Jewish Godly Play Workshop Rabbi Michael Shire

JEWISH GODLY PLAY WORKSHOP – RABBI MICHAEL SHIRE HUC-JIR June 5, 2013

Do you believe that helping children engage in an ongoing practice to develop and nurture their spiritual nature is a critical component of Jewish education? If so, then the Jewish Godly Play Workshop hosted in June by HUC-JIR was an extraordinary opportunity to experience the process firsthand, and learn how to implement the curriculum in a concrete, meaningful way.

On June 5, 2013, Rabbi Doctor Michael Shire, Dean of the Shoolman Graduate School of Jewish Education at Hebrew College in Newton, Massachusetts, led a Jewish Godly Play workshop for approximately 50 Jewish educators from the metropolitan area. During the workshop Rabbi Shire shared the history, theory, format and techniques of a Godly Play curriculum and lesson. What follows is an overview of that all day workshop.

The Theory and History behind Godly Play At the outset Rabbi Shire ruefully noted that, although he learned a great deal about Jewish history, ritual, holidays, Torah, and Jewish values as a child, he came away feeling that something important was missing from that experience. That “something” was having the opportunity to address the big questions in life on an ongoing basis. Rabbi Shire’s childhood experience in Jewish education, like that of most American children today, was primarily concerned with the outer dimensions of religion (what to know and do), rather than the inner dimensions (how we feel and express awe, explore what our purpose in life is beyond career and material success, and how we can find a meaningful connection to God).

It’s not that children are incapable of or do not think about these issues. They are and they do. According to Rabbi Shire, children will engage in these conversations if we make a physically, emotionally safe place for them to do so. The Jewish Godly Play curriculum accomplishes this goal. The curriculum is a form of text study, for elementary and middle school students that uses storytelling, discussion and activities to provide children with serious encounters with material from the Bible and Midrash. The format encourages children to: share deep feelings and questions about life and God; develop language and skills to express themselves spiritually in a Jewish context; and establish a practice for building a spiritual life.

The curriculum and methodology has been adapted from the successful, long- standing work of the Christian theologian Jerome Berryman. See, e.g., Jerome Berryman, Teaching Godly Play: How to Mentor the Spiritual Development of Children. See, also, http://www.godlyplayfoundation.org. As evidenced by the June 5th workshop, Godly Play encounters with Jewish texts is a powerful experience that works with adults as well.

The Format and Elements of Godly Play There are five parts to a Godly Play experience: setting the stage, telling the story, engaging in “Wondering Questions,” exploring issues raised by the story, and concluding with a ritual that promotes caring, respect and trust within the group.

Setting the Stage In its most complete form, setting the stage for a Godly Play text encounter involves creating a Montessori–like arrangement of the classroom and use of Montessori-like materials for the story props as well as the activity centers.

It also involves a specific way of preparing children to take part in the program for the day. For example, a teacher or student is assigned to be the “doorkeeper.” That person’s job is to greet each child as he arrives for the lesson, tell the child what the story for the day will be, ask the child if he has any questions and ask if he is ready to join the group. If the child is not ready, he goes elsewhere to participate in a different learning activity. The child is also told that he will be welcome to join the group when he is ready to participate. The message is conveyed without negativity. It is the child’s choice and responsibility to decide if he is ready to be part of a very structured Torah exploring activity, for an hour, with a group of peers.

Telling the Story Once inside the room, children sit in a circle on the floor with the storyteller. The story props are deliberately laid out in front of the storyteller. After introductions, the storyteller tells the story based upon a script that she has memorized. When telling the story, she speaks slowly, uses props and hand motions in a prescribed manner, and always looks at the props, not the children. This technique allows children to develop a deep relationship with the story rather than the storyteller. The slow pace and the storyteller’s use of a quiet voice without dramatic flair, creates the opportunity for children to think about not only the narrative, but also what the story means to them. Where do they fit into it? What questions do they have about what happens in a particular story?

During the workshop, we watched a video of a class of third graders listening to Rabbi Shire tell the story of Moses and the Ten Commandments. You could hear a pin drop in that classroom. It was no different when Rabbi Shire told us the stories of Abram and Sarai, the Flood Story and the story of Ruth and Naomi. Every last one of us was completely engrossed in the story, following the actions of the figures on the floor or in the sandbox. Each of us was present in the story in our own way.

The “Wondering Questions” When the story is finished, the storyteller introduces up to four “Wondering Questions” to elicit reflection and discussion of the issues raised. During this segment, children begin to learn a vocabulary of religious and spiritual concepts. The “Wondering Questions” are:  I wonder what part of the story you like the best.

 I wonder which part of the story is the most important part.

 I wonder where you are in the story. Or, I wonder what part of the story is about you.

 I wonder if there is any part of this story we could leave out and still have all of the story that we need.

As evidenced by both the video of the third graders, and our experience with Rabbi Shire, these “Wondering Questions” elicited many profound thoughts and deep feelings about the meaning of life, direct, personal experiences with God and concerns about justice in a family, community or the universe. The experience was not that of a passive listener; rather, it became an active wrestling with the depth of the material presented.

Active Exploration Although our workshop ended with verbal reflection upon the storytelling experience and questions about how to put it into practice, a Godly Play lesson for children includes an additional learning step. After discussion of the “Wondering Questions,” children move to activity stations. There they have the opportunity to integrate and express what they have learned and the questions raised for them through art, dramatic play, building with blocks, or quiet writing or reading activities.

Concluding Activities The Godly Play lesson ends with a prescribed format for cleanup, a final group activity and a formal goodbye ritual. All children have responsibility for caring for the materials they used and the work they created. After cleanup the group gathers for either a song or snack. Then children form a circle, where the storyteller has a prescribed place to stand and the doorperson takes his place at the door. The doorperson calls each child by name to say goodbye to the storyteller. The storyteller holds out her hands, letting each child choose whether to hug, hold hands or not touch at all. The storyteller, in turn, says goodbye to each child by name, and conveys some personal expression of thanks to the child for his or her contribution to the community that day.

Conclusion Much learning takes place in a Godly Play lesson, whether through active engagement with people and materials, or indirect modeling, including the way that the room and materials are setup and the deep respect by which all members of the group are treated. Rabbi Shire made it clear that this curriculum and methodology is not the only way to encourage the spiritual development of children, but it is a way that does work. Rabbi Shire is currently working with a group of educators to prepare additional scripted stories and materials from a more Jewish perspective. With the help of a grant from the Covenant Foundation, Rabbi Shire is also training more educators in the methodology and curriculum in the metropolitan area.

If you are interested in learning more about Godly Play or Rabbi Shire’s activities, go online to: www.godplayfoundation.org www.hebrewcollege.edu/godly-play

Or read: Children’s Spirituality: What it is and why it matters. Rebecca Nye (2009)

“Spirituality: The Spiritual Child and Jewish Childhood,” Michael Shire, in International Handbook of Jewish Education, Ed. H. Miller, L. Grant, A. Pomson, Springer, N.Y.

Teaching Godly Play: How to Mentor the Spiritual Development of Children (2009) Jerome Berryman.

At the very least, you will find the process fascinating.