Motivated students and families from around the world look for immersive experiences at American high schools where they can learn English, absorb American culture, and prepare for post-secondary education at English-speaking institutions. As the Waldorf movement continues to grow around the world, some international parents are looking for a Waldorf high school experience when their own country doesn’t have a program established. At the same time, there are international families who have never known about Waldorf education, but appreciate the liberal arts curriculum, community feeling, and host-family experience the Rudolf Steiner High School offers. Over the past 18 years, 75 international students have found their way to Steiner High school and have emerged with skills and relationships that have prepared them for their next steps in life.
Mary Zeng (’21) deeply appreciates her experience here. What was important to her, and her family, was to find a school that assisted her learning English along with broad academic coursework. Thanks to our smaller classes, she was able to form supportive relationships with her teachers that continue today. Her immersion in American culture with a Rudolf Steiner School of Ann Arbor high school family both dramatically increased her acquisition of English and gave her a caring environment to navigate her high school years. She sees the relationships she built with classmates, her host family, and the wider Ann Arbor community, as her home-base in America as she attends University of Massachusetts - Amherst.
When Vivian Wang’s (’17) parents were trying to find an American high school for her to attend, they were looking for a good experience both with an English-speaking family - so she could learn the language and culture - and an academic setting that appreciated both the sciences and the arts. Vivian’s host family had a 1-year-old child and they loved getting to know Vivian and helping her study for classes and learn English. She continues to stay in touch with them and they even helped her move to Atlanta to attend Georgia Tech. Vivian also appreciated the strong relationships she had with her teachers, where she was encouraged to ask questions and be proactive in her learning.
For Irene Zhang (’21), two of the reasons she came to RSSAA were to continue studying at a place that was more artistically oriented, and finding a home-life experience in a city that was safe. In Ann Arbor, she lived with a Chinese-American family who had small children and she had a marvelous experience. She became a part of their family, and they treasured the opportunity to learn from her. She looks forward to visiting them during breaks from her studies at Tufts University.
The host-family experience is just as rewarding as the educational. For many, the international student becomes a part of the family, participating in their customs, meals, and celebrations. Irene’s host mother, Bing Li, found the hosting experience wonderful for her family with two young children. During the pandemic, they got to spend even more time with Irene and she truly became part of their family. High school families enjoy a peer-to-peer experience that can enhance the high school years for their own student as well as their guest student. Some past host families are looking forward to hosting another international student when the opportunity arises.
The city of Ann Arbor is attractive to many international students because of its safety, a large international community (especially for Asian students) and being within the vicinity of the University of Michigan. For a teenager, Ann Arbor provided outlets beyond school to connect with others. Mary took tennis lessons at a local club and explored the various teen locales in the region. Irene attended UM football games with friends and immersed herself in artistic experiences. Learning soccer was exciting for Vivian, and she found the coach very helpful and her teammates welcoming. Students also can participate in a variety of after-school clubs, like Model United Nations, that connect them in new ways to their American classmates.
International students at RSSAA also form bonds with each other as they take English as a Second Language (ESL) classes, led by skilled ESL teachers who become a reliable support-system to complete their academic coursework. For some students, these teachers become a sounding-board for other questions or concerns they have during the school year.
Our international students have found a well-balanced program at RSSAA that brings the warmth of a family experience while undertaking an American high school education. For international students and host families alike, an impactful, life-changing experience can happen, and relationships are created that can continue years after graduation!
If you're interested in learning more about how you can help create an amazing experience for an international student, please reach out to Sian Owen-Cruise at firstname.lastname@example.org.
A beautiful experiment: 17 high school seniors, 5 teachers, and Venice, the floating city. Ms. Efimova, our high school art teacher, had the original idea, an “art trip…with sketchbooks.” After nearly a year of preparation, our plane left Detroit Metro Airport for Venice. It was March, 2001. Twenty trips later, the Italian Journey has become a cherished tradition for the seniors at Rudolf Steiner High School. Spring arrives in Italy, and our Italian friends wait impatiently for us to arrive. They deeply appreciate our students’ joyful laughter, heartfelt curiosity about Italy, thoughtfulness, kindness, singing, and gorgeous drawings. One of our guides has said, “No one on earth travels like this school”. It is true. We are not tourists at all, but thinkers and artists open to the possibility of surprising transformations. In a way, the experiment continues, with amazing results year after year.
No one on earth travels like this school.
Venice, Florence, and Rome are our three muses now, with, when possible, the sweet addition of Orvieto, Lucca, Fiesole, Verona, or Vatican City. We begin in Venice. It is impossible to imagine this most improbable of cities until we sit in the rocking boat which takes us to the main islands of Venice. Arriving by sea has been the custom for about 1500 years. We disembark and the students gasp. “It is unreal!” “The buildings are older than a forest!” “There are no cars, and I hear just the water!” “It is a dream.” The changing colors and the continual movement of the water are mesmerizing, “quasi una fantasia”, almost like a fantasy. That’s the tempo marking for Beethoven’s “Moonlight Sonata”. If you cannot fly to Venice right this moment, try listening to that well-known piece. It will comfort you! This is the city married to the sea, but also the city where Galileo demonstrated his telescope for the Doge from the top of the bell tower. Optics and acoustics. A Scientific Revolution on the way.
Quasi una fantasia.
Water gives way to solid ground. We arrive in Florence, a city of prose and poetry, individualism and competition, science and art, dark buildings and sun-drenched courtyards. An Italian proverb states that spring has arrived “when you can step on nine daisies at once.” At the convent that has been our home in Florence these many years, we are greeted by both the nuns, and the garden daisies. Within moments, our students are weaving garlands for their hair. Then to sketch Michelangelo’s “David”! We walk in his footsteps, and Dante’s, and Brunelleschi’s, and Leonardo’s and again, Galileo’s. Academic lessons happens in tiny bursts. Here is the corner where Michelangelo and Leonardo argued, there is Dante’s street, that’s where Botticelli burned his paintings (fortunately not all of them). The intrigue, the excitement, the stupendous discoveries of Renaissance Florentines continue to resound. The cast of characters has changed, but the stage sets are all still there.
Grand Finale! Urbs Aeterna: The Eternal City. Rome! The scale is immense. The architecture, in ruins or intact, is magnificent, the vistas are glorious. Mosaic, paint, marble, bronze, gold, and ancient, perfect, concrete compete for our attention. Archeological work is everywhere. After all, 80% of Rome is still buried underground, and someone must dig it up! This city is modern and ancient and medieval and Renaissance and Baroque all at once. How can we make sense of it? Our beloved guide weaves a tapestry of stories while we walk together. She does it so wonderfully that sometimes we cry. Her stories are timed to our steps through the streets. It is her unique form of choreography. Genius, truly. We are enriched and at home. She has given us the keys to the city.
Our Italian Journey comes to a close for another year. Almost 450 students and teachers have traveled to Italy with Rudolf Steiner High School. Every single one has left an imprint. All have strong memories, sketchbooks and a connection with the world and each other that cannot be created in the classroom alone. We're honored to be able to offer this unique experience to our students and grateful to all who have been a part of it. Grazie Mille! Deepest thanks to all who have made this beautiful idea an even more beautiful reality!
(We'd like to express our regret to the classes of 2020 and 2021 who, due to the pandemic, were unable to experience Italy in this way.)
The 12th grade Italy trip has been a fixture at our high school since 2001. That's 20 years of incoming students looking forward to it before they ever set foot on our campus! Our high school Humanities and Art departments are in charge of this experience, which focuses on Art and Art History.
Despite the trepidation we all felt in planning for this trip during the ongoing pandemic, after two years without it we felt more sure than ever about the value of this capstone experience to our senior students, and we charged ahead. It took many months to plan and we had multiple scares with the vagaries of the flight and tour schedules, the worry over possible loss of accommodations due to COVID, and the additional work of verifying and collecting vaccination information and ongoing COVID testing for all students and chaperones, but everything fell into place. Before departing, students had a week and a half of intense preparation where they learned in-depth history and the curriculum context of the places they would visit, as well as some Italian phrases. They also had some time to practice live sketching. The careful planning of the trip - both curricularly and logistically - paved the way for a smooth and enriching experience for all the students.
The trip was seven nights: three in Venice, two in Florence, and two in Rome. Students visited important art and historical sites and were required to capture their trip via drawings and written reflections in their sketchbooks.
Upon their return, each student highlighted a meaningful Italy moment during an all-school assembly, including:
- Being outside of the USA for the first time and experiencing all the differences and surprises
- Going on group night walks in Venice and seeing the difference between the busy day time and serene night time
- Experiencing St. Peters Basilica at the Vatican
- Seeing everything we learned in Art History class up close
- The many androgynous-looking statues beautifully displayed in The Uffizi
- Climbing up the Campanile (belltower) in Florence and seeing how beautiful the city looks
- Walking in the footsteps of the many great artists we learned about in school
- Seeing Botticelli’s The Birth of Venus in real life
- Touring the Roman Forum with our guide, Francesca, and reliving ancient Rome
- The restaurants, convents, and hotels where our school has long standing relationships
We are thrilled that the students were able to have these experiences after the disappointment of the canceled trips in 2020 and 2021. The Italy trip, like all of our school trips, is an opportunity for growth unlike what most students have in their day-to-day classes and extracurricular activities. Our class of 2022 students jumped at the chance to experience another culture, to see different ways of conducting daily life, and to consider a different, and much longer, sense of time through the history around them. Our wish is that they continue to lean in to the curiosity they have developed in high school so that they can keep learning and growing.
Join us for an in-depth look at the trip itself in our next Look A Little Deeper blog post!
Working to rebuild community and identity in the aftermath of the Vietnam War.
Bryan Thao Worra is a talented Laotian American writer, poet and community activist and has forged a path connecting experiences of refugees with the restorative aspects of writing. Born in Vientiane in the Kingdom of Laos, Bryan was adopted at three days old by an American pilot named John Worra, who flew for Royal Air Lao. He arrived in the U.S. six months later and eventually settled with his family in Saline, Michigan. He joined the Rudolf Steiner Lower School in it’s fledgling years (early 1980’s), when the school had mixed grades and only two classrooms. After graduating from 8th grade at RSSAA in 1987, he went on to Saline High School and eventually Otterbein College.
Bryan’s leadership in the writing community is being acknowledged during a livestreamed event at the Library of Congress on May 2 in recognition of Asian American and Pacific Islander Heritage month. Appreciating his accomplishments, we reached out to him in order to learn a little about his thoughts on his Waldorf education and ideas around the arts and advocacy.
Your work over the last 20 years has focused on refugee resettlement and the arts. Can you tell us how you’ve connected with refugees through your writings and Southeast Asian diaspora?
The last two decades have taken me across the globe, searching for others who were scattered in the diaspora that followed the end of the Southeast Asian conflicts of the 20th century. I'd understood that many of the elders who were so fundamental to understanding how and why we are in America were passing away even as the younger generation didn't always know how to ask the questions they needed to preserve their family and community histories. In the United States, and in many parts of the world, those who don't understand their roots are often among the most easily exploited and many will find themselves adrift if they cannot understand who they have been, and how to express a future they see themselves in.
One aspect of my process has involved committing to a range of stories, poems, artworks and presentations on both the historical and the wildly imaginative, the cosmic and the everyday and to encourage my fellow refugees to consider different ways of expressing their own experiences and dreams. To give them the freedom to feel that it's ok to risk and to write more than one story, one poem, one idea to pass on to the next generation.
You joined RSSAA as a very young person. What do you remember about your experience with Waldorf education that has shaped your poetry and writing, or you as a person?
At first it was a startling experience, but a wonderful challenge engaging both my logical and creative sides. Our teachers there helped me find the confidence and initiative to direct my own learning and response to given lessons. One of the most important parts of that experience was creating my own textbooks. That absolutely impacted how I eventually made chapbooks and poetry collections later, and my enthusiasm for having experience on all sides of the publishing process. RSSAA prepared me for high school and college in such a way that I often felt way ahead of my peers and even a little out of place, enthusiastically seeking knowledge and ideas to share with others. It was always surprising to meet others who didn't have that energy and motivation. My years with RSSAA encouraged me to form lifelong friendships and to explore the deep connections between everything and to see my own experiences had a relationship to it all.
What role did the arts play for you as you grew up?
Growing up there weren't many books about my culture and my heritage in the encyclopedias or in popular culture. There was no clear timeline that helped me understand those essential questions: "Who am I? Where do I come from? Why am I here? Where are we going?" The arts provided a way to risk, and to experiment, to pose questions. They weren't legal depositions, but could often touch on great truths while I explored the questions of my identity and what it might mean to reconnect with others to rebuild our community after the war. Initially this was often a rather non-linear process but it became essential, much like the process in solving a jigsaw puzzle.
Do you have advice for young people who want to pair the arts with advocacy?
There are many ways to articulate a vision for a better world. Sometimes by showing a new model of possibilities, sometimes through warnings of unintended or even intended consequences. Each technique has its uses and limitations, and an artist will always face a particular risk with advocacy: Do we reinforce the existing arguments or dismantle them for something better? Pushback is possible with both. We have to commit to learning as much as we can on a given issue, and then we have to give ourselves permission to risk a new way of expressing what matters to us. And sometimes, an artist must find ways to avoid the inertia that comes from waiting for "the perfect" and instead seek "the good" and "the necessary" at a given point of time. As you get started, the key thing to remember is that you don't need to be the last word, but a word that gets the conversations started to create change.