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Month: July 2025

Building Bridges with Broadway

Posted on by Eila Nash

The cast of the Pozez Jewish Community Center Community Theatre program’s  (JCCCT) debut musical is made up almost entirely of teens who aren’t Jewish — which is part of what makes it such a powerful experience.

The production brings together young people from across Northern Virginia to explore identity, community, and culture through the shared experience of theater. Its debut show is “13,” a high-energy, heartfelt musical about a Jewish boy navigating adolescence, friendship, and identity after a cross-country move.

Launched by Eila Nash, the J’s School-Age Services Inclusion and Belonging Coordinator, JCCCT was created to provide a space for teens to positively express their creativity through performances that highlight and demonstrate Jewish themes and values.

“I wanted to create something that was integrated in the community,” Eila said. “Something low-pressure, joyful, and open to high schoolers, regardless of their background.”

What makes this program truly special is how it invites non-Jewish teens into a Jewish space, not just physically, but culturally.

“I always wanted to do ‘13,’” Eila explained. “It’s a Jewish story, written by a Jewish composer, Jason Robert Brown, and I thought, ‘What better way to launch a Jewish theatre program than with a show that celebrates Jewish identity in a way that’s accessible and universal?’”

The plot of “13” follows Evan Goldman, a New York teen preparing for his bar mitzvah who suddenly finds himself in a small Indiana town where no one quite understands what that means. For many of the JCCCT cast members, the character’s journey mirrors their own: learning to understand a culture and community that’s new to them.

That includes 15-year-old Griffin Wagner, who plays both Brett, a jock who goes from being the most popular kid in school to learning some hard lessons about relationships and respect, as well as Rabbi Shapiro, Evan’s main confidant.

“I’ve done a lot of shows,” Griffin said. “But this one has been really different. I didn’t know much about Jewish traditions before this, and playing a rabbi meant learning some Hebrew prayers, which was cool.”

For Griffin, who started acting in middle school, the chance to perform in “13” is about more than stage time. It’s about understanding, empathy, and allyship.

“I’m an ally to the Jewish people,” he said. “Everyone at the J has been really kind and welcoming. At the end of the day, people are just people, and we should all let each other live and be happy.”

He also connected deeply with the show’s message.

“It’s really about staying true to yourself and not letting popularity or other people’s opinions mess with your relationships or values,” he explained. “That’s something I think everyone can relate to.”

For Director Jackie House, a theatre major at George Mason University and a returning counselor at Pozez JCC’s Camp Achva, the show has opened up powerful conversations with the cast.

“Most of us aren’t Jewish, but we’re learning how to honor the culture and the values the show presents, things like family, tradition, and forging your own identity,” Jackie said. “There’s a beautiful lyric that goes, ‘I say I won’t cry, I cry until dawn, and then I move forward.’ It feels like the perfect message right now.”

Eila, who is not Jewish herself but has worked closely with the community for several years, hopes this program can be part of a broader shift as our world grapples with antisemitism and polarization around Jewish identity.

“There’s so much more to Judaism than headlines,” she said. “These kids are seeing that firsthand. They’re learning what a bar mitzvah is, what Hebrew sounds like, what Jewish celebration and coming-of-age look like. And they’re forming really positive associations with a community they may have never encountered otherwise.”

The effort also reflects Eila’s broader work in inclusion and belonging at the J. From neurodivergent campers to LGBTQ+ youth, she’s passionate about creating spaces where everyone feels welcome.

“Theatre is a natural extension of that,” she said. “It’s expressive, it’s collaborative, and it’s where a lot of queer and questioning teens already find themselves.”

It’s also where lifelong memories are made.

“I did theatre all through high school,” Eila added. “Those summer productions were some of the most meaningful experiences of my life. I just wanted to give that to someone else.”

From her dream to the stage, “13” has grown into something more than a musical. It’s a testament to what can happen when a community center truly becomes a community space for everyone.

Buy your tickets for “13,” which will run from Aug. 7-9. 

How the ReelAbilities Film Festival is Rolling Out the Red Carpet to Spotlight Inclusion

Posted on by Paul Marengo

Mark your calendars, Greater Washington! The ReelAbilities Film Festival is back, and we’re incredibly excited to roll out the red carpet from January 25 to March 8, 2026. Get ready for a vibrant celebration of perspective, creativity, and inclusion that promises to inspire, connect, and challenge the way you think.

The festival is a powerful platform that’s already making a significant impact. As one past attendee shared, “ReelAbilities made me realize that disability isn’t just about limitations, it’s about humanity.” Another participant praised it as “a platform for voices we don’t hear often enough.” These testimonials truly capture the essence of what ReelAbilities aims to achieve: fostering understanding and amplifying diverse narratives.

Throughout Northern Virginia, D.C., and Maryland, you’ll have the opportunity to experience a diverse selection of powerful documentaries, thought-provoking short films, and compelling features. These films are carefully curated to challenge assumptions and spark meaningful conversations that extend far beyond the screen.

But the ReelAbilities experience doesn’t stop with the screenings. We’re committed to bringing these stories to life in new and unexpected ways through engaging panel talks, captivating art exhibits, and dynamic live performances. This multi-faceted approach ensures a rich and immersive experience for everyone.

Whether you’re a longtime supporter or a first-time attendee, the ReelAbilities Film Festival promises to leave you feeling inspired, connected, and with a fresh perspective. We truly believe in the power of stories to foster empathy and build a more inclusive community.

Want to Get Involved? Your Support Makes a Difference!

The success of the Festival relies on the incredible support of our community. There are many ways to contribute to this vital celebration of inclusion. If you’re eager to lend a hand, share your talents, or simply learn more about how you can support this impactful event, we encourage you to reach out!

Let’s celebrate stories that matter and make the ReelAbilities Film Festival: Greater Washington an unforgettable experience for all.

Interested in getting involved? Please contact me to learn more about how you can support the festival and help us celebrate the power of diverse voices.

We look forward to hearing from you!

The Life of the Atelier at the Pozez JCC Early Childhood Learning Center

Posted on by Sarah Vejvoda

The Atelier at the Pozez JCC Early Childhood Learning Center came to life in 2010, during a pivotal moment of transformation. The school was evolving from a traditional play-based preschool into one inspired by the Reggio Emilia approach, an educational philosophy rooted in the belief that children are capable, curious, and full of potential. A core part of this philosophy is the presence of an Atelier, a workshop space where children explore and express their thinking through a wide array of materials. Alongside it is the Atelierista, an artist who collaborates with educators and children to support this kind of learning.

At the time, I was both a parent at the preschool and a practicing visual artist, deeply connected to the creative process but entirely unfamiliar with what an Atelier could or should be in an early childhood setting. When Amy Brinko, then the director of the ECLC, asked if I’d be willing to work part-time to help create an Atelier space and work with children and materials, I stepped into the role with equal parts excitement and uncertainty. There was no blueprint—just a cart, a cabinet, and the hope that something meaningful could emerge.

What began in the simplest of forms slowly unfolded into something much more. As materials were introduced into classrooms, it became clear that children were ready to engage with them not as craft supplies, but as tools for expression and discovery. Their responses shaped the path forward. When an unused classroom was later offered as a temporary morning space, the Atelier truly began to take root. Over time, it evolved from a borrowed space to a cornerstone of the school’s identity.

What makes the Atelier unique is not only its materials, but its philosophy. Inspired by the idea of the “hundred languages of children,” the Atelier honors the many ways children express themselves, through movement, mark-making, construction, storytelling, sound, and more. It is a space that values process over product, exploration over instruction. Children are not told what to create. Instead, they are offered provocations: What do you notice? What might happen if…? What do you want to say?

The Atelier is not about art in the traditional sense. It’s about thinking with materials, and using them to wonder, question, communicate, and connect. Children might use clay to represent something they’ve observed in the garden, they might explore shadow and transparency using light and acetate or discover the rhythms of mark-making with charcoal and pastels. In this space, materials become languages, and every child is a communicator.

Over the past 15 years, the Atelier has become a place where the voices of children are visible, and where traces of their ideas linger in the marks left behind. The space is shaped by the children who inhabit it, and in turn, it shapes how they come to see themselves as thinkers, makers, and contributors. Today, the Atelier remains a living, breathing part of the school’s identity. It is a place of wonder and possibility—where children are invited to explore the world and their place within it, one material at a time.

The current exhibit at the Bodzin Art Gallery offers a window into this work, showcasing how the Atelier is not a separate enrichment activity, but an embedded and essential part of the school’s curriculum. The images, documentation, and children’s work on display reflect the way materials support deep thinking, emotional expression, and collaborative inquiry. This exhibit honors the many voices of children and the powerful learning that happens when they are given the time, space, and materials to express themselves fully.

The Jewish Value of Swimming: Life Lessons from the Pool at Pozez JCC

Posted on by Dionna Dash

Swimming might seem like a simple childhood skill, a rite of passage for summer days and poolside fun. But in Jewish tradition, swimming is much deeper. 

The Talmud instructs that a parent must teach their child to swim, placing this life skill alongside other essential teachings, like Torah study and learning a trade. Why? Because the ability to swim can save a life, and in Judaism, preserving life, or Pikuach Nefesh, is among the highest commandments.

This life-saving mindset is at the heart of the J’s Aquatics Department, run by Ivanna Washington. From preschoolers learning to float, to adaptive lessons for children with different needs, to teens building stamina on the developmental swim team, our pool is a place of empowerment.

Rachael Neal, Aquatics Coordinator, sees swimming as a way to build confidence and resilience.

“I teach a lot of the kids that are very nervous about swimming,” she says. “But after a few weeks, they’re going underwater, they’re comfortable. They go from screaming to smiling.”

Rachael teaches group and private swim lessons, including sessions for children in the J’s Early Childhood Learning Center, which mostly focus on basic safety: what to do if you fall in, how to get to the wall, and how to float.

She recalls one student, a 4-year-old girl who once clung to the pool’s edge in fear.

“She used to scream and didn’t want to touch the water,” she explains. “Now she swims to the wall and goes underwater. And when something scares her, I remind her that I’m here to keep her safe.”

That safety-first, child-led approach has made a difference for Michaela and her daughter Maya, who has been taking lessons with Rachael for over six months.

“Maya started out not even wanting to go near the water,” Michaela says. “Now she loves swimming. Just this past Sunday, she dove down to get rings off the pool floor. The J has really respected her timeline and personality.”

For Maya, the experience has gone beyond water safety.

“She’s learning that just because something is hard doesn’t mean it can’t be joyful,” her mother reflects. “The J’s swim lessons teach determination, resilience, and how to enjoy the journey.”

This mix of structure and sensitivity also plays out in the J’s developmental swim team, open to kids ages 6 to 15. This non-competitive program helps young swimmers refine their strokes and build endurance.

“It’s a great way for kids to experience teamwork and improve at their own pace,” Rachael says.

And the J’s aquatics offerings aren’t just for preschoolers and school-age kids. There are infant-parent swim classes that build water comfort and strengthen bonds, and adult group lessons for those learning later in life. The center also offers adaptive swim programs tailored to individuals with disabilities, ensuring every swimmer is met where they are.

Volunteers like Rem Turatbekov, a high school senior who’s headed to Harvard this fall, where he’ll be joining their collegiate diving team, bring additional expertise and heart to the pool deck. As a competitive diver and student, Rem approaches swim instruction with the same thoughtful discipline he uses in his own sport. 

“Diving is very mental,” he explains. “You have to be aware of your body and make constant corrections. And honestly, that mindset helps in school, too. You figure out what you don’t know, and then focus on improving it.”

That idea of continuous, mindful progress informs his teaching philosophy.

“I make sure to teach the kids in a progressive manner,” he says. “Meaning if they’re not able to do something right now, I’ll see what ways I can make sure they’re mentally ready or what drills I can do to make sure they’re physically ready for the skill that they’re going to learn.”

His patient, skill-building approach creates stronger swimmers and more resilient kids, helping them keep their heads above water.

“Hopefully, they remember this sort of teaching for their whole lives,” Rem adds. “That if something seems hard at first, it doesn’t mean they can’t do it, it just means they need the right support and the right steps to get there.”

The J’s aquatics center also plays a vital role beyond recreation and education. The Fairfax County Emergency Medical Services staff regularly trains in the pool to maintain their water rescue certifications, building readiness for real-life emergencies.

“It’s a mutually beneficial relationship,” says Andrew Klock, Director of Fitness. “They train here, but they also relax here. They grab coffee, exercise, connect. It’s a growing partnership.”

Andrew sees the pool as a metaphor for navigating life.

“Our aquatics program gives people the literal tools to swim, but also the figurative ones: discipline, community, resilience. Nobody can swim forever alone. But with support, with lifelines, we float longer.”

Teaching a child to swim isn’t just about paddling to the pool’s edge. It’s about instilling independence, capability, and the strength to face life’s choppy waters. That’s the value that the J brings to every lesson, anchored in the belief that teaching a child to swim is, truly, a mitzvah.