Exploring Black Narratives
Our signature offering, Exploring Black Narratives, is a customized program for Jewish day schools that examines plays, poetry, and historical texts by acclaimed Black authors. Through deep scene study; in-class performances; discussion of theme, structure, and style; historical analysis; embodied learning experiences; and workshops with professional artists who have brought the texts we study to life, students gain substantive insights into storytelling, connections between communities, and the world around them. Our accomplished educators draw from expertise in interviewing, writing, theater making, and teaching to create eye-opening, fun, immersive, intellectual, and engaging learning experiences in the classroom.
Why is this program right for Jewish schools?
Jewish schools aim to inspire their students to grow as citizens and apply their values beyond the classroom. Our program motivates students to widen their perception of the world and think deeply about contemporary topics in a broader society.
Jewish communities thrive when we build bridges. By seeing stories and experiences of other communities, we create essential pathways to more positive relationships in the world.
The American Jewish community itself is multi-racial and encompasses many Jews who have a wide range of experiences. Studying these plays and meeting artists awakens students to the wonderful diversity within the Jewish world.
The writers we explore are among the most acclaimed and widely-produced playwrights in the country. They are the recipients of Pulitzer Prizes, Tony awards and nominations, and MacArthur ‘Genius’ Grants. Their texts are well-suited to rigorous English classes, and our program strengthens students' skills in perceptive reading and analysis.
What People Are Saying
“We set a high bar for the organizations that we invite to bring their curricular program into our classrooms and it is rare that we invite a program back the following year to share the materials with a broader swath of our student population. With Exploring Black Narratives, we did both.”
— Miriam Krupka, Associate Principal at Ramaz Upper School, New York
"The acting was a highlight. Ron's reading of the monologue and discussion afterward helped to synthesize the students' understanding of the text. It added to the quality of the unit immensely and deepened their knowledge of the play and its themes."
— Malkah Schack, English teacher at Luria Academy of Brooklyn, New York
"Exploring Black Narratives was such an enlightening experience for my students and a wonderful catalyst for inviting them to empathize with people who face challenges in life that are vastly different than their own. A few students were so moved, they took the initiative to go see a production of Dominique Morisseau’s work all on their own."
— Brian Forrester, English teacher at Shalhevet High School in Los Angeles, California
“The actor's scene work was so helpful. The kids were very excited that he recorded them "just for us." They also commented on what a great actor he is. I had the students journal about their understanding of Act III both before and after watching him perform, and it's clear that his performance significantly advanced their understanding of the shift at the end of the play. I couldn't have done it -- truly! -- without his help.”
— Dr. Gillian Steinberg, English teacher at SAR High School, New York
"Fences has really made an impact on my students. Ron helped my students appreciate the complexity of a difficult character like Troy. It's such a great example of the power of literature and drama to cultivate empathy for people who might be difficult to understand.”
— Nancy Edelman, English teacher at SAR High School, New York
“Lonnie, it was an absolute pleasure welcoming you into our class. The students' enjoyment of and engagement in the program was largely due to your masterful and gentle guidance of conversations and reflection, classroom management, and infectious commitment to the play and the work. It was also a wonderful experience having a guest director in our room weighing in and directing our students. I look forward to continuing this relationship and partnering with you on future classroom programs.”
— Toby Daina Barg, English teacher at Schechter Manhattan
"My students came to realizations about Black experiences that they would never have had if not for the interview process in this program. I could hear a pin drop during the artist interview and one of my students commented that that was the moment that he really understood the play. Thanks so much for helping us to these powerful realizations."
— Dr. Thomas Worden, English teacher at Charles E. Smith Jewish Day School in Rockville, Maryland
"Working with people of color helped to amplify the lessons of this unit. I feel that this is especially significant for our school because there is very little diversity. I believe that these sessions helped to create a discussion that pushed each of us to think deeper, and I think as a Jewish school, it is critical.”