Abstract
ABSTRACT As instructors of Jewish Studies struggle to find ways for their students to be more engaged in their learning, it is worthwhile for educators to consider whether art-based assignments are effective at reaching this goal. This article examines what students gain when their study of a biblical chapter is paired with the generation of an art product on that chapter. The study evaluates a pictorial summary assignment to retell the narrative and a dramatic production assignment to analyze the messages of a biblical chapter. The findings suggest that art-based assignments help students read Jewish texts more closely and make more personal connections to them more so than when no pictorial component is included with verbal-based assignments.
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