Bay Area Jewish art educators are moving beyond menorah projects to explore deeper connections between art and Judaism.
Pooling their creative resources, they’re working with children to create spice boxes for havdallah, leaf prints for Tu B’Shevat and even Sh’ma pillowcases that help children learn the prayer traditionally recited at bedtime.
Inspired by the success of the songleaders’ network it created last year, the S.F.-based Bureau of Jewish Education is now sponsoring a network for art educators. The teachers get together to exchange ideas and deepen their Jewish education.
“Oftentimes we think of art in the classroom as a kind of add-on to the content that is being taught. We’re trying to rethink art as an integral part of Jewish learning,” said Debbie Findling, director of school services for the BJE.
Nearly 50 art educators have met monthly since October. At the first meeting, led by chairwoman Sandy Cohen-Wynn, each participant shared a favorite art project such as Cohen-Wynn’s Sh’ma pillowcases. The Sh’ma is usually one of the first prayers children learn.
In January, the group met with Rabbi Eric Weiss of Ruach Ami: Bay Area Jewish Healing Center. He discussed Jewish healing texts and the group shared ideas on how to express those ideas in art.
Cohen-Wynn, art educator at San Francisco’s Congregation Emanu-El, said children are inspired by a deeper approach to Jewish art.
“It tickles another side of them. They might categorize it that religion is just a time on Sunday when I go to school, but when you go beyond the menorah, beyond the ritual objects and you bring in the blessing before you go to sleep or the brachah you say when you see a rainbow, they’re just amazed that they can decompartmentalize religion,” she said.
“It’s not just in the synagogue. It’s about how they live their lives. “
Marcia Gladstone, who teaches art at several Santa Rosa schools, said that when art projects lend meaning to children’s religious expression, it can have ripple effects on the family.
When children “make something that becomes part of their Jewish family history, something that has substance, a real glass glass that they can drink grape juice out of, it enables the parents to incorporate more Judaism in the home.”
Gladstone said it’s also a way for teachers to rejuvenate.
“Very often you feel very isolated if you’re the only one in your area doing something. After awhile, you’re only relying on yourself and even you feel your ideas are getting stale. It’s nice to get other input.”
Added Cohen-Wynn, “It brings the whole culture of Judaism alive.”