Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”
and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
Federation mission to Poland mix of heartbreak and celebration
By MYRON LOVE For Sheila Rabb, her first visit to Poland was “both heartbreaking and heartwarming.”
The 90-year-old Rabb was one of 34 participants in the Jewish Federation of Winnipeg’s first ever organized Adult Mission to Poland. The group toured Poland from Wednesday August 26 – Monday August 31, with an entourage of Israel and Polish tour guides, a security guard ,and two bus drivers.
It was Jeff Lieberman, CEO of the Jewish Federation of Winnipeg (and whose late father, Aron Lieberman, was a Holocaust survivor who was originally from Poland) who initiated the trip. “In 2023,” he recounted, “shortly after I was appointed CEO, I learned we had never organized an adult mission to Poland. Given the passage of time since the Holocaust and the tragedy of October 7th, I thought there would be interest in offering this meaningful trip to our community.“
The six-day journey,” Lieberman continued, ”taught us about the 1,000 years of mostly good and impactful Jewish life in Poland before 1939, as well as what happened during the Holocaust. We visited several sites including the Warsaw Jewish Cemetery, the Polin Museum, synagogues, the Krakow Jewish Community Centre, the Lodz Ghetto, Majdanek and Auschwitz-Birkenau concentration camps, and the Chelmo death camp.
Lieberman noted that the group bonded very quickly. ”We learned so much,” he said. “We cried together and we celebrated together. Many of the people that went on this mission have said how life-changing this trip was for them.”
In particular, the Federation CEO singled out the presence of Sheila Rabb. He describes her as “incredible”. It was a difficult tour with much walking and standing at sites, he noted.
“She was a real trooper,” Lieberman said. “Sheila was able to able to experience this meaningful journey with her children. It was truly special for us to have Sheila and her children, Ian and Irene (Zimmer), join us.”
“There was a wheelchair available for me if I needed it,” said Rabb, who looks much younger than her years. “I must admit that the heavy schedule of 12-hour days and late dinners was a challenge. But everyone was so nice and helpful and protective of me.”
Sheila Rabb’s connection to Poland was through her mother, Molly (Horn) Pitch. Fortunately, she was able to emigrate in the early 1930s. (Sheila’s father, Willy, came here from Russia about the same time.) Molly was able to bring one brother over but sadly, all but one sister were subsequently murdered by the Nazis.
The group began their journey in Warsaw with a visit to the Polin Museum which – Rabb noted – was built by Ron Lauder, president of the Estee Lauder Foundation. The museum recounts over 1,000 years of Jewish life in Poland.
“We learned about Jewish life, how Jews contributed to Polish society and the rich communities that existed throughout the country,” Lieberman reported.. “You can’t talk about Poland without including the impact of what Jews did for Poland.”
Both Rabb and Lieberman have fond memories of a group of Israeli high school students that that they met at the museum, who were from Ulpanat Chorev High School in Jerusalem. “We joined them in singing Hatikvah and other songs and danced a hora with them,” Lieberman said. “We ran into them again at Mila 18 and Auschwitz, and their Head of School invited us to join them for Kabbalat Shabbat in Krakow.
“Our group had the amazing experience of celebrating Shabbat with them,” he continued. “The women were so joyous, and their enthusiasm helped us emotionally after what we had experienced during the first few days of the mission. Their presence and the sorrow they expressed at the sites we shared with them had a profound impact on all of us.”
The group’s time in Warsaw also included a visit to a Jewish cemetery with over 250,000 graves and a walking tour of the famed Warsaw Ghetto.
The next stop was Lublin and the Majdanek death camp.
“One can read the books, watch the films and visit the museums, but nothing prepares you for walking the grounds of the death camps and mass grave sites and the profound sadness and shock that accompany them,” observed Jewish Federation staffer Abby Flackman, who was also part of the mission. “Walking in Auschwitz, Majdanek and the forest graves of Chelmno, I felt, validated the lives that were taken. We take the memories of their experiences and assure that they will not be lost with time.
“But,” she added, “we also showed that we are still here. We are still laughing and feeling joy, supporting one another and proud of who we are.”
On the other side of the coin, the group witnessed the ongoing rebirth of Poland’s Jewish community. One site that Sheila Rabb recalled in particular was the reconstituted Lublin yeshiva. The yeshiva, which opened in 1930, was one of the largest in the world. The building was restored by the Jewish community in 2003 and reopened as a synagogue in 2007.
On the Friday of the tour, the group arrived in Krakow, where they toured the old Jewish quarter where, Ian Rabb noted, there are still many Jewish-owned businesses – also the Schindler factory museum. He reported that Krakow has a Jewish population of about 1,200, as well as home to the internationally known annual Krakow Jewish Festival.
Sheila Rabb spoke about a 97-year-old Holocaust survivor the group encountered, who told his story. Although he had lived in California most of his life, he felt the need to return to Poland two years ago.
While in Krakow, the group made a day trip to nearby Lancut, formerly a Hasidic stronghold, where the members of the group toured the synagogue that was built in 1761 and has been well preserved.
“The synagogue was unreal,” Ian Rabb commented. “It has an art deco design that exudes spirituality and kabbalah.”
The Winnipeggers finished their tour with a visit to the Lodz ghetto. Lodz was an industrial city and the last Polish city to be made “Judenrein” because the Nazis needed the Jewish factory workers to build tanks and sew German soldiers’ uniforms.
For Sheila Rabb, one of the most difficult moments was standing on the site of the mass grave in the forest near the Chelmno death camp, not far from Lodz, where up to as many as 300,000 victims of the Chelmno gas chambers were buried.
“We recited kaddish over the site,” she said.
Sheila Rabb hac high praise for the Winnipeggers’ Polish and Israeli tour guides, Janush and Mordechai. ”They were outstanding,” she said. “They really brought history alive for us.”
Ian Rabb reports that his cousin (and Sheila’s nephew), Alan Pitch, who was also part of the group, is working on a documentary of the trip.
The last word goes to Abby Flackman. “My biggest takeaway,” she said, “is that we will control how our story ends. The Nazis tried to end our story of the Holocaust. They failed. We went elsewhere, built communities and institutions, grew again in numbers and continue to strive to become stronger, more resilient and thrive.”
Local News
Gray Academy enrolment continuing steady upward trend
By MYRON LOVE Next year, Gray Academy of Jewish Education will celebrate its 30th anniversary – and Western Canada’s only JK-Grade 12 Jewish day school has much to celebrate.
For starters, enrolment continues to grow. Lori Binder, Gray Academy’s Head of School and CEO of the Winnipeg Board of Jewish Education, is pleased to report that this year’s opening enrolment stands at 521 – the highest number for September in 13 years.
For the third year in a row, Gray Academy is running three kindergarten classes, and all three are nearly full, as are the Grade 1 and 2 classes. While Early Years remains the main entry point for new families, the school also welcomed 37 new students to its elementary and high school this year – a total of 88 new students.
Lisa Boroditsky, the school’s admissions coordinator, points out that many kindergarten children are coming from the Kaufman Child Care Centre at the Rady JCC and Chabad-Lubavitch of Winnipeg’s Torah Tots early childcare program. At the high school level, she notes, Grade seven enrolment is also rising, with more students coming to Gray Academy after completing Brock Corydon Elementary School’s Hebrew Bilingual Program.
“From our parent surveys, we can report that parents are choosing Gray Academy not out of fear, but rather because they value the sense of Jewish community that is only available at Gray Academy,” Binder says. “The fact that so many current Gray Academy students are children of alumni also tells us that parents believe in the high academic standards and the positive Jewish experiences we offer.”
New for the school’s elementary School this year, Lori Binder reports, is a musical theatre program. Over the years, our community has produced a significant number of young performers who have not only graced local stages but have also made their mark in theatre and film throughout North America. (Incidentally, this school year, Gray Academy will present its high school musical production, “Mary Poppins,” in March.)
In addition to the annual musical, Binder reports, Gray Academy this school year will be hosting the annual Canadian Accredited Independent Schools national varsity boys’ basketball tournament. Students and staff alike are looking forward to welcoming participating team from independent schools across the country.
Students are also looking forward to the school’s 50th Yom Ha’atzmaut Song Festival. “We are excited for our current students to continue our long tradition of celebrating Israel through music,” Binder says. “We are also hoping for a lot of participation from past performers from the first five decades.”
Among newer programs for Gray Academy high school students are internship opportunities. One is with Drs. Lorrie Kirshenbaum and Inna Rabinovich-Nikitin at the Institute of Cardiovascular Sciences at St. Boniface Hospital – a great opportunity for students in Grades 11 and 12 who have an interest in pursuing studies in health sciences. The other program, which was piloted last year, is run in conjunction with the Saul and Claribel Simkin Centre, and gives students in Grade 9 and up opportunities to connect weekly with Simkin residents for hands-on activities.
The corollary to that is a new program that focuses on the school’s relationships with grandparents. The Gray Academy Grandpals program encourages grandparents (and other special seniors in the lives of Gray students) to connect with and volunteer at the school. Since the program launched two years ago, Grandpals have attended special events and come into the school to volunteer for challah making, hamantaschen baking, and even with building projects such as at the new Hypedome by the ice rink, which will provide student skaters with shelter to warm up and change their skates in winter.
Lori Binder points out that, in addition to new programming, the school maintains a strong focus on affordability. “It is very important to us that no child is turned away because a family can’t afford to pay,” she says.
She notes that Manitoba is one of only a few Canadian provinces that fund independent schools such as Gray Academy, with the school receiving approximately 50% of the funding public schools receive per student. She adds that the school offers a robust Bursary Assistance program, strongly supported by funding from the Jewish Federation of Winnipeg’s Combined Jewish Appeal. “Over 60% of our families receive some level of bursary support,” she reports. “We work with every family to ensure that no child is ever turned away because of inability to cover the full parental contribution.”
The school also continues to play an integral role in helping families moving to Winnipeg from Israel, Argentina, Brazil and other countries to adapt to their new homes. Over the past few years, the school has expanded its EAL (English as an additional language) programming significantly to accommodate growing needs.
In an increasingly troubled world, Gray Academy remains a beacon of light, offering Jewish students and their families a warm, welcoming environment, along with a top notch Jewish and general education.
For more information about what Gray Academy has to offer and application dates, phone 204 477-7425 or email admissions@grayacademy.ca.
Local News
Veteran actor Harry Nelken first recipient of new Winnipeg Jewish Theatre Chai Legacy Award
By MYRON LOVE The Winnipeg Jewish Theatre (WJT) has introduced a new award – the Chai Legacy Award. The award recognizes individuals for their “artistry, craft and lifetimes commitment to Jewish performing arts in Manitoba” – and the first recipient is none other than Harry Nelken.
A WJT press release described the new award as “a historic first for the company.” In making Harry Nelken the first recipient of the award, the WJT says it recognizes Nelken’s “artistry, craft, and incredible dedication to Jewish performing arts in Manitoba.
“To know Harry is to know the ultimate mensch,” the WJT press release continues. “Whether he is lighting up a room with his infectious, ear-to-ear smile while cheering on his fellow cast members, or bringing profound depth to the stage, his generosity of spirit is unmatched.
In response, Nelken, a veteran of more than 45 years gracing Winnipeg’s stages as well as other performing venues across Canada, says “It was a complete surprise,” to be the first recipient of the award.
The award was presented on Sunday, September 13, during the cast party following the last performance of the WJT’s joint presentation with Rainbow Stage of “Fiddler on the Roof.” “Dan (Petrenko – the WJT’s artistic director) and Carson (Nattrass – Rainbow’s artistic director) were talking about the input of the Jewish actors in Fiddler,” Nelken recalls, “and then I heard my name. I never expected to be singled out for my acting like this. I know I mumbled something. I checked with (fellow cast member) Debby Maslowsky to make sure I said thank you. She assured me that I did.”
Nelken’s history with the Winnipeg Jewish Theatre goes back to the very beginning of the WJT. He recalls that he was cast in the WJT’s first production in 1987. Bev Aronovitch was the artistic director (and WJT founder) and the production was “Today, I am a Fountain Pen,” in which Harry played the role of the bar mitzvah’ boy’s father.
Over the years, he reports, he has appeared in 16 WJT productions. This most recent production of “Fiddler” was also the third time that he has appeared in a Rainbow Stage production of the show. His previous show performances were in 1984 and 1993. It’s also the second time that he has portrayed the rabbi. (He was cast as Lazar Wolf in the ’93 production.)
Nelken reports that he took the initiative to contact Carson Nattrass about the role of the rabbi after he learned about the planned joint production.
“I threw my shtreimel into the ring,” he jokes.
Every role, he notes, is a new learning experience for him. He prepared for the part this time by researching what life was like for a rabbi in a small eastern European shtetl.
“I realized that Jewish life has always been about resilience,” he points out. At the end of the play, after the Jews have been banished from Anatevka, when the rabbi’s son asks his father about how the Messiach will know where to find them, the rabbi replies that they will simply have to wait for him somewhere else.
“There is a great lesson to be learned here,” Nelken continues. “We don’t know what the future will bring. The question is do we put our faith in God or in man?”
Resilience is a primary feature of Harry Nelken’s career. He recounts a story about Abe Vigoda (“Fish” to some of us older readers who, when asked by Johnny Carson how he felt about becoming an overnight star, Vigoda’s response was that “I’m an overnight star but overnight was 25 years long.”)
In a much earlier interview I did with Harry for the Post, he recalled how his first acting gigs were in high school theatre. At the University of Ottawa, while studying criminology, he auditioned for and got a role in a play. From 1972 to 1979, he immersed himself in local amateur theatre.
He noted that even the busiest of working local actors – of which he has been one – barely scrape by and need a second source of income. For over 40 years, he supplemented his income by driving a cab.
”Particularly in my early years, when acting roles were sparse, driving a cab was my lifeline,” he recalls. “On occasion, even when doing a play at MTC, after the show, I would report for taxi duty for a night shift.”
In recent years roles have been fewer. In the last four years, he has been in five locally-shot film projects: two Hallmark films – “ Hanukah on Rye” and “ Haunted Wedding”; the feature film,”Normal, ”starringf Bob Odenkirk and Henry Winkler; (available on Amazon Prime); and the mini series “American Hostage,”,starring Jon Hamm and Giovanni Ribisi (available on Crave).
Nelken’s current film project is called “Pikohowin.” It’s the true story of how in 1990, Saskatoon police officers were revealed to be driving inebriated Indigenous people in winter out of the city and depositing them on the highway. Harry has the role of judge Shiebel.
“I’m 79 now,” Nelken says. “I am no longer willing to go out of town for stage or film work unless it is for a really undeniable role. I am happy to be doing more film work. I feel energized by the work. I am still regularly auditioning for film roles,
“Most of all, I appreciate that I can look back on a fulfilling career doing what I wanted to do more than anything else.”
