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Teaching art and everything else
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BY: Lila Hanft Staff Reporter
Agnon honors Weiss’s 29 years of teaching kids to ‘see exquisitely’
Art teacher Barbara Weiss is supposed to be on her break when I meet her in the art room at The Agnon School. Instead, she’s surrounded by students n a hovering, buzzing cloud of students.
Weiss, a sixty-something blonde dressed in bright colors and dramatic jewelry, sternly shoos them away so “I can talk to the CJN in peace.” Undeterred by her gruffness, they’re not budging.
“Can’t we stay and paint during our free period?” an eighth grader asks, snacking on a handful of animal crackers (“I feed the 8th grade,” Weiss says confessionally. “I’ve learned that you have to feed these skinny girls all day long if you want them to be able to pay attention.”)
Weiss assents to their pleas but says, with a quelling glance, that they must keep quiet.
“We’ll be completely quiet,” they assure her. And they are, for a couple of minutes, until someone has to ask just one more quick little question.
“I love these kids so much,” Weiss confides, sotto voce, belying her stern demeanor. “They’re just delicious, aren’t they?”
Working to excellence
In her 29 years at Agnon, Weiss has developed a formidable reputation as a teacher with high expectations who makes students think harder and dig deeper than they ever thought possible. She expects students to take art seriously and to work hard at it.
Attorney Josh Kaplow was 6years old in 1987 when Weiss warned his class never to get sick on the day they had art class. When a case of pneumonia kept him out of school for several days, he insisted to his parents that he had to leave his sickbed to go to art class. “I wasn’t upset by being sick or missing school, until I realized I would be missing art class,” Kaplow recalls. “Then I got upset.”
“Barbara takes what she does very seriously,” says Leah Spector, Judaics director and assistant head of Agnon. “She’s developed a high-quality program.”
At its February 10 “Divine Wine” fundraiser, the Agnon community will raise a toast in celebration of Weiss’s 29 years of service.
Looking back, Weiss acknowledges that “the art program has grown tremendously in depth” over nearly three decades. “At first, kids were resistant to working to excellence in art class,” she admits. “Now they know what to expect.”
Working at their easels as Weiss talks, students join in like a Greek chorus to verify Weiss’s reputation for toughness. “Barbara hates art that’s ‘fluff,’” one girl explains. “Yeah, we don’t do ‘make it and take it’ art,” others chime in, referring to the superficial craft projects often found in schools.
Art with substance
Weiss sees art as “a vehicle, a conduit” for expressing knowledge. This concept lies at the heart of Agnon’s unique integrated curriculum, in which students learn about concepts or historic periods in a variety of academic disciplines. For example, Weiss explains, in a unit on oppression, students might explore the theme as it appears in the Tanach, in various historical periods, in relationship to democracy, and even in terms of scientific trends and art movements.
Students “bring the depth and substance of their knowledge from other subjects” to art class, Weiss continues. “They come to art knowing (about) oppression and create a (clay) cup that symbolizes being free from oppression.”
The resulting “Fifth Cups” are “thoughtful, creative and unique.” When she asks students to write about their cups, “out pours text that reveals unfathomable, personal thoughts about oppression and redemption and hope,” she marvels.
There are multiple benefits to using art as “a vehicle for the expression of understanding,” says Weiss. For students who don’t learn and express themselves well in writing, the art projects provide the opportunity for them to display the depth and complexity of their understanding.
In addition, reconceptualizing facts, dates, life stories, wars, or scriptural passages in visual terms challenges students to deepen their understanding of a topic. “I have seen understanding come through art that doesn’t come out in other classes through words,” she says.
The ‘aha!’ moment
“Barbara really understands what the integrated curriculum is all about, from the inside,” says Spector. Assignments often start in a sketchbook under the title “Learning to draw is learning to see.” When they’re completed, Weiss’s assignments often bring students to “what Jerry (Isaak-Shapiro, Agnon’s head of school) calls an ‘aha!’ moment — when you understand the subject deeply.”
Weiss, who grew up without much exposure to Judaism, had her own “aha!” moment during her first trip to Israel, made with a group of Agnon teachers. Later, when Agnon began an annual trip to Israel for eighth-graders, “I went on every class trip until I couldn’t climb anymore,” she laments.
Weiss’s love for Israel is imprinted indelibly on her art curriculum. “I teach as much as I can through the lens of Israel,” she explains. “If I have to show an example of, say, horizon lines, I’ll pull out a slide of Israel from one of two binders of slides” she’s taken over the years. Sixth-graders make chanukiot based on the forms of flora, fauna, and architecture of Israel, which they learn about while taking “visual notes” during Weiss’s slide show.
Time and tenacity, not talent
Despite the quality and quantity of art adorning nearly every wall, The Agnon School is not an art school, Weiss says with emphasis. “You don’t have to be talented to do this.” Gesturing to students busy at their easels, she continues, “It does take skill and time and tremendous tenacity and (the willingness to) become (visually) observant.”
“The outside world thinks of art like it is some kind of magic, some kind of special gift,” Weiss elaborates. “We all have the ability to become skilled at art.”
Eighth grader Yoni Kirsch stops painting long enough to point out one of many quotations pinned to the art room wall: “An artist is not a special kind of person; every person is a special kind of artist.”
Most of the students in the art room during free time are eighth-graders at work on their integrated projects, paintings in the style of a modern master that explore a theme of their own choosing. They’ve spent most of the year studying their chosen theme in several academic disciplines before bringing that knowledge to fruition in a painting.
Ava Fagin approaches Weiss, canvas in hand. Her theme is “Take me for what I am,” and she’s done a painting of shoes in the style of Vincent Van Gogh. Ready to sign her painting, she has a dilemma: although she’s studied several examples of Van Gogh’s signature, she’s not sure how she can replicate the spirit of his “Vincent” with her three-letter name.
Weiss tells Ava that by now she knows enough about her subject to make that decision herself. “What does your gut tell you?” she prompts.
To see exquisitely
“Barbara has developed a program that goes way beyond art,” says Spector. She teaches kids “how to think, how to see, how to follow directions. She encourages them to look at the details, to see the beauty in things. These are skills for life.”
Agnon parent Judith Salomon, a professor at the Cleveland Institute of Art, agrees. “She’s so passionate about art and teaching art. When kids leave Agnon they have a grounding that sticks with them for life.”
“Art facilitates an ability to see exquisitely, precisely,” Weiss explains. “When I ask (students) to draw a hand, I don’t want them to visualize a generic hand. I want them to see this particular hand, with its particular callouses and lines.”
“I don’t want them to get stuck in the world of stereotypes. There’s an amazing reality out there that should be seen and loved.”
The Divine Wine art show and wine tasting is Sat., Feb. 10, at 8 at The Agnon School. Tickets available at the door. 216-464-4055.
lhanft@cjn.org
Art teacher Barbara Weiss is supposed to be on her break when I meet her in the art room at The Agnon School. Instead, she’s surrounded by students n a hovering, buzzing cloud of students.
Weiss, a sixty-something blonde dressed in bright colors and dramatic jewelry, sternly shoos them away so “I can talk to the CJN in peace.” Undeterred by her gruffness, they’re not budging.
“Can’t we stay and paint during our free period?” an eighth grader asks, snacking on a handful of animal crackers (“I feed the 8th grade,” Weiss says confessionally. “I’ve learned that you have to feed these skinny girls all day long if you want them to be able to pay attention.”)
Weiss assents to their pleas but says, with a quelling glance, that they must keep quiet.
“We’ll be completely quiet,” they assure her. And they are, for a couple of minutes, until someone has to ask just one more quick little question.
“I love these kids so much,” Weiss confides, sotto voce, belying her stern demeanor. “They’re just delicious, aren’t they?”
Working to excellence
In her 29 years at Agnon, Weiss has developed a formidable reputation as a teacher with high expectations who makes students think harder and dig deeper than they ever thought possible. She expects students to take art seriously and to work hard at it.
Attorney Josh Kaplow was 6years old in 1987 when Weiss warned his class never to get sick on the day they had art class. When a case of pneumonia kept him out of school for several days, he insisted to his parents that he had to leave his sickbed to go to art class. “I wasn’t upset by being sick or missing school, until I realized I would be missing art class,” Kaplow recalls. “Then I got upset.”
“Barbara takes what she does very seriously,” says Leah Spector, Judaics director and assistant head of Agnon. “She’s developed a high-quality program.”
At its February 10 “Divine Wine” fundraiser, the Agnon community will raise a toast in celebration of Weiss’s 29 years of service.
Looking back, Weiss acknowledges that “the art program has grown tremendously in depth” over nearly three decades. “At first, kids were resistant to working to excellence in art class,” she admits. “Now they know what to expect.”
Working at their easels as Weiss talks, students join in like a Greek chorus to verify Weiss’s reputation for toughness. “Barbara hates art that’s ‘fluff,’” one girl explains. “Yeah, we don’t do ‘make it and take it’ art,” others chime in, referring to the superficial craft projects often found in schools.
Art with substance
Weiss sees art as “a vehicle, a conduit” for expressing knowledge. This concept lies at the heart of Agnon’s unique integrated curriculum, in which students learn about concepts or historic periods in a variety of academic disciplines. For example, Weiss explains, in a unit on oppression, students might explore the theme as it appears in the Tanach, in various historical periods, in relationship to democracy, and even in terms of scientific trends and art movements.
Students “bring the depth and substance of their knowledge from other subjects” to art class, Weiss continues. “They come to art knowing (about) oppression and create a (clay) cup that symbolizes being free from oppression.”
The resulting “Fifth Cups” are “thoughtful, creative and unique.” When she asks students to write about their cups, “out pours text that reveals unfathomable, personal thoughts about oppression and redemption and hope,” she marvels.
There are multiple benefits to using art as “a vehicle for the expression of understanding,” says Weiss. For students who don’t learn and express themselves well in writing, the art projects provide the opportunity for them to display the depth and complexity of their understanding.
In addition, reconceptualizing facts, dates, life stories, wars, or scriptural passages in visual terms challenges students to deepen their understanding of a topic. “I have seen understanding come through art that doesn’t come out in other classes through words,” she says.
The ‘aha!’ moment
“Barbara really understands what the integrated curriculum is all about, from the inside,” says Spector. Assignments often start in a sketchbook under the title “Learning to draw is learning to see.” When they’re completed, Weiss’s assignments often bring students to “what Jerry (Isaak-Shapiro, Agnon’s head of school) calls an ‘aha!’ moment — when you understand the subject deeply.”
Weiss, who grew up without much exposure to Judaism, had her own “aha!” moment during her first trip to Israel, made with a group of Agnon teachers. Later, when Agnon began an annual trip to Israel for eighth-graders, “I went on every class trip until I couldn’t climb anymore,” she laments.
Weiss’s love for Israel is imprinted indelibly on her art curriculum. “I teach as much as I can through the lens of Israel,” she explains. “If I have to show an example of, say, horizon lines, I’ll pull out a slide of Israel from one of two binders of slides” she’s taken over the years. Sixth-graders make chanukiot based on the forms of flora, fauna, and architecture of Israel, which they learn about while taking “visual notes” during Weiss’s slide show.
Time and tenacity, not talent
Despite the quality and quantity of art adorning nearly every wall, The Agnon School is not an art school, Weiss says with emphasis. “You don’t have to be talented to do this.” Gesturing to students busy at their easels, she continues, “It does take skill and time and tremendous tenacity and (the willingness to) become (visually) observant.”
“The outside world thinks of art like it is some kind of magic, some kind of special gift,” Weiss elaborates. “We all have the ability to become skilled at art.”
Eighth grader Yoni Kirsch stops painting long enough to point out one of many quotations pinned to the art room wall: “An artist is not a special kind of person; every person is a special kind of artist.”
Most of the students in the art room during free time are eighth-graders at work on their integrated projects, paintings in the style of a modern master that explore a theme of their own choosing. They’ve spent most of the year studying their chosen theme in several academic disciplines before bringing that knowledge to fruition in a painting.
Ava Fagin approaches Weiss, canvas in hand. Her theme is “Take me for what I am,” and she’s done a painting of shoes in the style of Vincent Van Gogh. Ready to sign her painting, she has a dilemma: although she’s studied several examples of Van Gogh’s signature, she’s not sure how she can replicate the spirit of his “Vincent” with her three-letter name.
Weiss tells Ava that by now she knows enough about her subject to make that decision herself. “What does your gut tell you?” she prompts.
To see exquisitely
“Barbara has developed a program that goes way beyond art,” says Spector. She teaches kids “how to think, how to see, how to follow directions. She encourages them to look at the details, to see the beauty in things. These are skills for life.”
Agnon parent Judith Salomon, a professor at the Cleveland Institute of Art, agrees. “She’s so passionate about art and teaching art. When kids leave Agnon they have a grounding that sticks with them for life.”
“Art facilitates an ability to see exquisitely, precisely,” Weiss explains. “When I ask (students) to draw a hand, I don’t want them to visualize a generic hand. I want them to see this particular hand, with its particular callouses and lines.”
“I don’t want them to get stuck in the world of stereotypes. There’s an amazing reality out there that should be seen and loved.”
The Divine Wine art show and wine tasting is Sat., Feb. 10, at 8 at The Agnon School. Tickets available at the door. 216-464-4055.
lhanft@cjn.org
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