This past Sunday we warmly welcomed Dr. Adriana Brodsky of Saint Mary’s College of Maryland, to speak on Ladino as part of our Sephardic Lecture Series. Her presentation traced the origins of the language and explored both the oral and written traditions. Ladino is truly a fascinating language; as someone who knew nothing about the language and its history, I found Dr. Brodsky’s presentation incredibly informative!
Quite the crowd turned out.
Also known as Judeo-Spanish, Ladino is the spoken and written Hispanic language of Jews of Spanish origin. Interestingly, Ladino was originally just the language of a Spanish province and was not considered a Jewish language until the expulsion from Spain in 1492. After the Jews were expelled from Spain and Portugal, they continued to speak Ladino in the communities and countries to which they emigrated. As a result, the Ladino grammatical structure and vocabulary closely align with 14th and 15th century Spanish. However, as Jewish immigrants became immersed in their new communities their native language began to change and evolve. Dr. Brodsky explained that while some Jews emigrated to countries such as England and Italy (in relatively close proximity to Spain) and were able to maintain their language, other Jews moved to Sephardi communities deep in the Ottoman Empire where their language began to borrow and embrace new words from Arabic, Greek, Turkish and French.
Map of Judeo-Spanish emigration.
Dr. Brodsky also explained that a large part of the Ladino language is linguistic traditions such as proverbs and sayings, such as:
A gran’ a grano, hinche la gayina el papo (One seed at a time, a hen fills its craw.)
Antes ke te kases, mira lo ke hazes… (Watch what we do before you get married.)
Kon esos polvos se hizieron estos lodos. (That dust brought, or made, this mud.)
Dime kon kien fueres i direte kien eres (Tell me who you go around with and I’ll tell you who you are.)
In addition to proverbs and sayings, music was also an important part of the Ladino oral tradition. In order to illuminate it’s influence, Dr. Brodsky shared we all sang a wonderful rendition of Adio Kerida:
As the talk came to a close, we had the opportunity explore the written tradition and to decode a bit of Ladino. It was interesting to learn that most of the time, Ladino can be written in using three different methods: Rashi script, Square script or Solitro script (a cursive method of writing letters) (see below).
Rashi script, Square script and Solitro script
Following Dr. Brodsky’s talk, we hosted community workshop lead by Zachary Paul Levine, Curator at the Jewish Historical Society of Greater Washington. The JHSGW is currently in the process of planning their new regional Jewish museum (projected opening 2020) and its core exhibition. As part of that process, they are turning to the community for thoughts on which objects and themes should be included and explored more deeply. Before moving into an introduction to the institution and its vision for the future, Dr. Levine had us all go around and place post-its on images of our favorite objects displayed on posters around the room. After introducing the JHSGW, Dr. Levine told us the story behind each of the objects displayed. However, he presented them in thematic sets and it was up to the audience to determine if they felt that the object fit into its current category. Overall, the workshop got us thinking, talking, and sharing ideas for this new project.
This workshop was one of the first events in our series of community programs. We have several upcoming programs that showcase community collaborations and accomplishments. Later this month, February 23, 2015 – March 8, 2015, we’ll be hosting “The Girl’s Photography Project” exhibit sponsored by CHAI: Comprehensive Housing Assistance Inc. in partnership with Wide Angle Media. In 2014, 15 African American and Orthodox Jewish girls ages 10-14 participated in a series of workshops that enabled them to learn about each other’s perspectives living in their northwest Baltimore City community. They learned to use a camera, take quality photos and most importantly, got to know one another while gaining an understanding of each other’s life experiences. The photos in this exhibit feature their viewpoints and are truly one of a kind. We invite everyone to join us for the reception on March 1at 1pm!
A Sneak Peek at “My Family Story” objects.
Later in March JMM celebrates Jewish family history with another special exhibit. Over the past few months, the JMM has worked with middle school students from Beth Tfiloh on an exciting and creative education program, My Family Story. In this inspiring program, students work with museum staff to investigate their family roots and discover deeper connections to larger issues of American Jewish history, community, Jewish identity and Israel. Their exploration culminates in an artistic expression that creatively represents their family’s history. We are greatly looking forward to showcasing all of the students’ work and invite you to join us for a reception on the evening of March 12th at 7pm.
A blog post by Carolyn Bevans, Museum Educator and Programs Associate. To read more posts from Carolyn, click HERE.
A few months ago, Bet Yeladim, a preschool in Howard County inquired about the Museum’s preschool educational offerings. We quickly scheduled an outreach program for late January –and the education staff got busy making sure that the Immigrant’s Trunk for Preschool was in tip-top shape and ready for 50 preschoolers.
The JMM received funding from the Jacob & Hilda Blaustein Education Fund to create a preschool program in connection with our very popular Immigrant’s Trunk program. The Immigrant’s Trunk program was created for elementary and middle school students to help them make concrete connections to historical immigration. An interactive trunk filled with photo reproductions, artifacts and a curriculum give teachers the tools to teach about immigration in the classroom.
Piecing together a photo puzzle.
In order for the Immigrant’s Trunk to be developmentally appropriate for 3-5 year olds or preschoolers, we created a trunk filled with interactives that included sewing cards, memory games, threading spools, and reproductions of period clothing. These hands-on materials are intended to help younger ones understand the story of brave Ida (a Ukrainian immigrant who arrived in Baltimore in 1913) and her journey across the ocean, so that she could meet her older sister Minnie who lived in Baltimore (The Golden Land).
Playing a matching game using objects from the trunk.
As soon as we entered the classrooms the preschoolers were immediately curious about the trunk and its contents. We explained that we worked at a history museum and immediately the children thought we worked at a museum that told stories about dinosaurs. We explained that we were going to tell a story about a brave young girl who travelled on a boat and that the trunk was filled with items that the young girl took with her on the trip. We asked the children to brainstorm some things that they would bring with them on a long trip. These children would be well –prepared. Their answers included medicine, towels, food, and toys.
The children listened intently to the tale of young Ida travelling all by herself to meet her big sister. They learned how Ida dragged her trunk with her up the plank of the ship and how she had to sleep in bunks in the “belly” of the ship, and the only thing she had to eat was watery soup and boiled potatoes.
Getting the wiggles out!
The children demonstrated empathy when they learned that Ida’s tummy felt sick on the boat during the storms crossing the ocean. They children were excited as they heard how Ida sailed on the ship up the Patapsco River and saw the American flag waving at Fort McHenry, and they were excited that she would be reunited with her older sister, Minnie. The students learned how Ida made a life for herself in Baltimore- she went to school, worked as a seamstress and eventually married Daniel Rehr. The trunk filled with inter-actives, photo reproductions and artifacts, along with storytelling and songs, helped to reinforce the children’s understanding of Ida’s heroic journey across the ocean to Baltimore and her new life she made for herself in Baltimore.
It’s a hands-on learning experience!
To learn more about the JMM’s Immigrant’s Trunk for Preschool, and other education materials and resources on immigration, and field trip opportunities for students in grades (PreK through 12), please contact the JMM’s Education Director, Ilene Dackman-Alon at 410.732.6400×214; or firstname.lastname@example.org
A blog post by Education Director Ilene Dackman-Alon. To read more posts from Ilene click HERE.
The Baltimore Jewish Times publishes unidentified photographs from the collection of Jewish Museum of Maryland each week. If you can identify anyone in these photos and more information about them, contact Joanna Church at 410.732.6400 x236 or email email@example.com
Date run in Baltimore Jewish Times: June 6, 2014
PastPerfect Accession #: 2011.078.059
Status: Unidentified! Do you recognize anyone in this Beth Shalom Congregation (Carroll County) Hebrew School Class Vav-Zeyn, 2007?