“Ribono shel olam, God of the Universe, listen to my heart and my voice as I stand before You, wanting to tell our story. Help me to understand and find the right feelings and words with which to transmit the tale. Make my voice expressive and clear so that the collective wisdom of our people can reach the hearts of those who listen…”
—Peninnah Schram, "My Storyteller's Prayer,” Jewish Stories One Generation Tells Another, (Jason Aronson, an Imprint of Rowman and Littlefield, 1987), p. xxxv.
For Peninnah Schram, 1995 Covenant Award recipient and internationally renowned storyteller, the power of the spoken word was woven into the fabric of her childhood in New London, Connecticut, growing up with her father, Hazzan Samuel E. Manchester, and her mother, Dora Markman Manchester.
“I was blessed with parents who told me stories and the love of story was planted in my imagination,” Peninnah said. “My parents were given a legacy of the oral tradition from their parents which they handed down to me.”
Particularly vivid for Peninnah is the memory of her father chanting the Hineni prayer on the High Holidays.
“He began to walk slowly from the back of the synagogue to the bimah, haltingly, dramatically, chanting by heart, and pleading with his whole heart on behalf of the congregation, his voice coming from deep within him – at times both arms outstretched to the heavens,” she shared.
It was this High Holiday experience that introduced Peninnah to the art of storytelling. “I began to know the power of having words clearly articulated, musical rhythm and timing, pause and silence, readiness to begin as well as bringing the audience along with you in the story journey, and feeling the images communicated expressively through the body and voice holistically,” she said. Peninnah’s mother also had an influence on her storytelling by telling her secular teaching tales. Inspired by her parents, as well as Elie Wiesel and Ruth Rubin – a Yiddish folksinger and ethnomusicologist – the roots of Peninnah’s future profession were planted early on.
For decades, Peninnah has shared her stories and wisdom with the world, beginning in 1969 at Yeshiva University's Stern College for Women, where she taught Speech and Drama. At the time, Peninnah was also volunteering to record books for the blind at The Jewish Braille Institute. She loved a book of folktales she had recorded. After discovering her students at Stern College didn’t know much about Jewish folktales, she realized she had work to do—namely, to begin sharing sacred and secular Jewish folktales of all genres with children, in person, so that these jewels of Jewish culture wouldn’t be lost on another generation. Together with storyteller Laura Simms, Peninnah created a weekly program at the 92nd Street Y called “Fire, Water, Stone & Air” in which they would perform dramatic, participatory tellings of stories from around the world. Later she created another storytelling workshop, along with her Stern College students. This one focused on Jewish tales and was titled "Kernels of a Pomegranate."
Though the term “experiential education” was not yet popular, the program was an experience—and included creative dramatics, movement, music, and art. Through this work, Peninnah developed and refined an entire repertoire of Jewish stories and folktales, later becoming the resident storyteller at The Jewish Museum.
It wasn’t long before Peninnah’s reputation for the art of storytelling became widely known. She became a Professor of Speech and Drama at Yeshiva University's Stern College and the Azrieli Graduate School of Jewish Education and Administration. Then, in 1974, she was offered the opportunity to create a Storytelling course as part of the Speech and Drama curriculum. Peninnah ultimately taught at YU until her retirement as Professor Emerita in 2015.
These days, Peninnah continues to share her storytelling wisdom with the field of Jewish Education. In addition to teaching at a number of conferences, including NewCAJE and Limmud, she presents storytelling programs and workshops at synagogues, universities, and festivals across the US, Canada, and Israel.
Peninnah has always believed in the power of storytelling to pave the way for a brighter future and, given the divisive political climate of today, she finds storytelling as relevant as ever for educators looking for tools with which to teach the next generation values like kindness and empathy.
“Sharing stories creates a bond between people,” Peninnah said. “Once we know someone’s story, we can no longer be enemies because we develop empathy that, in turn, leads to relationships. That’s why stories still work – why they still have power and importance in our world.”
A shared storytelling experience enables listeners to “walk in the shoes” of the storyteller and the characters in the story and also to understand peers on a deeper level, Peninnah explained. That emotional exchange emerges from the deeply human endeavor in which one imagines oneself as the storyteller and the sadness, joy, or other emotions one would feel having been through the same experience.
The powerful human-to-human exchange between storyteller and listeners needs to happen face-to-face for the development of empathy, compassion, and community, Peninnah emphasized.
“There’s just no substitute for the human voice telling a story directly – with people looking at each other – listening to each other,” she said. “It is through the senses that one recalls emotions. It is the emotions that cause one to act in concert with one’s own group and to integrate the aspirations of the individuals with the ideals of their community.”
In addition to promoting empathy, storytelling is a powerful educational method because it “sets the story in the heart,” she noted. As the storyteller speaks, the essence of the story and its lessons are reinforced in the storyteller’s memory and the listener’s memory, and as the story reaches deep into the audience, they are changed and moved at the same time. “The voice is the messenger of the heart. We tell stories with the voice from the heart to reach the hearts of others,” she said.
Storytelling is vital to answering what Peninnah refers to as “heart questions,” the ultimate questions we are all trying to answer throughout our lives. Who are my people? How did they live? How should I live? What are my values? What is the legacy I want to leave for my children and the world?
Judaism is rich with sacred literature – Torah, Talmud, Midrashim, and a secular oral tradition that includes folktales, fairytales, fables, parables, tall tales, mystical tales and supernatural tales – which all set out to answer these questions.
“Shared stories become guides for desirable conduct and values,” Peninnah said. “Passed down from generation to generation, these communal stories educate and develop group identity in a creative and inspiring way. While stories delight, they also teach, and the images of the story remain in the imagination forever. These images then serve as a trigger to recall the lesson itself and contribute to moral development and Jewish identity.”
For educators hoping to incorporate storytelling into their classrooms and lessons, Peninnah offers practical advice that begins with a simple and singular suggestion: practice just listening. A class can walk outside and listen to the sounds around them and their nuances, listen to music and identify the instruments, or practice awareness of the stillness when in a quiet room. She also suggests becoming aware of body language and vocal tone when people are speaking by watching TV or a film with the sound turned down. Teachers and students can also search for a story they love and then share it with the whole class. The more students and teachers practice telling stories, the better. Educators who need a story for teaching a particular topic or theme can search in the Jewish Storytelling Coalition Directory and then contact a professional Jewish storyteller who can provide specialized coaching and guidance.
One of Peninnah’s favorite Jewish teachings comes from the book of Kings I, in which God asks King Solomon what he wishes for. Solomon responds not by asking God for long life, or for riches, or for the destruction of his enemies. Rather, Peninnah cites, Solomon asks for a lev shomea, a “listening heart,” for he understood that it is through listening and gaining a deep understanding of the experience of others that we can acquire true wisdom and only then can we make informed and compassionate choices of how to act in our world.
Although we may not be able to receive wisdom directly from God in the way that Solomon did, we can all begin the journey to acquiring a lev shomea through storytelling.
“We, as storytellers, should listen to the kinds of stories we need to tell,” Peninnah said. “We must listen to the message of the story and feel its importance to our lives. We must listen to the rhythm of the story, as to a musical composition. We must listen to the silences within the story. We must listen to what the listeners of the story need to hear.”
By Yonah Kirschner, for The Covenant Foundation. Photo by Zion Ozeri.
More to Consider:
“Education holds the key to changing the world and making it better. For education to achieve all that it can, we must have teachers who believe in the moral, ethical, Jewish ideas we teach and who are committed to inspiring their students”
—Rabbi David Eliach, A Covenant of Dreams: Realizing the Promise of Jewish Education, 2009
“There are children, grownups, everywhere
That would love to hear your voices
Singing for our health to be bright
So that we can join together...and paint our world with healing and hope”
-From the original song, Painting Our World with Healing Hope, by Karina and Debora Zilberman
“Families that share stories about parents and grandparents, about triumphs and failures, provide powerful models for children. Children understand who they are in the world not only through their individual experience, but through the filters of family stories that provide a sense of identity through historical time...Through sharing the past, families recreate themselves in the present, and project themselves into the future.”
—“Do You Know…” The power of family history in adolescent identity and well-being
Read more about Dr. Marshall Duke and his work, here.
“There are people out there who are educating their hearts as we speak. They’re getting on with the work, they’re loving their kids, they’re loving their students, they’re loving their communities. We must retrain our vision toward those people—we must develop eyes to see and ears to hear where that love is already happening—that is worth our energy and our care and our time, to tend that love, to show that love ourselves.”
—Krista Tippett, Founder and CEO, The On Being Project
"Civil discourse requires us to listen generously and to act as though—and to really believe—we could be open to persuasion. We each may think: 'I did not cause this situation, I am not to blame.' Yet we each have the capacity to help society turn the corner, if we honestly ask what went wrong and what we can do about it."
- Martha Minow, the 300th Anniversary University Professor at Harvard University and Joseph William Singer, Bussey Professor of Law, Harvard University
The Wow Metric of Success: Jewish Life in Bloom on the Farm: Spring has arrived, and the Jewish community is busy planting with purpose. In Vaughan, Ontario, the yellow coltsfoot and purple-blue scilla are just starting to flower at the Kavanah Garden, a half acre community garden that’s part of Shoresh, the Canadian-based Jewish environmental organization that includes the Kavanah Garden and Bela Farm. Last Sunday, on “Yom Manual Labor” volunteers gathered to turn the soil, plant seeds, paint outdoor tables and participate in construction projects with the Shoresh team, preparing the garden for growing season.
“Our Jewish community is only as strong as its ability to include all members in the fabric of Jewish life. Doing so helps each of us recognize the unique strengths we all bring to the Jewish community, and that community cannot possibly be complete until we actively and intentionally welcome each other.”
-Meredith Englander Polsky, 2017 Covenant Award Recipient, Director of Institutes and Training, Matan, and Developmental Support Coordinator, Temple Beth Ami Nursery School
“From all of my teachers, I have grown wise.” Psalms 119:99. Framing Jewish Education, a project of The Jewish Lens and supported by The Covenant Foundation, was created to engage teachers, students, and families in conversation about the value of Jewish education and to illustrate the power of great teaching and learning via a curriculum based on visual literacy and text.
“For me, study is a divine and daily imperative; I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.” —Erica Brown Associate Professor, George Washington School of Education and Human Development. Director, Mayberg Center for Jewish Education and Leadership, 2009 Covenant Award Recipient
The Covenant Classroom means something different to every educator but common goals are to motivate, engage and be inclusive of all learners. In this volume, we’ve collected an array of Teachings on Inspiration and Motivation in all areas of Education.
#ThankATeacher It has been twenty-five years since The Covenant Foundation first opened its doors, and we continue to be humbled by extraordinary Jewish educators from across North America and across the spectrum of Jewish life who have devoted their careers and considerable talents to the field of Jewish education. Now, in celebration of a quarter-century-old tradition of honoring Jewish education and educators, and to kick off a year of public engagement around great teaching, we’re proud to share The Covenant Foundation voices app with you: a new digital way to give and share your gratitude.
“There are just two outcomes that really matter: First, that students feel Judaism is the fertile ground in which they get nurtured to grow, and second, that they find Judaism joyful.” Rabbi Joy Levitt, Executive Director, JCC Manhattan
“What would it look like if we bet on Jewish early childhood education for the long-term, as our tradition instructs? The task might seem large, but the reward, we know, is great (Pirkei Avot 2:15).”
“Countless leaders have been inspired by the story of the Jewish people leaving bondage in Egypt – those whose names we know, like Martin Luther King, Jr. and those whose names we never will know, whose every-day acts of kindness and resistance fuel social change. This story, our story, has become a cornerstone of modern social justice work.”
—Abby Levine, Director of The Jewish Social Justice Roundtable
This is how I see a “Covenant Classroom”: a place where challenging topics are passionately discussed; a place where complex ancient texts are grappled with; a place in which self- esteem grows, and motivation to learn increases exponentially because of it. An environment in which each Jewish soul is given the confidence to continue the eternal search for meaning.”
—Dr. Sandra Ostrowicz Lilienthal, Curriculum Developer and Instructor at The Rose and Jack Orloff Central Agency for Jewish Education of Broward County and 2015 Covenant Award Recipient
“When powerful, new approaches to learning are introduced through digital tools, meaningful disruptions occur along the way… When this happens, new approaches which previously seemed inaccessible, are suddenly within reach.”
—Barry Joseph, Associate Director for Digital Learning, Youth Initiatives, American Museum of Natural History
“The future of Jewish teen engagement can in fact be found in 3D printers, and in text-people, and in service, and outdoor education, and in anything that brings teens into contact with authentic learning experiences and passionate, caring, knowledgeable educators.”
—Charlie Schwartz, Senior Jewish Educator, Director, BIMA & Genesis, Brandeis High School Programs
Portal seems like a particularly apt metaphor for entry points into Jewish life and learning because ultimately we want those experiences to be deeply experiential and transformative. We also want them to be accessible. A portal has no toll; passage is free. At the same time, a portal is particularistic, not a generic entrance. It conveys a sense of magic, ritual, and power. Similarly, we want to convey that Jewish life is rich, layered, and meaningful beyond what is immediately apparent. We want the encounter with Jewish life to take you on a journey that is profound and surprising. And, given that each of us may enter through the same portal but have a completely different experience of what is on the other "side," the possibilities are endless.
— Judith Rosenbaum, Executive Director, The Jewish Women’s Archive
"We need a new kind of creativity in the classroom that’s going to reach Jewish kids… If a teacher is imaginative, he or she is going to connect to students’ hearts and souls.”
—Dr. Arnold Eisen, Chancellor, Jewish Theological Seminary, Board Member, The Covenant Foundation.
"There are four types of students... The sponge absorbs everything. The funnel brings in on one side lets it out the other. The strainer lets out the wine and retains the lees. The sieve lets out the flour dust and retains the fine flour." —Pirkei Avot 5:15
"There’s a misconception that a venture must depend on large grants from big donors. It makes more sense and it’s more sustainable to test out an idea, and see whether it has the opportunity to make an impact on people’s lives."
— Ariel Beery, founder, PresenTense
I think [creating new Jewish texts] is a really good description of what we’re trying to do. These days we’re increasingly creating products that are intended to be shared on the web. We’ve felt and continue to feel that this medium, and virtual communication as a whole, is being under-tapped for its possibilities for making art.
— Reflections from Sam Ball on the New Jewish Filmmaker Project