing songs with them, and encourage them to try new things. I felt transformed and fulfilled.
