The Atelier of Taste: Ethics, Traditions, and Stories 12-03- 20 Done - Shared screen with speaker view
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Hi Everyone - Rene ECE Director from Houston TX
I’m a VPK teacher at Temple Sinai in Sarasota Florida
I am Alina Piagentini
Teacher at JCYS in Highland Park, IL.
pre K teacher at Hillel Academy of Pittsburgh
hi all in Chicago
I am originally from Poland. Living in Chicago for over 20 years.
Hi from Dallas!
Such an interesting conversation about “where you are from”—so much about identity wrapped up in that!
Hi from Northbrook, Il (Chicago area)
Welcoming our presenter this evening, Rosalba Bortolotti, in Toronto.
**For those just joining us, please know we will share out Rosalba’s slide deck after the session. At Jparadigm.org/webinars**
Hi all, I was raised in Evanston, lived in Ft Lauderadale for 20 years and just moved back to Buffalo Grove.
--Atelier of Taste: The values, traditions, and stories we carry with us, and how we share them with the children and families and community, and the role of schools in this.
—Goin through life in relationships and what this means in our interactions. Children send us a daily message of belonging, with a natural connection to nature and everything around them. Why do they feel this way and how do we support this?
—How we support children at certain times of year
—Well being can mean different things in different societies.
—What do we offer in our schools in their foods? The right for children to have access o good foods. Eating in good company. How do we enjoy each other’s company?
—Thinking about approaching holidays, why are foods a part of them? Food brings people together. How might we bring this back to children? A place to provide stories and histories , to sustain, create identities—it is about who the families are.
—Food as a language
—Where could it take children, what are the opportunities for discovery?
—So many ways to experiment educationally about food. If we involve children in the process, what happens? How does this relate to our view of the child? To seeing a child as a person of many possibilities. How do we as educators support them in these environments and how do we share this amongst the children?
—Maybe we don’t all think of food as way to tell stories. Maybe more about consuming and filling? But let’s unravel this a little more. How this relates to cognitive and emotional connections.
—What is the world around us communicating to us about food?
—Food as a relationship, as pleasure, as telling a story, as culture, and values and traditions and ethics. More than just food to eat.
—How we bring our traditions—want to talk about why we do certain things. Want to share stories, have experiences. Looking at the quality of what we
—Atelier meaning a studio or laboratory, or place of research
—Kitchen as atelier, where transformation happens, of an ingredient, where so many elements come together. So much can happen in a kitchen. Or in a classroom, even as we are aware of potential covid restrictions. Place of welcoming, discovery. A place we transform. We see relationships and responsibility. What food are we bring to the kitchen? Local? Sustainable?
—What happens when we bring family together and celebrate our traditions together?
A place of fulfillment
—Conviviality: Idea of equality of being happy and friendly. Where atmosphere is—you can feel the energy and happiness and pleasant things happening.
—What brings us together as a family or community?
—How to create this atmosphere for children? Bringing joy and happiness as our focus as we think about food. Shifts us in a ripple effect.
And a place where Jewish values are concrete
—Feeding the brains of young children.
—Search for belonging and wellbeing.
—Why does this view of childhood start to look different? If we break down the experiences, if we don’t involve children in the process of food, we can forge children’s ethics and approaches.
—How we can bring this kind of wellness into the bigger picture.
—Looking at aesthetics is something many of us are doing in our practice—how might we do this with food as well? Have the children as part of the process of really looking closely at food. To slow down and think carefully about the ingredients in our food.
—Why do we consider something more natural? How can you take the time with children to appreciate the simplicities in the complexities of different foods?
—Pom tree—mighty, if not the biggest tree. Holds a heavy fruit! Natural curiosity and appreciation.
—Food touching on the rights of children. Idea that children have the right to quality education, to have certain ideas in their own environment to be able to explore with, and then the teacher working alongside the children as a researcher. How do we listen to children, what they are doing, to bring meaningful ideas back to children in their investigation. Environment acts as that third teacher. How does the env. support the research? Env supports who the children are, how they operate, and how they are also in relation with other children and materials. All connected to their learning. Community as partner in education—how to reach out to community to support the children—how do we relate children’s learning to the community? A real combined effort of all of this together to bring together the identity of the school.
—Listening. Want to listen and be listened to. What are the stories carried in our communities and environments?
—This is one way want to be thinking in our daily life of our schools.
—From school to school, each has different ways of expressing the traditions. Can this help us see that we all interpret the world differently? How we share and hear stories. This is the search that children have.
—How we look toward these environments. Thinking about ecology and responsibility. We have a responsibility for the land and our food, which we want to shed light on with children. Reveals what we are doing, who we are, and what our responsibility.
—Mindful of how we model to children with food. Touches on our history and heritage. Stories of our values. Bringing these out. How to start to work through these stories. With children’s sensorial exploration, they can learn our stories.
—Kitchen as a pedagogical project.
One of my favorite mealtime stories: "I love this chicken" (child) "Actually, that is tilapia." (educator) " I love that kind of chicken!" (child) "Tilapia is a kind of fish, I'm glad you like it." (educator) This seems like a good opportunity for research...lol!
—Something to be said when you walk into a school and can feel the sense of welcome.
—How to support these projects? To go further in an inquiry. What do we do with stories of tradition?
—Idea of going further on the research of food.
—What are the intentions in using food as we offer children opportunity for investigations?
—Need to think mindfully and carefully as we are sensitive to what families in the school bring—where our values lie.
I am really excited to put food on the light table at school tomorrow,
New year for the trees.
—Want to think about how celebrated and why observed. We know this takes place in late January this year. As many of us live in cold places… How to begin to explore this with children? How do they think about trees growing when that may not be what they see outside?
I am in Florida palm trees year-round
—How do we play on the tradition of the growth of new trees? Connections to the earth, to how we are caretakers to the earth and the environment. How to begin to think about this with children?
—Don’t wan children to just do an activity, but rather to break down what it means for us, how a tress grows and makes fruit and gives life. Think of the tradition of plantings trees at this time. How do we celebrate this with children? How to share our own stories and traditions so that children can understand this importance of the new year of the trees? Want to think about this carefully.
—Start a process of building toward notions of how we care of something, what starts to happen when we do that. A lot of metaphors here.
—What is the Jewish view of ecology and environmentalism?
—Thinking about the metaphor. Want children to understand it, more than just as an activity. So what do we start to do?
—So many ways into this. Celebrating our history and traditions. To celebrate it with food. Brings pleasure and happiness and forms a memory. Helps sustain who we are. Can model this with children and they learn deep lessons.
—Giving shape to traditions
—Food as common ground for conversations to come in. How to build a place of responsibility and respect and offer our traditions to others?
—We think about why we celebrate a holiday. We start with that. If bringing story to our classrooms, thinking that these children are concrete, need to see and handle. If you bring this to them in a respectful way, a way that respects the stories. Talking, sharing. Bringing family in to share.
—To bring a story with your food.
—We want to connect, tell those stories.
—Thinking about seasonal food and what that offers us.
—Identity of a school: How is this created? The relationships, the ever-changing environment for children who are ever-changing. We have to be moving and changing with that. Need to continuously evolve, while sustaining relationships and our values.
—How do we get sense of welcoming when we are in a school?
—Each school must look different because in relation to that community.
—Start to break downs traditions and holidays. Children become more involved. When we start to offer all of this, we start to gain different perspectives, listening to these different perspectives. Guide us to think about ways to relaunch to children the different types of stories, different perspectives. Becomes part of who you are in the school, part of the identity of that school.
—What do we start to think about when we engage with these foods?
—There is a change that happens with children when we work in this way.
—Seeing the simplicity in the complex.
—Place of gathering, where you meet, where you congregate and talk
—Thinking of piazza as a metaphor
—A place where you are welcoming children. What is the welcome? How do we celebrate this welcome?
what a beautiful tomato journey!
—recreate feeling of belonging and wellbeing
—Beautiful Stuff From nature
It would be fun to share apple pie recipes with families. Everyone has their favorites and it would tie into a study of trees.
—Shosh, please share next!
how old were the blindfolded kids?
—A heart-filled time
What does that tell you about tradition?
—How do we keep the warm, beautiful community environment alive when we cant have the community come into our buildings?
—Rene, do you want to share?
sure i have some ideas of how we are trying to build our community through covid protocols
Rene, pls share next!
Certainly there’s a resiliency that is nurtured
(Rosalba is close friend and colleague of the amazing Diane Kashin. https://tecribresearch.wordpress.com/about/)
Look at historically what we have overcome!!
I have to get going, but thank you so much!
Drive in movie, drive in Chanukah experiences
That’s great Rene
Rene, those are great ideas! I love the drive in movie night!
Marjie, you all could totally do that!
we have parking lot Tot Shabbat.
—Reconnecting with our children in a different way
—Are families more in tune with things children are doing today?
So much depth you Brough us, Rosalba!
Wonderful ideas. Thank you!
Thank you Rosalba. This was great. So many wonderful ideas!
Thank you. it was worth staying up late
Thank you Rosalba. This was great. Great ideas!