How is it that visual images have such a strong impact on us?
Why do our eyes act as sensors to both passive information
and to our emotions, minds and our physical being at the same
time? There is no question that we are subjected to floods of
visual images and messages today, from electronically
produced sources, like no other civilization. We are
surrounded by food and non-food packaging, advertisements,
games and publications, photos, posters, flyers, moving
pictures. Scenes from life with day-to-day reality outside of
our homes come in as invited or uninvited guests and attach
themselves to our memory bank.
We try to insulate our homes and yet, our minds retain
pictures of these unwanted guests. Images that have no
connection to us are now part of our visual memory. More
important is how to strengthen our children's ability to
shield themselves from the onslaught.
If we call these adverse images the work of the yetzer
hora, then we realize that we are in a war: the yetzer
hora vs. the yetzer tov. We can feel overwhelmed
but instead, we can reinforce our supply of kosher mental
images. This is where the koach hatziyur comes into
the picture.
The koach hatziyur is the power of the imagination.
The root of tziyur- tzura also forms the word meaning
to draw. It is an elemental human power, using mental imagery
to see what is not physically in front of us. It was the
power of the imagination that was part of the picture that
Yosef Hatzaddik conjured up before his mind's eye -- the
image of his father -- that saved him from sinning with
Potifar's wife. The image was as strong as life to Yosef. All
that his father had instilled in him flashed through this
image.
The internalization of concepts and images within does not
mandate that we actually experience the event or see it with
our eyes. Reading about an event or singing a song with a
story of a series of descriptive feelings can leave an
imprint in the mind's eye. Children can visualize the great
events from Tanach. Internalization of these events makes
Torah concepts very real for them.
All the more so if the image is something we actually saw.
Selective viewing is a prerequisite to maintaining Jewish
values. Absorbing imagery that is wholesome and rich in
Jewish meaning leads to internalization in a child's heart.
Everything that children see affects them and remains in
their minds. Visual aids are a boost to children especially
in their early years while they are grasping concepts and
skills. Supplying them with imagery filled with Jewish themes
that are presented in a way that will not be forgotten is
especially important.
How? Associate images with as much true Jewish reality as
possible. Point out Hashem's hand in the world around us: the
mountains, the flowers, the sunset, the birds circling
overhead and the clouds drifting against the azure sky.
Nursery age children use images of the parsha, symbols
and objects used for ritual observance of the holidays.
Middos are portrayed in pictures for young children.
Perhaps kosher pictures should be used in more abundance in
the home to give the eyes something to focus on that is more
appealing that the cereal box or even the ads in the
YATED.
Today we wait for the Moshiach and the Beis Hamikdosh. The
visual glory that once was and will again be lifts our souls
upward. We are required to imagine what we never saw. The
holy Hebrew letters on the parchment of the Sefer Torah give
us a glance at the spirtual specifications of the majesty of
true Jewish imagery. Often we are required to imagine what we
never actually saw. At the Pesach Seder, we try to remmember
and consider the exodus from Egypt as if we had been there.
We can use what we have available and squeeze the most out of
it. We prepare and learn the Haggada and the commentaries.
The children prepare a skit or a story about their
yetziyas Mitzrayim. We are reinforcing mental and
visual imagery. After all, the yetzer hora is in front
of us visually wherever we turn.
But for some children, this is not enough to lock in the
imagery clear and sharp. They need a means to internalize the
material. This group of children responds to the feel of
touch. We call them kinetic or tactile learners. Closely
related is the visual learner. Learning channels open up to
information that they might not pick up from listening or
reading. The use of the appendages of the fingertips and the
hands simultaneously with the eyes and ears evokes
satisfaction and sends messages to the brain, leaving an
impression. Touch and vision teamed up with verbalization and
reading of the parsha leaves a strongly internalized
human lesson based on infinite Torah wisdom.
*
A project of akeidas Yitzchok that is cut out from
thick materials that are tactilely awakening to the fingers
can awaken channels to the brain. The child who cuts out his
own stones from suitable card paper for the altar and an
outline of Avrohom Ovinu with a raised arm and knife will
remember the image. If the child drew, cut and glued the ram
and the tree as well and used a variety of materials, some of
which at least spoke to him, he is more likely to recall the
image at will. Recalling an image at will that is sharp and
clear that sits in front of the mind's eye is what we are
after.
The countenance and spirituality of the Ovos and
Imahos are not something that can be truly depicted.
The facial features and the light of their countenances are
difficult to portray because we never saw the faces, nor do
we have pictorial records -- nor are we supposed to do so.
The parshiyos with their supplementary
midroshim give us a hand imagining the spiritual
presence of our ancestors. The levels and the interpretations
are endless gold mines of exemplary middos.
Yiras Shomayim and character traits are hard to
portray. If we could see their spiritual clothing, we would
have clearer picture of the reality of the character rather
than of the outward appearance. The gedolim of recent
generations and today are our closest reflections, our
closest connections to understanding what the greatness of
middos and kedusha looked like.
For educational purposes, we portray figures of the
Ovos and Imahos because children need to have
something tangible to identify with. If they do their own
cutting and gluing and drawing as much as possible, they are
likely to feel connected to the subjects. This connection can
fortify them against outside, foreign images in the
future.
We must work hard to counter the yetzer hora. The
battle of our two inclinations can be played out on a
chessboard. There is a mussar saying that the
difference between a tzaddik and a rosho is the
power of imagination. A tzaddik can visualize the
outcome of his actions. A rosho does not.
Take the chess pieces and simply rename the white pieces
yetzer hatov and the black pieces yetzer hora.
Write a name or draw a symbol for each chess piece and attach
it. Every move on the chess board must be visualized ahead of
time. When we call each move a battle between the yetzer
hatov and the yetzer hora, we are reinforcing a
Torah concept.
Absorbing imagery that is wholesome, rich in Jewish meaning,
leads to its internalization in the child's heart. A heart
full of true Torah imagery is one score against the yetzer
hora.
TORAH IMAGERY PROJECT
Choosing a verse from Tehillim that you enjoy reciting or one
that you would like to learn is exciting. We can draw a
picture of it. First read the verse. Try to understand its
meaning by checking sources. Now take a break; close your
eyes and relax until a picture of the posuk comes to
your mind. On a paper, draw to the best of your ability three
things that tell you what it is about. You may want to
practice, a few times, drawing before you get the image
right. Tehillim is full of imagery and pictures for the
mind.
From our posuk, we will make a two dimensional Torah
Art Work. Make your own hand drawn rendition of the famous
layered posters sold on the streets of Geula and Meah
Shearim. These are made from three identical posters. The
main subjects of the poster are cut out from the second and
third posters and then attached with silicon to the master
poster for a very dimensional effect. We can do a very
simplified version with original oil pastel drawings, some
glue and small pieces of folded papers.
MATERIALS
* Paper -- two or three sheets of 16 x 24 cm Bristol paper
* Oil pastels (Panda): blues for sky, browns for mountains,
whites, silvers for clouds, colors you like for a person and
so on. Soft,colored pencils for younger children are easier
to work with than hard ones.
* Scissors
* Glue or glue stick. Silicone or small 2 cm x 2 cm pieces of
Styrofoam are optional
* Ten small 2 cm x 3 cm pieces of paper
PROJECT DIRECTIONS
Tehillim 121 is appropriate because it talks about raising
our eyes to Hashem. With all images, we use our eyes along
with our heart and brain.
A Song to the Ascent: I raise my eyes unto the mountains,
from whence will come my help? My help is from Hashem, Maker
of heaven and earth.
What picture do you imagine? I imagine two majestic mountains
under two heavenly clouds. A small person is standing on the
ground at the bottom of the mountains. He is looking upward
towards the heavens. What else can you add to this
picture?
Begin with the guidelines and feel free to add your own
ideas.
* On paper #1 fill up the whole paper with your drawing. Draw
two very large mountains, two large clouds and one small
person.
* Outline everything in a thin black marker. This is to help
you see the outlines for tracing on paper #2 and #3.
* Trace paper #2 over Paper #1. Attach the two sheets with
cellophane tape to a window. Trace over Paper #3.
* Color in the first paper. Use two or three shades of each
color or similar colors like beige, yellow and brown for the
mountains. There are many shades of blue, so pick a few that
you enjoy the most when you color in the sky. A few shades
blended together will work together nicely on all the objects
in your picture.
* Color in the second page almost the same as the first page
but don't worry if it's not identical. It doesn't have to
be.
Original hand-made art has its own special quality of
imperfection because it's real like we are.
* Cut out two mountains, two clouds and one person from Paper
#2. Do the same for Paper #3. DO NOT CUT UP PAPER #1. Paper
#1 is the background.
* Cut out ten 3 cm x 3 cm squares. Fold into accordions.
* Glue accordions behind the cut out mountains, clouds and
person. Put these objects on top of their twin in a slightly
lower position.
* Write the verse from Tehillim in an appealing space on your
picture with a calligraphy or fine black marker. Some of you
will want to type it out in a beautiful font from your
computer. Either way, practice first before you write or glue
it on.
* Frame (optional) and display your lovely work of art.
Devora Piha teaches art/craft/developmental skills related
to the huge visual world, to children and adults. She is
working on a book of projects for the festivals for young
children and a book of Concepts in Jewish Art for teachers
and parents. She has published numerous articles on the above
topics. For group instruction, call 02-9920501.
