Saying “WOW”

One of the many privileges of working in our school is being surrounded by all of the amazing work that your children do each and every day. A day does not pass by when I don’t marvel at something that your children (and their teachers) do. Yesterday I admired the new “bottle cap installation” that hangs in our elevator vestibule. The day before I saw the vast array of costume and accessory making that has taken over the school. I have seen children skillfully bend wire, paint still lifes, sketch self-portraits, build vast block constructions, sculpt with clay, knit, draw, and on and on. The work is awe-inspiring and it continues to nourish and deepen my belief that children are indeed far more competent and capable than we ever give them credit for.

As I encounter these works of art and creativity, I find that the first words that come rolling out of my mouth are “wow,” “that is so amazing,” and the ever original: “that is so beautiful!” And sometimes I find that my jaw drops and I am rendered speechless (yes, this does happen sometimes!). And while of course the work is indeed amazing and beautiful, educators and parents know that we are not “supposed” to just tell children their work is beautiful. There is so much more that we can offer children with more nuanced responses. When we give children feedback that has substance and content, we begin conversations about art, form, creativity and so much more that will hopefully have an impact. The more specifically we engage with their work, the more we communicate that we take our children and their work seriously, and that we see them as artists.

I thought it might be helpful to share an article that is often read in Graduate Schools for Education and recently was forwarded to me by a colleague and former JCC parent. The article may help identify new ways to look at and respond to their art work, and also makes points that carry over to our engagement with all sorts of work our children do. As the article discusses, descriptive language and concrete observations help to frame conversations and to open up new categories, new vocabulary, and new ideas for your children – simultaneously showing them what you value, and offering then new avenues for enhancing their work and making future discoveries. Additionally, the responses our children offer provide us with a better understanding of the depth and meaning of their work.

I hope that this article offers valuable suggestions – but that is not to say that we can’t also gush, share our love, express our admiration, and just say “Wow” sometimes! That is part of being a parent too.

Shabbat Shalom

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Ilana Ruskay-Kidd

Ilana has been serving the Jewish educational community in New York City in multiple capacities for the past twelve years. Most recently, she served as the Director of The Saul and Carole Zabar Nursery School at the JCC in Manhattan. Prior to being named to this position in 2006, she worked at the JCC as Director of Young Families and then as Senior Director of Family Life, supervising programs serving families and children from birth to eighteen years old. Ilana began her teaching career at the Central Park East school in Harlem and went on to become a founding teacher at the Ella Baker School, an alternative public school in Manhattan. She then worked as an Early Childhood Curriculum Consultant for the Children's Aid Society where she developed curricula with directors and teachers in day care, Head Start and private nursery school programs throughout the city.

Ilana received her B.A. from Harvard College and a Master's Degree in Education from Bank Street College. She was born and raised on the Upper West Side of Manhattan and now lives there with her husband and three children.

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