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Standing on the Shoulders of Gnomes

September 08, 2022
By Katrina Klaphake

When we think of progress, many people refer to the “giants” who propel an organization forward. In reality, it’s all the “gnomes” who do the hard work that makes a community successful. This is certainly the case for Rudolf Steiner School of Ann Arbor. With humble beginnings in a three-room building near Cobblestone Farm in 1980, and eventually a home for our K-8 program on Newport Road, our growing community of inspired parents and teachers had a vision for a full PreK-12 program.

A high school study group was active for many years and eventually, the College of Teachers hired Agaf Dancy in 1996 to spend a year preparing to welcome 22 ninth and tenth graders in the fall. A valiant effort was made by Robert Black, Margot Amrine, Becky Schmitt and Judie Erb to build the high school on the Lower School's Newport Road campus, but there was resistance in the surrounding neighborhood. Judie proposed the Genesis building on Packard Road and Agaf found the ideal faculty team of Mary Emery (Humanities) and Geoff Robb (Science), who were trained Waldorf high school teachers. Navigating precarious waters, Judie, Margot and Fred Amrine won over a reluctant Board and in the fall of 1997, 22 high school students attended classes in the basement of the Genesis building.

Fall 1998 Faculty

Ashlea Walton (HS’ 01) recalls, “It didn’t matter that our classes were small or that we were learning in a basement. Ms. Emery and Mr. Robb, along with the other faculty, made us feel part of a family and the subject areas were enlivened by their enthusiastic approach to teaching.”

Eurythmy

Caroline Freitag (HS '02) has known since 7th grade that she would be a Waldorf teacher and is now in her seventeenth-year class teaching, working right here at RSSAA! As one of the pioneering high school students, Caroline didn’t realize initially, “… but I was seeking a high school experience where I was seen by my teachers and peers. These strong personal relationships, along with a wide array of educational opportunities and trips, led me to pursue a college experience that offered the same things.” 

Mary and Geoff led an amazing team of supporting faculty including Elena Efimova (Art), Robert Santacroce (Eurythmy), Erica Choberka (Biology), Janice Sanders (Instrumental), Barbara Brown (Bookbinding & Basket-weaving), David Van Eck (Technology) and Margot Amrine (History).

Erica Choberka was a teaching assistant at University of Tennessee, Knoxville and started her high school teaching career at RSSAA.  Along with teaching most of the science classes, she briefly taught gym and writing as well - it was all hands-on deck. As a twenty-something herself, she would sometimes hear students listening to “Sublime” on their boombox and resisted the temptation to join them (she was a fan).

New teacher, Erica Choberka, with students

 

Elena Efimova held classes in her home art studio, where students were bussed daily. Her whole house was open to the students - snacks and drinks in the fridge, bathroom in the master bedroom, and a “hotel lobby” in the living room. Some students even stayed for dinner if their parents showed up late. The first senior mosaics (the Five Elements) were created by the first graduating class of five students and now hang in the hallway at the Lower School.

Eventually, we needed more space and in October 2001, a six-acre homestead and factory, located on Pontiac Trail, was purchased to be the permanent home for our growing high school. A staunch group of eager, professional volunteers, who dubbed themselves "The Four Musketeers" (Tim Vachon, Victor Leabu, Robin Grosshuesch and Robert Black) donated both skilled labor and materials to improve the Frame House and the Stone House buildings on the property into administrative spaces. The generous support of key donors, like the Fox family and Erb Downward family and Seyhan Eğe, empowered a whole host of volunteers from families, students, staff and faculty to put the final touches on the former factory building, built by Christman Company and sub-contractor Brivar. The new campus opened in the fall of 2002.

Construction work on the building on Pontiac Trail

 

Crew Team 1998

When Evan Schmitt (HS ’01) reflects on his time at RSSAA, “I don’t think a day goes by where I don’t apply the lessons I learned during my time at the Steiner School. So much of my job is talking with organizations about their role in creating a fairer, more secure, and more equitable global economy where individual rights are respected and protected. The seeds of that ethos were planted in me every day I walked into that school…by the teachers, the community, and my fellow students”.  As a junior, Evan was key in organizing the first basketball team, coached by Bob Cosey. The sports teams gained momentum, sometimes “borrowing” 8th graders to complete the teams.

In 2008, RSSAA received our largest gift, a bequest of $834,000 from Seyhan Eğe’s estate. This gift paid for a dedicated middle school building in 2016 and launched the Inspire. Create. Lead. Capital Campaign for a high school campus expansion of a gym, lab, classrooms, and performance spaces in 2018, solidifying the commitment to a full PreK-12 Waldorf education.    

Although our spaces are beautiful and inspiring, it’s our faculty that make our school an exceptional experience for students and families. A high school parent recognized that during the pandemic, everyone was managing stressful situations and our faculty and staff were doing the same. However, they were also striving to provide the best experience they could for our students along with taking pay cuts to balance the budget. That is devotion.

These stories have reminded us of where we’ve been and how many involved families helped us get there. We are entering the next phase of our development, with seeds being planted to eliminate debt and build an endowment, to create an outstanding Waldorf educational experience that supports our students with outstanding educators, passionate administration, facility maintenance, and financial stability.  
 

First day of high school canoe trip
Hermit Island, Maine Zoology Trip

Is Travel Good For Teens?

June 21, 2022
By Cassie Standke

Is it safe?  Will they make good choices?  What if something happens?  Will they meet nice people?  

These are just a few of the questions that might pop up when considering allowing your teen to travel - and they're all valid and worthy of discussion.  But a question that might be even more important is, what will they learn?  For parents, the educational aspect of travel is most likely the biggest reason why they send their kids on an overseas educational program with their school, like our senior trip to Italy.  But what about travel with non-school groups - or even solo travel - for teens?

Traveling is the moment when the textbook comes alive, when everyday objects look completely different and when common greetings sound exotic. For teens, traveling abroad is exhilarating, stimulating, frustrating and—whether they're looking for it or not—extremely educational.  Experts say that the educational benefit for teens goes far beyond learning historical facts, architectural styles, conversational phrases and even a working knowledge of a foreign subway system. Travel is an excellent way for students to develop the vital skills like critical thinking and problem solving that will enable them to compete in an increasingly globally interdependent economy.

“I think the biggest thing travel does for teens is to help them to see beyond their own somewhat limited world and to see how other people live,” says Christine Schelhas-Miller, who taught adolescent development at Cornell University for many years and is the co-author of Don’t Tell Me What to Do, Just Send Money: The Essential Parenting Guide to the College Years.

Travel is particularly good for developing critical thinking as it forces teens to examine their own values and beliefs from the perspective of a different culture. They become aware of aspects of their lives that they have taken for granted and never examined. - Christine Schelhas-Miller

Improvement in critical-thinking skills can translate into big gains in the classroom. Travel can help students develop all of what educators call the 4 Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation), says Dr. Jessie Voigts, who has a PhD in international education and runs wanderingeducators.com, a global community of educators sharing travel experiences.

“Travel encourages critical thinking (especially when comparing intercultural differences), problem solving (in so many ways—money, transportation, food, events, cultures, languages, etc.) and communication (both verbal and non-verbal, which is key to any communication event, globally),” says Voigts, author of Bringing the World Home: A Resource Guide to Raising Intercultural Kids.  "It also encourages collaboration (working together with your travel partners or locals to fulfill your basic needs), creativity (finding a creative solution to a travel problem) and innovation (whether it’s a way to hold your luggage together with whatever is on hand or finding a new route in an unfamiliar town past a parade to get where you need to go).”  And, through these experiences, teens are becoming more flexible and adaptable along the way, two more skills that are essential in the 21st Century’s virtual workplace.

Our kids face an entirely different world than that of their parents and grandparents. They need more than school and college to get a job. They need to learn flexibility, adaptability, and other skills to succeed in today’s global economy. Our coworkers and neighbors are no longer just next door, but all around the world.

Traveling—not just being a tourist, but smart travel—helps teens learn flexibility and adaptability, and creates an open-minded worldview that allows teens to work well with others anywhere in the world.” - Dr. Jessie Voigts

It may take teens—and their parents—some time to realize that they have gained all of these skills from their travels abroad. But it probably won’t take anyone long to figure out that these teens have learned a lot about something very close to home: themselves.  Unexpected events always happen to travelers and, when faced with these events without an adult to guide them, teens develop problem-solving skills and confidence in their abilities to manage their lives.  When teens travel, they expect to learn so much about the other country, but may also make some important self-discoveries along the way.

Some Life Benefits of Traveling as a Teenager:  

  • Learn How to Save and Budget Money - Sure, learning about money starts at a young age, but there is real-life experience and deferred gratification in saving up all school year for an extended trip that a teen can proudly say that they paid for.  Plus there's the skill of budgeting throughout the trip.
  • Ability to Make an Itinerary -  Itineraries are just as dynamic as the places visited and this will reflect upon your teens travels no matter where they venture.  They'll build flexibility when they need to make and change their itinerary so they can have the best experience possible.
  • Build Problem-solving Skills -  World travel wouldn’t be complete without the occasional bump in the road.  Dealing with problems like pouring rain when the forecast predicted sun or a broken suitcase zipper will make them a savvy problem-solver as they work through predicaments proactively and positively rather than allowing them to spoil the trip.
  • Become an Independent and Responsible Young Person - When traveling around with family and friends, it’s super easy to follow their lead and let others take care of things like tickets, transportation, meals, itineraries, etc. – The list goes on and on.  Traveling without the familiarity of people from home means your teen will need to take more responsibility for their own actions, as well as look out for those they are with. This means showing up prepared, making the effort to participate, and being accountable throughout the trip.
  • Break Stereotypes and Experience New Cultures - Unfortunately, people are often quick to believe stereotypes about other countries and their cultures, especially the negative ones. This is true of Americans' views of overseas destinations, as well as other countries negative perceptions of Americans. When traveling, your teen will have the opportunity to break this cycle by keeping an open mind and an open heart and sharing everything that it means to be a global citizen.

While every family and every teen is unique, when it comes to travel it's possible the pros outweigh any cons.  Traveling teaches meaningful life skills, provides an opportunity to meet new people, facilitates cultural appreciation, and teaches the ability to adapt to new environments. Travel is a fantastic way of gaining these unique experiences which develop youth into more well-rounded citizens, all while having fun along the way!

International High School Students Find a Community at RSSAA

May 17, 2022
By Katrina Klaphake

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 sowen-cruise@steinerschool.org.

A Beautiful Experiment (Italy Part 2)

May 11, 2022
By Margot Amrine

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.)  

Please Enjoy Our YouTube Video

Our Return to Italy (Part 1)

May 03, 2022
By Ann Brennan

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!

 

 

Recent Posts

9/8/22 - By Katrina Klaphake
6/21/22 - By Cassie Standke
5/17/22 - By Katrina Klaphake
5/11/22 - By Margot Amrine
5/3/22 - By Ann Brennan
4/26/22 - By Katrina Klaphake

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