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Enriching Teen Identity

Enriching Teen Identity

CONTACT

SUMMER 2003/TAMUZ 5763 VOLUME 5 NUMBER 4 THE JOURNAL OF JEWISH LIFE NETWORK /

EnrichingEnriching TeenTeen Identity:Identity: NewNew ApproachesApproaches contact SUMMER 2003/TAMUZ 5763 VOLUME 5 NUMBER 4 Enriching Teen Identity: New Approaches JEWISH LIFE NETWORK / or vast segments of the American Jewish community, the Bar/Bat Mitz- Eli Valley Editor vah celebration is not an entrance exam into Jewish adulthood, but the final exam of one’s Jewish affiliation. For all the effort that precedes the Erica Coleman Copy Editor F event — the immersion in , the preparation to be called Janet Mann to the , the study of adult responsibilities — B’nai observances Administration are more often than not followed by an immediate drop-off in Jewish affilia-

Yakov Wisniewski tion. Part of the problem is that although becoming a Bar or Bat Mitzvah sig- Design Director nifies a rite of passage into Jewish adulthood, the community rarely offers genuine leadership opportunities to teens. JEWISH LIFE NETWORK STEINHARDT FOUNDATION This is especially grim in light of the crucial importance teenage years play in the development of identity. High school is in many ways a training ground Michael H. Steinhardt Chairman for adulthood — a place where teens make their first independent decisions

Rabbi Irving Greenberg and begin to carve out unique personal identities. It is precisely at this age President that outlets for Jewish affiliation are invaluable. In order to strike a resonant

Rabbi David Gedzelman chord, teen programs should do more than simply lead Jewish teens to social- Executive Director ize exclusively with . The goal of teen programs should be to convey the Jonathan J. Greenberg z”l vibrancy, meaning and fun of Jewish living, and to convey the deep Jewish Founding Director values that will help teens make informed and responsible decisions. CONTACT is produced and distributed by Jewish Life Network/ To be sure, each of the denominational movements supports youth branches Steinhardt Foundation, 6 East 39th that serve the needs of high school-aged youth. NCSY, USY and NIFTY have Street, 10th floor, , NY 10016. provided a wide range of programs and activities for teenagers, and they con- Phone: (212) 279-2288 tinue to inspire teens to pursue Jewish life and identity. But many young Jews Fax: (212) 279-1155 Email: [email protected] do not identify themselves chiefly through a denominational lens. In our

Copyright © 2003 by Jewish Life Network. increasingly fluid and diversified society, many Jewish teens respond best to pluralistic programs that are not linked to any single movement. Partly in response to these needs, we have seen a recent emergence of non-denomina- tional programs that seek to facilitate Jewish experiences in venues with which teens are most comfortable. Jewish Life Network is dedicated to CONTACT strengthening and transforming Ameri- This issue of is devoted to dynamic new approaches in reaching - can Jewry to ensure a flourishing, sus- ish teens. From service learning to outward-bound adventures, from day high tainable community in a fully integrated schools to arts camps, outlets for Jewish identity exploration are becoming as free society. We seek to revitalize Jewish identity through educational, religious diverse as the Jewish community itself. The success and expansion of these and cultural initiatives that are designed and other programs can help transform the high school years from a relative to reach out to all Jews, with an empha- sis on those who are on the margins of limbo of Jewish affiliation into a richly textured period of Jewish growth. Jewish life.

Photographs in this issue appear courtesy of con- tributors, Art Today, and Photos.com. Eli Valley 2 CONTACT By creating new programs of Jewish service and expanding existing Jewish service outlets, we can create meaningful opportunities for the next generation that will significantly expand teenage views of what being Jewish is Jewish SERVICE as all about. TEEN Empowerment by MAGGI GAINES sk typical American Jewish teenagers Social activities, trips and camp- inspiring our youth with the Jewish what means to them, and ing are successful ways to encourage teen dimensions of community involvement the responses will often range the Jewish involvement. Service is somewhat and activism. Teens will come to associate A gamut of popular consumer culture: different, because it has the potential to service with universal values instead of Adam Sandler’s “Hanukkah Song;” a facilitate interactions not only among uniquely Jewish teachings. They will think favorite episode of Seinfeld; and knishes, Jews, but between Jews and the larger of their religion largely in terms of atavis- bagels and lox. Press harder, and you might world. By doing service, the volunteer rec- tic memories and generalized mass-market hear mention of Hebrew school and syna- ognizes that his or her presence is vital to culture, and they will not recognize the gogue visits that by and large ceased the a human being, a community or a specific religious, cultural and historical impera- day they became a Bar or Bat Mitzvah. project. This invests teens with a sense of tives of service in Jewish tradition. Rarely will you hear that Judaism responsibility and empowerment — a On the other hand, if we do promote encompasses an ethical system that places major goal of all engagement efforts. service as a preeminent Jewish value, teens paramount importance on community serv- will see service as a Jewish way of being. ice. Among those who serve — and increas- Providing a Jewish Lens for Service They will see service through a Jewish lens ing numbers of American teens are engaged It is clear that Jewish teens will be engaged and indeed see that there is a Jewish lens, in some form of service — the Jewish impe- in service whether or not we provide Jew- that there are thoughts, leaders, role mod- tus behind service is often unknown. ish outlets for doing so. The question is els and teachers within their own commu- The silver lining here is that we have a whether we are willing to seize this oppor- nity who actively engage the world in tremendous opportunity for Jewish tunity to inculcate values-based Jewish addressing societal problems. They will engagement. By creating new programs of identity. Jewish service experiences pro- discover entirely new dimensions to their Jewish service and expanding existing Jew- vide an invaluable lens through which Jewish experience. ish service outlets, we can create meaning- Jewish teens can learn about social justice, In addition, among many assimilated ful opportunities for the next generation community activism, and the relevance of teens in secular America, there is a fear that will significantly expand teenage their religious tradition. that Jewish activities by definition mean a views of what being Jewish is all about. Look at it this way: If the Jewish com- withdrawal from the secular world. An munity does not provide a Jewish context emphasis on the community-activism Maggi Gaines is Executive Director of spark: Part- for service — if we don’t provide engaging, dimensions of Jewish involvement alters nership for Service. For more information on spark, exciting service experiences for teens — perceptions so that being Jewish means please go to www.sparkpfs.org. we will lose the precious opportunity of actively participating in the community.

SUMMER 2003 3 Giving Teens a Voice Teens become invested in their community, prayer service, etc.) After the B’nei Mitz- Although a gateway into Jewish engage- and they derive a sense of purpose and con- vah, the intense goal-oriented preparation ment is one benefit of Jewish service, it is nection. Ultimately, the tangible feeling of is over, and learning possibilities are less by no means the only one. One of the making a positive change — and of seeing enticing. Beyond Hebrew school, which most common complaints of teens is that the results of that change — binds teens to teens often consider to be boring and irrel- nobody listens to them. Indeed, it is an the community in ways that are difficult to evant, there are few options. Jewish service irony of growing up that during the very replicate in other arenas. This is extremely learning makes relevant years that adolescents are developing their important for teens, who are often search- to the teen’s life — to the choices and deci- own voice, they often feel that they are ing for individual identity and social outlets sions the teen makes in his/her engagement singing and shouting in a vacuum. as they mature into young adults. with the world. This is true in secular as well as religious Finally, one of the major advantages of communities. Jewish communal life offers The Limitless Potential of Jewish service learning is its emphasis on little opportunity for post-Bar/Bat Mitzvah Service Learning critical reflection. Volunteers are encour- teens to feel that their voices count. It is unlikely that service alone will create aged to move beyond applauding them- Enter community service. Service has lasting connections to Jewish values. But selves for doing good work. Instead, they the capacity to radically alter the paradigm learning and Jewish reflection solidify the explore the religious, ethical, social and of teen empowerment. Community service experience, imparting a deep and mean- political dimensions behind societal prob- provides much more than individual ingful connection to Jewish tradition. lems and our proper response to these involvement in the Jewish community and Indeed, Jewish service learning opens up a problems as Jews. For example, in examin- in the larger world. In a very real way, serv- world of Jewish thought and practice that ing why people are homeless, or why eld- ice allows a hands-on, participatory is difficult to convey in a classroom. For erly people are confined to institutions, approach to being a positive force in society. example, teens can learn about the Jewish Jewish service learning gives teens an What’s more, Jewish service trains concept of bikur holim in Hebrew school, opportunity to explore their responsibilities youth to be leaders. Currently, much of the but until they experience visiting the sick as Jews in the larger world. In addition, community’s leadership development themselves, they will not understand the Jewish service learning advances the much- agenda is geared towards the future, ignor- full practical, philosophical and personal needed notion of reflection as habit. In our ing the present. The Jewish community is dimensions to this work. overly programmed world, Jewish service no different than the general society in this Jewish service learning is well-suited learning offers teens an invaluable opportu- regard. We think of teens as potential to teens, who are actively searching out nity to step back, stand still and reflect. future leaders, instead of making them their own identities, group affiliations/ Teens need to understand their proac- leaders in the here and now. Service gives affinities, etc. With Jewish service learning, tive responsibilities as Jews and as citizens. youth a greatly-needed voice, and Jewish teens play an active role in their own edu- There are few better ways to do this than service gives youth a Jewish voice as well cational process. They get the information through Jewish service learning. Jewish as a voice in the Jewish community. themselves, from life experience. In this service learning for teens engages Jews at In this manner, service benefits not only way, Jewish service learning is self-empow- the age when they are just beginning to the community, but the participants them- ering. It gives teens a stake in their own make their first adult decisions. It makes selves. For example, when a teen finds that religion, spirituality, identity and commu- them “step up” as responsible Jewish an elderly Jew at a retirement community nity. In pursuing their own knowledge, adults whose heritage informs their com- has come to depend on him or her for emo- teens involved in Jewish service learning mitment to repair the world. As a values- tional support, the teen realizes that they are actually pursuing their own destiny. based community determined to inspire are a necessary cog in the community struc- For teens, Jewish service learning could the next generation, we must devote our- ture. When a teen forms a relationship with hardly come at a better time. When prepar- selves to creating and sustaining a network a child he/she is tutoring, or with people ing for and studying for their Bar/Bat Mitz- of exemplary Jewish service opportunities with whom he/she is building a house, vahs, young people are motivated by to guide our children as they grow into community ties become that much stronger. specific goals (learning the Haftorah, the young adults. Teens need to understand their proactive responsibilities as Jews and as citizens.

4 CONTACT INSIDE through the OUTSIDE Jewish Nature Adventures for Teens

by GABE GOLDMAN

he list at left reads like the cover of Out- to 18, other programs are designed for teens ■ Canoeing through the door Life Magazine. In fact, it describes a and their parents, or for teens as part of a more morning fog on the few of the diverse outdoor adventures diverse group of participants. Delaware River T attracting thousands of Jewish teens across Such was the case with the recent Passover the . Never has there been as excit- Canoe Trip in the Canyonlands co-sponsored by ■ Greeting a sunrise ing a selection of outdoor Jewish adventures The JENE Institute and Outdoor Jewish Adven- from atop a mountain challenging teens to discover for themselves the tures (OJA) and co-led by this writer and OJA’s in Joshua Tree National value of Judaism and Jewish community. founder, Josh Lake. Several teens and pre-teens Park These outdoor Jewish adventures are far participated in this wilderness canoe trip more than “travel trips.” They integrate the through the hundreds of thousand of acres of red ■ Backpacking the teaching of tikun olam (actions that “heal” social sandstone bluffs that comprise the Canyonlands Appalachian Trail problems), shomrei adamah (ecological awareness National Park near Moab, UT. The teens, with and earth stewardship), and c’lal Yisrael (the their parents and a larger group that included ■ Experiencing a importance of Jewish community) with spiritu- college students and Jewish professionals, spent traditional native ally uplifting experiences of nature. These trips seven days canoeing the River while sweat lodge ceremony and experiences are part of a new field of educa- learning about Jewish environmental wisdom tion that is sweeping the United States. Called and living as a self-contained Jewish community. ■ Hiking through a lava Jewish Environmental and Nature Education Though they were from diverse Jewish back- tube in (JENE), they include experiences of informal grounds, these participants came together to Jewish education that transform the outdoors experience Passover in the desert. The Seder, into a natural Jewish learning environment. held on a large, flat-topped boulder at the site of Trip options are available for congregations, a thousand year old Anasazi Native campsite, schools, JCCs, youth organizations and com- definitively answered the question, “Why is this Dr. Gabe Goldman is Director of The JENE Institute for Jewish Environmental and munities throughout the United States and offer night different from all other nights?” Nature Educators. For more information on every conceivable program type, ranging from The Shalom Nature Center (Malibu, CA) how to develop a Jewish environmental or three days to six weeks in duration and with and United Youth offer a four-week nature program for teens, or to learn more accommodations as diverse as tents, wigwams trip for Jewish teens, grades 10 to 12, that about existing trips and programs, please or retreat lodges. While many of these pro- includes visits to Mt. Rainer and Mt. St. Helens, email Gabe at [email protected]. grams are specifically limited to teens aged 12 sea-kayaking and camping in the Puget Sound,

SUMMER 2003 5 and hiking through a giant lava tube dle and/or enhance the sparks of Jew- TRAINING TOMORROW'S LEADERS in Oregon, where they hold a spec- ish identity only by Israel educational by DANA RAUCHER tacularly dramatic Havdalah cere- and travel experiences. In fact, while mony. So successful was the 2002 the ongoing violence in Israel has he Bronfman Youth Fellowships in Israel (BYFI) was trip that the number of participants resulted in the devastating loss of founded in 1987 by Edgar M. Bronfman to educate teens has tripled for the 2003 trip. tourism and travel to the State, it has and to develop an interdenominational cadre of future Another highly successful trip, greatly boosted the number of T community leaders committed to Jewish unity. now in its fourth year, is the TIYUL of schools, youth groups, JCCs and col- Each year, 26 exceptional high school juniors from a wide the 92nd St. Y, a six-week community leges turning to Jewish nature trips to variety of geographic, religious and social backgrounds are service and travel program in which engage and inspire teens. selected to be Fellows. The Fellows participate in BYFI’s cen- teens perform community service and Teen educators and program travel to several Jewish communities directors not previously familiar with terpiece program, a five week trip to Israel during which they throughout America. TIYUL partici- Jewish environmental education are are given the tools for communal dialogue, Jewish study and pants become pioneers as they create nothing less than amazed by the community leadership, as well as the opportunity to form a new views, visions and insights into reaction of their teens and their staffs close connection to Israel and to one another. Within the what it means to be American and to these programs. Inevitably, “first- framework of an intensive, first-hand experience of Israel, Fel- Jewish in the 21st century. timers” express the belief that their lows meet with Israeli political, literary, intellectual and artis- The Teva Learning Center, in teens are too urban to appreciate the tic figures, who provide them with a challenging and diverse cooperation with the outdoors. More often than not, pro- picture of Israeli life. BYFI’s faculty of and educators Metrowest Jewish Community Cen- gram leaders point to particular teens includes Israelis as well as Americans. They are associated ter, is offering an East Coast trip this they expect to be “difficult.” And just with various move- summer for teens in grades 10 to 12. as often, these are the very kids who ments and perspec- Participants will travel to Pennsylva- turn out to be the most enlivened by tives within Judaism. nia, New York, , their experience and who gain the In 1997, BYFI and . Throughout their most from it. Program evaluations of launched the Amitei journey, participants will explore the hundreds of teens reveal that over 90 Bronfman Fellowship meaning of Jewish life and thought, percent view their trips as “the most Program in Israel. the value of Jewish community, their meaningful experience” they have own roles as environmental leaders ever had. Each spring, 20 out- and how best to care for nature while Perhaps the main reason for the standing Israeli high living in its midst. success of these programs is revealed school juniors are These groups embody the philoso- in the following anecdote that comes selected to participate phy of the burgeoning field of Jewish to us from the pre-Holocaust days of in a series of semi- environmental and nature education. Eastern . We are told of a nars, trips and educa- Guiding its development and applica- father, the rabbi of his village, who tional programs which tion in formal and informal Jewish taught his son each morning from the take place over a ten- educational settings is a newly created Torah. Each afternoon, the boy would month period. The pro- national consortium, Partners in Cre- head into the woods to do his learn- gram includes a weeklong mifgash (encounter) in Israel with ation, or PIC. Founding institutions ing and return before dark. One day, the Fellows from , a week of community service include The JENE Institute, the Foun- the father asked his son, “Why do and a two-week trip to the United States designed to intro- dation for Jewish Camping, Teva you go to the woods every afternoon duce the Amitim to different facets of American Jewish life. Learning Center, Shalom Nature Cen- to learn about God and the Torah? Both the American Fellows and the Amitim are required to ter and Hazon. PIC Partners share the Aren’t these things the same wherever do at least 40 hours of individual community service during belief that this form of education is you are?” The son responded, “Yes, their senior year in high school. matched in its effectiveness to rekin- father, they are — but I am not.” From its inception 17 years ago, BYFI has been dedicated to building and nurturing an active alumni community. We sup- Program evaluations of hundreds of teens reveal that over 90 percent port and mentor our alumni in a wide range of activities, view their trips as “the most meaningful experience” they have ever had. including study, community service, campus activism, fellow- ships and internships in various areas of Jewish communal life. We also organize informal networking and gatherings in the U.S. and Israel. BYFI makes funding available to support a wide variety of alumni initiatives. With our help, alumni have launched many exciting programs, including The Artist’s Work- shop Experiment, The Diversity Beit in and Shop2Give. Today, the BYFI alumni community consists of a remark- able group of young Jewish leaders. Our Fellows include Jew- ish communal professionals, writers, actors, educators and professionals who continue to see their ongoing relationship to BYFI as central to their Jewish identities.

Dana Raucher is Executive Director of The Samuel Bronfman Foundation.

6 CONTACT Engaging theWORLD: The Day High School Experience by LEAH STRIGLER with BONNIE HAUSMAN

ver the last decade, the number of diversity. But I say that when I get to col- brainstormed how to follow up at home. day high schools outside the Ortho- lege, I will be able to contribute to its When they returned to Detroit, they dox world has tripled, from ten to diversity because I have learned who I am.” orchestrated a teen rally in support of O more than 35. A dozen or so have Israel. The preparations for this event opened in the past few years alone. These Social Action and included securing a site and permission schools have brought greater attention to Community service and social action pro- from the township as well as recruiting the unique possibilities day high schools grams are often found in American high speakers and participants. This past Fall, can offer teenagers. They engage teens dur- schools. In day high schools, these pro- when the University of hosted a ing a crucial time in their development, grams are strongly grounded in the Jewish conference on divestment from Israel, stu- when they are negotiating their emerging concept of tikkun olam. Students volunteer dents traveled to Ann Arbor a few days identities and beginning to explore life in a variety of Jewish and secular institu- beforehand to participate in a non-con- independently in the real world. Some crit- tions. At the Chicagoland Jewish High frontational, pro-Israel rally. Rabbi Lee ics worry that day high schools are shelter- School, for example, students serve on a Buckman, Head of School, notes, “If we ing environments. In truth, the best of tikkun olam committee and bring their are serious about nurturing a generation of these schools offer many opportunities to ideas and interests to tikkun olam projects. leaders and not just thinkers, then we encounter the broader society. Such experi- The school works with students to find need to provide students with opportuni- ences allow students to reflect on their ways to connect them to suitable organiza- ties for leadership.” identities and responsibilities both as Jews tions. Rabbi Elliot Goldberg, Director of In addition to activism, students gain and as citizens of the world. As one stu- Religious Life, explains that “most of what political awareness when they meet people dent from the Jewish Academy of Metro- we are doing is because they said here is who help them explore issues in new ways. politan Detroit (JAMD) noted, “Some something we want to do…. They run A few years ago, there was a union dispute people say that coming to a Jewish day with it, and we’re trying to keep up with at the neighborhood supermarket near school means that I do not experience what they want to accomplish.” Gann Academy — the New Jewish High School of Greater Boston. The school Political Activism and Awareness Leah Strigler served most recently as Program Offi- invited representatives from both sides of cer for Education at Jewish Life Network/Steinhardt Political activism, especially on behalf of the conflict to present their perspectives on Foundation. In the fall of 2003 she will begin a Ph.D. Israel, is a strong value at JAMD. Last year the issues. At the New Community Jewish program in Education Studies at the Steinhardt the school chartered a plane so that stu- High School in West Hills, CA, a homeless School of Education of New York University. Bonnie dents could participate in the , woman and her son were invited to share Hausman, Ph.D. is Program Officer at the Partner- DC rally for Israel. During the trip the their story with the Ninth Grade students. ship for Excellence in Jewish Education. students, inspired by the experience, A frank discussion ensued, as students

SUMMER 2003 7 struggled to understand how homelessness features a different type of world music encouraging students to move beyond the happens. The students subsequently began each year. As part of the program, they walls of the school. During its Exploration fund-raising to aid the family. studied the featured genre of South African Week in March, student groups travel Jazz and then attended a concert with stu- abroad to England, Mexico, Italy or Greece. Community and Cultural Opportunities dents from throughout the city. Students Exploration Week also offers domestic Many schools emphasize the importance of also attended a student concert at Julliard. options, such as an Outward Bound pro- developing partnerships with community When Chicagoland learned that a pro- gram, an exploration of bird habitats with organizations. For example, The Heschel duction of Brundibar would be staged in the Massachusetts Audubon Society and High School in draws upon their community, they planned to attend a full-time community service placements. a number of unique city resources. performance. The piece, an opera composed Through a residency program with the and performed in Terezin, inspired the fac- Building a Network Alvin Ailey Dance Company, the school ulty to explore the theme of creativity as a Jewish high schools also expand their reach through collaborations with one another. The North American Association of Jewish High Schools (NAAJHS), founded in 1999, counts approximately 40 schools These schools engage from throughout North America as mem- bers or affiliates. The organization is teens during a crucial engaged in a variety of projects centering on youth leadership and community devel- time in their development, opment, and hosts a Continental Shabba- ton for students in all member schools. when they are negotiating This past year, the organization also offered their emerging identities a Youth Leadership conference, at which student leaders were trained in commu- and beginning to explore nity-building within the school context. The goal of these programs is to develop a life independently in the continental community of Jewish high school students and a larger cohort of teens real world. who share this intensive educational expe- rience. NAAJHS also works with school Israel programs and encourages schools to work together. The organization ultimately hopes to develop its own program. In truth, almost any school activity affords teachable moments that highlight these issues. Bruce Powell, Head of School at the New Community Jewish High School, noted that when his school’s lacrosse team played at a nearby boarding school, the opposing team invited them to stay for dinner. The other team then assured their visitors that they would receive a dairy meal, out of sensitivity to . “That was nice,” Powell noted, received a Company dance teacher and stu- response to tragedy and as a means of sur- “both for them and for us.” Such integra- dents were invited to a company perform- vival. The theme became the focus of their tion of Jewish values in the larger world ance. They also participated in Carnegie Yom Ha’shoah commemoration this year. represents a worthy ideal for all Jewish Hall’s Global Encounters program, which Gann casts the net very wide in high schools.

they would become excited about PANIM strengthens Jewish identity advocacy training. FACING SOCIAL Jewish values and inspired that among teens and instills in them a According to Rabbi Sid they could change the world. passion for social justice by seam- Schwarz, Founder and President of RESPONSIBILITY Started in 1988 as the Wash- lessly integrating Jewish learning, PANIM, the organization “helps PANIM: The Institute for Jewish ington Institute for Jewish Leader- values and social responsibility. live Torah” by pro- Leadership and Values began with ship and Values, PANIM has hosted PANIM’s latest offering to teens is viding them not only with the vehi- a simple vision. If Jewish teens more than 10,000 Jewish teenagers Summer JAM (Judaism, Activism cle for reaching out to those who from across the country would through its two flagship programs, and Mitzvah Work). Summer JAM are in need, but also with the Jew- come to Washington, DC for a Panim el Panim and the Jewish brought 40 to 50 high school juniors ish language to understand how multi-day series of meetings, lec- Civics Initiative, a service learning- and seniors to Washington, D.C. this behavior fulfills the prophetic tures, policy debates and exposure based program and winner of a this Spring for three weeks of Jew- mandate “to care for the stranger, to the institutions of government, prestigious Covenant Grant in 1996. ish learning, community service and the widow and the orphan.”

8 CONTACT Young people instinctively understand that denomina- tionalism in a youth program is divisive.They see the BBYO experience as an example of what community life in a post- denominational world can be.

omething old has suddenly community programming. Led by become something new. In distinguished figures such as New- A Day for the course of the past year, ton Becker of Los Angeles, Edgar NEW S one of the world’s oldest and Bronfman and Michael Steinhardt largest Jewish youth movements of New York, and Lynn Schuster- has renewed itself with strength man of Tulsa, BBYO has estab- JewishYOUTH and purpose. New leadership, lished itself as an independent, by BRIAN GREENE organizational independence self-governing organization, ready and a commitment to Jewish to meet the teen program chal- values have marked the sudden lenge. With the continued support transformation of B’nai B’rith of B’nai B’rith International, and in Youth Organization (BBYO) into partnership with Jewish Federa- an organization that is poised to tions and Jewish Community Cen- meet the needs of Jewish teens in ters across North America, a new North America and abroad. day for Jewish youth has arrived. The reestablishment of BBYO The new BBYO remains a as a premier enterprise in informal product of its proud heritage. For Jewish education could not have over 75 years, chapters have been been timelier. Recent studies have meeting in community centers, pointed to a sharp decline in Jew- and private homes. ish affiliation among teenagers. Thousands of volunteer advisors The vast majority of Jewish youth provide guidance to teenage mem- between grades 7 and 12 have no bers as they develop their pro- ongoing connection to Jewish life. grams and shape their own chapter They are not enrolled in Jewish communities. The BBYO experi- schools and do not attend Jewish ence, enjoyed by an estimated one camps, travel to Israel or actively million participants in over 200 participate in synagogue life. One communities, has fostered the cannot help but assume that a Jew- development of generations of ish teenager with a minimal con- community leaders, Jewish profes- nection to Jewish life and sionals and political activists. The community is unlikely to be drawn challenge today is to build on the to Judaism in college or beyond. success of the past in developing a Over the last two years a program that will meet the needs group of leading philanthropists of a new generation. and community activists has set The dynamic and visionary out to address this gaping hole in professional and lay leadership

Brian Greene is International Director of BBYO.

SUMMER 2003 9 that has gathered in support of in Israel, building bridges youth will devote significant at BBYO dances and events. the new BBYO has proceeded between North American and time during summer vacations The social aspects of the BBYO with several key assumptions: Israeli teenagers. BBYO is com- to feeding the hungry and experience remain vibrant and mitted to Israel and in building homes for the home- important. We are one people. One of the strongest possible way. A less. The work of tikkun olam 1.the great strengths of the personal relationship with can be a powerful Jewish expe- BBYO program over the years Israel and its people must be a rience and inspire a lifelong It is not enough to simply has been that it has drawn core element of a fully devel- commitment to Jewish values. youth together from different oped Jewish identity. be a youth group for Jews. segments of the community. There is a need for gender- Informal Jewish educators must Young people instinctively Community Service is a 4.specific programming. The understand that denomination- 3.Jewish activity. New inter- division of the core program alism in a youth program is national programs, in partner- into BBG chapters for girls and be as conscientious about their divisive. They see the BBYO ship with the innovative service AZA chapters for boys has educational objectives as their experience as an example of organization spark: Partnership always been one of BBYO’s what community life in a post- for Service, have been designed greatest program strengths. The colleagues in the world of denominational world can be. to create youth initiatives sense that BBYO is a warm and involved in hands-on commu- safe place for teenagers grows formal education. Israel is central to Jewish nity service. Jewish youth are out of the communal bonding 2.identification. BBYO is ready to be challenged and that develops in its chapters. It committed to providing quality inspired by service experiences. is also true that great numbers Content for Jewish pro- Israel experiences for its mem- BBYO looks forward to a time of young men and women met 5.gramming must be planned bers and, through its chapters when thousands of Jewish their future wives or husbands and intentional. The elements of Jewish experiential program- ming that youth groups and camps have always seen as their Hadassah Foundation and the Boston Jewish ncreasingly, strength must be deliberately JOIN THE TRIBE Women’s Community Fund underwrote a special sec- Jewish teens planned and carefully executed. tion, MzVibe.com, devoted to the interests and con- have at least It is not enough to simply be a cerns of Jewish girls. I one leg in the youth group for Jews. Informal In 2000, the Bronfman Philanthropies commis- digital world. This Jewish educators must be as sioned an outside evaluation to determine JVibe.com’s represents a unique conscientious about their edu- JVibe opportunity for creat- impact. The study showed three significant findings. by YOSEF I. ABRAMOWITZ cational objectives as their col- First, 10 percent of Jewish teens were aware of the ing a culture shift in leagues in the world of formal program after three years. Second, Jewish teens affiliation among young Jews. The programmatic impli- education. cations extend far beyond the computer screen, chal- spent, on average, 30 minutes per visit, an incredibly high figure. Third, even though Jewish teens were lenging normative approaches Jewish organizations Leadership is taught by using the site — up to 50,000 times a month at its have taken toward reaching teens. leading. Where will the height — the teens were not more likely to be 6. The Richard & Rhoda Goldman Fund, the next generation of Jewish com- involved in Jewish organizations or rituals after partic- Covenant Foundation and the Andrea and Charles munity leaders come from? ipating. However, and most significantly, the study Bronfman Philanthropies funded the development of Decades of experience indicate demonstrated that Jewish teen users felt more con- JVibe.com, a web magazine community devoted to that community leadership is nected to the Jewish people because Jewish teens. Launched in developed in youth movements of their connection to JVibe.com. 1999, with departments on like BBYO where youth have an We are now embarking with pop culture, relationships opportunity to lead. The self- the Goldman Fund on Phase Two and social action, the site governing structure of BBYO, of creating a far-reaching JVibe is intended not to mirror the and the numerous opportunities program that will test in Bay Area way Jewish organizations for youth members to be plan- synagogues and BBYO focus groups. The goal is to would like teens to think, but instead to provide, in a ners, facilitators, mediators and create an integrated program to increase the affilia- Jewish context, information and entertainment that coordinators, provides a train- tion of post-Bar and Bat Mitzvah students from 20 per- appeals to them. ing ground for future leaders. cent to 50 percent. Based in part on the successful Eighty percent of the articles are produced by Something old has indeed AVI CHAI-sponsored BabagaNewz program for middle Jewish teens, including regular dispatches from teens become something new. BBYO school kids, which captured nearly 40 percent of the in Israel. is now uniquely positioned to non-Orthodox market in just two years, the new JVibe Several months into production, our teen advisory engage thousands of marginally program combines a print pop-culture Jewish maga- board insisted that a sex and sexuality department be connected Jewish teens and to zine with an upgraded website that includes localiza- created. We worked with teens to design a depart- confirm their commitment to tion, a music club, informal education guides and teen ment, JVibrations, that incorporated Jewish perspec- Judaism during their formative e-philanthropy options. Considering that 80 percent of tives on a wide range of sexual issues. Later, the adolescent years. The new Jewish 12- and 13-year-olds have B’nai Mitzvah cere- BBYO looks forward to growing monies, we are testing ways to interest them in main- Yosef I. Abramowitz serves as CEO of Jewish Family & Life!, in strength and to playing a taining a connection to the Jewish people through the leading multimedia educational provider in Jewish life. He major role in the renaissance of can be reached at [email protected]. high school. Results will be available in the Fall. Jewish communal life. 10 CONTACT JEWISH CAMP for Adults- In-Training by RAMIE ARIAN

sk 17-year-old Becky about her plans dren, always under the direct supervision of a ues as they arise naturally in daily camp life. As for the summer, and she doesn’t hesi- senior counselor. They may help to teach a a living laboratory for Jewish life, there is noth- tate for a second. “I’m going back to specialty such as swimming, tennis or crafts, ing to equal an experience at camp. A camp,” she gushes with typical energy or they may assume general bunk responsibil- For the Jewish CIT, the camping experi- and enthusiasm. “I’m counting the days until I ities for the children’s health, safety and ence is invaluable not only as a springboard can finally be on Machon.” Machon, the coun- supervision as they move from activity to towards future work as a counselor, but as a selor-in-training (CIT) program at Becky’s activity. Often, CITs get to try their hand at method of maintaining Jewish connections camp, has space for only 36 teens, so admis- leading different aspects of camp life. during a period of intense personal transi- sion is selective. Only teenagers who have In most camps, the CITs are technically tion. Most CITs are about to enter their sen- been campers for several years are eligible, and still campers. Their parents pay a fee for ior year of high school, where they are likely only those who are judged to have good poten- them to attend, but the camp pays the CITs to embark on a process of personal discovery tial as future counselors are accepted. a modest stipend in consideration of the as they make decisions on higher education Across North America, CIT programs at work functions they perform. and, for many, their first long-term separa- Jewish overnight camps provide a continuing The ultimate reward for the CITs’ work is tion from family. The CIT experience gives Jewish connec- the promise of future jobs as counselors. many Jewish teens their first experience in tion for thou- CITs who perform successfully are virtually leadership based on Jewish values — experi- sands of guaranteed placement the following summer ence that proves important as they begin to teenagers like at their own camps, and often have an make their first decisions as adults. It also Rebecca. Most advantage over others who lack CIT experi- solidifies Jewish identity at a time when have been ence, even if they choose to change camps. many Jewish teens are preparing to separate campers since For the Jewish community, CIT programs not only from their families, but from family- the age of 10 or serve as a powerful incentive to keep large bound connections to Jewish tradition. 11, and con- numbers of teenagers connected to Jewish There are 120 not-for-profit Jewish tinue as life. Camp is one of the most powerful ways overnight camps in North America. Spon- campers as long as they can — typically to build Jewish identity and commitment in sored by religious movements (Conservative, through age 15. The following summer, most young people. This holds true not only for Orthodox, of these 16-year-olds join travel programs run the campers, but for CITs and staff as well. Reform, by their camps or their sponsoring move- How does camp build Jewish identity so Reconstruc- ments — most go to Israel, but some go to the powerfully? At camp, children live in a tionist), American West, or to Europe or elsewhere. totally Jewish society. They need not worry JCCs, Zionist Then, at age 17, they return to camp as CITs. how their Jewish activities will appear to movements, The details of CIT programs vary some- their non-Jewish friends. Jewish practice is B’nai B’rith what from camp to camp, but there is much natural, and it is joyous. and others, they share in common. Typically, participating Totally enveloped in the atmosphere of the Jewish teens spend part of each day learning about camp fun, children celebrate with spe- community’s leadership and working with inspiring men- cial clothing, joyous singing and special bless- summer tors to learn how to become role models for ings. They experience warm, embracing camps touch the lives of some 50,000 chil- the children who will soon be in their charge. community in a completely Jewish environ- dren — and reach another 10,000 who serve Supervised by the camp’s top leadership, they ment. They meet Israeli counselors, and some- as their staff — each summer. At least 25,000 engage in extensive programs of role play and times Israeli campers. They hear Hebrew teenagers are involved in Jewish overnight simulation to practice their newly-acquired spoken, and they learn a few words themselves, camps, and more participate in camp-spon- skills. For part of each summer, the CITs have since buildings, activities and people are often sored travel programs for 16-year-olds. CIT the opportunity to work directly with chil- given Hebrew names. They learn to sing programs — which directly accommodate Hebrew songs and, without the least amount of about 5,000 young people — are the “carrot” Rabbi Ramie Arian is Executive Director of the New self-consciousness, they join in Israeli folk that keeps many of these adolescents coming York based Foundation for Jewish Camping. For more dance. They participate joyously in peer-led back for more Jewish connections, year after information, please go to www.jewishcamping.org. prayer experiences. They talk about Jewish val- year, at the summer camps they love.

SUMMER 2003 11 TIFERET A Camp Programfor Jewish Arts

by JERRY KAYE

ewish camping has emerged as a Through the generosity of the Olin and Some campers, remarkably potent instrument for Jew- Sang families, we built a wonderful Arts ish learning and identity. The sociolo- Center that incorporated visual arts, dance, J gist Sam Heilman advanced the notion photography and media under a single truly gifted,come that Jewish feeling and Jewish “doing” are roof. Not long afterwards, we converted a the key to unlocking Jewish identity. Pro- former barn into our theater. One of our fessor Bill Cutter of Hebrew Union College earliest projects was a 24-hour “marathon,” to understand how in Los Angeles has spoken about the impact in which a group of junior high campers of summer camps on confluent education, interpreted passages from the Torah into in which cognition and affect come pieces of contemporary outdoor sculpture. their soulful art together to cement a sense of Jewishness. These kids had no particular bent for the Rabbi Allan “Smitty” Smith, the immediate arts, but were excited about their ability to past director of the Union of American translate from their heads to their hands. demonstrates the Hebrew Congregations (UAHC) Youth Divi- sion, has looked to the affirmation of Jew- deepest of Jewish ish memory as the tipping point of Jewish identity best fostered in a camp setting. While these ideas have undoubtedly values. been realized in Jewish camps across the country, some children have not found their way to merging important parts of their lives into one unified experience. This was the premise underlying the cre- ation of the Tiferet program at Olin-Sang- Ruby Union Institute (OSRUI), the UAHC camp in . While camps are known for their Jewish content, sports and water activities, the arts have often been a neglected stepchild of Jewish camping, There is an old aphorism, “Art and just as they have been in Jewish and secu- religion are the only two human pursuits lar education everywhere. that bypass the intellect and speak directly Ohad Sha’altiel, a talented artist who to the soul.” With this in mind, we had served as a teacher on our staff for decided to engage Torah with the arts and several seasons, continuously urged greater vice-versa. We asked ourselves, what arts involvement. Ohad noticed that each would it take to create an arts camp in the year, many children did not sign up for midst of our other camping programs? Just Jerry Kaye is Director of Olin-Sang-Ruby Union Insti- camp because they prefer to spend sum- as important, we asked, would our com- tute of the Union of American Hebrew Congregations. mers in pursuit of the arts. So we decided munity be responsive? For more information on Tiferet, please call 847-509- to create a Jewish camping experience that The structure of OSRUI seemed per- 0990 x14, or email [email protected]. centered around explorations of the arts. fectly suited for arts explorations. Olin- 12 CONTACT Sang-Ruby Union Institute seeks to be a see their talent emerge over the course of a Jewish learning environment that engages four-week session in ways they could campers throughout the day. Whether kids never have imagined. And some campers, are at the waterfront, the high ropes course truly gifted, come to understand how their or the ball field, there are always Torah les- soulful art demonstrates the deepest of sons that can be shared. Certainly the arts Jewish values in ways that they could not lend themselves even more so. Generally, have comprehended prior to their Tiferet though, we think of as rela- experience. tively devoid of art. We know nothing of Counselors in the unit choose to be the dance identified in the , or the here because they share a propensity music that David composed. Theater for us toward the arts and love the kids. They is the Bimah on Rosh Hashanah, but no have the wonderful chance to learn while scripts that we can draw upon. living in the cabins with these youngsters. How, then, to merge Jewish learning Perhaps the most important way to and art? We turned to our greatest asset — understand the focus of Tiferet is to know the OSRUI faculty and specialists. Here we that OSRUI does not have Arts and Crafts. found a group of rabbis, educators, cantors Rather, the best forms of art and Torah and artists who could be encouraged to merge within campers so that they can intertwine their skills and knowledge into express themselves, learn and grow. the same lesson plans with campers. Each This program can be replicated virtu- session at OSRUI has a theme, a rabbinic ally anywhere. The hard part is finding or educational faculty member and a part committed and talented staff, faculty and We know nothing of the dance of the day given over to specific learning. rabbis who are willing to set aside their identified in the Psalms, or the We decided that the Tiferet program assumptions and reach for a new level of should be no different. Jewish interpretation. music that David composed. Activity schedules were devel- oped in order to respond to the dif- fering needs of younger campers with some interest but not necessar- ily a lot of talent, and middle and high school campers with real inter- est and demonstrated ability. For REEL TEENS younger campers, about three hours eenagers are the largest movie-going demo- of the day are given over to arts graphic in America. Recognizing this, the New time. In the second and older ses- T Jewish Filmmaker Project (NJFP) emerged as sion, closer to six hours are devoted part of the San Francisco Jewish Film Festival to to arts. Rabbi and dancer, artist, engage Jewish teenagers in the world of independ- drama specialist and musician inter- ent Jewish film. twine their work with one another. The recipient of a 2001 Joshua Venture Fellow- Session themes easily lend them- ship, the NJFP is designed to provide talented story- selves to artistic interpretation, the tellers, aged 15 through 19, with the training and miered on Closing Night of the 2002 Jewish Film most obvious being Shir haShirim, resources to be independent Jewish filmmakers, Festival to an enthusiastic audience of over 1,400 the Song of Songs. scholars and advocates. With the assistance of viewers. This was followed by an extended audience Evening programs provide a expert mentors and advisors, the young filmmakers dialogue with the teen filmmakers. To date, nearly wonderful opportunity to engage in the NJFP experience the full cycle of independent 6,000 young people have seen Not Another Jewish campers in artistic pursuits that are Jewish cinema, including critical viewing, writing, Movie at a wide range of venues, including a not included in the daytime agenda. producing, directing, shooting, editing, promoting national creativity conference at Hampshire College, Photography, media and puppetry and exhibiting their work. public high schools, Jewish summer camps and come alive during time that most Teenagers spend a year working with a commu- community centers. The film will also be screened at see as just plain fun. Collaboration nity of professional, independent filmmakers and international film festivals including the Toronto is the key idea in the entire pro- challenging one another to consider the meaning Teen Festival with an expected audience of 10,000. gram. The fundamental goals of and relevance of Jewish identity in their own lives. American teens are arguably better versed in Tiferet are exemplified when we They turn the camera on themselves and on their the vernacular of movies than they are in any other bring together artists studying Torah schools, homes and hangouts to take the viewer on medium. The NJFP uses film to engage and inspire with rabbis learning to paint. an intimate journey through their cultural land- Jewish teens to explore their identity and experi- In summary performances at the scapes. Diversity is a hallmark of the program. Of ence, to deepen the involvement of young people in end of the summer, parents are the five boys and five girls in the class of 2003, two the Jewish community, and to catalyze an inter-gen- invited to Camp to see all that their are recent Russian émigrés, one describes herself as erational dialogue on what it means to be Jewish in children have done. Although the a Latina Jew, one describes herself as an African America. quality of the work is often astound- Jew, and a majority have a non-Jewish parent. For more information on the New Jewish Film- ing, the stress is always on process The first class of NJFP successfully completed maker Project, contact Sam Ball at 415-206-1880 or rather than product. Many children its film, Not Another Jewish Movie, which pre- go to www.sfjff.org/project.

SUMMER 2003 13 Diverse Programming Leads to Involving TEENS More Involved Teens We’ve dared to encourage teens to become In the involved Jewishly — however they define that J T PROCESS — and they have. Through JET and Livnot E by TRACY KIMBALL NEWMAN Kesher grants, synagogues have begun new } projects that complement existing youth pro- ll of us who work in the Jewish com- Team Approach & Organizational Change gramming. Grant projects involve teens in the munity face a challenge: How can we Livnot Kesher required each pilot synagogue to planning process, empowering them to plan insure that every teen in our commu- create a team comprised of lay leadership, and implement activities based on their inter- A nity remains connected and engaged teenagers and professionals (including the ests. Through internship opportunities, by in Jewish life? Do we have the creativity, Rabbi, Education Director and Youth Director). assisting teachers in religious school, through time, personnel and financial resources? They met regularly to evaluate the current status a variety show in a weekly supper club, or In 1998, after an in-depth planning process, of their synagogue’s teen involvement, review even by creating a teen band, they have con- The of Greater Washington and analyze data collected from interviews, and nected and reconnected to Judaism. Our teens constructed Jewish Experiences for Teens (JET) plan creative initiatives aimed at engaging teens spoke, and synagogues responded by attempt- as a think tank and an incubator of new initia- in Jewish life. This holistic approach allowed the ing to meet kids where they are. tives that would meet this challenge. Five years discovery of unique angles, various opinions and The ways in which synagogues operate later, we have a lay-board of 35, a staff of 7, and multiple strategies. have also begun to change. The youth director we work with 50 area synagogues, 8 regional JET has challenged our community to at a synagogue in Washington DC recognized youth groups, 3 JCCs, several camps and other define success with teenagers differently. For that local teens have a hard time traveling to agencies that serve youth. Together, we seek to example, after reviewing the data gathered synagogue. He decided to bring his office to the identify the needs of today’s teens and to advo- through personal interviews of teens and par- teens for shmooze time by spending part of a cate for these needs. Our various projects ents no longer involved with synagogue activi- day each week at a coffee shop near a private include awarding financial incentives for Israel ties, a congregation in Potomac, MD school in which many of his teens are enrolled. trips, providing leadership training and devel- transformed its Eighth Grade cur- opment for teens and youth professionals, riculum. As a result, the recent granting funds for innovative outreach pro- graduating class had a 95 percent grams, and serving as the community resource retention rate for the following year. for teens and for informal Jewish education. We are constantly considering: How can we really The Campbell’s Soup Model care for all of our high school teens? Contrary to popular belief, the Through our experiences, we’ve learned results from our interviews show three vital lessons for working with teens: that teens are not ditching Jewish ■ Teen involvement requires engaging parents life. They are simply not fitting ■ Contexts of Jewish experience should be into the established norm. Take positive Campbell’s Soup as an example of ■ Staff makes relationships happen, and rela- engagement. Campbell’s goal is to tionships build Jewish connections have everyone eat chicken soup. In our first five years, our primary focus They have created what appears to has been on a project of outreach and culture be competition within themselves, change involving the last two lessons. Livnot because they know not everyone Kesher (Building Connections), sponsored by eats the same kind of chicken the Joseph and Rebecca Meyerhoff Awards soup. They developed chunky and Committee, sought to test Hillel’s engagement creamy, and added vegetables, noo- model on teenagers. We believed that through dles or rice, in order to appeal to one-on-one conversations and intensive rela- as broad a market as possible. Teen Engagement tionship development, we could match They were not afraid of losing customers. In Most important is the need to involve teens in teenagers to existing community programs, fact, they knew they would add many more the process. JET models this behavior through work with them to create new programs, and chicken soup eaters if they offered the soup the use of teen interns who volunteer for 10 keep teens involved in Jewish activities based on a wide range of consumer interests. hours per week as part of their high school throughout their high school years. We can add many more to our customer curriculum. They are a constant sounding The first step was to discover why teenagers base as well, simply by expanding the way we board, helping to keep the adult professionals do not participate in Jewish activities beyond think about involvement in Jewish life. JET focused on the realities of teen life and trends. B’nai Mitzvah. We found that within organiza- has sought to create a shift in synagogue men- We have found that the key to success is tions, there was a lack of programming that met tality to concentrate not only on the number not searching for a single perfect program, teen interests and needs, a lack of investment of teens involved, but to reach out to all of its group, activity or event that will turn teens on (staff and resources) in the teen population, and past and present teen members and connect to “doing Jewish.” Rather, success will be a prioritization of other age groups and target them somehow to Judaism. A temple in found by creating a variety of experiences populations over the teen cohort. Rockville, MD hosts an annual youth fair while engaging teens in the process. Success showcasing community programs for Jewish with teens involves building a community and Tracy Kimball Newman is Director of Jewish Experi- teens in sports, theater arts, community serv- reaching them one by one, until we do con- ences for Teens (JET), the teen planning arm of The ice and leadership development. Their goal is nect to 100 percent of our youth, offering Jewish Federation of Greater Washington. For more to make teens aware of other opportunities in them opportunities to build their Jewish iden- information about JET, please go to www.jetonline.org. which they can become involved. tity and our collective Jewish future.

14 CONTACT CHOOSEYOUROWNADVENTURE he past ten years have seen the emergence of an impressive array of Jewish teen programs, often funded through independent family foundations. Many of these initiatives focus on Jewish values, community development and the arts. Below is a partial sampling that provides a T glimpse into a broad range of programmatic content, style and approach.

Areyvut B’nai Tzedek The Curriculum Initiative Founded in September 2002, Areyvut seeks to for- A program of The Harold Grinspoon Foundation and The Curriculum Initiative (TCI) was founded in 1996 to mally integrate the values of , and the Jewish Endowment of Western Massachusetts, provide resources on Judaism to Jewish students in tikkun olam into the world of Jewish education. B’nai Tzedek was started in 1996 to teach teens boarding and college-preparatory schools. TCI is a Areyvut trains educators throughout the United about the value and rewards of philanthropy. On national organization supported by the Samuel Bronf- States, providing them with resources and expert- the occasion of their Bar or Bat Mitzvah, teens con- man Foundation, the Jim Joseph Foundation, the ise to incorporate these ideals and practices into tribute $125 of their gift money to a B’nai Tzedek Charles and Family Foundation, and their core curricula. Areyvut’s goal is to strengthen fund. The investment is matched by the supporting the Lyn P. Meyerhoff Fund. TCI brings Judaism to stu- Jewish values, ensure the transmission of these Foundations to create an initial endowment of dents through the Ezra Fellows, a corps of dynamic values to the community at large, and revitalize the $500. Each year for 20 years, the teen may donate young educators who help foster Jewish life on cam- commitment by children and adults to perform acts five percent of the fund’s current income to a Jew- pus. TCI also organizes regional conferences in which of chesed, tzedakah and tikkun olam as part of their ish charity. B’nai Tzedek has already spawned simi- students from many schools come together to cele- daily lives. For more information, please see lar programs throughout North America. For more brate their Jewish identity. For more information, www.areyvut.org. information, please call 413-736-2552 or go to please see www.thecurriculum.org. www.hgf.org. Dorot HeartAction Genesis DOROT mobilizes thousands of volunteers to provide Inspired by the traditional Jewish values of visiting services to close to 10,000 frail and homebound eld- Started in 1997, Genesis at Brandeis University is a the sick and honoring the elderly, spark: Partner- erly living in New York City, and to help older people four-week summer enrichment program for high ship for service developed HeartAction, an innova- live independently at home. DOROT offers teen vol- school students involving , the Arts, tive Jewish service learning program bringing teens unteers rich learning experiences through personal Humanities and Social Action. Established with ini- and the elderly together through service. The connections, exposure to new ideas, time for reflec- tial funding from Steven Spielberg’s Righteous Per- HeartAction Resource Guide assists synagogues, tion and meaningful encounters with Jewish tradi- sons Foundation, Genesis integrates Jewish studies, schools, community centers, youth programs or tion and texts. DOROT volunteer projects include secular subjects and arts workshops. Genesis other organizations in implementing a vibrant and Door 2 Door – teens shop and deliver groceries to focuses on diversity and pluralism, encouraging par- engaging Jewish service learning program involving frail seniors; Birthday Corps – teens deliver birthday ticipants to create their own Shabbat experiences weekly visits, reflection sessions, text studies, cakes and handmade gifts, and celebrate with the each week, and placing special emphasis on explor- guided journal activities and personal encounters. seniors; Friendly Visitors – teens make weekly one- ing and understanding the concept of community. For more information, please contact spark at 410- hour visits; and Holiday Package Deliveries, Phone For more information, please call 781-736-8416 or 366-4151 or [email protected], or go to Pals and E-GrandPals. For more information, call 212- go to www.brandeis.edu/genesis. www.sparkpfs.org. 769-2850 or email [email protected]. Meyerhoff Teen Initiative SummerArts at The Jewish Museum Lenox Hill Bikur Cholim Teen Leadership Program In response to the finding that 75 percent of Balti- Funded through a grant by the Winnick Family Founda- Lenox Hill Bikur Cholim (LHBC) organizes individual more’s Jewish teens were not engaged in organized tion, SummerArts is an intensive, five-week studio arts teen visits to patients at Lenox Hill Hospital and to Jewish life after Bar/Bat Mitzvah, the Meyerhoff program for emerging high school artists interested in elderly residents living in facilities located on Man- Teen Initiative was formed in 2000 as the first major exploring art and Jewish identity in a creative atmos- hattan’s Upper West Side. Holiday and group pro- project of The Joseph and Rebecca Meyerhoff phere. Located at The Jewish Museum in New York, grams provide additional opportunities for teen Awards Committee. MTI provides teen professional SummerArts students work closely with Jewish artists participation. LHBC’s unique methodology of train- salary enhancements and incentives, supplementary to learn innovative approaches to mixed media, paint- ing, supervising and nurturing ensures that teens program funds, and mechanisms for evaluation to ing, videography and ceremonial arts. The program cul- are equipped to provide companionship, comfort help the Jewish community become more effective minates in a student-curated exhibition of SummerArts and practical assistance to the ill and the aged, in engaging Jewish teens. One of the major pro- work at The Jewish Museum. For more information, while Jewish values and a sense of accomplish- grams of MTI is the website www.18below.com, a please call 212-423-3289. ment permeate the entire volunteer experience. For comprehensive online community for Jewish teens in more information, please call 212-434-2488. the Baltimore area. For more information, see www.meyerhoffteeninitiative.com.

SUMMER 2003 15 Non-Profit Org. Jewish Life Network U.S. Postage Paid 6 East 39th Street 10th floor Rockville, MD New York, NY 10016 Permit No. 800

we promote service as a preeminent Jewish value, teens will see service as a Jewish way of being. They will see service through a Jewish lens and indeed see that there is a Jewish lens, that there are thoughts, leaders, role models and teachers within their own community who actively engage the world in addressing societal problems. They will discover entirely new dimensions to their Jewish experience. — MAGGI GAINES

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