What is your favorite thing about teaching?
Sharing my interests and passions with young people and then getting to learn from and laugh with them about their ideas and experiences. At JCHS, I appreciate the support and freedom I have to develop my curriculum.  What is your favorite class project?
My favorite projects change each year, but this year I particularly loved the portrait project in the intro to studio art class. Students build upon the formal technical skills of line and value and use a grid to learn the proportions of the human face and head. They have to choose someone who is important to them and convey a psychological component that is captured in a photograph. They learn that it takes many hours to produce a polished piece, and they haven’t had that experience before. When it’s complete, they have an accomplished piece of work that they are really happy about. That is so satisfying.
Hobbies/Passions:
These evolve and change. I like reading about art and history, I like gardening and cooking. In my studio I’ve been working on detailed colored pencil drawings made from collages of photos that I take with my camera phone. Low quality photos are fine because the real creative process is cutting up the photos and reassembling them to invent alternate versions of the world. These “alternate realities” become the drawings. This past year, my work was featured at the Rasmussen Art Gallery at the Pacific Union College. What do JCHS students say about you?
Probably that I am passionate about what I teach, maybe sometimes a little excitable. On other JCHS teachers:
I love being around such intelligent, humorous and compassionate teachers. The standards they set motivate and inspire me to better challenge my students in the classroom. I enjoy collaborating with other teachers to bring art into their classes. I recently created a presentation of art from the Russian Revolution era for Dean Kertesz’s Jewish studies class. In Michelle Godwin’s English class, they are reading Huckleberry Finn, and I shared with her examples of American artists from the 19th century, as well as contemporary art around themes including racism and slavery. Art outside the classroom:
I teach art history and we’ve had some memorable experiences this year. We went to see the King Tut exhibit after learning about that time period in class. We also recently learned about gothic architecture and had an opportunity to walk over to St. Dominic’s church to identify exterior and interior architectural elements. Other roles at JCHS:
I often get to work with the theater director on the sets for the drama productions. In the past, I have received the design and worked with my art students to execute it. For this past production, I essentially designed the set and then worked collaboratively with the director and crew to make it. I have also co-led the Visions of God art-based tefillah (morning reflection). Each morning the students participate in hands-on art projects that require a combination of intuition, practical skills, and aesthetic judgment in a visual response to themes discussed in scriptural texts. Advice to new students:
Pay attention. Be kind. Put in the work, you won’t regret it. Favorite book(s):
Habit of Being, Collected Letters of Flannery O’Conner, Middlesex by Jeffery Eugenides, Blood Meridian by Cormack McCarthy, Endurance by Alfred Lansing Favorite quote:
“Life is what happens while you are busy making other plans.” John Lennon What’s on your ipod right now?
The new Bonnie Prince Billy album, medieval music, Godspeed You Black Emperor and about ten Fresh Air podcasts that I still haven’t listened to.
What is your favorite thing about teaching?
I love watching a student understand something for the first time. The world suddenly changes and looks different to them. I remember teaching about sound and harmonics when a student who had never really seemed engaged suddenly perked up. She looked up first with a look of amazement on her face, which resolved into a smile. Later she explained that she suddenly understood why some notes sounded nice together and why some didn't, why different musical instruments sound different from each other, what her whammy bar on the guitar did and so much else in music. Everything about music was different after that day, she said.
Maybe teaching isn't helping the blind to see, but sometimes it is close. Why do you love teaching at JCHS?
Students come first around here. I've taught places where the faculty was excited about in-service days instead of teaching, and I always thought that was weird. I didn't go into teaching because I wanted to sit in meetings. At JCHS everything we do is about increasing student learning. For example, when I meet with colleagues to design curricula, we are focused on helping students to learn, and not on what is easiest for the teachers. Hobbies/Passions:
I love to cook. Cooking is applied science with the added benefit that, if you do it right, you get to eat your experiments. I try out new recipes and revisit old favorites. I've even taught a science of cooking course where we broke up into groups to try changing every ingredient in the Toll House Chocolate Chip cookie recipe so that a person could customize the recipe to the one that exactly fits your taste buds. Another time some friends and I got together to play with brining chicken to figure out what's the best way to cook it. Right now I am experimenting with making my own cheese. A little chemistry, a little biology, and a little physics come together to make spoiled milk into something delicious.
I'm also involved in informal education. I do science presentations outside of the classroom where I try to bring the excitement and discovery of science to a more general audience. I've been invited to present at the California Academy of Science, the Exploratorium, the Maker Faire, Ask a Scientist, and Down to a Science. When I’m not in the classroom, you can find me:
Exploring the City and the surrounding area. I love trails, forests, cliffs, and hidden coves. I like finding something new.
I’m involved with The Exploratorium helping teachers new to the profession become better teachers.
I also love pub quiz. Pub quiz is a game where adults make small teams and answer trivia questions for minor cash prizes. The quizzes tend to be on a variety of topics and so it takes a variety of people on the team to be successful. I've gotten to meet a lot of interesting people this way. Why/when did you decide to become a teacher?
High school. My good friend Ben wrote in my senior yearbook that he expected to see me teaching high school when we met at the reunion. He was right. What do your students say about you?
I hope that they would say that I am ruthless in getting them to learn. Other roles at JCHS:
I teach Conceptual Physics and AP Environmental Science. I sponsor the robotics club. Advice to new students:
Studying doesn't have to take a long time if you do it right. Learning something new is about making connections in your brain, and that comes from stretching yourself and practice. Favorite quote:
“No one got stronger watching someone else do push ups.” What’s on your iPod right now?
Bunches of BBC podcasts
What do you most appreciate about your work at JCHS?
The JCHS community is welcoming and supportive of all kinds of students, and all kinds of people. You become “known” at JCHS for who you are, your passions, your talents, your ideas, and your uniqueness. Fitting in is as easy as “being yourself.” Why do you work in experiential education?
The world a fascinating place, and teenagers are fun to share this world with. My life experiences have provided me with so much to share.I lived in Israel for five years and traveled extensively – not just to sightsee, but on a self-designed educational journey to meet people and learn about their cultures. I worked with Ethiopian Jews in Irsael, and co-ran a Passover Sedar in India with Tibetans and travelling Israelis. Experiential Education allows us to take life experiences and pass on our wisdom, passion, and creativity. Because JCHS values diversity and original thought, my Experiential Education programming can be a window into the world where my students, in partnership, can build the tools to see through it. What’s exciting about JCHS Student Life?
I work with a dynamic team including Assistant Head of School for Student Life and Jewish Learning Rabbi Andy Katz; Director of Student Activities, Roni Ben-David; Director of Community Outreach, Rabbi Mark Goodman; and Student Activities Assistant Gretchen Kiesel. Our goal each year is to help JCHS culture become an expression of the students' creativity and leadership. There are so many ways to get involved, from joining a committee, to forming a club, to bringing your energy and enthusiasm to a holiday program. Each of these roles helps to build our community here at JCHS. What’s happening with Experiential Education this semester?
This year’s all-school Shabbaton retreat was largely student-run, and the programming bore the mark of their enthusiasm and leadership. When students share their wisdom and passion to their peers, it is more effective – it’s not beyond their grasp but reflects on what comes from within. K’nesset (student government) developed the weekend’s theme “Growing Eden Together.” Instead of giving a speech at the keynote assembly, students selected and performed the song Unity by Trevor Hall in a rock band. Nine bold and articulate students presented their poetry and stories. Teachers were able to participate as members of the community as we reflected on our personal goals and our commitments to each other – as well as to attend a meditation or yoga session, to sing at a camp fire, and to play soccer. What’s coming up?
The grade journeys this year will take students all over the world. Juniors and seniors are taking a 10 day trip to Israel and will be spending time in Jerusalem, Tel Aviv, and the North. They will be celebrating Purim in Jerusalem. The sophomores will be exploring the splendor of Zion and Bryce Canyon National Park, contrasting it with the man-made extravaganza of Las Vegas. The freshmen will be heading down to Southern California for an outdoor adventure focusing on leadership community. At school, we interpret the world – we read and analyze. On the journeys, we literally explore, discover, and interact with the world. Evan Wolkenstein is the Director of Experiential Education and has been involved with Experiential Education for more than 7 years. He holds an MA in Jewish Education from Hebrew University and a Certificate of Advanced Jewish Study from the Pardes Institute in Jerusalem. Evan is a Tanach teacher at JCHS and has been at the school for 3 years.
Why do you teach?
Teaching allows me to show students a path to express their passions and beliefs and to help them discover confidence. Although a performance has a momentary effect on the audience, teaching someone to have confidence to speak in front of an audience or to find their voice as a writer can have a lasting positive impact.
Directing, like teaching, gives me the ability to inspire thoughts and understanding in an audience who has seen my work. I love when people tell me they thought about one of my shows after they left the theatre― that seeing my production of a play that kept them up all night thinking or made them understand something in a deeper way than they had previously. What do you most appreciate about your work at JCHS?
There is such richness in the collaboration I have with my colleagues at JCHS. For the 2008 fall musical, Cabaret, Humanities Chair, Danielle Frandina and I collaborated to find ways to engage the cast in the time period – Weimar Republic, Germany. Ms. Frandina taught historical perspectives to the cast and then gave an overview of this period before the entire school at an all-school community block when we performed a number from the musical.
During the production of The Rubenstein Kiss I had the opportunity to work with Director of Experiential Education Evan Wolkenstein on how Jewish themes played a role in the play. I also partnered with history teacher Aaron Pollack so students could examine the Red Scare of the 1950’s, and the historical context of the Atomic Era. The knowledge, resources, and inspiration the professional community shares with one another is what makes JCHS an incredibly unique place to teach. What is happening in the drama program this fall?
I am thrilled to be directing Little Shop of Horrors for the fall 2009 musical. It is generating a lot of excitement with students and adults alike because many people have seen this musical and tell me it is their favorite. One of the stars of the play is actually the puppet named Audrey II. We will be premiering a new puppet fabricated by Swazzle, a professional puppeteering company based in Los Angeles. Junior Sophie Kreeger will be operating the larger versions of Audrey II while senior Benjamin Marinoff will create his voice. One of the essential questions I am examining in the plays I am choosing this year is “What is the impact of the choices an individual makes on themselves and others/the world around them?” This is definitely a theme in Little Shop. One of the other shows I am avidly considering for winter or spring is The Children’s Hour by Lillian Hellman, which deals with the implications of a lie and its effect on a small community. I know that you have worked at Cal Shakes each summer for a number of years. Tell me about your work.
One thing that is wonderful about working with Cal Shakes is being a teaching artist with a professional, regional theatre company whose mission is to reinvigorate the classics. I love being immersed in Shakespeare for five weeks each summer, working with students on this profound literary material, and making it come to life. I am considering a Shakespeare play for next season at JCHS, so my work at Cal Shakes is allowing me to hone my skills in directing Shakespeare.
As a theatre artist working professionally in the Bay Area, I am able to provide JCHS students with my own professional knowledge and as well as bringing in as other Bay Area theatre professionals to work on JCHS shows. For our 2008 spring comedy Twentieth Century, I brought in a professional fight choreographer, Kai Morrison, who staged and taught the cast 20 fight sequences. Kai and I have worked together professionally and he will be working with us again on Little Shop of Horrors. Sometimes, my students also have the opportunity to see shows I direct in the community with professional actors. They have the opportunity to see me both as an instructor and as a professional in the field. | 
