EDUCATION RESPONSIBILITY
INSTILLING CURIOSITY
I am passionate about inspiring children’s curiosity for design, encouraging them to observe, explore, and bring their creativity to life through meaningful projects. My teaching approach is humanistic, connecting individuals with their innate creativity and potential. At a “third chance” school, I created a makerspace for 9th-12th graders, where students learned observation, sketching, ideation, and hands-on craftsmanship. Working with urban youth, I saw their potential come alive as they expressed themselves through design. This experience inspired me to develop and lead a high school design program, combining sketching, model-making, and digital design. For me, design education isn’t just about objects—it’s about shaping minds, sparking creativity, and driving positive change.
PERSONALISED HIGH SCHOOL - A JOURNEY IN "GEULA" HIGH SCHOOL TEL AVIV
Geula High School Workshop Atelier – A design-centered educational journey At the invitation of school manager Sani Carmeli, I was tasked with creating a workshop atelier and leading design courses that would introduce high school students to the design process in a hands-on and engaging way. My goal was to provide these "second-chance" students with opportunities to explore creativity, problem-solving, and craftsmanship through practical design projects. I began by equipping the atelier with both electrical and manual tools. To keep costs low, I sourced materials from affordable $1 stores, craft supply shops, and repurposed lost-and-found objects I personally collected. This sustainable and accessible approach allowed students to see the value of transforming everyday materials into meaningful designs. Boomerang – A zen approach The essence of this project lies in cultivating patience and harmony between mind, body, and material. The process encourages students to focus on the present moment, finding calm in the rhythm of their movements. Each step becomes an opportunity for growth, guiding the hand with the file, observing the material transform with gentle, deliberate effort, and embracing the repetition as a path to mastery. Through positive reinforcement, students learn to trust their progress, developing balance and control between eye, hand, and mind. In this mindful process, the boomerang becomes more than an object,it reflects the student’s quiet dedication and evolving skill. Classes 1-2: Making a boomerang from a plan. Class 3: Flying the boomerang in a close by beach. The Egg Drop Challenge – A design physical approach The heart of this project is rooted in hands-on exploration and quick, instinctive responses to the materials laid out before the students. The goal is clear: design and build the most effective landing capsule to protect an egg dropped from the third floor of the school building. Over three lessons, students engage in a dynamic process of testing, experimenting, and creating. They work with materials, learning to balance form, function, and physical ingenuity, embracing flexible structures, the softness of cushioning elements, and even touches of humor in their designs. The challenge demands a deep understanding of physics: how impact can be absorbed, forces distributed, and delicate objects protected. The result is a smartly designed, visually creative capsule that brings engineering principles to life in a playful, competitive setting. One class – School competition while all school students where invited to view the amazing designs. Transforming and designing – Portable radio This project focuses on the playfulness of technological objects transforming them to desired lovable personal designs. Taking apart a technological object peel fears and constrains from students let them play with the parts and change their meaning. Wires could be changes, PCB could be flipped and a speaker could be placed in a new desired composition all for creating a new personal object with a a new meaning. Class Breakdown: Class 1: Inspiration and Exploration •Topic: Presentation on object transformation in design. •Activity: Show examples of how renowned designers have transformed everyday objects into innovative, meaningful, and playful creations. Discuss the role of creativity in rethinking functionality and aesthetics. •Objective: Inspire students to view familiar objects as opportunities for transformation. Classes 2-3: Deconstruction and Ideation •Activity: Begin by taking apart a working portable radio. Encourage students to explore its components—wires, PCB (Printed Circuit Board), speakers, casings, and buttons. Students sketch ideas for transforming the radio parts into new designs, playing with composition, balance, and purpose. •Objective: Allow students to experiment freely, peeling away fears or constraints associated with technology. Emphasize the playful nature of reimagining the object’s parts. Classes 4-6: Designing and Making •Activity: Students begin building their designs using the radio parts. Encourage creative exploration: flipping PCBs, relocating speakers, changing wire structures, and arranging components in unique ways. oAs students work, guide them in refining their designs to ensure cohesion, aesthetics, and a clear design intent. •Objective: Support students in physically transforming the radio into a new personal object with a distinct meaning and design narrative. Class 7: Presentation and Naming •Activity: Each student presents their final transformed object to the class. They explain their design process, decisions, and creative ideas. The new object must be given a name that captures its essence and communicates the concept behind the transformation. •Objective: Develop students’ confidence in articulating their creative ideas and foster a sense of pride in their work. ________________________________________ Key Takeaways for Students •Understanding that technology and its parts can be redefined and reimagined. •Developing hands-on skills by deconstructing and rebuilding. •Enhancing creative thinking through sketching, designing, and making. •Building communication skills by presenting and naming their creations. This project empowers students to see potential in the everyday, transforming functional objects into playful, meaningful designs that reflect their unique creativity. About Geula high school by Sani Carmeli “In 2012, when the Geula Community Educational Center, classified as a "second-chance" high school, was on the verge of closure, Sani Carmeli took on its leadership. Through meticulous effort, vision, and with the support of a dedicated team, he guided the school through changes in language, management, and physical structure, restored a sense of success among the students, strengthened unity, and put the school back on the right track. Over the next eight years, the school fulfilled the vision etched into it, transforming into an "educational kibbutz that serves as a home for everyone who comes and grows within it." During this period, it won the regional education award for schools in Israel twice. The book offers a holistic perspective on questions of education, leadership, qualities, and skills, as well as the ability to drive change within a system filled with crises and traditions. In this book, Sani describes the challenges, failures, and successes on his path to and during management, presenting unique insights into the management processes of Israeli schools. The book provides a comprehensive view of educational questions, leadership, essential qualities and skills, and the ability to enact change in a system full of crises and deep-rooted traditions”.
Establishing a New Design Department – Comprehensive High School
I was given the opportunity to establish a three-year Design Department from the ground up at a comprehensive high school. The goal was to create a robust, holistic program that would immerse students in the world of design—from concept development to hands-on creation—while equipping them with the skills to realize their ideas into tangible, thoughtful designs. ________________________________________ Program Development The curriculum was carefully crafted to balance theoretical knowledge with practical experience, spanning a variety of technical, digital, and manual disciplines. Key elements of the program included: •Workshops and Makerspace: Establishing a fully-equipped creative space with both digital and analog tools to enable students to explore and experiment with design processes. •Remote Learning Adaptation: During the challenges of the COVID-19 pandemic, I tailored engaging and dynamic Zoom-based exercises to maintain student creativity, curiosity, and connection, despite the limitations of remote learning. ________________________________________ Program Highlights Over the course of three years, students engaged in: 1.Technical Courses: Introducing essential design tools, materials, and methods. 2.Digital Design: Learning 2D and 3D design software to transform ideas into virtual prototypes. 3.Hands-On Workshop Time: Bridging theory with practice, where students brought their ideas to life through sketching, modeling, and making. Capstone Project – The Design Journey The culmination of the program required students to complete a major design project, showcasing their mastery of the design process: 1.Problem Definition: Identifying and framing a real-world challenge. 2.Research and Observation: Exploring user needs, materials, and contexts. 3.Ideation and Sketching: Generating creative solutions through visual exploration. 4.Prototyping and 3D Design: Developing their concepts into tangible objects. 5.Final Presentation: Documenting the entire design journey and presenting their project in a comprehensive, professional format. Outcomes This program not only provided students with a strong foundation in design thinking and execution, but it also encouraged them to embrace creativity, problem-solving, and critical observation—skills that are essential for any aspiring designer. By the end of the program, students gained confidence in their ability to translate ideas into functional, meaningful designs and communicate their vision clearly to an audience.
SOCIAL ACTIVITY
JOINING THE MUNICIPALITY WHERE DECISIONS ARE MADE WAS THE ONLY ALTERNATIVE.
In 2016, I began my journey advocating for the values of liberal democracy and secularism by opposing the activities of an ultra-conservative Torah seed group that had settled in my city. This ultimately led to the establishment of the "Free Ramat Hasharon" movement, a grassroots initiative dedicated to promoting democratic, cultural, and artistic values. It marked the start of an inspiring path in public service.
This journey was rooted in events from a decade earlier, in 2005, when a Torah seed group took over a synagogue near my home in Ramat Hasharon. For many of us, this was a profound challenge to our secular democratic principles. Concerned by these developments, I wrote a post highlighting the issue. That act of resistance sparked what would become one of the most significant civic movements in our city's history – "Free Ramat Hasharon."
What began as a quiet, grassroots protest gradually gained momentum as more residents joined, united by the belief that change was overdue.
True protest, I believe, must arise authentically, growing from the ground up and fueled by genuine collective resolve.
After two years of heading the movement, we realized that to effect change and have a real impact we had to join the city council. We decided to appoint Dr. Itzhak Shariv as the new head of the party. We succeeded with an impressive five seats. We were not politicians, merely concerned citizens who love and care about their city. We waded into the political swamp out of a genuine belief that we had to become the city's and country's gatekeepers. We identified the processes that were currently unfolding and felt a need to act. We quickly started working. Each member was acting in his or her own areas of expertise, holding portfolios and chairing important committees as part of the fight for a pluralistic and liberal city, one that respects the law and is willing to defend itself against takeover attempts by well-funded entities seeking to change its character. I was personally privileged to hold the Ramat Hasharon Culture and Art Portfolio and served as Deputy Mayor during the second half of the term. I am a professional designer and artist, so was pleased to share my expertise, and to have a role in bringing wide-ranging cultural and artistic recognition and accreditation to our city. I am proud to say that Ramat Hasharon thrived in this regard as never before. I also served as chair of the Equality and Tolerance Committee, along with three dedicated council members and a wonderful group of elected civilians. We took innovative steps, like opening the Equality House for the LGBTQ community. We launched the "Relationship Certificate," institutionalized the annual Pride Parade and Urban Pride Month, and eventually ranked fourth in the National Gay Urban Index. In addition, I served as a member of the local Planning and Construction Committee, the Naming Committee, the Safety Committee, the Transportation Committee, the Site Preservation Committee and the Tender Committee. This is my legacy to our city: Under my leadership, the Culture section evolved into a Culture Department incorporating the art, events and culture section managers. It is a robust, well-functioning mechanism that is creative with a pleasant happy work atmosphere. A culture and art complex venue on Weizmann Avenue was established that includes two new galleries: the Contemporary Art Gallery and the POST that replaced the old post office: a gallery for digital design, illustration, and comics art. The Artists House - a gathering place offering lectures and drawing workshops and containing a theater and a music rehearsal hall for Ramat Hasharon artists. A renovated, vibrant library network. Yad Labanim with more activities and contemporary art. The Erez Biton Poet Award for Hebrew poetry granted by the Ramat Hasharon municipality, the Libraries Network and the Culture and Art Department. A budget and plan for both interior and exterior renovation of the Geological Museum that has been pending for the past 13 years. A vision for the establishment of a museum at Beit Kobi for Music and Performing Arts in collaboration with the Rimon School. A detailed plan and permits for the establishment of a Culture and Art center / Ha-Midrasha*, whose development has occupied me for four years. This includes programmatic planning, architectural planning and development, including all necessary permits, budget and signatures. (Awaiting execution) Maintaining freedom in our city I was happy to promote, together with my faction colleagues, a series of liberal, secular and progressive proposals in the council, among which, first and foremost, was the removal of the Torah nucleus from the synagogue it had illegally invaded and by blocking attempts by that nucleus to gain a further foothold in the city. We have regulated procedures for other synagogues in the city, together with colleagues and friends, to prevent what happened in my neighborhood Morasha from spilling over to other parts of the city. We operated public transportation lines with "We move on the Weekend" buses on Fridays and Saturdays; we fought against the exclusion and discrimination of women by establishing mixed prayer circles in the city square on Simchat Torah; we produced egalitarian mixed prayers on Yom Kippur, and, most importantly, we initiated and submitted proposals already in 2019, banning gender-segregated events in the city. We must not give up on humane, democratic values and universal solidarity. We are not alone.
