Studio Ankori, a six-year junior high and high school, is based on updated pedagogical philosophies: we believe that exposing children to an environment rich in information, as well as academic and social challenges, is the key for the development of self-confident, creative and critical thinkers able to function successfully in an ever-changing, uncertain world.

Studio Ankori’s objective is to produce graduates who have critical and creative thinking skills alongside personal and interpersonal abilities that will enable them to work, operate and grow within a dynamic knowledge environment.

Studio Ankori is a space for up-to-date, experiential and interdisciplinary studies, and trains its graduates towards a quality Bagrut diploma. All subjects of study (core studies as well as the arts) are centered on a single theme. Studio Ankori is open to all students and our classrooms are heterogeneous.

Studio Ankori highlights the process of learning, and the importance of experimenting with a wide range of fields and areas of interest. The arts are a crucial tool in fostering creative thinking, teamwork and research. By exposing our students to various art fields, we are able to provide them with the skills to develop their thinking, foster initiative, and enjoy experiences of significant, in-depth learning. Interdisciplinary thinking, on which Studio Ankori is based, blurs the classic distinction between majors – everyone studies the core subjects, and all fields of art offered by the school. This method neutralizes, to a large degree, the factor of competitiveness, and offers a learning environment that is sheltered, non-judgmental, and one that fosters creative thinking and social skills.

As part of our learning ideology that promotes dialogue with the environment and the community, Studio Ankori holds numerous cultural and art events open to the public, run by the teaching staff and featuring guests artists.

With the goal of learning how to create in dynamic social and technological settings, our students acquire skills for gathering and organizing information, learn how to articulate themselves and move through different fields, work in group settings and with different team members, and learn to deal with uncertainties, as well as experiences of failure and success.

The methodology employed by Studio Ankori rests on four main axes:

  • An interdisciplinary, multi-layered approach to learning
  • Using the arts to develop thinking, learning and initiative
  • Project-based learning, research and Design Thinking teams
  • Instilling the values fostered by the Ankori Education Network – self-confidence, trust, flexibility and continuous dialogue

Our methodology highlights process, and is not solely based on end results or products. The process must be reflective and critical, and echo hard work and learning through experience. It must include a readiness to experiment and open-mindedness, but it is not judgmental. We believe that creating and learning thrive in safe spaces, and we want our students to enjoy every step of the process.

The four basic principles of our methodology:

  • Seasons – the academic year at Studio Ankori is divided into four Seasons, each Season dealing with a central topic (theme) around which all the core studies and the arts are studied. In this way, students experience a coherent, contextual experience with clear links to every discipline. The curriculum is written by the teachers, based on the curriculum provided by the Ministry of Education.
  • Studio Sessions – during the Season, we hold weekly studio sessions facilitated by the teachers. During these sessions, students work through the knowledge gained in core subjects, and choose an individual or a collective project, or an initiative in the arts. The Season ends with “Studio Week” – two concentrated days in which the students work on their project, develop it and put the finishing touches; two more days dedicated to presentations; and one final day, dedicated to celebrating the work through social activities outdoors.
  • Presentation – during the presentation, students are asked to introduce an individual project or an initiative – either individual or team work, according to their choice – in any field or medium they choose, as long as it’s related to content studied in one of the core subjects. They present the project or initiative to their peers and teaching staff. A discussion ensues, in which the student is asked to reflect on the process he/she went through during the Season, contexts and sources of inspiration, failures and successes, challenges and help they’ve received along the way. It is important to remember that the process fosters positive thinking and is not judgmental in nature. The students are also asked to present a text about the project. This text focuses on the work process, sources of inspiration and the content on which the project is based.
  • Research Project – we see great importance in enhancing thinking skills, critical reading of texts and academic writing. Therefore, every Season, students hand in a research project in one of the core subjects. The project is structured in a way that motivates the learners to review the subject, and contextualize it with topics not covered in the classroom. This is the time to ask questions, focus on personal aspects and search for deeper answers. This method also makes the subject more relevant for the kids. In an ever-changing, information-rich environment, meticulous management of the process, mode of presentation, and coherent texts that reflect knowledge and understanding are essential tools for independent learners.

How is the school year structured? What are the core subjects?

The academic year is divided into four “Seasons”. All the following subjects are taught throughout the year: history, music, theatre, dance, film studies, literature, biblical studies, art, mathematics, science and English.
Studies are held five days a week, between 9 am and 3:20 pm, and between 9 am and 2:20 pm on Tuesdays. Afternoon classes are held according to specific needs.

Our Teachers
Our faculty of studio educators and instructors is made up of people whose views and professional training are multidisciplinary. They all share the ability to work in several languages, and they are qualified to instruct students in numerous fields. Among them are senior Ankori Educational Network teachers, as well as leading professionals and artists in their fields who have undergone teacher training at the studio. The faculty is guided and supervised by Dr. Shahaf Gal, Yehezkel Lazarov and Osnat Haber Koton.

Good to know

  • Studio Ankori has no bells to indicate dismissal and arrival times. We want our students to learn and take responsibility for their time management.
  • Studio Ankori has no school uniform. We’re certain that the kids know exactly what’s appropriate for them and for the campus. If lines are blurred, things are discussed and mutually agreed upon.
  • Studio Ankori kids are given homework, but we do not overburden our students with it. We believe that our kids have the right to a full life outside school. Most Studio Ankori students participate in afternoon classes and activities at the school.
  • We hold exams, but not many of them; our report cards have verbal assessments rather than numerical grades.
  • We put equal emphasis on the arts and core subjects. It is important to us that the school day is balanced with different kinds of activities.
  • Studio Ankori holds workshops with guest lecturers and artists; every class has a Head Teacher and holds discussions about current events, observes holocaust and remembrance days, initiates social activities, community initiatives and annual road trips.

Studio Ankori was established and is supported by the Ankori Education Network. It was established by Osnat Haber Koton, CEO of Ankori Educational Network, and multidisciplinary artist Yehezkel Lazarov.

Our goal is to train creative graduates who are critical thinkers, adults with interpersonal skills that will enable them to work and prosper in an information-rich environment and an ever-changing world.

Studio Ankori follows the tradition of Ankori Educational Network’s small schools, based on learner-centered teaching. At Ankori, students enjoy intimate classrooms of up to 25 students, located within the community, in which everyone knows everyone.

At Studio Ankori we have made it our goal to translate theories of futurism in education into everyday school practice. In order to do that, we have readjusted everything we know about structure, time, content and objectives to create a new pedagogical system that keeps the school as a mold, but casts into it a learning culture of a different kind.

Our methodology is the product of research in the field of futurism in education. Its basic premise is that the goals, culture and conditions that have been the basis for educational systems to date have changed, and in many cases are no longer relevant to prepare children for a changing world. The educational challenge is to provide students with the confidence and skills that will enable them to effectively process large amounts of information, make decisions, initiate projects, present and conduct discussions regarding their work, work well in teams, and develop a keen awareness of others and their environment.

By nature, the arts offer a breeding ground for building these skills; they easily create interfaces and interdisciplinary contexts, raise research questions and encourage criticism, foster teamwork and dialogue with the community, provide learning and practicing skills and reward diligence. Under this framework, Studio Ankori views art as a means rather than an end; a tool with which to translate and practice languages and media.