In 1966, the Nobel Prize for literature was awarded to S. Y. Agnon. This was a major event for the Jewish world at large and for Israel in particular. Agnon was the first Israeli to win a Nobel in any field, and he remains the only Hebrew-language author ever to have received the Nobel Prize in literature. In Israel, Agnon’s award was viewed as a major diplomatic coup, and a ripe opportunity for the young state to gain attention as a cultural force on the world stage. Let us recall that the year 1966 is but a moment in historical memory from the Holocaust. As such, the prize was perceived as recognition not only of the Jewish people’s physical survival of the smokestacks of Auschwitz, but of its self-reconstitution as a sovereign nation—such an entity bests its enemies but no less develops a meaningful culture.

For Agnon, too, the Nobel Prize was an affirmation—of what Hebrew as a language of Jewish life, learning, and literature had reached. Agnon had been a young “combatant” in the great Hebrew wars, joining the likes of Bialik and others, often against Eliezer Ben-Yehuda. The battle concerned the existential state of the Hebrew language: Was it to be revived, as the latter firmly held, or only reconstituted, as Agnon believed? In Agnon’s view, Hebrew could not have been revived, because in order for something to be revived it first had to be dead, which as a language of prayer and scholarship it never was. It was precisely those sources of learning, and especially rabbinic Hebrew, that Agnon sought to distill and recast as modern literature.

Agnon’s sense of self-worth has been well documented, as has his biting mock modesty. Upon notification of his award he declared, “To be able to write a single sentence properly in Hebrew is worth all the prizes in the world.” It may be safely said that he was happy to receive the Nobel Prize, an award that he had  sought for decades. Significantly, at nearly 80, Agnon was much older than the typical Nobel laureate in literature. The world generally expects at least one final piece of work from the recipient of a Nobel. Not so in Agnon’s case. Although he was toying with Shira and with the stories that would become A City in Its Fullness and a few other unfinished pieces of business, his career was essentially over. And here he was in 1966, in his white tie and tails, Agnon and his wife and the king of Sweden.

It might be said with some certainty that the Swedish Academy had never met a laureate quite like Agnon. Upon hearing his or her name announced, the Nobel laureate is expected to walk to the podium, accept the prize, and shake hands with the king. That is the extent of the expected interaction; the recipient is then meant to return to his or her seat. Agnon, however, took the opportunity to engage in an extended discussion with King Gustav.^[1] The king was a tall, lean man and Agnon rather short and stout; the king, being hard of hearing, leaned over to listen as Agnon chattered on and on. Later, during his speech, Agnon famously recited the blessing one recites upon seeing a king. The significance and theatrics of the occasion were not lost on the Hebrew author.

Agnon shared the Nobel Prize with Nelly Sachs, a German Jewish poet who wrote lyrical poems about the Holocaust. The highly acclaimed author was not happy about the idea of sharing the prize with Sachs, whose work has not received a great deal of diffusion and who, until today, remains relatively unknown (the force of her verse not being well conveyed in translation). Although there is precedent for the literature prize being divided, it is not common to do so, and to date, this was the last time it was done. The constitution of the Nobel Committee makes it clear that a shared prize does not indicate that the recipients are somehow “half worthy.” Each recipient of a shared Nobel Prize must be worthy of having received it on his or her own. Not infrequently, scientific research is conducted in collaboration with others, in which case a shared prize is well understood. In the field of literature, this sort of collaboration is markedly less frequent.

Unusual as it was on the Stockholm stage, Ingvar Andersson of the Swedish Academy faced the two authors, Agnon and Sachs, and informed them, “This year’s literary Prize goes to you both with equal honor for a literary production which records Israel's vicissitudes in our time and passes on its message to the peoples of the world.” Turning to Agnon, he continued,

In your writing we meet once again the ancient unity between literature and science, as antiquity knew it. In one of your stories you say that some will no doubt read it as they read fairy tales, others will read it for edification.^[2] Your great chronicle of the Jewish people’s spirit and life has therefore a manifold message. For the historian it is a precious source, for the philosopher an inspiration, for those who cannot live without literature it is a mine of never-failing riches. We honor in you a combination of tradition and prophecy, of saga and wisdom.

And he went on to say,

We honor you both this evening as the laurel-crowned heroes of intellectual creation and express our conviction that, in the words of Alfred Nobel, you have conferred the greatest benefit on mankind, and that you have given it clear-sightedness, wisdom, uplift, and beauty. A famous speech at a Nobel banquet—that of William Faulkner, held in this same hall sixteen years ago—contained an idea which he developed with great intensity. It is suitable as a concluding quotation which points to the future: “I do not believe in the end of man.”

 Faulkner, the great author of the American South, created through words a wholly realized world, Yoknapatawpha County in Mississippi. This literary world recalls a southern Buczacz. In Agnon we meet a young man from Buczacz who leaves his hometown, almost never to return. But our protagonist never really leaves Buczacz at all; when he dies, an old man, he is still there in Buczacz, it is part of him. In like manner, Hannibal is part of Mark Twain, and Newark remains in Philip Roth. Faulkner uttered these lines when the dust was still settling on Auschwitz. He was conveying the power of literature as a vivifying force—somehow culture can be nearly destroyed, and yet in the spring the buds will again emerge. In Agnon’s writing this was the message broadcast in the shadow of the Holocaust in nowhere less than in the State of Israel and in no delivery system less significant than the ancient Hebrew language, which was now returning.

At this point, we, too, return—to Agnon in the Stockholm limelight: We see him rise to deliver his speech—a speech that is written in Hebrew. Indeed, such a speech would have been unimaginable in any other tongue, and for two reasons. First, Hebrew, Yiddish, and German were the only languages Agnon could speak; second, it was inconceivable that the Israeli Hebrew laureate would deliver his thanks to the Swedish Academy in in anything other than the Holy Language in which he toiled. Abba Eban, then foreign minister of Israel, thought that he ought to have a hand in crafting Agnon’s speech; after all, from a diplomatic standpoint, the Nobel Prize ceremony was an unprecedented opportunity to advance Israel’s diplomatic goals. Agnon, however, took a different view of the matter. It is said that he retorted, “Tell Abba Eban that when he receives the Nobel Prize, he can write his own acceptance speech.”

Thus, Agnon would write his own speech, and he would deliver it in Hebrew. A small glitch remained: Not a soul in the room save the laureate, his wife, and small handful of guests could understand the language. Agnon’s solution was to deliver the opening section in Hebrew, after which the full text would be read on his behalf in English. As a piece of rhetoric, Agnon’s text is decidedly bizarre. Of the slightly more than 2,000 English words in the speech, a solid half was biographical in nature.^[3] By way of introduction, the prize-winning author told his audience the talmudic tale of men of distinction of Jerusalem, who would only dine with those they knew personally (Sanhedrin 23a). One can imagine that at this point, the king of Sweden might have glanced at the old Jewish author with the big black skullcap and mused: What is this rabbi yammering on about? Perhaps answering that unspoken question, at this moment Agnon tells the audience, “I must tell you something about myself, then.” And so, Agnon does.

Significantly, Agnon’s biography was amongst his greatest artistic creations. Everything about him, from his date of birth to the date of his aliya to his very name, was part of the myth, part of the fable the author had crafted about his own identity. It is a matter of historical record that he was born in the summer of 1887. Agnon claimed that he was born on Tisha B’Av 1888, which fell out on August 8 that year (the numerically lyrical 8^th of the 8, ’88). As it happens, Tisha B’Av did not fall out on August 8 that year, nor did Tisha B’Av fall out on Agnon’s birthday the year before. Agnon was born around Tisha B’Av in 1887. This birth year obfuscation was likely related to draft-dodging efforts. Yet, we might suggest a further signification: For a writer possessed by the notion of the relationship of diaspora and redemption, the symbolism of being born on Tisha B’Av would have been of chief importance.

Indeed, Agnon anchors his name in such ideas, deriving his pseudonym from the Hebrew term agunot; not the agunot of estranged husband and wife, but the igun of the Jewish people being both chained to their Father in heaven and being distanced from Him. If one begins from the midrashic notion of God and the Jewish people in the bonds of matrimony, these marital partners are clearly in need of counseling. God has not divorced the Jews, but perhaps we might say that they are separated over these many years since their banishment from Jerusalem. The Jewish people itself is an aguna. God has abandoned them; they are akin to the proverbial abandoned wife; such themes echo time and again in the Agnon oeuvre. In Stockholm, Agnon’s biography may well have struck the uninitiated as rather odd from a rhetorical point of view, especially compared to other Nobel laureate speeches. Yet, what Agnon offered was not biography qua biography; rather, it was biography qua midrash. In effect, what Agnon provided for the Swedish Academy and the world was a myth of himself that melds into the myth of the Jewish people.

At this point, we might note Agnon’s rendering of the line that until recently emblazoned the 50-shekel bill in the State of Israel: “As a result of the historic catastrophe in which Titus of Rome destroyed Jerusalem and Israel was exiled from its land, I was born in one of the cities of the Exile. But always I regarded myself as one who was born in Jerusalem.” Agnon went on to say,

In a dream, in a vision of the night, I saw myself standing with my brother-Levites in the Holy Temple,^[4] singing with them the songs of David, King of Israel, melodies such as no ear has heard since the day our city was destroyed and its people went into exile. I suspect that the angels in charge of the Shrine of Music, fearful lest I sing in wakefulness what I had sung in dream, made me forget by day what I had sung at night; for if my brethren, the sons of my people, were to hear, they would be unable to bear their grief over the happiness they have lost. To console me for having prevented me from singing with my mouth, they enable me to compose songs in writing.^[5]

This particular autobiographical claim, like so many made by Agnon, is quite outlandish. Yet much can be gleaned from the story he chose to tell about how his work unfolded. By all rights, as Agnon tells the tale, he ought to have gotten up every day, gone to the Temple in Jerusalem, and there sang the psalms of King David, thus performing the job of a Levite. As that position has been closed on account of the destruction of and exile from Jerusalem, he instead wrote stories. Those 23 tomes of modern Hebrew literature are a compensation for such holy work having been denied him. Agnon, according to Agnon, was compensated to compose in prose what was formally sung in praise. Making a radical statement, the author likens his work to nothing less than Temple worship.

Setting aside for the moment the grandiloquence of Agnon’s move, we might consider just how this work serves as a consolation for the trials and tribulations of Jewish history. Agnon alludes to this notion recurrently, both in his works of fiction as well as in occasional essays or talks.^[6] These passages are beautiful portrayals of the purity of religious experience as it is depicted in the author’s stories, through eyes of the child: the child in his grandfather’s house, the child with the Bible or prayer book, the child receiving his first pair of tefillin, the young boy going off with his father and grandfather, his first memories of going to shul on Yom Kippur, the splendor of Yom Kippur. Such transmission does indeed communicate the mystery, the grandeur of the religious experience.

Here Agnon presents a major leitmotif of his production: “I was five years old when I wrote my first song. It was out of longing for my father that I wrote it. It happened that my father of blessed memory went away on business and I was overcome with longing for him and I made a song.” Agnon, we recall, had learned in heder and had a very close relationship with his father, who was a Torah scholar, having penned a volume on Maimonides’ monumental code of Jewish Law. In the Nobel speech as well as in a variety of other places in his writing—both in the guise of autobiography as well as outright fiction—Agnon recounted that his very first composition came to him almost prophetically as a statement of poetic longing and lamentation for his beloved father, traveling on business to the regional fair, absent from the happy home in Buczacz in which young Shmuel Yosef Czaczkes (Agnon’s birth name) was raised. This motif, namely, writing, storytelling, and creativity itself as a balm for pain, runs like connective tissue through Agnon’s work. One need not be adept at unpacking literary symbolism to suggest that a little boy’s longing for his father might also be read on the national plane of Israel’s pining for its Father in heaven. Such polytextured writing lies at the core of Agnon’s genius, and accounts for why a writer who was apparently so steeped in the “old world” of eastern European Judaism was honored in Sweden as one of the greatest of modern authors.

Agnon, recognized early on as a prodigy, enjoyed a happy childhood with his parents and four younger siblings. His father worked in the fur trade and would leave several times a year to attend the regional fairs. The little boy, sick for the absence of his father,  comes home and places his head on the “handles of the lock”—a powerful symbol of longing for a lost love and, allegorically, for the Divine (Song of Songs 5:5). He knows that on the other side of the door his Abba won’t be there. So what happens? A wail emerges from his heart and he cries out, “Where are you father, father? Where can you be found?” Right away another cry comes forth, “I love you with a love so profound” (the spontaneous cries of the boy come out as a rhymed Hebrew couplet). Agnon is not composing a poem; rather, these words are flowing from him. When we sing or pray we must generate the words; in prophecy, the words come to us from somewhere else.

Agnon is not claiming prophetic vision. Yet we have here a description of the artist as a young man, and the initiation of the artist to his craft, that of the art of writing. The art of composing is one that comes through some kind of nearly divine inspiration but is depicted as the immediate reaction to pain and loss. That, at least, is the art of writing for Agnon; a response to suffering, a response to longing. It is about standing with one’s hand on the handle of the lock, fully present to the uncertainty of the fulfillment of your desires. Gershon Shaked observed that Agnon, like Kafka, portrays “the artist as a poeta doloroso, a poet whose torments become the source and substance of his work. But Agnon’s most conscious poetic manifesto associates his creativity with a specifically nostalgic sorrow...a longing for the lost ancestral home as the wellspring of his work.”^[7]

Agnon’s stories, particularly those of childhood—for example, “The Kerchief”— feature the element of the father going away to the fair and the mother waiting in anxious anticipation for his return. Intensely multivalent, these stories brilliantly succeed in conveying that one single thing means a multiplicity of things. In this light, we are ready to ask: When Agnon stood on the stage in Stockholm and announced, “As a result of the historic catastrophe that Jerusalem was taken and we were sent into exile and I always imagined myself as if I was Jerusalem born,” what, precisely,  does he wish his audience to understand?

Agnon is making a subtle move, an almost-intertextual one. In a kind of understated thematic intertextuality, I submit that he is drawing our attention to a different time that a Jew talked about singing a song, namely Psalm 137, “By the waters of Babylon.” Ruth R. Wisse points out in her important book, Jews and Power, that the ambiguous relation between Judaism and power can be traced to this very Psalm, which conveys the predicament of the captives in Babylon following the sack of Jerusalem. The Babylonian captors taunt the Jews, ordering them to perform songs of Zion, “You Jews, you captive Jews with your harps. Give us a song, one of those old ditties you used to sing in that burnt Temple of yours.” The Jews refused, uttering instead the pledge that would echo through the ages, “If I forget you, O Jerusalem, let my right hand forget its cunning.” The captive Jews sing about their longing for Jerusalem. When the Jews finally do sing out in that Psalm, the tune is far from the dirge that their captors demanded. “Remember, O Lord, against the Edomites the day of Jerusalem’s fall how they cried, strip her, strip her to the very foundations. Fair Babylon, you predator, a blessing on him who repays you in kind what you inflicted on us.” “You want a song?” we imagine them saying. “We’ll sing you a song. We’ll sing you a song about what happens to people who oppress the Jews.”

Wisse elaborates,

“Edomites” are the generic enemies of Israel, Babylon the immediate aggressor. Rather than crushing the Jews’ morale, the scorn of their captors has spiked Jewish anger and stiffened national resolve.... Yet for all its rhetorical severity, Psalm 137 does not exhort Jews to take up arms on their own behalf. Assuming full moral responsibility for the violence that war requires, it calls on the Lord to avenge the Jews’ defeat and on other nations to repay Babylon “in kind.” This reflects the historical record: It was the Persians, not the Jews who defeated the Babylonians, and King Cyrus who allowed the Jews to return to Jerusalem to rebuild their Temple, thereby inspiring Isaiah’s reference to him as “the Lord’s anointed,” the messenger of God’s will, God’s hand. God’s hand, not the soldiering of Israel is credited with the Jews’ political recovery.^[8]

We conclude by returning to 1966, with Agnon receiving the Nobel Prize. The Swedish Academy has finally recognized the Jewish people, the Hebrew language, the nation, the State of Israel—and Agnon stands in Europe and is asked to give a song (or speech) of Zion. This request is far from the evil-minded one made by the bloodthirsty Babylonians; nonetheless, Agnon is indeed standing there in the shadow of the Holocaust. “You want me to sing a song?” Perhaps he thought. “I’ll sing you a song. Let me tell you what we do in the face of suffering and exile: We do not respond, we do not wage war,” and if we waged war in 1948, and six months after the Prize ceremony in 1967, it is only out of defensive necessity. Instead, what is the authentic Jewish response to suffering? Jews know what it means to live in exile. In her book, Wisse notes that the first Babylonian exile proved that the Jewish nation could survive outside the Land of Israel, leaving open the question of when and how they would regain it. At this point, Agnon might ask: Jews knew how to survive and now they’ve returned; do you know how Jews still survive? They survive in the text. But the texts become transformed in modernity through a renewed cultural production in our own language, in an authentic way, the kind of writing that Rav Kook, years earlier, had recognized that Agnon was writing.^[9] Creativity is the authentic Jewish response to pain and catastrophe. From the catastrophe of history they will write modern literature; that was Agnon’s message, delivered between the lines, standing there 50 years ago in Stockholm.

“Imagination is more important than knowledge.”

—Albert Einstein

“Pyramids, cathedrals, and rockets exist not because of geometric theories of structures or thermodynamics, but because they were first a picture—literally a vision in the minds of those who built them.”

—Historian Eugene Ferguson

Introduction

Art education is rarely prioritized in Jewish Day School curricula. A double curriculum of secular and religious studies often leaves little time for subjects whose importance is “still questioned.” Even in the best of secular schools, art education often survives, but only on a year-to-year basis with the constant threat of being slashed. If not for the monitoring by the education watchdogs and the relentless hard work of art advocates, there would be many artless schools in America and even more artless Jewish Day Schools.

The fact that art is offered in some schools and not others is nothing new. Many administrators or school boards have considered an art program “glorified busywork” and do not really understand the nature of art and its value to society. While no one group can be blamed for this misunderstanding, arguably most everyone who is against art programs rarely cares enough to give the matter of art education serious thought. As a result, the average Jewish Day School graduate, like most secular school graduates, is probably a victim of a passive attitude toward art education that often translates into no art classes being offered. There is a sad irony in this situation because the arts have always played a major role in Judaism. In this essay, therefore, I will argue that it is essential to have an art program in a Jewish Day School, and present ideas for what I think a rich art curriculum should consist of, taking into account limits on time that result from a “double curriculum.”

Before I talk about art education in a Jewish Day School setting, it is important to define what art is. It is commonly held that the definition of art has changed many times since the cave paintings were first created 40,000 years ago. It started with “art is magic,” then moved to “art is beauty and emotion,” then to “art is the artist’s view of the world,” and on and on and on. Each culture has defined art in its own way, depending on the time, the place, and the people who made it. But what is art today, in the twenty-first century, postmodern era? The present accepted definition is, “art is when a person takes any material or substance and uses it to make a statement.” Today, one can take paint, stone, clay, food, newspaper, scraps of metal, wire, cloth, vinyl, egg crates, rubber, or film and use them to make a statement. Anyone who has visited a museum of modern art anywhere in the Western world can attest to the variety of materials being used in unique ways. Like the paintings of the past, postmodern art of the twenty-first century challenges the viewer to think about and analyze what the artist is trying to say. But it may be more demanding than paintings of the past because the viewer may not readily understand the language of an artist who, for instance, uses a few tree branches to make a point.

What distinguishes art from science is that art and creativity are timeless. Science is like a ladder—each year humanity builds upon what it knows and what it has achieved to move forward and upward. When humanity makes progress in science, it usually replaces old techniques and old insights with new ones. Art is only somewhat similar, in that while artists employ techniques that build upon those of their predecessors, viewers do not cease appreciating and finding beauty in what came before. Cave paintings are just as fantastic to behold as a Michelangelo statue, or a Picasso painting, or an Andy Warhol silkscreen of a soup can, or a Frank Gehry piece of architecture. Someone might prefer one style over another, but each is still relevant today and can be appreciated. So with this in mind, why is it important to teach art in school?

Why Is an Art Education Important for Every Child?

Many people do not accept art as an important element in their lives or in the general education of their children. Therefore, there are numerous schools that lack art education, even in the richest and most progressive states.  I am fortunate to teach at a school whose headmaster and administrators value art education, but within many Jewish Day Schools across the country art education is often missing from their curricula. This is always an unfortunate state of affairs, and with budget cutbacks and financial restraints, the problem will only get worse. Therefore it is important to outline a few reasons why every child should have the opportunity of an art education throughout his or her years in school.

I use the term art education to mean a curriculum that combines the teaching of art appreciation and theory with the instruction of hands-on projects—seeing and doing. There are several reasons children benefit from this type of art education. Most broadly, art education can help nurture creativity and critical thinking, which are necessary to excel in a range of disciplines. If people stopped creating or thinking critically, progress in many fields—medicine, engineering, science, or literature would cease. At the same time, art education can encourage healthy risk-taking so that children become comfortable with stepping out of their “comfort zone,” and gain confidence in trying new projects. This ability to come to terms with risk-taking, and sometimes experiencing and recovering from failure, is an important skill-set to learn. Parents who therefore dream of their children becoming doctors or engineers or lawyers should consider that the skills taught in art education can be useful, and critical to, a variety of professional careers.

Aside from benefiting their future professional lives, art education both deepens and broadens children’s understanding of the world around them. Students who take art classes are not only able to appreciate art in museums, they are able comprehend and value the different cultures they come in contact with on a daily basis. Students equipped with this skill are more able to navigate through an increasingly multicultural world and interact intelligently with people of different backgrounds and faiths.

Finally, art education can help improve children’s academic performance. Making art is a uniquely human activity and the making and appreciating art marks an important stage in human intellectual development. In addition, research shows a correlation between studying art and academic achievement. For instance, art education correlated with higher SAT scores, and some studies show that students perform 30 percent better in business when they have taken art classes.[1]

Why Is an Art Education Especially Important in the Jewish Day School Setting?

To make connections.

We marvel at modern-day communication tools; the iPhone, the Internet, Skype, wi-fi, and the digital camera have all facilitated communication and the sharing of ideas. We can be in touch with people living anywhere in the world in a matter of a few seconds. But of course we cannot call or email people who lived years ago. Art is different, as it can put us in touch with civilizations and people that lived thousands of years ago. Art is the voice of what occurred.

Jewish Day School students are especially vested in history, so they can use art to better appreciate their Jewish cultural heritage and see how their forefathers and foremothers lived, as well as get a sense of the other civilizations of the ancient world. The art tells the story. Whether it is an ancient menorah, a ceramic jar, an Assyrian animal carving, an Egyptian tomb painting, a Babylonian ziggurat, or a Greek mosaic, art puts the viewer in direct contact with the past.

To nourish the soul.

How might a student feel when at the Kotel for the first time, or when he or she learns about the horrors of the Holocaust? The history and stories of the Jewish people can certainly open profound as well as unsettling emotions and feelings. In an art class, students can express their feelings and emotions and make a statement through the visual arts.  It is a place where they can incubate their thoughts without the pressure of a test. They can get lost in thought as they make a clay bowl; as they feel the wet clay slip through their fingers, they can find themselves. But it is where they can also explore their values and create a visual image that is reflective of their beliefs and concerns. For example, they can design a poster to express the injustice of the kidnapped soldier Gilad Shalit.  Nourishing the soul of a Jewish child has to include the arts as a way of integrating the life cycles, the emotions, the battlefields of Jewish history, and the spiritual meaning of our traditions. It is especially important and is a way of staying connected to Israel as well as the outside world.

To learn respect.

The world is filled with human rights violations, prejudice, discrimination, gender inequality, anti-Semitism, ethnic hatred, and war.  Art curricula can enlighten students both about their own culture, as well as the cultures of the world around them. The advantages of a Jewish education are enormous. But there is a downside to it. Day School students often grow up in an environment that is just like theirs, and they often miss the opportunity to mingle freely with kids from other backgrounds and lifestyles. An art program is a great way to learn about other cultures. This is increasingly important because Jewish people play on the world stage, and so it is essential that they be comfortable with other cultures for business, in politics, and for pleasure. For example, doing a Chinese landscape painting and along the way understanding the origin of this style of painting can help a Jewish Day School student learn about the symbolic meaning of the style and the culture within which it developed. Instead of laughing, which kids normally do when they see something that is bizarre or strange to them, if they have knowledge of what they are looking at, they can begin to respect different cultures. In the end, they will respect themselves as well for being culturally literate. Museum visits with observations and explanations are therefore very important. Worksheets, writing and sketching in the museum are wonderful ways to get children to ask about what they see.

To develop an interest in the aesthetic dimension of life.

Somehow a sense of aesthetics sometimes gets lost in the observant Jewish family tradition. Why? Does a sukkah have to be pre-fab and made of plastic? Does everyone’s wedding invitation have to look similar? Can a menorah be made from copper plumbing parts or fire bricks?  Judaica that is creative not only brings a smile to everyone’s face, but also can make them think more about the mitzvah. Holidays and semahot become more exciting and inspire more reflection when the Judaica is unique. Why does creativity tend to get lost in the tradition? This issue is something that I never quite understood, but is certainly a valid argument for a substantial art program in the Day School setting. There are endless possibilities for new and different ideas while keeping with tradition.

To take risks.

To become a creative person, one has to take risks, come up with new ideas, and have the tenacity to follow through with the creative process. In Jewish Day Schools, taking risks, or trying something different, is often avoided. More broadly, thinking and problem solving is becoming easier to avoid in the age of computer technology. It’s just easier to Google your way from start to finish. What is getting lost, therefore, is the teaching of problem solving and imparting the confidence in students to take risks. It is an especially important skill to have the courage to create something, change it, revise it, critique it and work with it. It doesn’t happen instantly. You have to work it through. That is the nature of the creative process. And you might get a great idea that just doesn’t pan out and that is okay too! It is just as important to learn from mistakes.

A Proposed Art Curriculum in the Jewish Day School

Ideally, if Day School art educators work together, a seamless art curriculum could be developed that would run from grades K–12 and that follows state standard guidelines.

Knowledge and skills would be built on prior experience, but would be revisited allowing for mastery. This is called a spiraling approach. Kids need to be re-exposed to the information and the experience for education and confidence building to work best.  The following are proposed standards, which are based, in part, on some baseline standards set by New York State:

Standard 1: Students should participate in the arts and make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational design principles, and expressive images to communicate their own ideas in works of art.

Standard 2: Students should know and use a variety of visual art materials, techniques, and processes and become aware of the many options and careers in the arts.

Standard 3: Students should respond critically to works of art connecting the individual work to aspects of human thought. They will learn to reflect on, interpret, and evaluate works of art using the language of art criticism.

Standard 4: Students should develop an understanding of the personal and cultural forces that shape artistic communications and how the arts shape the diverse cultures of past and present society. They will explore art and artifacts from world cultures and discover the roles that art plays in the lives of a given time and place. They will use art to understand the social, cultural, and environmental dimensions of human society.

With these standards as a guide and with the limited amount of time for art classes, I would propose the following:

K–2^nd grade: An introduction to the different art materials and techniques, such as painting, sculpting, and printmaking. The emphasis should be on experimentation and exploration. Children should begin to feel confident with the materials. There should be a focus on Jewish themes, such as the holidays. Examples: a clay hannukiyah or a tzedaka box.

3^rd–5^th grade: An introduction to the elements of art, which are line, shape, form, color, value, texture, and space. Basic observational drawing skills and modeling skills should be introduced, as well as an introduction to the work of various artists.  Jewish themes should be used whenever possible. Examples: scenes of Israel painted in acrylic paint on canvas, three-dimensional soft sculpture.

6^th–8^th grade: Design principles should be introduced, such as balance, movement, rhythm, contrast, emphasis, pattern, unity, proportion, and variety. This is the language and grammar of art. Students in middle school should be given the opportunity to delve deeper into the art and culture of other lands as well as learn about the art of the Western world. An overview of the art movements as well as a close study of one of the artists should be explored. Examples: Chinese hand scrolls, hard-edge paintings, Picasso cubist portraits, pop-art paintings, the mosaic and South American rain sticks.

9^th–12^th grade: One unit of art is needed for a high school diploma and the choice is one of the four arts, which include dance, music, drama, or the visual arts. Students who choose fine arts should create a collection of artworks in a variety of media, based on assignments that encourage them to explore various ideas and viewpoints. Teachers should use rubrics for evaluation. College portfolios should be prepared for those students seeking admission to university art schools. Examples of projects: graphic design, lithography, computer graphics, poster design, and experimental sculpture.

Conclusion: To the Source

The center of our Jewish spirituality was the Holy Temple and from the beautiful biblical descriptions we know that there was an emphasis on aesthetics.  As it’s mentioned in the Torah, “Let them make a Holy Shrine that I may dwell amidst them” (Exodus 25:8). The descriptions in this part of the text tell us that the Israelites procured such materials as gold and silver along with fine artisanship, such as weaving, dyeing, and the setting of jewels. The Torah prescribes in detail all the fine materials to be used to build the Temple including the specific measurements and amounts. One could only imagine how beautiful it all was—a true work of art.

In the time of the Temple, Judaism’s expression of faith was fundamentally connected to the arts. And so it should be today as well. There is a concept in Judaism of “hidddur mitzvah”—beautifying the mitzvah. It is praiseworthy to not just fulfill the commandment, but to embellish the mitzvah with additional beauty, so as to express our love and respect for it. It is our responsibility as a community to continue that aesthetic journey with our children so that they may express their faith and so that they can appreciate and participate in the arts throughout their lives. After all, out of the Jewish Day School might come a great architect, industrial designer, fine artist, art teacher, graphic designer, interior designer, curator, art conservationist, art historian, commercial artist, fashion designer, frequent museum visitor, or art collector. Hopefully all of our children armed with a good art education in their Day School years will become lifelong participants in the creative process as well as the future caretakers of all of humanity’s artistic treasures. 

When I graduated Rambam Torah Institute, a Los Angeles Orthodox High School, in 1978 (Rambam closed in 1979, giving way to the opening of YULA and the Simon Wiesenthal Center), I was about to enter UCLA with a schizophrenic approach to my own Jewish identity. On the one hand, I had grown up in the Sephardic-Ladino community where I was about the only one to receive a formal Jewish education from middle school on. Being “shomer shabbat” was very old-country and unheard of in “Rodesli-L.A.” (the community of Jews descended from the Island of Rhodes who established the Sephardic Hebrew Center in L.A., where we were members). The only ones who admired or understood why I chose a more traditional path for myself were the senior citizens born in Rhodes, toward whom I tended to gravitate.

Being an only child to a mother who was an only child, and having lost my father when I was a baby, my “playdates” typically were in the living rooms of elderly Rodesli immigrants, who told stories and jokes in Ladino, entertained with dulce (homemade preserves) served in beautiful silver bowls with silver spoons along with coffee, biskochos (round sesame or cinnamon covered cookies), and assortments of burekas or pastelikos (savory turnovers), reshas (homemade pretzels), hard cheese, olives, and abidahu (dried, wax-covered fish roe that was a delicacy), or salado (salted, cured mackerel or tuna). There were no chicken nuggets or peanut butter and jelly sandwiches at these afternoon gatherings! These visits often took place on Shabbat afternoons; most of the community lived either on the same block or within a few minutes’ walk or drive of each other. This was South Central L.A.—or Leimert Park or the Crenshaw District—where I could go trick or treating on Halloween night and ask for burekas instead of candy, and get them!

Today this neighborhood is mostly African American with not a Jew in sight for miles. The synagogues have long been sold and converted to churches, still displaying the original stained glass Stars of David in the windows. The lifestyle has also disappeared; no one lives near each other anymore in “Rodesli-L.A.,” and the community has dissipated and spread to the four corners of the Greater Los Angeles Basin. Most of those special people from my “playdates” have gone to the next world, and their children or grandchildren may have remembered a few words in Ladino, have kept a few of their mother’s or grandmother’s recipes, and have for the most part sadly strayed from what was once a tight-knit and traditional community.

In Rhodes, it was the norm to keep the laws of kashruth, observe Shabbat and holidays, and keep close to our Jewish traditions. The members of the community didn’t, however, identify as “Orthodox” Jews, nor did other Sephardic communities in the Mediterranean Basin or the Middle East identify as such. Some families were known to be more religious and knowledgeable, others much less. All, however, went to the same synagogue and followed basically the same customs and practices. This lifestyle was reproduced to an extent in America, when these immigrants established their community in Los Angeles. But the forces of assimilation and acculturation meant English first, American culture first, and work first, even on Shabbat.

The traditions of the “old country” began to fade with the next generation, especially given the choices that America offered, including meat and chicken that looked much cleaner and cheaper than the products from the kosher butcher. That’s why it was unusual for me to wind up in a Jewish Orthodox school, eventually keeping kasher and observing Shabbat. And it wasn’t because my mother was predisposed to that direction. My maternal grandfather was born in Bulgaria, and in the late 1800s emigrated to Palestine, where he was religiously educated and spoke many languages, including Hebrew and Arabic, before coming to the United States in 1920. He met my Rhodes-born grandmother in Seattle, the motherland of Ladino immigrants on the West Coast. My grandmother kept kasher, as did most of her contemporaries. When she was hospitalized, our community rabbi, Solomon Mizrahi, who was revered by all, went to visit and admonish her that she could not refrain from eating in the hospital because the food was not kasher, insisting that her health came first.

But the immigrant generation did not instill a religious lifestyle in the new generation of Americans. There was too much at stake in “making it in America” to have religion hold them back. No, the reason I landed in an Orthodox Day School in the seventh grade in 1972 was that my working single mother who had put me in private grammar school through the sixth grade could not have me to go to a public school that would dismiss the students at 3:00 P.M.—when she didn’t get home until after 5:00. And in the L.A. public schools of the 1970s, there were stories of knifings in the bathrooms and tough characters to deal with. Remember, I just grew up hanging around a group of sweet old ladies and had no training in self-defense against the ruffians roaming the halls of John Burrows Jr. High or L.A. High. “Leshos!” (Keep it far away!), as we would say. Hence, my introduction to the Orthodox Day School system was more for my protection than my religious education, and it developed into my personal road back to my religious roots.

So I did not grow up in an Orthodox family. Such a word was never even familiar to Sephardim. They could be kasher, pray regularly, adhere to all the holiday rituals, and not know what “Orthodox” meant, or if they did, it didn’t refer to them. I grew up in a “traditional” Los Angeles Sephardic family—what we considered traditional in the 1960s and 1970s, that is. (I add Los Angeles because the community was less observant than those Ladino communities in Seattle, New York, even Atlanta). The difference was that while we did have our large extended family Shabbat and holiday dinners, always with one or two “old-timers” who knew how to lead the Kiddush or the Rosh haShana “Yehi Ratsones” (in Hebrew and Ladino) or the Passover “Haggada” (in Hebrew and Ladino), I still enjoyed my pizza with pepperoni just as much as I loved my burekas. We still went to homes for a very different kind of American dinner on Christmas or Easter or Thanksgiving.

That doesn’t mean we would think of missing out on celebrating Jewish holidays with all the prayers, whether Rosh haShana, Yom Kippur, or Simhat Torah with the honored “hattanim”—and our services would surely be considered “Orthodox” by any observer familiar with the various Ashkenazic Jewish movements. English translations eventually crept into the services, but the prayer books never changed, nor did the patterns of traditional Sephardic services.

When I had my first Orthodox exposure entering Hillel Hebrew Academy in seventh grade, I came home yelling and complaining that I had to wear a kippah all day and pray so often and at a speed I could not keep up with. My mother thought I wouldn’t last a week. I had to “fake” pray that first year since I couldn’t possibly make it through the entire Amida with my limited Hebrew knowledge. My prior formal Jewish education consisted of Talmud Torah afternoon school (at an Ashkenazic synagogue because our Sephardic synagogue was too far and offered little in terms of Jewish education). I made (Orthodox) friends, and soon I was tolerating this “super Jewish” environment I had been thrown into.

When I started being invited to bar mitzvas almost weekly and didn’t want my friends to know that I drove on Shabbat, I would have my mother drive me up nearby alleys, crouching under the glove compartment so that no one would see me in a car, and when the coast was clear, I’d jump out and walk the last block to the Orthodox Synagogue, Beth Jacob, in Beverly Hills where all the bar mitzvas of my classmates took place. This was a regular paranoid ritual that I practiced, for I feared what my friends or rabbis would think if they only knew! In time, I learned to appreciate the Jewish education I was receiving and the Orthodox Jewish lifestyle of my friends to the point where I soon started my own journey toward what would be considered an Orthodox lifestyle.

I started by giving up pork products around the age of 14. After controlling my taste buds in that category (though my mom thought there was definitely something emotionally wrong with me to give up something I loved so much!), I moved on to eliminate shellfish, then milk and meat, and so forth. It was a gradual process of several years until I eventually stopped driving on Shabbat and holidays and took up the Orthodox lifestyle being taught in my school. I figured that this was the way my grandparents or great-grandparents lived their Judaism, and I could reconnect that chain of tradition, which likely went back generations from what I learned about Sephardic history. I continued my communal connection to my Rodesli synagogue, the Sephardic Hebrew Center, where I became the youngest board member and was part of the small youth group established. I learned to take part in the religious services as a “junior hazzan” on Shabbat and High Holidays.

In my high school, though, I was one of maybe two or three Sephardic students (none of whom came from a Ladino-Sephardic background), and I was the only one with a strong Sephardic identity, having become active in the local Sephardic youth groups that also participated in the national American Sephardic Federation youth conventions of the 1970s. (In 1977, when I was in the twelfth grade, and my Talmud teacher, whom I really liked, made one of his typical anti-Sephardic remarks in class like “Sephardim remind me of Arabs,” that was the last straw. I stormed out of my class, slamming the door behind me, and marched to the school office with the rabbi running behind me promising he was “just joking.” I called the director of the American Sephardi Federation in New York (a “toll call” no less), whom I had met recently on an ASF youth convention and asked if he could come on his next visit to L.A. and speak to my school about Sephardic history and contribution to Judaism. He gladly agreed. I informed my principal in a stern tone that there would be an assembly for the entire school and “every rabbi and student better be there!” They indeed all attended a very interesting lecture, and I was transformed into the Sephardic poster child for the school.)

As I went through four years of Orthodox Yeshiva High School, I was developing two distinct personas, one the Orthodox student who was a member of the Bnei Akiva youth movement, a counselor at the summer and winter Bnei Akiva camps, and the founder of the first chapter of Bnei Akiva at a Sephardic grade school in L.A.; the other a “non-kippah wearing” member of the Sephardic community. By the time I graduated high school and went to UCLA, where I knew both friends from my Sephardic community as well as from my Yeshiva High School, I didn’t know whether to wear a kippah or not and was ashamed and conflicted either way. I ended up wearing a cap for my entire freshman year! I was worried about what my Orthodox friends would think of me if they saw me sans kippah and what kind of fanatic my Sephardic friends would think I’d become if they saw me with one.

This is where I started to appreciate the difference between an Orthodox approach to Judaism and a Sephardic approach to Judaism. I started to attend Magen David Congregation, the Syrian synagogue in L.A. (since I could no longer drive to the Sephardic Hebrew Center with its mixed seating and a microphone, which I now felt uncomfortable with). The walk to Magen David was 45 minutes, but I did it weekly. I started to make friends who were typical of the Syrian Sephardic communities: Shabbat- and kashruth-observant, but not kippah-wearing and not hung up on the “Orthodox look.” They blended into the non-Jewish world just fine, but still kept a very strong Jewish identity. They may have kept strictly kasher at home but felt comfortable eating in non-kasher restaurants, just keeping away from the meat and shellfish. To some, they wouldn’t be considered Orthodox at all; to others they would be considered very Orthodox, based on their regular synagogue attendance, men praying every morning with their tefillin and not driving on Shabbat. And mixed dancing?something that was taboo in those days at any Orthodox event, whether for young or old was never an issue! That was my “aha” moment; the point where I had the realization that Sephardim did not easily fit into a category of Orthodox, Conservative, or Reform. We were all over the place, and everyone was fine with it.

As I became more observant, my Sephardic community embraced me as “hahamiko,” a young learned person. I wasn’t denigrated as a religious fanatic, nor was I looked down upon for not wearing a kippah all the time or not fitting the “Orthodox” compartment perfectly. My Sephardic community didn’t judge me; I think they admired me or at least that is how I felt, even though they didn’t always understand why I could no longer attend services at the synagogue I grew up in. I was able to break away from the stigma of fitting the look and practice of Orthodox Judaism, even though I admired and related to their level of observance. While I tried to parlay my activism in the Orthodox Bnei Akiva youth movement, which I still admire to this day, I realized that Sephardic kids, as different as they were in their religious backgrounds, just couldn’t be form-fitted to an Orthodox Jewish youth movement where every boy was expected to wear a kippah, every girl a skirt, act a certain way, dress a certain way, pray three times a day plus birkat haMazon (grace after meals), refrain from attending mixed dances, and basically fit the mold.

But Sephardim didn’t fit such a mold. We were all unique and different to certain extents, even though we generally felt comfortable praying under the same roof. And no one judged us; no one looked at us funny for wearing or not wearing a kippah in the street; women could be very religious and still wear pants or what the Orthodox would call “immodest” clothing; no one felt uncomfortable whether we ate strictly kasher or “pseudo” kasher; no one really minded if you got to synagogue by foot or by car, as long as you got there. And if you didn’t go to synagogue regularly, that was also fine. Shabbat dinner was still to be shared with the family, and major Jewish holidays were spent in synagogue from start to finish, if you could make it.

This Sephardic Jewish identity really created a wider tent for all of us to fit under, and it felt good to be together and not critical of others who observed more or less than we did. The summer of 1980 found me half way through my UCLA career and I decided to join my Orthodox friends from high school who made study in Israel either after high school or during college a commonplace rite of passage. I signed up too and ended up in Jerusalem at Hebrew University with a group of friends, where we immediately gravitated to the other Yeshiva high school grads from across the United States who were also on their Junior year abroad program, coordinating Shabbat dinners together and living the “Orthodox” life in Jerusalem. I wore a kippah all the time, and it felt okay. After all, I was in Israel. The summer of 1980 also happened to be the first summer of the Sephardic Educational Center (SEC) program, founded by Dr. Jose Nessim (z”l) from L.A., who had told me before I left to make sure and visit the program once I got to Jerusalem. I did, and it was life-altering—not because of the experience to be with Sephardic young adults my age from five different countries, but to see rabbis leading the program who were what we would consider “Orthodox,” yet not forcing anyone to wear a kippah or dress in a certain way, other than out of respect for holy places visited or during meals or prayers or classes.

Rabbis Moshe Shamah and Sam Kassin of the Syrian Sephardic community of Brooklyn, and Rabbi Benito Garzon of Spain, forever changed my attitude toward religious life, opened my eyes to Sephardic halakha, and the “live and let live” approach that made all feel comfortable while studying and believing in the same approach to Judaism, just at every individual’s own pace.

In the past 35 years, my Jewish identity has been shaped more by my involvement with the SEC than my Orthodox high school education, with exposure to those Sephardic rabbis and others I met subsequently who with moderation and tolerance kept alive the spirit of the Classical Sephardic approach to Judaism and opened my eyes to a non-denominational approach that echoed the lives of my ancestors who lived in places like Rhodes or Bulgaria and back to the Iberian Peninsula. Theirs was a Judaism that was a natural part of their everyday lives, with one basic approach that centered on a fervent belief in God, traditions that were celebrated by all, synagogues where the entire community worshiped without “membership ID’s” that distinguished what kind of Jew you were.

There were some weak links in the chain of tradition as Sephardic Jews relocated from the Old World to the new but there is certainly hope for a renaissance in Sephardic life as many find that this classic approach to Jewish life is far more comfortable and meaningful that what is offered by choosing an identity that just doesn’t always form fit among Orthodox, Conservative, Reform, Hasidic, or Hareidi approaches to Judaism. At our annual SEC Shavuot Retreat for young families in Palm Desert, CA, last May, we held a town hall discussion as part of our Shavuot night study program, entitled “What's Wrong with Organized Religion, and How Can We Fix It?” It was led by another product of the Orthodox educational system, Rabbi Daniel Bouskila, who has also come to embrace and symbolize the Classical Sephardic approach to Judaism. The young families present attend Sephardic synagogues across the L.A. community, synagogues that would appear “Orthodox” but for the fact that not all attendees walk to synagogue, and not all keep strictly kasher, and not all wear kippot outside the synagogue—but all feel a common cause and belief in God and the Torah, along with the centrality of the State of Israel. Suggestions ranged from how to balance the old traditions with the needs of the younger generation and how to attract and hold the attention of synagogue goers. Here were the young leaders who have or will occupy the positions of leadership in our Sephardic communities, and none were shy about introducing changes and suggesting approaches within our traditional halakhic approach that would ensure the survival of these synagogues and communities.

I felt proud as a Sephardic Jew to be able to discuss these issues without fear of backlash or judgment, and proud that I am not judged nor do I feel the need to judge others on their observance. We are all in the same boat and recognize that some will always be more observant and some less and our jobs as Jews are to make all feel comfortable and welcome, maintain a common set of beliefs, and not check ID’s at the door of Judaism. That is the Sephardic approach; it is the vision and identity I gained from many years of following Dr. Nessim’s philosophy: Only God can judge us. This is why I have shied away from identifying myself with the “O” word. I just don’t fit into a denominational compartment and if you feel the same way, you might want to join a Classical Sephardic community—regardless of your bloodline!

Did I mention that my father was Ashkenazic? If you ask an Orthodox Jew, I should “halakhically” follow the tradition of my father. But I don’t, not as an insult to him but as a way of life that I was raised with and came to love and connect to. I don’t find the unity, warmth, and “big tent” feel in the Orthodox world that I do in the Sephardic world. But that’s just me, and I respect and admire you if you are Orthodox or Modern Orthodox or any other Jewish identity as long as it works to bring you closer to God, Israel, and the Jewish People. That’s just the Sephardic way.

Now a look at the next generation. I have two sons and a daughter. My oldest son (20) went through middle school and high school at a Modern Orthodox school in L.A. My middle son (17), only attended Middle School there, and then went to public high school along with my daughter for a number of reasons, not the least being the high cost. I appreciated the Modern Orthodox education and great social bonds that the school offered. I also appreciated the love for Israel that the school incorporated into its curriculum. The alternative Yeshiva high schools in our area have a more right-wing reputation, which wasn’t the direction I wanted for my family. However I did not see a passion for Judaism or the practice of mitzvoth develop in my sons or their friends that I had once experienced myself. My children’s religious connection still came from home, and the example we tried to create of a traditional Sephardic family, not from school, which surprised me.

The feeling I had when I went to high school was that we had a “religious contract” to keep Shabbat, kashruth, etc., even after we graduated. The students I observed in my sons’ classes over the past few years didn’t seem to have that commitment. University life poses challenges to keeping Shabbat and kashruth, praying every day, and taking off class for holiday observance that, for me, went without question but today seems to be a different story. While I never retreated in my religious observance, nor did most of my classmates, the graduates of today’s Modern Orthodox high school, if my own sons are an example, do not seem to feel the same religious obligation we did upon graduation, and that’s a problem. University and the “outside world” appear to have overtaken whatever commitment for practicing a level of Orthodox Judaism they were taught in high school.

Luckily for my children, they have their connections to the SEC, whether through trips to Israel or local holiday celebrations like our Shavuot Retreat to keep them excited about Judaism and Israel. Otherwise, they would be left empty-handed without any follow up from their high school rabbis, which is a shame. My wife and I wonder whether the financial investment in their Jewish education was worth it and if it will keep them committed as observant Jews. We took the approach more typical of Sephardic families of trying not to force them to practice their Judaism, though I try to continuously prod and plead that they pray, come to synagogue, remember kashruth when they are away from home. It is not easy, though. I often wonder if they would have been more passionate about their Judaism if we went down a more strictly Orthodox path than a moderate Sephardic one. Hopefully we did make the spiritually healthy decision in the long run.

But knowing what Jewish path is best for today and tomorrow is not necessarily what worked for my generation. There is no question that there needs to be a shakeup in the Modern Orthodox educational system to bring back the passion of Judaism, and there also needs to be more emphasis on Jewish commitment in the Sephardic world if that branch of Judaism is to be strengthened in the Diaspora. For the achievement of a moderate and observant next Jewish generation, there will need to be a synthesis of all the best qualities and approaches of these and other Jewish like-minded approaches, from Modern Orthodox to Sephardic and beyond, creating a Jewish lifestyle that is neither extremely stringent or oppressive nor exceedingly indifferent to religious observance. I hope our religious leaders are up to the task.