Black, Alone, and a Girl

“In 2015 I made up my mind to do something, to go to school, it hurt me because I had no one to encourage me and no one to support me, and I am alone…” - Manyi

By: Le’Jon A. Payne

We walked in eager to work with a group of bright eyed refugee children today at Sud Academy. Upon our arrival Principal George greeted us at the gate,with a warm smile. He then escorted us to the “principal’s office” where we would each sit down to discuss the program and officially sign in. I admired his professionalism and although the school had no electricity and the bare minimum for a facility he still operated and treated the facility with the utmost respect and dignity. This was beautiful sight to see. 

The students were waiting in the backyard for our session to begin. You could tell they had no clue what to expect or what was going to happen next. We began our opening activities and the students were eager to participate. Immediately they got involved and began the drama activities. We then began to focus on our objective of the day. Students were asked to choose a pivotal moment in their life and write a monologue. We broke up into 3 small groups. Immediately I fell in love with the 3 students in my group, a 14 year old Kenyan male, a 20 year old Kenyan female, and a 17 year old Sudanese female. 

The 17 year old Sudanese female, Manyi, left a major dent in my heart. She was very beautiful, her skin was very dark and she spoke the least amount of English. I had no clue that our conversation about skin, gender, and loneliness, would produce a new pivotal moment in my life. Manyi appeared to have some discomforts while working in the group. She kept apologizing for her english. It seemed that she was possibly worried that I was going to judge her. I assured the group that whatever they had to bring to the table in English or their mother tongue was valuable. I began to share a pivotal moment in my life with the group. I explained how it felt and what it was like for me tell my family that I was going to leave home and move across the world. Although it was exciting to me it wasn't that exciting to those who were close to me. Manyi almost immediately could relate, she began to open up about making the decision to leave her home in Sudan because of war and because she wanted an education. She explained how she made the decision at a young age to leave her mother and come to Kenya. She had a pivotal moment was when her uncle came and took her brothers to get enrolled in school  her heartbreak was all over her face when she said, “but he didn't take me, because I’m a girl.” The hole in her heart was evident. She explained that she wanted to get an education and she was hurt because she was being denied the opportunity because of her gender.   

This was a breathtaking, life changing, experience, for me as I looked into her eyes. Before me sat a beautiful black young lady who left her family in Sudan, to come Kenya, who was alone, by choice because she valued education more than staying back in Sudan “just to get married.” She didn't want marriage to be her top priority, she valued an education more. She was hurt and distraught that her uncle helped and supported her brothers but did not support her. She stated, “In 2015 I made up my mind to do something, to go to school, it hurt me because I had no one to encourage me and no one to support me, and I am alone, but at least I am happy.” Happy? How did she find happiness in her frustration? This is the beauty of meeting Manyi and helping her through Necessary Arts develop her voice, so she can tell a powerful story and encourage others. How remarkable, this young woman is, who is on an extraordinary life journey, in the midst of war, choosing to live alone in pursuit of an education. She takes my breath away. 

We worked together to complete her monologue “Girls Need an Education Too”  I was very proud of her and her courage. I began to share with her other speeches and poems by women who valued women's right. I began to act out monologues for her and coach her with her own monologue. At the end she was able to present her monologue. I was so excited for and this major accomplishment.  I asked her could we take a picture together. She smiled and said yes. We both had bright smiles and took the picture. She then looked at the picture and it was almost as if she was apologizing when she said to me, “I'm so black.” Another dent went into my heart.  I looked her directly into her eyes, “Yes you are and you are beautiful,” and I smiled. She began to blush and thank me repeatedly. 

There are so many young girls like Manyi who feel alone, unattractive, and who want more out of life then what society has determined they should have. It is my sincere desire that all the Manyis in the world would know that they are beautiful, intelligent, black young ladies, who deserve an education. I am very proud of Manyi and inspired by her courage. Manyi’s testimony, strength, and monologue have given me life and caused me to be committed to helping young girls around the world identify and develop their unique voice.  

Sud Academy Reveals...

The Power of Words

by Suzzanne Pautler

The Necessary Arts team spent the first day of the journey enveloped in the warmth, energy, and love of 35 children, despite rain clouds and flooding outside.  The second day was spent under bright, sunny African skies, while observing the beauty of animals and nature coexisting in Lake Nakuru National Park.  The power of words was not only evident, but dominated our third day of the journey:

“My skin is too dark.”

“I am going to be a humanitarian.”

“I lived at Kakuma refugee camp for ten years.”

“I will fight Al Shabab.”

“I should be helping my mother with her work, like washing clothes and fetching water.”

“The doctor chased us and said,’Why have you come so late? Your child will die!’”

“My mother bought me new brown shoes and a pink shirt because I was #1 in my class.”

“Only families with a girl survive. The family depends upon her dowry.”

“One person can make a difference in the world.”

These sentences may seem to be lacking a common thread, but in fact, were all expressed during our workshop at Sud Academy today.  Six teachers educate the 250 students enrolled at the school. 75% of the students are refugees, predominantly from South Sudan, as well as Congo, Somalia, and Uganda, living here without parents. The principal himself is former child soldier, trained by the rebels, until a bullet in his leg landed him in a hospital.  After recovery, he had no home, parents or sisters to return to, and instead fled his country to arrive in a Kenyan refugee camp.  The remaining 25% are “needy” Kenyans, we were told, with most coming from a single parent home, with that parent working to have just enough money to take care of basic needs each and every day.

Our students today, ranging in age from 11-20, seemingly have nothing as they attend the workshop in torn uniforms, sporting buttons sewn on with different colored threads.  Yet truthfully, they have so much. Their understanding of who they are as individuals, the love and support received from their brothers and sisters, the value of education, the smiles and encouragement shared by their principal, and the work ethic to succeed, all combine to create motivated, determined students who will rise.

The students will become the change makers who make a difference in society.  With a combination of passion, knowledge, and optimism, a better tomorrow will ensue day after day.  It is an honor to work amongst these young men and women, and we look forward to their continued growth and development.  Once again, Necessary Arts has reached an unreachable population, helping the students realize the power and self-confidence within, the strength of one’s own voice, and the power of one’s words.

All Good Things Come in 3's

All Good Things Come in 3s
by Suzzanne Pautler

According to our Kenyan friends, El Niño has arrived in Nairobi. The weather pattern coincides with the December 25th arrival of Baby Jesus, hence the name El Niño.  All around Nairobi is evidence of both: Christmas trees in every lobby, seasonal displays in the grocery stores, angel decorations made of dried sisal, and rain and mud...thick, oozing, chocolate-brown mud.  Gumboots and galoshes in every color of the rainbow plod through the mud along the winding streets of Embakasi leading us to the orphanage. Even Baby Grace, who never steps foot outside the home, stomps around in her bright red gumboots.  Our 4-wheel drive vehicle slips and slides all the way to the front door of the orphanage, allowing us to walk right in. The students are scrubbing the floors in preparation for tomorrow's wedding, and are thrilled to throw down their sponges to work instead with Necessary Arts.

Additional children joined us for today’s workshop, including several new additions to the family, as well as a few children who were staying at the home for the wedding celebration.  Despite the rainy, overcast day outside, the warmth and love shines inside through the 35 children. The NA team "reaches the unreachable" on each visit to Kenya, and today was no exception.  We spent 4 hours reaching out to this youthful community through large group team building, as well as one group reading and memorizing scripts, and the other group writing monologues and sharing their personal stories. NA sets the stage for the students to deliver, and they rise above our expectations every time.  Working with such an eager, motivated student population makes it no wonder why I've returned to work with these children on three subsequent visits this year.

As a result of the frequency and continuity of the NA visits, the students have shifted in their departure greetings from an almost desperate "please come back" to a much more relaxed "good bye", "we miss you", and "thanks for coming again".  The students of Jeho consider us as an integral part of their family; likewise NA is honored to have so many sons and daughters in our family.

I Indeed was the "Unreachable" in the Group

Sometimes beautiful things come into our lives out of nowhere.  We can’t always understand them, but we have to trust in them.  I know you want to question everything, but sometimes it pays to just have a little faith.”  ―Lauren Kate

I Indeed was the "Unreachable" in the Group
by Paula Peters

I knew that today would have been special. After all, I was in Nairobi with an exceptional group of international educators to support Necessary Arts- Reach the Unreachable -Humanitarian Arts program. Our mission was clear: we were to promote development through creative expression while helping participants develop strong leadership and critical thinking skills. I had read the materials shared, asked some clarifying questions of Naima, Suzzi and Allyson, veterans of the program, and prepared what I thought would be the materials needed to guide my group of 14 to 18 year olds through a three hour sessions of creating monologues of a pivotal moment in their lives. As any seasoned teacher, I started the session with a quick inclusion activity, followed by a short visualizing exercise. I modeled a pivotal moment in my life by speaking of  the recent rains in Chennai and the loss of some of my furniture and my car. I expressed emotions of  frustration and anger since would have to search for another place to live. Satisfied that the groundwork has been set, the children we sent off to pen their own pivotal moments.

I have just completed reading the fifteen monologues written and now humbly admit that it was I who had been the ‘unreachable’ in the group. The monologues varied from student to student. Some were stories of family tragedies, some of loss opportunities because of financial restraint and one was a journey of personal discovery. Most importantly, unlike my example, each story went beyond despair to hope and new possibilities born of out of struggle. Each child’s story sent a strong and clear message that when faced with adversity,each of us has a choice to make,either to buckle under the pressure or to develop a strength and compassion that will not be defeated.

Now I know that in order to support the mission of NA-Reach the Unreachable-Humanitarian Arts program, these students voices must be shared with other who are unreachable by choice. Those who are unreachable because they have replace a sense of service and gratitude with a sense of entitlement and expectation. Those who are unreachable because they do not believe in their capacity to succeed through perseverance.Those who are unreachable because they do not believe the answers are out there waiting and that life will surprise you again and again.

Now I know that these stories must be shared .

Youth Inspiring Youth

by Jannick Peters

I am so privileged. I receive a world class education. I am able to travel all around the world. I have the privilege to aspire to study music in university anywhere in the world, to do whatever I chose with my future. What a stark contrast that is to the kids I met in the orphanage today, who have been dealt an objectively awful hand. Most of them are my age or younger, and both of their parents have passed away. They have suffered so much, yet they greeted us with such warm smiles and a strong desire to learn. It was a truly humbling experience, because at the end of the day, what is the real difference between us?

When I spoke to some of the kids, they vocalized and articulated their thoughts, ideas, and hopes in an incredibly clear and powerful manner. They told me that they are thankful that they get to go to school, and for the kindness of Mariam, who they call Mum. Mariam must be doing a great job, because all of the kids look really healthy and they approach the world with a confidence and love for others that is really admirable. I can’t help be feel saddened that even though they did nothing to deserve it, these kids have limited options. I also feel like if they had the opportunities I did, they would be highly successful. 

It was a remarkable experience to be around the kids, and I cannot wait to go again. I hope I can find more ways besides simply donating to help contribute to  the welfare of the kids.

5,4,3,2,1 ACTION!

“Looking into your eyes, I can see life, from my eyes to yours I can feel it.” 

By: Le’Jon A. Payne

What an amazing day, what an amazing journey. Working with the kids at JEHO was an experience I will always remember. From the moment we walked in we were greeted with love, warm embraces and big smiles. What was most interesting to me, is that I am a stranger, in a strange place, surrounded by children I don’t know. Who are very welcoming in a calm and mature manner. These children had never seen me before, they didn't even know my name, but to them, my purpose, the Necessary Arts visit was a meaningful opportunity, that was well worth the wait.

As the students lined up chairs and sat closely to one another, they waited patiently for the leaders of NA to tell them the next steps. We worked together as a whole group introducing ourselves as facilitators and then the students asked could they introduce themselves. This was a significant moment for them. It was very important, that every child had a name that went with their beautiful face and radiant spirit. It was important that they got the opportunity to introduce themselves to say their name, who they were, something special about themselves. It was important that each child from 2 years of to 17 years old, had a place. This environment, was definitely an environment of love, where no one was forgotten and from the youngest to the oldest, each person had value. I felt at home immediately, and definitely welcomed. It was now my turn to impart the feelings that theses wonderful and warm spirits had imparted to me, back to them. The concept of sowing and reaping. It was my turn to sow seeds that would empower these 40 young people through the arts to express themselves and allow their minds to be stimulated for mature growth, but most of all develop a confidence to believe and achieve whatever their pure hearts desired.

5, 4, 3, 2, 1, ACTION! As we transitioned into our acting class, I was amazed at the amount of confidence that the young performers had. Their confidence was radiant and each participants brought LIFE to each session. We began with a warm up, ZIP, ZAP, ZOP! The kids loved this warm up and within minutes took over the game and began to lead as experts. We then worked together in a small group to discuss emotions and how we can demonstrate our emotions without words. I performed a few scenarios for participants and they guessed what emotion my character was portraying. Again, the students were eager, they were soon leading and demonstrating their own scenarios.We soon began working on scripts. At first the participants were timid and weren't confident in reading the script aloud. So I decided to take it slow and read each line, act it out, and then allow each group to follow my lead. Soon after the participants were leading the group and didn't need my help. By the end of the session they had memorized the script and were ready to present in front an audience.

What is amazing about these kids is not who they are or the circumstances that they are experiencing, but what is inside of them. I love the fact that they had so much life inside of them and they were not afraid to give this life, this bright light inside of them to others. Necessary Arts provided a platform, that they loved, for them to be able to express themselves, to communicate, to say their name, to have another place in the world, where they had value and meaning, through artistic expression.

Reaching the unreachable. We would never be able to reach these kids within the confines of our own community. The gift of being able to travel to meet them where they are is priceless. A lot times, humble servants come to be a gift to others, but it is always the most amazing experience, when you have actually received a gift. These bright eyed, pleasant, beautiful faces, gave the gift of life from their eyes to mine, in JEHO. I do believe today we were able to reach our goals and we were rewarded for it, by watching their confidence run across the stage as they presented the life inside of them to others.

Life has not Altered My Dreams...The Mission Continues...

When I started Necessary Arts in Harlem, NY some twenty odd years ago and realized the power of the program, my dream was to take the work to Trinidad and Tobago, my home of origin. Once that dream was realized in 2002, I started dreaming of bringing the work to Africa, my Motherland. Almost two years ago that dream manifested in Kenya with me stepping on a plane on my own and uncertain of where I would end up and how I would be able continue the magic. With the help of several people Necessary Arts has stimulated minds through artistic expression from New York, USA, to Port of Spain, Trinidad and now to Nairobi, Kenya. The amazing support team started in Harlem with Vanessa Taylor and Maria Butler supporting every venture undertaken. Later in 2002, Lydia Ledgerwood and Penelope Spencer would take on the role of Directors as we formally registered the company as an NGO in Trinidad and Tobago. With the headquarters remaining in Trinidad the work has stretched its wings via Dubai, UAE to Kenya with consistent support from Allyson Holder, Suzzanne Pautler and Theresa Torien. I take the time to mention these compassionate women because nothing great is ever accomplished in a vacuum. What started off as a dream in my heart has now become a platform for others to realize their own dreams of reaching the youth of select communities to provide them with a venue of expression.

Life has not Altered My Dreams

by Naima Thompson

In July 2015 I was diagnosed with stage one breast cancer. I was shattered when my doctor nailed the harsh reality into my soul that I would not be able to travel to Kenya to continue the Reach the Unreachable program for the August visit. All the plans were in place and I could not imagine how I would disappoint all the children who were expecting the program to carry on. For the first time since I started Necessary Arts all the way back in the 90's it hit me that the company was actually an entity on its own. With Penelope Spencer continuing the leadership in Trinidad and now the program having to stand on its own in Kenya, I realized the blessing before me. I had clearly unfolded a dream that inspired others to believe in and to take up action for. The children of Kenya were not to be disappointed because Suzzanne Pautler and Allyson Holder held the torch with much vigor and a team of three daring teacher volunteers to carry on the mission. The August 2015 program included five site visits which resulted in an impressionable impact on not only the students but also the teacher volunteers. Their experiences have been shared in previous posts published on this blog, and continue to echo my sentiments of a dream unfolded for others to realize their own ambitions.

Today I sit in my humble flat in Dubai with thoughts of disappointment and gratitude. Disappointment , because yet again life  denies me the chance to actively participate in the Reach the Unreachable program in Nairobi as I stay behind to continue my chemo therapy treatments toward wellness. Gratitude, because yet again there is a team of new volunteers led by Suzzane Pautler and Allyson Holder to manifest the mission. This time Paula Peters (and son Jannick), originally from Trinidad and currently teaching in India and LeJon Payne originally from the USA and currently teaching in the UAE, have volunteered to share their expertise with our students in Nairobi.

It is clear to me that although life has altered my circumstances, it has not altered my dream to provide a vehicle of expression for the youth in our Reach the Unreachable program in Africa. Therein lies an invaluable lesson for me, one for which I will always be humbled and forever appreciative.

Please continue to read the posts from the team in Nairobi as they take time to share their experiences of stimulating minds through artistic expression over the next few days.
Thanks for your time.

Naima Thompson
Founder/Director

Sustainability works with Teaching Teachers

Teaching Teachers

by Suzzanne Pautler

Necessary Arts realizes that we cannot fly in to Nairobi, teach for a few days, and then leave, if we want the Reach the Unreachable Program to become sustainable.  The question has been bouncing around our heads for some time about how to create that sustainability during our absence.  AMREF shared a great deal with us about how they have organized educational programs around the country, even reaching some fairly remote villages.  They have found that the mobile phone is the tool to achieve success.  Additionally, AMREF introduced us to the Dagoretti Project, a school that reaches out to street kids to help them move through various stages towards rehabilitation.  The school does focus on traditional academics, but is more invested in the visual and performing arts, as the students respond so well to this non-traditional academic environment. The teachers there are eager to exchange information with other teachers, and therefore invited us to lead a teacher training program on site.  

Today was Necessary Arts first attempt to do professional development here in Kenya.  Four teachers and eight student teachers met with us for discussion and collaboration.  We began the workshop with the visualization of a classroom that is so effective that each student learner is being challenged.  From there, we asked the teachers to list with a partner nine teaching strategies that were used in that classroom to make that lesson so effective.  The dialogue immediately switched to Swahili and they were off!  The teachers were so passionate about their responses that when we asked two groups to merge and choose their combined top five strategies, some fairly heated discussions took place.  The conversations took much longer than I anticipated, but since the teachers were so engaged, I did not want to interrupt.  Eventually we shared with them an article from an educational researcher's perspective about the five most effective classroom strategies, which moved our conversation forward in comparison and contrast.  

The most important strategy, according to the article, is that the teacher articulates a clear plan and objective for the lesson.  We introduced the teachers to the Understanding by Design protocol, focusing mostly on stage one, where the teacher must define the enduring understandings and essential questions.  We shared some examples specific to the visual and performing arts to clarify our point.  Teachers seemed to grasp that the "big ideas" are important when organizing a lesson.  At this point, we decided to go outside to the garden to work with the children. Each of the twelve teachers would work with four students.  We gave each group one of our red cards featuring words such as freedom, global citizenship, and equality.  After some discussion with the students, the teachers led them through a drama exercise in using one's face and one's body to express the word.  The group created a tableau, or a statue, to define the word.  The students and teachers were engaged in the activity and put great thought and effort into their work.

The teachers returned to our workspace to continue the dialogue about what enduring understanding and essential questions could be written to support such a learning activity. "Does justice exist?" was the first big question that arose.  Once again, the teachers engaged in thoughtful dialogue about the concept at hand, which eventually transitioned into feedback about the workshop.  Ultimately, they can hardly wait for us to return to continue the conversations!  One gentleman explained that the teaching staff is like a machine.  They work together and make progress.  Necessary Arts is the oil that comes in to keep them working their best.  I thought it was a beautiful analogy to express the exact sentiment we tried to share with them.

The teaching staff at this school are doing an amazing job. We have witnessed the success during each visit.  However, sharing professional conversations and encouraging one another by pushing our thinking can only result in a positive outcome.  The teachers are eager for us to share more learning activities.  When I shared that our drama and theatre arts expert would lead our next workshop, the music teacher raised his hand and responded, "Please don't forget about the music department!" We were so impressed by the seriousness to which they approached this professional development opportunity, that we will not forget the teachers at Dagoretti.  They, along with all the students we have worked with during this visit to Kenya, are tucked into a special little pocket in our hearts.