Search results for: Reingold Matt
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Not the Israel of My Elementary School: An Exploration of Jewish-Canadian Secondary Students' Attempts to Process Morally Complex Israeli Narratives
The following article presents data from a mixed-methods practitioner research study that focuses on understanding how Jewish secondary students learned about controversial topics in Israel's history and how these topics impacted their connection to the country.
Updated: Feb. 20, 2019
Broadening Perspectives on Immigrant Experiences: Secondary Students Study the Absorption Difficulties Faced by Mizrachi Immigrants in Israel
Over the course of the 2015–2016 academic year, 12th-grade students at a Jewish high school in Canada participated in a research study that assessed how they integrated morally complex narratives in Israel’s past into their own relationship with the country. This article presents material based on how students reacted to learning that some Jewish immigrants were mistreated by the government by way of intentional economic disparity, depiction as grotesque caricatures in standard curricula, and denial of access to funds for cultural expression. The majority of students expressed shock and outrage as this narrative contrasted with the Zionist narrative that they had previously learned.
Updated: Feb. 18, 2019
A quantitative arts-based study was conducted with high school juniors and seniors at a community Jewish school in Toronto, Ontario, Canada. This group represented a diverse mixture of students who populate the school in relation to gender, involvement in school life, and religious denominations. Students were prompted to draw a religious Jew and the images were scored based on five different markers.
Updated: Apr. 19, 2017
The article presents research from a practitioner research study conducted in a non-denominational Jewish secondary school. As part of the study, students created artistic works based on chapter 12 of the biblical book of Numbers. Four of the twelve student groups created works that directly engaged with their conceptions of God as represented in the text while also making direct links to God's role in their lives. Learning through the arts can be a powerful tool that teachers can draw on in order to provide space for students to reflect on their understanding of God and as a way to engage students in conversations about God.
Updated: Apr. 20, 2016
The following research study presents data drawn from an arts-based qualitative research study from 2013. Students created artistic interpretations of biblical texts using a variety of media. One of the significant findings of the study was that learning through the arts provided students with an opportunity to take on the role of parshan, or biblical commentator. Three examples of artwork is presented and combined, they show that by taking on the role of parshan, students were able to craft original interpretations of text and develop new connections with the text. Learning in this way demonstrated the significance of integrating the arts into Bible curricula as a vehicle for developing new types of positive and educational experiences for students.
Updated: Dec. 02, 2015
Practitioner research was conducted on Grade 10 students’ arts-based projects of Numbers Chapter 12 in order to assess the value of using the arts in Jewish secondary schools. Based on interview transcripts, projects, and written statements, three themes emerged that demonstrated why teachers should use the arts in their classes. The arts provided students the opportunity to act as commentators, form personal connections to the text, and meet educational and curricular goals like memory retention and enhanced group skills. The following article provides a case study of two projects that used the same storyline in order to provide evidence for the importance of using the arts in Jewish education.
Updated: May. 26, 2014