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 4th 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 31st.

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

2nd 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

3rd 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 error-free

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