Teaching and living a prophetic vision of Jewish life renewed in Yeshua RS652 - Leading Shabbat and Weekday Worship Services Rabbi Benjamin Raker Ehrenfeld Blogsite: Orbund https://server11.orbund.com December 31, 2017-March 4, 2018 (Winter Quarter, 2017-2018) COURSE DESCRIPTION In this course, the student will learn how to use the basic structure, flow, and content of traditional Shabbat and daily services learned in RS651 to effectively develop services for their community that reflects both understanding of and devotion to Jewish worship with Messiah Yeshua seamlessly integrated into the matrix. They will learn how to lead traditional Jewish prayer in a way that is creative, infused with Yeshua and deeply respectful of tradition. The focus of this class is learning to lead others into meaningful Jewish prayer, both daily and on Shabbat. RELATIONSHIP TO THE CURRICULUM This is a required course for completion of the Master of Rabbinic Studies degree. RELEVANCE Rabbis are exemplars of an integrated prayer life and it is necessary for them to be readily comfortable in teaching, engaging in, and leading synagogue worship. Additionally, a basic function of a rabbi is to ensure regular worship within his/her community s framework. PREREQUISITE Hebrew Proficiency or permission from the instructor, and RS651 Basics of Synagogue Worship. TECHNICAL REQUIREMENTS This is an online course. The student must have a computer and high speed internet access. A headset is recommended for the Zoom class discussions. COURSE FORMAT Listening to lectures, asynchronous blog discussion, three Zoom video call class discussions (1.5 hrs each), and individualized learning contract work (Guided Learning Contract-GLC and ICE Integrative Contract Evaluation). REQUIREMENTS Listening to lectures, completing all assignments, participating in video conference calls
and class discussion, and reading materials. Students will be required to formulate and complete a GLC and ICE under the direction of two mentors. Students must have approved mentors prior to the beginning of the class. Please contact instructor at benehrenfeld@gmail.com to receive mentor approval. REQUIRED TEXTS Sacks, Rabbi Lord Jonathan. The Koren Sacks Siddur, with English Translation and Commentary. Jerusalem: Koren Publishers, 2009. Standard Edition, ISBN 9789653010673 Source Packet for RS652. Compiled and Edited by Rabbi Benjamin Raker Ehrenfeld. This will be provided to students. No purchase. Weisenberg, Joey. Building Singing Communities: A Practical Guide to Unlocking the Power of Music in Jewish Prayer. New York, Mechon Hadar, 2011. RECOMMENDED READING Kaunfer, Elie. Empowered Judaism: What Independent Minyanim can teach us about building vibrant Jewish communities. Woodstock, VT: Jewish Lights Publishing, 2005. Tucker, Ethan and Micha el Rosenberg. Gender Equality and Prayer in Jewish Law. Brooklyn: KTAV, 2017. ASSIGNMENT INSTRUCTIONS AND DEADLINES In order to sustain a meaningful asynchronous discussion, you should normally log on to the course blog and post five or more times between Sunday morning and Thursday night. The week s readings and assignments are due to be read/completed by the Sunday of that week. A Guided Learning Contract (GLC) will be the instrument for personalized learning as well as spiritual assessment and growth. Students will be responsible for meeting with mentors weekly and with Rabbi Ben individually at least once during the course. Signed GLCs are due by 5pm local time Thursday, January 18th, 2018 and can be posted on the GLC assignment in Orbund. Each student will complete an Integrative Contract Evaluation (ICE) documenting the GLC. These integrative papers will be due along with mentor evaluations on Sunday, March 4 th by 5pm. They will be posted on the GLC assignment in Orbund. The goal of the GLC in this course is to enable students to execute a project that is focused on a core function of rabbinic leadership of Daily and Shabbat services. The task(s) chosen should be chosen with an eye toward Student s need areas of growth Student s interests The professional rabbinic context in which a student is likely to function Revealing Messiah Yeshua in the context of Jewish worship on these days
Here are task options for student GLC s. Students should pick ONE of the four bulleted options: Create a liturgical resource for a Daily or Shabbat service (this should include students own translations of Hebrew texts) Create an education packet for a cantor for a particular service (this should include resources for: melodies/nusach appropriate to the service, halakhot related to leading the service, kavanot for its various sections to inspire the cantor spiritually, and any relevant practical tips) Create a guide for co-leading Shabbat services (this should include choreography announcements at their appropriate time in the service, short kavanot at appropriate places between sections of the service, when to invite up readers/ark openers/etc as appropriate. Students should list page numbers based on any siddur of their choice) Prepare one of the following: a full aliyah of Torah leining for a parasha of the student s choice, full Haftarah leining (with blessings before and after) for a particular parasha, prepare melodies/nusach for one section of a service (i.e. daily mincha, Shabbat shacharit, Shabbat musaf, etc). Students will either record this or set up a time with at least one of their mentors to demonstrate their learning. Students must use one of the liturgical materials given in this course for demonstrating liturgical proficiency COURSE OUTLINE Readings/Assignments to be done in order beginning with top of the list. The readings/assignments must be completed by the first day of the week under which they fall. For example, the readings for Week 1 are to be read by December 31 st. Week 1 (Dec 31 Jan 4) Review of Daily Prayer Liturgical Content Reading: 260 pages (131 actual content. Each amidah is mostly the same don t panic!) Koren Siddur: 26-283 Resource Packet: 1-2 Listen to Introduction Podcast Week 2 (Jan 7-11) Creating Physical and Aural Ritual Space Listen to Podcast (BEFORE READING) Reading: 81 pages Building Singing Communities, v-75 Resource Packet: 3-5 Week 3 (Jan 14-18) Leading Daily Davening NO PODCAST 1st Zoom Meeting: January 14, 2017 (Time TBD based on needs of class members. Scheduling to take place during first week of class) Reading: Resource Packet, page 6 Go to the following link to access the nusach for Daily services:
https://www.hadar.org/tefillah-music Search either online, or personal contacts for a melody for mi kamocha that you do not know. Record yourself leading out loud either the shacharit or maariv shema section using the appropriate nusach and the mi kamocha melody you learned. Share the recording with your classmates on the course blog site. Week 4 (Jan 21-25) Review of Erev Shabbat Liturgical Content Reading: 62 Pages (31 content) Koren Siddur: 308-369 Listen to Podcast Week 5 (Jan 28-Feb 1) Leading Erev Shabbat Services NO PODCAST 2 nd Zoom Meeting: January 28, 2018 (Time TBD based on needs of class members. Scheduling to take place during first week of class) Go to the following links to access Kabbalat Shabbat and Maariv nusach and melodies: https://www.hadar.org/tefillah-service/s-ks https://www.hadar.org/tefillah-service/s-ma Lead your classmates and instructor in a Kabbalat Shabbat psalm/piyyut of your choosing in the second zoom meeting. Record an additional Kabbalat Shabbat psalm/piyyut and share it on the class blogsite. Week 6 (Feb 4-8) Review of Shabbat Morning Services Liturgical Content Reading: Approximately 250 pages (125 content; approx. depending on MJ siddur chosen) Koren Siddur: 398-577 Review one of the MJ congregational siddurim made available on the blogsite Resource Packet: 7-8 Listen to Podcast Week 7 (Feb 11-15) Review of Shabbat Mincha and Leading Shabbat Day Services Reading: 38 pages (19 content) Koren Siddur: 594-629 Resource Packet: 9 Listen to Podcast Go to the following links to access Shabbat morning nusach and melodies: https://www.hadar.org/tefillah-service/s-pz https://www.hadar.org/tefillah-service/s-sh
https://www.hadar.org/tefillah-service/s-ts https://www.hadar.org/tefillah-service/s-mu Pick a favorite melody or nusach from each of the four sections of the Shabbat morning services (Psekui Dzimrah, Shacharit, Torah Services, and Mussaf and share the link for each in the assigned blogsite discussion for the week. Describe how you would teach this melody to your congregation, or add it to your service. Week 8 (Feb 18-22) Leading Shabbat Day services Part II NO PODCAST 3 rd Zoom Meeting: February 18, 2018 (Time TBD based on needs of class members. Scheduling to take place during first week of class) Reading: Resource Packet 10-11 Create a co-leader s (non-shliach tzibbur) guide for one of the four sections of the Shabbat morning service, in which you give specific choreography/instruction and Yeshua-centered kavvanot in appropriate places. LEARNING OBJECTIVES After completing this course successfully, the student will be able to: Describe the structure/content of Daily and Shabbat services. Access resources for leading those services to either teach to others or enact themselves. Begin to learn to lead some core dimensions of Daily and Shabbat services. Structure and organize the logistics of the ritual dimensions of Daily and Shabbat services. Communicate a number of the spiritual dimensions of Daily and Shabbat ritual in the structure and implementation of their services. Begin to develop services for one s community that reflect both understanding of and devotion to Jewish worship with Messiah Yeshua at the core. ASSESSMENT Grades will be awarded according to the following criteria: quality and quantity of participation in the class discussions (35%); engagement with, and creation of individualized Guided Learning Contract and Integrative Contract Evaluation (30%); demonstration of completed assignments (35%). THE GRADING SYSTEM The basic letter grades have the following significance: A Exemplary B Adequate C Passing, but requiring substantial improvement P Passing (for use only if the Pass/Fail option is available and selected)
F Failed Grades have been assigned the following numerical values for the purpose of computing the grade point average: A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 F 0.0 Further aspects of the MJTI Grading System can be found on page 30 of the MJTI Catalog. STANDARD MJTI ASSESSMENT RUBRICS At the end of each quarter, along with the class grades, the instructor will submit a statement of the method of assessment used in the course. The rubrics supplied here are available to be used by all instructors. ASSESSMENT CRITERIA Assessing the Asynchronous Online Discussion Assessment Criteria for Asynchronous Online discussion. Analytical Reflection Evidence/Support Interaction Writing Total 30% 30% 30% 10% 100% Demonstrates a serious attempt to grapple with the Unit material. Analysis is reasonable and gives opportunity for interaction. Asks relevant questions. Supports discussion points with references to assigned readings, logical analysis, and examples. Gives citations (work, page number) for material quoted or paraphrased. Interacts with the instructor and other students. Discusses agreement or disagreement with classmates analytical reflections and provide explanation of logic; and/or respond to questions posed in classmates analytical reflections, and when appropriate, reference assigned readings, logical analysis, and examples. Writes in clear, concise, and grammatically acceptable terms.
Assessing Essay and Short Answer questions on Exams Assessment Criteria for Essays and Short Answers A (exemplary) B (adequate) C (passing) F (failed) Quality of thought Fresh or even original Mostly derivative or clichéd Fully derivative; clichéd No evident effort to understand Engagement with subject Deeply engaged Modestly engaged Superficially Engaged Disengaged Organization Well organized Somewhat choppy Poor Disorganized Mechanics of writing and documentation Nearly errorfree Some errors or sloppiness Many errors and very sloppy Filled with errors and sloppiness Argument and support Well argued and documented Reasonable clarity and support Roughly argued and poorly documented No clearly supported argument or support STRUCTURED WORK HOURS 5 hours Class conference calls 3 hours Listening to podcasts 16 hours Participation in asynchronous blog discussion 21 hours Non-Reading Weekly Assignments 25 hours Guided Learning Contract and Integrative Contract Evaluation 20 hours 390 content pgs (675 pgs total if counting facing translation pgs) 90 hours Total structured hours