What Is Jewish Music, Anyway?

How is Jewish music different from other music?  Why is music important to us as Jews?  How can we evaluate Jewish music? What is Jewish music, anyway?  These are some of the questions that we have been wrestling with in Shira this week.  

To begin to approach the subject, each class broke into small groups after listening to many examples of Jewish music.  In their groups, they wrote descriptions of what they believe Jewish music is.  After coming together, the groups pooled their information, and by the end of 2nd Session on Sunday, we had come up with the following definition of Jewish music:

"Jewish music is a form of self expression that connects us to God, each other, and our Jewish heritage."

Now that they can identify Jewish music, the students will be using the following criteria throughout the year to evaluate a variety of musical compositions.  Basically, they are becoming music critics!

What are the Elements of a Musical Composition?  

What makes music ‘musical?’  There are several elements which work together to create a musical composition.  When you listen to, and evaluate a piece of music, try to spend a moment listening to each of these elements:

 Melody
The succession of single tones in musical compositions, as distinguished from 

harmony and rhythm.  What is the “main line,” or “shape” of the music?  How does it rise and fall in order to sound “melodious,” or pleasing to the ear?  

 Rhythm
The pattern of regular or irregular pulses (beats) caused in music by the occurrence of strong and weak melodic and harmonic beats.  Are there groups of beats in a recurring pattern (meter)?  Does this pattern, or meter change within the composition, creating mixed meters?

 Harmony
The simultaneous combination of tones, especially when blended into chords pleasing to the ear; chordal structure,as distinguished from 

melody and rhythm.  Can you hear three or more pitches at the same time (chords)?  Are the harmonies comfortable (consonant) to the ear?  Or are they uncomfortable to listen to (dissonant)?

 Tonality
Refers to a particular scale or system of tones; a key.  Often, a “diatonic,” or 7-note scale is used, with a regular pattern of 5 whole and 2 half “steps” between notes in the scale.  “Major,”  “minor” and “chromatic” (half-step) scales are all commonly used.  (More on this later...)

 Texture

The distinctive “quality” of the composition.  How many melody or harmony lines do you hear?  Are two or more parts sung or played simultaneously? Is the rhythm the same throughout?  Is the overall “feel” of the music easy on the ear, or not?

 Tempo

Relative rapidity or rate of movement within a composition, usually indicated by such terms as adagio, allegro,(usually Italian terms)  etc., or by reference to the metronome (i.e. 140 beats per minute).  How fast or slow is the music?  Does the speed change at one or more points in the composition?

 Dynamics

 The variation and gradation in the volume of musical sound.  Does the music get louder or softer at certain points?  Do the dynamics contribute to the overall “feeling” or “story” of the composition?  If so, how?  

 Genre

Refers to compositional types or categories of works.   Examples include opera, chorale, symphony, jazz, rock and roll, hip hop, rhythm and blues, reggae, klezmer, blues, folk, country, electronic, Asian, Latin, African, Brazilian, comedy, avant-garde.  There are many styles (sub-genres) within each genre of music.

The students have evaluated some pretty cool musical selections so far!

Matisyahu's "One Day" is reggae, with a strong rhythm, and repeating melody line.

The Maccabeats' acapella harmonies are what makes their songs unique.

Shlomo Gronich and the Sheba choir incorporate African rhythms, tempo changes and key changes into their music.

When they're not learning about new styles of Jewish music, the students are learning new songs with Maya here in the classroom.  This week, they picked up a new niggun (song without words).

In Hebrew Through Movement, Tammy is beginning to teach the students how to write some of the words that they have come to learn by ear.

The 6th graders will be leading the Creative Tefillah on Sunday (be sure not to miss it, parents!)  They worked with Rabbi Miller to create a unique prayer service that will be fun for all! (I can't give away the "style" of the service, but it's a great idea!)  Here they are as they prepare for Sunday's service:

During the first ten minutes of our weekday classes, all of the 5th and 6th grade classes join together for a community building activity.  Last week, we played Jewpardy.  This week, it was a game of In the Manner of the Word, in which the students acted out parts of the Hanukkah story "in the manner of" a specific adverb that was chosen (hungrily, greedily, happily, etc.)