Fall 2010 Courses of Instruction

All courses are worth 3 graduate credits, except where noted.

» Daily schedule of fall 2010 on-campus courses [pdf - 33k]
» Elul Mini-Mester August 25–September 2
» List of ONLY online courses
» Rabbinical School courses

View graduate and undergraduate courses by discipline:

Orientation to Online Study at Hebrew College
Mandatory for all students new to online courses, except for Hebrew Mekhina participants;
will be available September 13

Bible
Cantorial
Education
Hebrew Language (online)
Hebrew Language (on campus)
Interdisciplinary
Jewish Thought
Literature
Liturgy
Music
Rabbinics

Elul Mini-Mester

Elul Mini-Mester will run daily from August 25 through September 2. Each course requires two hours of daily instruction in addition to two hours of daily bet midrash preparation. All courses subject to appropriate Hebrew text and other prerequisites. Registration information will be forthcoming later this summer.

Torah Readings for Yamim Noraim
Or Rose
INTD 110
Appropriate for Mekorot-level students

Psalms
Nehemia Polen
BIBLE 150
Appropriate for Rabbinical Level 1 students

Liturgy and Poetry of Yamim Noraim
Allan Lehmann
LITGY 225
Appropriate for Rabbinical Level 2 students

Tzelem Elokim
Art Green
INTD 505
Appropriate for Rabbinical levels 3, 4, and 5 students

BIBLE

Genres and Themes of Biblical Literature I
Bernat
Thursday, 2:30–4:30 p.m.
Prerequisite: Hebrew IV
BIBLE 502A
Syllabus

This course will focus on Biblical prose and law. The course will cover the arc of biblical history and historiography, examining prose in the Torah, as well as the books of Joshua, Kings, Ruth, Esther, Ezra, Nehemia, and Chronicles. Several sessions will also focus on legal, prescriptive, and proscriptive material, including ritual and civil law. Particular attention is paid to understanding of the Hebrew text, and to the linguistic and literary characteristics of the different genres. First part of a two-semester sequence.

Bible: Text and Context
Rodman
Offered online
BIBLE 600
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

A critical introduction to the Hebrew Bible (Tanakh), studying its place in the history of ancient Israel and Jewish tradition, as well as its relationship to ancient Near Eastern cultures of the Biblical period. Through broad coverage and close reading, students will focus on the fundamental scholarly methods of literary, historical and theological analysis, in order to explore the Bible's compositional development and overarching messages.

The Joseph Story Through the Eyes of Classical Medieval Bible Commentaries
Cohn
Monday, 9:00–11:00 a.m.
BIBLE 562
Syllabus

There has been a recent revival of interest in classic medieval Bible commentaries. These commentaries are studied by academic scholars for their flashes of insight, for their sensitivity to the nuances and subtleties of the biblical text, and for their articulation of Jewish tradition. This course will focus on a close reading of portions of the Joseph story (Genesis 37-50), aided by the commentary of Rashi and selections from the commentaries of his grandson Rashbam, the nomadic Abraham Ibn Ezra, and the kabbalist/halachist Nachmanides (Ramban). Our aim will be to discover what is individualistic and unique about each of these commentaries. Texts will be provided with English translations. There will be opportunities for students who wish to work with the Hebrew text.

CANTORIAL

How to Chant Torah
Schwartz
Offered online
CANTR 528
Prerequisite: facility with reading Hebrew
Note: Does not count for graduate credit for students in the cantorial program;
Orientation to Online Study is mandatory for all students new to online courses
Syllabus

In this course, students will learn the history and analysis of the cantillation system underlying the chanting of the Hebrew Bible. The cantillation accents serve as a system for punctuating the text of the Bible. In addition, students learn a traditional Ashkenazic mode for the public cantillation of the Torah, with a focus on correct pronunciation of biblical Hebrew.

Cantillation I
Jacobson
Tuesday, 11:15 a.m.–1:15 p.m.;
Optional lab section: Thursday, 4:30–6:30 p.m.
CANTR 529
Prerequisite: Hebrew IV
Syllabus

Students analyze the punctuation system underlying the chanting of the Hebrew Bible. Students are instructed in the syntactic parsing and correct contemporary pronunciation of biblical Hebrew, and learn a traditional Ashkenazic mode for the public cantillation of the Pentateuch.

Nusach for Rosh Hashanah
Mayer
Wednesday, 11:15 a.m.–1:15 p.m. and Friday, 11:15 a.m.–1:15 p.m.
CANTR 553
Prerequisite: CANTR 550

This course focuses on the modes and motifs of Rosh Hashanah. Participants will learn how to lead services using motivic improvisation within the established framework of Ashkenazic tradition. Appropriate congregational melodies will also be covered; students will be introduced to selected cantorial recitatives, and coached on their authentic rendering.

Cantorial Coaching
Staff
Times TBA
1 credit; may be repeated
CANTR 579
Note: Enrollment limited to SJM students

This course provides weekly coaching by a practicing cantor who will guide the student according to his or her individual needs. The goals of coaching are to increase facility with prayer leading and to improve vocal and musical interpretations of selected repertoire.

Accompanied Repertoire for Shabbat
Klepper and Treitman
Thursday, 11:15 a.m.–1:15 p.m.
CANTR 595
Prerequisites: MUSIC 302 and LITGY 590
Syllabus

Students learn cantorial and congregational repertoire for Sabbath services that involves instrumental accompaniment. Repertoire includes nineteenth-century European classics and twentieth-century American composers and songwriters. Students also investigate contemporary services, such as “Friday Night Live,” “B’nai Jeshurum,” “Carlebach,” and “Eylat Chayim.”

Cantorial Internship 1
Treitman
1 credit
CANTR 921
Note: Enrollment limited to SJM students

Students spend a semester on location in a synagogue, observing a practicing cantor. The on-site cantor meets with and coaches the student in the practical application of skills learned in the classroom.

EDUCATION

Special Education for Jewish Settings
Sokol and Miller-Jacobs
Offered online
EDUC 551
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

An introduction to the field of Jewish special education, drawing on a variety of sources within cognitive psychology, neuropsychology and educational theory. Topics will include identification of the child with special needs, assessment, mainstreaming versus particularized education, curriculum modification and classroom management. The course will also consider traditional and contemporary responses to special education within the Jewish community.

Identifying and Supporting Young Children with Special Needs in the Jewish Classroom
Weinberg
Offered online; October 4–November 5
1 credit
EDUC 566
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

This course will focus on identifying early signs of learning issues, developmental delays and other special needs in young children. Topics will include strategies and methods for serving all needs in an inclusive learning environment, communication with parents and issues relating to referrals.

Differentiated Instruction: Jewish Holidays and History
Miller-Jacobs
Offered online; November 8–December 10
1 credit
EDUC 569
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

This course examines differentiated instruction, a way of thinking about teaching and learning that helps teachers manage an inclusive classroom in Jewish schools. Students will learn a variety of strategies for the Judaic curriculum that addresses the needs of all students, especially those with special needs. Students will create a differentiated unit to be used in their school as a model for creating additional units over time.

Models of Teaching in Jewish Education
Rodenstein
Offered online
EDUC 601
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

In this course, students will analyze a wide repertoire of teaching models in Jewish education—influenced by content, students and institutional contexts—that represent techniques, philosophical approaches and values of teachers. Features of lesson planning and how to structure lessons and courses for Jewish educational settings are also considered. The course examines rationales for choosing or adapting different models; Students will practice alternative approaches. In addition, students will reflect on their own teaching experiences and collaboratively assess alternative ways to address the range of educational issues that they encounter.

Theory and Practice of Experiential Jewish Education
Bryfman
Offered online; in collaboration with the Board of Jewish Education of Greater New York-SAJES
EDUC 567
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

This course will examine the theoretical underpinnings and practical manifestations within the emerging field of experiential Jewish education. The course will offer students multiple opportunities to immerse themselves in varied Jewish educational settings, interact with their fellow students and reflect on their own practices. Student assessment will encourage diversity of assignments that reflect the multiple ways our students both learn and teach.

Graduate Research Seminar in Jewish Education: MJEd Final Project
Regosin
Tuesday, 4:30–6:30 p.m.; year-long course
EDUC 707
Note: Required for all candidates for the MJEd degree

Students complete a final project involving research in Jewish studies and Jewish education. The project will include an original curriculum design, strategic plan, grant proposal, change initiative or educational evaluation. Meets bi-weekly for the academic year.

Teaching Bible to Young Children
Rodenstein and Brody
Offered online
EDUC 538
Note: Orientation to Online Study is mandatory for all students new to online courses

This course provides an overview of the appropriate biblical narratives to be used in the early childhood curriculum. Narratives will be examined for their common themes, their value messages, and their usefulness in enhancing the interpersonal fabric of the classroom. In addition, the integration of Bible stories into the day-to-day life of the classroom will provide a hands-on exploration of ways to make the stories relevant to the young child.

The Art of Teaching
Grumet
Offered in Jerusalem to students at Pardes Institute of Jewish Studies
EDUC 615

This course focuses on the basics of planning and delivering effective lessons: establishing goals, maintaining the focus of the class, enduring understandings, discovery learning, essential questions, lesson planning, unit planning, formulating and reformulating questions, motivation, closure, homework and testing. Considerable attention is paid to applying basic principles of general education to the Jewish studies classroom, particularly in the day school setting.

The Art of Learning
Wall
Offered in Jerusalem to students at Pardes Institute of Jewish Studies
EDUC 616

This course focuses on various factors that influence a person's ability to learn: multiple intelligences, diverse learning styles/patterns, socioeconomic and cultural backgrounds, and overall motivation. Theories are applied to helping learners more effectively through clear instructions, assessments, rubrics and differentiation in the classroom. While this course is designed primarily for day school teachers, concerns of teachers in any setting will be addressed. Reflection on ourselves as learners is an important element throughout the course.

Lifespan Development and Case Studies in Jewish Education
Sokol
Offered via videoconference and distance learning to students at Pardes Institute of Jewish Studies
EDUC 802

This course has two primary though somewhat separable goals: 1) to introduce education students to models of human development, and 2) to use this knowledge to analyze and create effective teaching paradigms for Jewish learners across the lifespan. Students will work on both goals simultaneously through a combination of didactic and experiential learning that focuses on a variety of Jewish educational settings.

The Teaching of Jewish Texts in the Day School Classroom
Reiss-Medwed
Offered via videoconference and distance learning to students at Pardes Institute of Jewish Studies
EDUC 617

This course will explore the practical tools of teaching Jewish text in the day school classroom. The following questions will guide us: How do teachers move from thinking about Bible and rabbinics, to designing lessons, to creating ways to assess their students? What skills can we adapt as educators to help explore students’ learning of Jewish text? What might be unique about assessment of learning of Jewish text? Students will identify the unique qualities of learning Bible and rabbinics to understand how teachers think about teaching in order to prepare these content areas. We will look at the specific pedagogic content knowledge teachers access in order to help their students learn Bible and rabbinics in authentic and creative ways. Students will formulate personal beliefs and create individual tool kits to prepare to teach these subjects in ways that are meaningful for learners.

Supervised Field Experience I
Schultz
1 credit
EDUC 915
Prerequisite: EDUC 601 Models of Teaching in Jewish Education (may be taken concurrently)

Full academic, year-long, supervised experience in a Jewish setting (school, agency, synagogue, etc.). A minimum of 6 to 10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Focus on execution of emerging skills, observation, and basic knowledge. All experiences must be approved by the Director of Field Experiences.

Supervised Field Experience II
Schultz
1 credit
EDUC 916
Prerequisite: EDUC 915 Supervised Field Experience I

Full academic, year-long, supervised field experience in a Jewish setting (school, agency, synagogue, etc.) that is different from the one experienced in EDUC 915. A minimum of 6 to 10 hours per week is required. Experiences will be designed to meet the professional needs of students at a more advanced level. Focus on application and integration of expanded knowledge. If appropriate, a current paid position may be incorporated into the experience. All experiences must be approved by the Director of Field Experiences.

Supervised Field Experience in Special Education
Schultz
1 credit
EDUC 924

Full academic, year-long, supervised experience in a Jewish setting (school, agency, synagogue, camp, etc.) serving students with a variety of special needs. A minimum of 6 to 10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position could be the basis for the experience with a focus on expanding the role to include a wide range of skills. All experiences must be approved by the Director of Field Experiences.

Supervised Field Experience in Early Childhood I
Schultz
1 credit
EDUC 926
Prerequisite: Certificate in Early Childhood Jewish Education (or near completion of)

Full academic, year-long, supervised experience may include a mentoring relationship and/or arranged group visits to a variety of early childhood settings. Students will keep a journal to focus on observation, reflection and application. All experiences will be coordinated by the Director of Field Experiences.

Supervised Field Experience in Early Childhood II
Schultz
1 credit
EDUC 927
Prerequisite: EDUC 926 Supervised Field Experience in Early Childhood I

Full academic, year-long, supervised field experience in an early childhood Jewish setting. A minimum of 6 to 10 hours per week is required. Experiences will be designed to meet the professional needs of students. Focus on application and integration of expanded knowledge. If appropriate, a current paid position may be incorporated into the experience. All experiences must be approved by the Director of Field Experiences.

HEBREW LANGUAGE (ONLINE)

Note: Orientation to Online Study is mandatory for all students new to online courses, except for Hebrew Mekhina participants

Mekhina (Preparation) for Hebrew Language
Levy
Offered online only
non-credit
HEBRW 010
Prerequisite: No prior knowledge of Hebrew is required

This course is designed to serve as an introduction to Hebrew language study and to ensure that students with some prior Hebrew study experience begin Hebrew I at comparable levels. The Mekhina introduces the Hebrew alphabet and vowels, as well as verbs and syntax sufficient for conducting simple daily conversation. Students progress at their own pace, submit oral and written homework, and take online quizzes. Weekly real-time class discussions are conducted by the instructor with small groups of students at comparable levels. The Mekhina is based on the seven introductory units of Ivrit Min Hahatchala (Hebrew From Scratch), the textbook used by Hebrew College's campus-based and online Hebrew language programs.

Hebrew I
Levy
Offered online only
4 undergraduate credits
HEBRW 110
Prerequisite: Hebrew Mekhina or placement test

This course enables students to recognize and use fundamental structures of Hebrew grammar and morphology, and to acquire the necessary vocabulary for basic conversation and reading of modern and classical texts. All language skills are mastered through elementary syntactic and grammatical structures. Students will learn the basic verbs in the different common active verb groups and their conjugation in the present and past tense. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures.

Hebrew IA
Levy
Offered online only
2 undergraduate credits
HEBRW 111A
Prerequisite: Hebrew Mekhina or placement test

This course covers the first half of Hebrew I, Lessons 1–7 of Ivrit Min Hahatchala, Vol. 1.

Hebrew IB
Levy
Offered online only
2 undergraduate credits
HEBRW 111B
Prerequisite: Hebrew IA or placement test

This course covers the second half of Hebrew I, Lessons 8–14 of Ivrit Min Hahatchala, Vol. 1.

Hebrew II
Levy
Offered online only
4 undergraduate credits
HEBRW 210
Prerequisite: Hebrew I or placement test

A continuation of Hebrew I, this course enables students to recognize and use additional structures of Hebrew grammar, morphology and vocabulary to read modern and classical texts, and to engage in conversation. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures. Students will learn the past tense of verb groups introduced in Hebrew I.

Hebrew IIA
Levy
Offered online only
2 undergraduate credits
HEBRW 211A
Prerequisite: Hebrew I or placement test

This course covers the first half of Hebrew II, Lessons 15–21 of Ivrit Min Hahatchala, Vol. 1.

Hebrew IIB
Levy
Offered online only
2 undergraduate credits
HEBRW 211B
Prerequisite: Hebrew IIA or placement test

This course covers the second half of Hebrew II, Lessons 22–28 of Ivrit Min Hahatchala, Vol. 1.

Hebrew III
Levy
Offered online only
4 undergraduate credits
HEBRW 310
Prerequisite: Hebrew II or placement test

Students will learn to recognize and use new and more complex structures of Hebrew grammar and morphology, such as combined sentences, and will acquire vocabulary for advanced reading of modern and classical texts, and for conversation. Lessons include readings of longer passages, dialogues and stories. Students will be given the opportunity to practice the new syntactic and grammatical structures. Based on topics introduced in the lessons, students will write short expository passages and deepen their mastery of spoken Hebrew through participation in open conversation.

Hebrew IIIA
Levy
Offered online only
2 undergraduate credits
HEBRW 311A
Prerequisite: Hebrew II or placement test

This course covers the first half of Hebrew III, Lessons 1–4 of Ivrit Min Hahatchala, Vol. 2.

Hebrew IIIB
Offered online only
2 undergraduate credits
HEBRW 311B
Prerequisite: Hebrew IIIA or placement test

This course covers the second half of Hebrew III, Lessons 5–8 of Ivrit Min Hahatchala, Vol. 2.

Hebrew IV
Levy
Offered online only
4 undergraduate credits
HEBRW 410
Prerequisite: Hebrew III or placement test

This course is designed for intermediate students who have successfully mastered Hebrew reading, writing and speaking skills. Students will practice writing directed and complex sentences, as well as free composition. In weekly oral assignments and class discussions, only Hebrew is spoken. Through extensive readings, students will expand their vocabulary and increase their familiarity with grammatical patterns. Students will learn the future tense of basic verbs in the strong verb groups, as well as frequently used weak verbs.

Hebrew IVA
Levy
Offered online only
2 undergraduate credits
HEBRW 411A
Prerequisite: Hebrew III or placement test

This course covers the first half of Hebrew IV, Lessons 9–12 of Ivrit Min Hahatchala, Vol. 2.

Hebrew IVB
Levy
Offered online only
2 undergraduate credits
HEBRW 411B
Prerequisite: Hebrew IVA or placement test

This course covers the second half of Hebrew IV, Lessons 13–16 of Ivrit Min Hahatchala, Vol. 2.

HEBREW LANGUAGE (ON CAMPUS)

For Ulpan classes at Hebrew College, click here.

Understanding Hebrew Texts: Fundamentals for Beginners I
Davis
Thursday, 6:30–9:15 p.m.
4 undergraduate credits
HEBRW 120
Syllabus

This course is designed for those with no prior knowledge of Hebrew who want to engage in the study of classical Jewish texts-such as the Tanakh (Hebrew Bible), the siddur (prayer book), and classic rabbinic and Hasidic texts-in the original Hebrew. Students will begin learning basic Hebrew grammar and vocabulary needed to read such texts. The pace of the course will be brisk and a significant investment of study time outside the classroom will be expected. The course begins with an introduction to Hebrew grammar and the development of vocabulary. There will be some in-class conversation in Hebrew, but the emphasis will be on developing reading comprehension skills.

Understanding Hebrew Texts: Fundamentals for Beginners III
Davis
Wednesday, 6:30–9:15 p.m.
4 undergraduate credits
HEBRW 320
Prerequisite: Fundamentals for Beginners II or placement test
Syllabus

This course is the third year of the Understanding Hebrew Texts sequence. After completing volume III of the Shelabim textbook series, students will read selections from classical texts. Students will apply and extend their knowledge of Hebrew grammar to these texts and build their vocabulary, with the goal of enhancing their ability to independently read and understand Jewish texts in Hebrew. Wherever possible, connections will be made to Hebrew passages with which students are familiar from other contexts. The pace of the course will be brisk and a significant investment of time outside the classroom will be expected.

Understanding Hebrew Texts: Fundamentals for Beginners IV
Davis
Thursday, 9:30 a.m.–12:15 p.m.
4 undergraduate credits
HEBRW 420
Prerequisite: Fundamentals for Beginners III or placement test
Syllabus

This is the fourth semester of the Understanding Hebrew Texts sequence. After completing Volume III of the Shlabim textbook series, the students will read longer selections from classical texts. Students will continue to apply and extend their knowledge of Hebrew grammar to these texts and build their vocabulary, with the goals of enhancing their ability to independently read and hudnerstand Jewish texts in Hebrew. Wherever possible, connections will be made to familiar Hebrew passages from other contexts. The pace of the course will be brisk, and a significant investment of time outside the classroom will be expected.

Hebrew V
Winkelman
Tuesday, Wednesday, Friday, 9:00–11:00 a.m.
4 graduate credits
HEBRW 205
Syllabus

Building on Hebrew III and IV, the two semester sequence of Hebrew V and VI focuses on more advanced modern Hebrew language, with and emphasis on language skills acquisition and development through the extensive use of modern texts. This course gives a systematic presentation of syntactic and grammatical principles of modern Hebrew with special focus on verb conjugations. Texts of different styles are examined with an emphasis on comprehension and literary analysis.

Hebrew VII
Bock
Tuesday, 2:30–4:30 p.m. and Friday, 11:15 a.m.–1:15 p.m.
HEBRW 207
Syllabus

For students who want to work with classical Jewish texts in depth, this course will focus on the phonology, morphology, and syntax of biblical Hebrew. Solid prior knowledge of Hebrew, including mastery of the Hebrew verb system, is a prerequisite, as this course will assume such knowledge as it addresses aspects of Hebrew grammar that are distinctive of biblical Hebrew, including the Tiberian vocalization (niqqud) and accentuation system, biblical Hebrew's larger inventory of verb forms, and various syntactic features of biblical Hebrew.

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INTERDISCIPLINARY

Jewish Life and Practice I
Lehmann
Friday, 11:15 a.m.–1:15 p.m.
INTD 015
Syllabus

Students will be introduced to the patterns and essential terminology of the cycle of Jewish religious life and other basic Jewish practices.

Administrative Leadership in Religious Organizations: An Interfaith Perspective
Drummond and Judson
Wednesday, 4:30–6:30 p.m.; begins October 6
INTD 579
Syllabus

This course will introduce students to administrative leadership from both practical and theoretical points of view. By exploring a series of themes that raise questions pertinent in both Jewish and Christian faith communities, students will address both topics and one another as they seek new knowledge, points of divergence and common ground. The course will focus on four key areas of administrative leadership: finances, development, planning and evaluation, and conflict. Guest speakers will enhance discussions and case studies will be utilized.

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JEWISH THOUGHT

Taamei HaMitzvot in Jewish Thought
Polen
Wednesday, 7:00–9:00 p.m.
JTHT 561
Syllabus

The Bible itself was the first to ask the question "what mean the testimonies, and the statutes, and the ordinances which the Lord our God has commanded you?" (Deut. 6:20). Ever since that time, people have searched for Ta'amei Ha-Mitzvot, the reasons for the commandments. This course will examine the traditional listing of the 613 commandments and various classification schemata that have been proposed for them. These will be explored in terms of biblical, talmudic, midrashic, philosophical, kabbalistic, Hasidic, and contemporary understandings of the commandments, their goal and purpose. Most Hebrew texts presented will be available in English translation.

Modern Jewish Religious Thought
Rose
Monday, 9:00–11:00 a.m.
JTHT 538

In this course students will explore the writings of several major Jewish thinkers living in the modern era. Our study will focus on the various ways these thinkers—from Spinoza to Heschel—understand the dynamic relationship between inherited tradition and their contemporary life situations.

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LITERATURE

Explorations in Jewish Literature: From the Ancient Parable to the Contemporary Short Story
Gillman
Offered online
LITER 602
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

Texts—and conversations about texts—have formed the crux of Jewish life throughout history. But what defines Jewish literature? Which themes and concerns have preoccupied Jewish writers over time? Is there a connection between the prominence of Torah in Judaism and the rich and diverse Jewish literary culture in our day? This course examines representative works of Jewish prose writing in Hebrew, Yiddish, German and English, in three genres: parable, memoir, and short story. All works will be read in translation, though students will have the option of working with the original languages. The course provides an introduction to Jewish literary history, practice in literary interpretation, and opportunities for creative writing.

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LITURGY

Liturgy of the Synagogue Service
Sokol
Monday, 11:15 a.m.–1:15 p.m.
LITGY 590

An introduction to the structure and content of Jewish prayer, this course examines the historic development of the synagogue and the siddur. The course begins with an exploration of the three daily services and proceeds to Shabbat and chagim (holidays). Conceptual, as well as literary, forms will be considered.

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MUSIC

Voice Lessons
Staff
1 credit
MUSIC 200

Private lessons in singing. Emphasis is on understanding the working of the vocal mechanism, maximizing the potential of the individual singer, learning to be an effective vocal teacher, and preparing the student to be an inspiring performer.

Vocal Performance
Torgove
Friday, 9:00–10:00 a.m.
1 credit; may be repeated
MUSIC 201

This vocal performance class concentrates on building basic vocal skills—breath, resonance, posture and technique—and integrates those skills into students' repertoires. Students will bring their own selections, including davenning, leyning, solo song, song leading, spoken presentations, from their individual practices and cantorial/rabbinical class work; these will provide the vehicle for their vocal work and coaching with the instructor in a supportive classroom environment.

Musicianship Skills I
Osborne
Tuesday and Thursday, 8:00–9:00 a.m.
MUSIC 301
Note: Non-SJM students must take placement exam
Syllabus

An introduction to musical theory and skills with particular emphasis on practical application in the synagogue. Prepares students to sing at sight an easy vocal line; to sing simple intervals; to recognize aurally simple intervals, simple triads, and major and minor scales; to locate and play any pitch or triad on a keyboard, and to analyze the harmonies and phrase structure of simple compositions.

Performance Skills—Vocal Music
Torgove
Friday, 9:00–11:00 a.m.
MUSIC 401
Note: Enrollment limited to SJM students

This class focuses on building the skills necessary to communicate in public forums: concerts, public prayer, cantillation, sermon delivery. Elements of effective communication that are addressed include the use of breath, the basics of healthy vocal technique, the exploration of physical and gestural language, the expression of text and the development of personal presence. Through the use of group exercises, discussion, video-recording, individual practice and coaching, students learn to integrate these skills into their actual work and concert requirements. Students’ own selections from pulpits and classes provide vehicles for their work with the group and the instructor.

Jewish Music I
Jacobson
Tuesday, 9:00–11:00 a.m.
MUSIC 505
Prerequisite: MUSIC 302 or the equivalent
Syllabus

This course will provide a close look at the music of the Jewish people. Study will involve modal and phrase analysis of traditional materials, historical analysis through close reading of primary sources, and functional analysis of attitudes and uses of Jewish music. Topics to be covered include analysis of how music is used by Jews, music in ancient Israel, traditional liturgical chant, rabbinic attitudes towards music, secular and paraliturgical folksongs and wedding music, and the beginnings of Jewish polyphony in the Italian Renaissance.

Jewish Music and Jewish Spirituality: Niggun as Sacred Practice
Polen
Monday, 11:15 a.m.–1:15 p.m.
MUSIC 511
Syllabus

The Hasidic niggun is more than a tune or a melody; it is to be savored, entered into with all one's senses, with all the levels of one's being. Melodies are punctuated by thoughtful silences, providing opportunities for reflection and integration. This course will introduce the varieties of Hasidic niggun, locating them in the history and theology of Jewish music. Our goal will be to develop a "sonic theology" and an understanding of sound, melody and silence as spiritual practice. We will examine the function of niggun in prayer, both personal and communal, and the role of the prayer leader (shliach tzibbur) in fostering sacred space out of collective energies, as the entire group conspires—breathes together—in holy rhythm.

Choir
Marton
1 credit; may be repeated
MUSIC 546

Students sing or serve as conducting interns in a choir specializing in Jewish repertoire. Participation must be approved in advance with the choir coordinator.

Senior Recital
Staff
1 credit; may be repeated
MUSIC 905
Prerequisite: MUSIC 200

Private lessons in singing with emphasis on preparing the student for the senior recital. This course is taken instead of voice lessons during final two semesters before graduation.

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RABBINICS

Introduction to Mishnah
Steinberg
Monday, 2:30–4:30 p.m. and Wednesday, 11:15 a.m.–1:15 p.m.
4 credits
RAB 513
Prerequisite: Hebrew IV

An intensive introduction to the form and content of the Mishnah, the first code of rabbinic law. Students will gain familiarity with classical rabbinic syntax, key concepts, and frequent forms of rabbinic teachings, building a foundation for further study of rabbinic literature.

Introduction to the Study of Talmud
Cohn
Offered online
4 credits
RAB 520
Note: Orientation to Online Study is mandatory for all students new to online courses
Syllabus

Students in this course will learn the skills of analyzing a Talmudic text. How are Talmudic sugyot (thematic units of a Talmudic tractate) constructed? What are the recurring technical terms of a Talmudic "discussion"? What are the conceptual assumptions of Talmudic discourse? What are the social and cultural contexts of the sugyot? Students will learn basic Talmudic terminology, including a glossary of Hebrew and Aramaic terms and concepts, and how to use dictionaries, concordances and other reference tools to decipher and understand a Talmudic sugya. Weekly participation in the Bet Midrash component is a course requirement.

Moses in the Midrash
Schimmel
Monday, 2:30–4:30 p.m.
RAB 541
Syllabus

Through an examination of midrashic characterizations of Moses, students will gain an understanding of the midrashic processes and its objectives, as well as methods of scriptural interpretation. Participants will gain familiarity with different types of midrash and aggadah; place, where possible, the midrashic/aggadic teachings about Moses in a historical and cultural context; and enjoy the creativity of the Rabbinic imagination and the ingenuity of Rabbinic exegeses as applied to the character of Moses.

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