New Tunes for Tefillah!

For the last couple of  weeks, Rabbi Greninger has been working with the 3rd-5th graders to come up with movements for the V'Ahavta prayer.  Each week, the Tuesday and Wednesday classes have created hand gestures to go with each of the verses in the prayer, in order that we can better understand the real meaning of the text we are chanting.  Here's what they came up with, followed by a translation of the text itself:

Eric also taught us a new tune for the Barchu, "Am I Awake" by Noah Aronson.  The melody ask us to contemplate whether we are "awake" and ready for prayer, and when asked why we should be "awake" before praying, the students had some very insightful answers!  Some of the responses included "because it makes us listen to God better," and "to make sure we're connecting to God and each other."  They've really grasped the meaning of the call to prayer as a "wake up call!"  Here's our first attempt at the new Barchu, followed by Noah Aronson's version.

We will be continuing to practice these and more tunes in tefillah, helping the children become more and more familiar with the traditional and contemporary music of the liturgy.

Next week:  Passover music!

TBT: Moadim L'Simcha! (Be Happy! It's Sukkot!) -

Shalom, Shiraniks!
I apparently left this post as a draft when I wrote it back in the fall!  So, enjoy this "Throwback" post featuring the Shiraniks celebrating Sukkot!

We have moved from the taste of honey cake and the sounds of the shofar to the sights and sounds of fall in the sukkah.  This week, the students learned how to recite the prayer over the Four Species, and how to shake the lulav by doing the "Sukkah Shake."  On Sunday, the rain was coming down too hard for Alissa to escort the class up to the sukkah, but they enjoyed learning about the harvest holiday in the warm confines of the classroom.

On Tuesday and Wednesday, the students learned a new song parody to Taylor Swift's "Shake it Off," and they began recording the video in the sukkah.  It will be completed soon, so stay tuned!
In the meantime, practice the lyrics to the karaoke version of the song (and if you want to audition for the rap section, you might want to check out the original song to get an idea of the timing of the words.)

Karaoke Version:

Original with lyrics

Everyone got a chance to shake the lulav! 

Moadim L'Simcha!  (It's the season of happiness!)
Erin

Be Happy! It's Adar!

Purim is upon us, and the Shiraniks have been learning about the traditions and music of Purim.  As we all know, here at Temple Isaiah it is customary to have a musical Purimshpiel.  Since we are focusing on Jews in America between 1700 and 1800, it was only natural that the students would write parody Purim songs with an Americana twist.  Here's what they came up with:

Tuesday's students wrote a song about Haman (boo!) sung to the tune of Oh, Susannah!

Wednesday, the students wrote a song about Mordechai, sung to the tune of Yankee Doodle.
And on Sunday, we managed to eke out one more original tune in the half hour just before the Purim Shpiel and carnival! Here's "This Land is My Land" (sung by Ahashveros):

Of course, the students learned one or two traditional Purim tunes as well!  Here, Eric teaches them a Purim guessing game song sung to the tune of Tumbalalaika:

Here, we sing "Ani Purim"

This year's shpiel, a parody of Frozen, starred Erin as Haman, Maimone as the king, Karen as Esther,  Joanne  as Mordechai, and JQuest alumnus Michaela as the talented Vashti.  As always, Cantor Korn (the snowman) put together a wonderfully musical production!  If you happen to have any videos of the event, please email me, as I was unable to videotape or take photos while we were onstage!

Who I Am

Today, we began our unit on the Jews' migration to the United States.  Our introductory lesson, "Who Am I?," focused on understanding that being Jewish is a part of our identity, and as Jews, we look at the world in a unique way.  Our forefathers who immigrated to America had a Jewish identity as well, and when they became Americans, their American and Jewish identities intertwined, creating a new culture.  To grasp the idea of identity, the students watched two videos of the same name, "Who I Am" by Jessica Andrews, and "Who I Am" by Nick Jonas.  Each of the videos addresses the idea of identity, the first focusing on family roots and connections to one's history, and the second one focusing on how we create our own identities.  Take a look:

The students then created their own "Identity Cards," filled with words that describe who they are. We discussed the idea that some of the things that make us who we are, like our heritage or physical makeup, do not change. At the same time, other aspects of our lives, such as being a soccer player or a 6th grader, are fluid.

 As a culminating project, the two classes wrote a collective song, which we will sing again on Sunday:

I AM

by Shira 2017

I am smart and I am cool 

I am friendly, I am Jewish 

I am nervous and a brother 

And a sister, but I'm anxious. 

Sometimes I'm an only child 

I'm lost or afraid  

But other times I'm proud 

Of the beauty I have made.  

I am me, I am me

I am me,

and that's who I wanna be!

A dog lover who is proud

A gamer who is silent

 I'm sensitive and a swimmer

A diva,  I'm independent.

I am funny, I am changed

A survivor who's an athlete

I'm a dancer and a singer

Standing on my own two feet!

I am me, I am me

I am me,

and that's who I wanna be!

2x

This Sunday will be a special music-filled day, when we have a guest Klezmer performer, David Rosenfeld.

He will bring his mandolin and fiddle to lead us in learning some new Yiddish songs, and to teach us about the various elements of Klezmer music.  It will be a session not to be missed!

Lovin' that Ahava Rabah Mode!

This week, the students have been learning about Klezmer music, and the Ahavah Rabah (with an abundant love) mode.  They know that a mode is a scale that starts on a note other than the base note of a scale, and that the Ahava Rabah mode has a specific, almost sad sound when played alone.  However, when used to compose melodies, from classical to klezmer, the mode is very versatile, and conveys a variety of different moods.

An example of Classical Ahava Rabah Mode

An Example of Klezmer Ahava Rabah Mode

In addition to learning about the Ahava Rabah mode, we have expanded our Yiddish vocabulary with descriptive words such as freilich (happy), gutt (good), shayna (beautiful), meshuggah (crazy) and nouns that are brought to mind when listening to certain kinds of music in the Ahava Rabah mode: chutzpah (daring), shalom (peace), naches or simcha (joy), bagalan (chaos), and tsuris (anxiety).
Today, the students began a musical art project in which they convey the many "moods" of the Ahava Rabah mode.  They listened to various examples of music in this mode, and expressed their feelings through art.

In Hebrew, the students are learning how to form the letters of the alef bet. This week's letter is lamed.

Musically, we have been learning many new songs, as well as revisiting some old favorites.  On Tuesday and Wednesday, the 5th and 6th graders enjoyed singing Betzelem Elohim (In the Image of God) with Erik:

On Sunday, the students had an opportunity to learn a new dance to Adamah VeShamayim.

Next Sunday, we are very lucky to have an expert in Yiddish and Klezmer come to visit our class.  We look forward to learning even more about this, and other types of Jewish musical expression.

Changes for the Ashkenazim

Shalom Shiraniks!

Just for fun:

This Chanukkah, Temple Isaiah spread Chanukkah cheer by dancing in a flash  mob at Walnut Creek's Broadway Plaza.  It was a blast to dance in front of everybody in the Plaza!

This week we learned about the Ashkenazi Jews in Europe in the 18th and early 19th century. The Jews were offered political equality and citizenship in the nations of Europe. Before the Industrial and French Revolutions, the Jews considered themselves a separate nation. They lived in ghettos, but could finally become professionals, manufacturers, and sometimes (in France, and eventually other countries) become citizens.  The Rothschilds were a dramatic symbol of Jewish success in the new era in Europe.  In Italy, Germany, Austria and Hungary, Jews were given political rights.  There was a new social class, the industrial working class.  Jews became merchants, manufacturers and professionals.

Today, we learned about the blues, and how klezmer music is often thought of as the "blues" of the Ashkenazi Jews.  Borne of hard times, both musical genres express sadness and hope.  We even wrote some verses to a 12 bar call and response blues song based upon the difficult life of Jews in the ghettos of Europe.  Here are the first two verses, and a link to the song "Stormy Monday," which is the basis for the lyrics that we wrote today.  Try to sing along, or write a verse of your own!

The Jewish Ghetto Blues
By Shira

My life here in the ghetto is hard as it can be
My life here in the ghetto is hard as it can be.
Because I'm Jewish, my destiny is misery.

With sadness on my shoulders, I bench (pray) four times a day.
With sadness on my shoulders, I bench (pray) four times a day.
With all this praying, they still don't treat me the same way.

We also had the opportunity to see and hold some really old Hebrew prayer books, with Yiddish and English.



In Hebrew through movement, we are learning our directions (left, right, front and back) and how to count in Hebrew.

Also, we are also learning how to dance to Mayim Mayim:

Ashkenazi Rap

This week, the students spent time writing lyrics for a rap song about the Ashkenazi Jews. I have compiled them, revising a few of the stanzas for rhyme and rhythm, and the completed song is below.  This Sunday, we will be recording the song during one session, between 9:00 and 11:30 a.m.  Here are the lyrics so you can practice!

Lyrics to the Ashkenazi Rap:

I'm an Ashkenazi Jew

From France and Germany

But I didn't always live there

I'm from Jerusalem, you see!

First we were the Hebrews

Then the Israelites became

Who then were the Jews

We're one and the same!

When the Romans came to rule

We traveled far and wide

As traders, sailors, slaves

For the work we could provide

But those darned Romans!

Once they came along

They destroyed the Temple

Which is why we sing this song.

For thousands of years

All Jews were the same

Now we had to move out,

Travelers we became!

Peddlers, bankers, artisans,

We travelled all around.

Our sukkot were everywhere

Till Rhineland we found.

So we moved into Germany

 And Northern France,

After traveling far and wide,

Thought we’d give the place a chance.

As we settled in,

We spoke Ashkenaz

It's the most awesome language

That there ever was. 

We know it now as Yiddish 

And we speak it all around

 It's German and it’s Hebrew

And it has a funny sound!

Unlike our brothers

the Sephardim,

We lived in shtetles

Ruled by Parnasim

The Parnasim, 

They created the Kahals

Who collected taxes

and ate matzah balls!

We built our synagogues

in our own communities

We were happy on our own,

With love and unity.

But in 1096,

There came along a man

A Pope called Urban

Who wanted the Holy Land.

He called upon the Christians

To take up arms and fight

These were the Crusades,

and for Jews they were a fright!

In the early eleven hundreds

The Crusaders came through town

They wanted all the Muslims

And were tracking them down.

They called them infidels

For their Muslim beliefs

But the Jews were also different,

Which was no relief.

In old town Speyer,

Some folks did attack the Jews

But our savior was the Bishop

Who gave us refuge.

But we practiced our religion 

 So it wouldn't disappear,

Despite the persecution

 That came year after year.

The times, they were troubled

And the Jews had it rough

But the Ashkenazi Jews

Have learned to be tough.

England and France

Wouldn’t let us remain

So we took down our mezuzahs

And went to the Ukraine

But our Ashkenazi roots, 

They continued to grow,

So today the Ashkenazi Jews 

Are all around the world. Yo!