Never heard of Freidl Dicker-Brandeis? Neither had I, until my first visit to Prague last month.
While visiting the city’s Jewish Museum, I learned about this woman’s amazing impact on the children in the Terezin ghetto (also known as Theresienstadt), located about 50 miles north of Prague.
Dicker-Brandeis was deported to Terezin in 1942. She organized daily art lessons for over 600 children during her two years there. Like many art teachers, she helped her students learn the basics of line, color, and shape, and encouraged them to express their feelings in their work.
But her classes were held in secret, and materials were severely limited. In preparation for teaching at Terezin, she had stuffed her allotted suitcase with mostly art supplies.
Along with her unshakeable belief in the necessity of art, what makes Dicker-Brandeis remarkable is the emotional support she provided to children experiencing unspeakable trauma.
These children had been torn from their homes and forcibly separated from their parents, who would be sent to concentration camps like Auschwitz to die.
Freidl herself was sent to Auschwitz in 1944, along with 60 of her students.
Helga Kinsky, one of her few surviving students, said of her teacher:
“[She] transported us to a different world…. She painted flowers in windows, a view out of a window. She had a totally different approach…. She didn’t make us draw Terezin.”
Eva Dorian, another student who survived, said, “I believe that what she wanted from us was not directly linked to drawing, but rather to the expression of different feelings, to the liberation from our fears…these were not normal lessons, but lessons in emancipated meditation” (Quotes from Yad Vashem).
Before her deportation to Auschwitz in 1944, Freidl buried about 4,500 drawings in two suitcases. The drawings were discovered ten years later. Here are some of them.
For more on Dicker-Brandeis and her students:
And, I’d like to make
Great Badass Teachers in History an ongoing feature, with your help.
Who else should be remembered for teaching “lessons in emancipated meditation”? Which educators deserve wider recognition by history?