All courses are worth 3 graduate credits, except where noted.
Framework Courses
Gateway/Mekorot Courses
Campus-based students need permission to register for online sections of Framework and Gateway/Mekorot courses.
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View fall semester courses
by discipline:
Bible
Cantorial
Education
Hebrew
Hebrew for MGI
History
Interdisciplinary
Jewish Thought
Music
Rabbinics
View fall semester courses
by program:
Rabbinical School
Hebrew College Online
Me’ah Graduate Institute
Courses offered through the Me’ah Graduate Institute (MGI) during the 2008–2009 academic year are available to all students. These courses may be taken for credit or for noncredit and are offered on a pass/fail basis only. Matriculated students in degree programs may take up to two MGI courses for credit toward their degree.
BIBLE
Genres and Themes of Biblical Literature
Bernat
Gateway; 4 credits
Tuesday and Thursday, 9:00–11:00 a.m.
BIBLE 502
Students will read extended selections in Hebrew from the major biblical genres, including narrative, law, prophecy, Psalms and wisdom literature. Particular attention is paid to a thorough understanding of the Hebrew text and to the linguistic and literary characteristics of the different genres.
The Prophetic Voice: Isaiah, Jeremiah and Ezekiel
Cohn
MGI
Monday, 9:30 a.m.–12:15 p.m.
10 sessions;
begins Oct. 27
BIBLE 514
In the rabbinic reading of the Bible, the prophets are timeless. Yet, to the modern critical scholar, each prophet can be understood only in the context of his or her own particular historical setting. In this course, we will actively engage the text by using both rabbinic and critical approaches. In closely reading selections from the biblical books of Isaiah, Jeremiah and Ezekiel, we will search for each individual prophet's message in his own time. In addition, we will look for the impact of the prophet on Jewish history and thought. Particular attention will be paid to the literary nature of the text. All assigned biblical texts will be in translation, with ample opportunity for those interested in working in the original Hebrew.
Biblical Prophecy
Brettler
Tuesday, 9:00 a.m.–12:00 p.m.
8 sessions; Sept 9, 23, Oct 28, Nov 4, 11, 25, Dec 2, 9
BIBLE 515
Prerequisite: Hebrew VII and VIII
By looking at selected texts about prophecy and prophets in the
Tanakh, students will examine the phenomenology and history of prophecy. Topics will include Moses as a prophet, preclassical prophecy, prophetic rebuke, prophetic consolation and from prophecy to apocalyptic. Most texts covered will be chosen from the
Haftarot.
Reading Psalms I
Brettler
MGI
Thursday, 7:00–9:30 p.m.
12 sessions; Sept 11, 18, 25, Oct 23, 30, Nov 6, 13, 20, Dec 4, 11, 18 (12th session to be scheduled)
BIBLE 551
Prerequisite: Completion of Hebrew V
or permission of MGI Hebrew language coordinator, Sigalit Davis.
A close reading of the Hebrew text of various psalms found in the Jewish liturgy. We will explore the major themes of these psalms, their literary structure and their likely use in ancient Israel. We will also learn how collections of psalms have come together. Particular attention will be paid to the themes of God's kingship in Psalms, and the use of historical traditions in Psalms. Knowledge of biblical Hebrew and familiarity with basic tools for the study of biblical texts (e.g. BDB) are a prerequisite.
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CANTORIAL
Basic Nusah for Jewish Professionals
Buhr
Friday, 9:00–11:00 a.m.
CANTR 517
This class is an introduction to the modes and motifs for synagogue prayer during weekday and Sabbath worship. Emphasis is on acquiring the skills needed to teach basic davening. Discussions also examine some theoretical and pedagogical issues in the teaching of prayer to children.
Nusah for Festivals and Hallel: Theory
Mayer
Wednesday, 2:15–4:15 p.m.
CANTR 521
Note: Enrollment is limited to CEP students or by permission of the Dean.
As with preceding
nusah theory courses, this course emphasizes the theoretical analysis of Ashkenazic
nusah; in this case as applied to the
Shelosh Regalim,
Rosh Hodesh and minor festivals. In addition to the primary services for these holidays, aspects of Hallel and home rituals (e.g., the seder) are examined.
Nusah for Festivals and Hallel: Practicum
Mayer
Friday, 11:15 a.m.–1:15 p.m.
CANTR 534
Note: Enrollment is limited to CEP students or by permission of the Dean.
Emphasis in this class is on acquiring basic davening skills, utilizing the modes and motifs of
Shelosh Regalim,
Rosh Hodesh and minor festivals. In addition, students will be introduced to selected cantorial recitatives for these festivals and coached on their authentic rendering. As time allows, melodies for the Passover seder and other home festival rituals will be shared.
Advanced Sabbath Practicum: Contemporary
Klepper
Monday, 2:15–4:15 p.m.
CANTR 541
Note: Enrollment is limited to CEP students.
A practicum class identical to the Sabbath traditional practicum with the exception that the focus will be on contemporary Sabbath repertoire. This course is for those planning to serve liberal congregations.
Cantorial Coaching
Staff
Times TBD
CANTR 579
Note: Enrollment is limited to CEP 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.
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EDUCATION
Early Childhood Institute: Creating a Developmentally Appropriate Curriculum for Early Childhood Jewish Education
Cohen
Monday, 7:00–9:00 p.m.
EDUC 502
Note: Also offered to the community of western Massachusetts through a special distance-learning program made possible by a grant from the Harold Grinspoon Foundation; taught by David Brody.
This course stresses skills in planning and implementing curricula. The holiday cycle will be studied as a basis for integrating art, music, science, mathematics and language arts, as well as Jewish values, customs and symbols into classroom practice.
Early Childhood Institute: Early Childhood Directors Institute Seminar
Regosin
2 semesters; 1 credit
Wednesday, 7:00–9:00 p.m.
3 sessions; dates TBD
EDUC 526
Note: Offered in conjunction with the Bureau of Jewish Education of Greater Boston.
Participants in this seminar will study selected texts as a lens for examining the ideas of Judaism. The seminar will also focus on the dimensions of leadership and the unique roles of Jewish early childhood educational leaders.
Early Childhood Institute: Jewish Symbols and Lifecycles
Rodenstein
EDUC 530
Note: Offered online only.
This course will identify key Jewish symbols and lifecycle markers that are the foundations of Judaism. Participants will study biblical and rabbinic sources for each of the specific content areas, as well as develop appropriate curricula for direct application in early childhood settings.
Special Education for B’nai Mitzvah
Sokol
1 credit; year-long course
Thursday, 2:15–4:15 p.m.;
begins Sept. 25
ECUC 553
This course will equip educators with an understanding of the challenges and rewards associated with training learning-disabled students for their bar or bat mitzvah ceremonies. Theoretical and practical issues will be considered, including the importance of accurate assessment, management of student and family expectations, and pedagogical tools for increasing success and minimizing frustration during this important lifecycle training. Direct services with students is required and will be arranged by the instructor.
Models of Teaching in Jewish Education
Rodenstein
Thursday, 11:15 a.m.–1:15 p.m.
EDUC 601
Syllabus [PDF]
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.
The Art of Teaching
Grumet
EDUC 615
Note: Offered exclusively to Pardes educators in Jerusalem.
This course focuses on the basics and 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
Instructor TBA
EDUC 616
Note: Offered exclusively to Pardes educators in Jerusalem.
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 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. Self-reflection on the learning experience is an important element throughout the course.
Master of Jewish Education: Final Project Seminar
Miller-Jacobs
2 semesters
Wednesday, 9:00–11:00 a.m.
EDUC 707
Required for all candidates for the MJEd degree.
Bet Midrash for Jewish Educators
Potok
EDUC 725
Note: Offered primarily online with occasional class sessions on Tuesdays, 9:00–11:00 a.m.
It is often difficult for Jewish educators to convey meaning from ancient Jewish traditions to modern Jewish students, youths and adults alike. This course will offer the opportunity to take a step back and reflect on the role Judaism plays in one’s own life, in order to be a more effective teacher. The curriculum is designed to engage classic Jewish texts that focus on themes and issues of central concern to Jewish educators. Using the traditional
bet midrash approach to Jewish learning, participants will study these texts together in class with the objective of developing their textual skills and at the same time reflecting on how these texts and the values and themes they represent could be put into an educational setting. The course will also look at pedagogic approaches to teaching Jewish content.
Issues in the Teaching of Hebrew
Litman
Wednesday, 9:00–11:00 a.m.
EDUC 726
Prerequisite: Hebrew IV
There is no discipline in the field of Jewish education more perplexing and frustrating than what “kind” of Hebrew to teach. Prayer book? Modern? Biblical? How many instructional hours a week are needed to teach Hebrew for students to have a meaningful learning experience? What can we accomplish in the congregational setting? What should we be able to accomplish in the day school setting? What are the best curricula and methodologies? This course will examine the history of Hebrew teaching in America, what has been learned from the past and what possibilities exist for the future. Students will examine theories of foreign language acquisition, curricula for day and synagogue schools and current trends in Hebrew language teaching and learning. An integral part of the course will be students sharing their learning from real-life school settings in which they are involved.
Supervised Field Experience I
Schultz
1 credit
EDUC 915
Pre- or corequisite: EDUC 601
Academic, yearlong, 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 field experiences must be approved by the instructor.
Supervised Field Experience II
Schultz
1 credit
EDUC 916
Prerequisite: Supervised Field Experience I
Academic, yearlong, 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 field experiences must be approved by the instructor.
Supervised Field Experience in Special Education
Schultz
1 credit
EDUC 924
Prerequisite: Completion of at least two required special education courses.
Academic, yearlong 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 instructor.
Supervised Field Experience in Early Childhood I
Schultz
1 credit
EDUC 926
Prerequisite: Completion of the Certificate in Early Childhood Jewish Education.
Academic, yearlong 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 instructor.
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HEBREW
Mekhina (Preparation) for Hebrew Language
Levy
noncredit
HEBREW 010
Note: Offered online for both online and campus-based students. 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.
Mekhina introduces the Hebrew alphabet and vowels, as well as verbs and syntax sufficient for conducting simple daily conversation. Registration takes place on a rolling basis. 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.
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
Barone
Monday and Wednesday, 11:15 a.m.–1:15 p.m., with additional hours online instruction
HEBRW 201
This course enables students to recognize and use fundamental structures of Hebrew grammar and morphology, and to acquire the necessary vocabulary for basic reading of modern and classical texts, as well as for conversation. Sessions will include reading from modern and classical texts and short dialogues, with and without vowels. Students will listen to short stories and recorded dialogues and participate in guided conversation. Based on topics introduced in class, students will write short dialogues and passages. 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 tense.
Hebrew III
Veissid
Monday, Wednesday, Friday, 9:00–11:00 a.m.
HEBRW 203
Students will learn to recognize and use new and more complicated structures of Hebrew grammar and morphology, such as combined sentences, and will acquire vocabulary for advanced reading of classical and modern texts, as well as for conversation. Sessions include readings of longer passages from modern and classical texts, as well as dialogues and abridged stories. Students will listen to stories and recorded dialogues, participate in open conversation and write short expository passages. All language skills are mastered through the syntactic and grammatical structures. Students will learn basic verbs in the strong verb groups in the future tense and frequent weak verbs.
Hebrew V
Instructor TBA
Monday, Wednesday, Friday, 9:00–11:00 a.m.
HEBRW 205
Building on
Hebrew III and
IV, the two-semester sequence of
Hebrew V and
VI focuses on more advanced modern Hebrew language structures and prose writings. Students will deepen their understanding of the Hebrew language, with emphasis on skill acquisition and development through the extensive use of classical and modern texts. This course gives a systematic presentation of grammatical and syntactic principles of biblical and rabbinic Hebrew (including vocabulary). Texts of different styles, such as narrative, poetry, prophecy and wisdom literature, are examined with an emphasis on literary analysis. Hebrew texts are used and some English translations may be available to students.
Hebrew VII
Bock
Monday, 2:15–4:15 p.m. and Wednesday, 9:00–11:00 a.m.
HEBRW 207
Building on the language skills developed in Hebrew language levels I through VI, the
Hebrew VII and
VIII sequence focuses on Hebrew grammar, reading and writing skills, and vocabulary development. In these advanced courses, Hebrew language texts from biblical through medieval and modern periods are studied.
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HEBREW FOR ME'AH GRADUATE INSTITUTE
Alphon–Mekhina (Preparation) for MGI Hebrew
Davis
Thursday, 7:15–8:30 a.m.
5 sessions: Sept. 4, 11, 18, 25 and Oct. 2
HEBRW 050
This short course is designed to serve as an introduction to the MGI Hebrew courses. Students will acquire basic vocabulary and develop technical decoding skills. Study will include biblical verses. No previous knowledge of Hebrew is assumed.
Understanding Hebrew Texts: Fundamentals for Beginners I
Davis
2 semesters; 6 credits
Monday, 9:30 a.m.–12:15 p.m.
OR Thursday, 6:30–9:15 p.m.
HEBRW-GC 102
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 20-session, yearlong 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 II
Davis
2 semesters; 6 credits
Tuesday, 9:30 a.m.–12:15 p.m.
HEBRW-GC 202
Prerequisite: Vocabulary of approximately 500 words and a knowledge of the basic features of the Hebrew verb system, or the Reading Classical Hebrew Texts: Fundamentals for Beginners
course with Abigail Gillman or Harvey Bock in the 2004–2005 Me'ah Graduate Institute. A placement evaluation is available.
This course, the second year of the
Understanding Hebrew Texts sequence, will enable students to acquire additional vocabulary and expand their knowledge of Hebrew grammar, with readings of increasing complexity. Selections from classical texts will also be introduced to familiarize students with both the shared and distinctive features of Hebrew in its different periods. The pace of the course will be brisk and a significant investment of time in home study will be expected.
Understanding Hebrew Texts: Fundamentals for Beginners III
Davis
2 semesters; 6 credits
Wednesday, 11:15 a.m.–2:00 p.m.
HEBRW-GC 302
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.
Sources: Reading in Hebrew
Davis
2 semesters; 6 credits
Wednesday, 6:30–9:15 p.m.
HEBRW-GC 402
This course will focus on the reading of Hebrew texts from a selection of sources including the Bible, Mishnah, midrash, Hasidic tales and modern Hebrew short stories. The anthology of readings will be drawn from the Book of Genesis, Ethics of the Fathers, works of Maimonides, Martin Buber’s
Tales of the Hasidim and the writings of the modern Hebrew renaissance. Grammatical concepts will be fully integrated into this literature-oriented course.
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HISTORY
History of Zionism
Starr
Monday, 11:15 a.m.–1:15 p.m.;
begins Sept. 15
HIST 510
Syllabus [PDF]
This course will explore the history of Zionism and selected issues relating to the State of Israel. Topics to be studied include traditional Jewish concepts of nationalism and the role of the land of Israel; the emergence of modern Jewish nationalism in the nineteenth century; the founding of the Love of Zion movement (
Chibat Zion); the varieties of Zionist thought including centrist, socialist, right-wing, religious and antireligious; and the cultural politics of Zionism.
Jewish History and Memory: Rabbinic and Medieval Periods
Mesch
Framework
Monday, 11:15 a.m.–1:15 p.m.
HIST 536
This course represents the second in a three-course sequence designed to orient the student to the ebb and flow, major transitions and defining moments in Jewish history. Postbiblical Judaism, which begins with questions of interpretation and survival, develops strategies to preserve the past and to creatively respond to the present. Rabbinic literature and the institutions fostered by rabbinic Judaism developed and thrived during the middle ages. Concentrating on major historical events and developments from the rabbinic period until the end of the middle ages in the 17th century, students will consider how the themes of Jewish identity, belonging, spirituality and memory have undergone profound changes. Students will explore how the past has been recalled, studied and understood by scholars, Jewish religious leaders, Jewish communities and individuals throughout history. To appreciate the dynamics of historical narrative, readings draw upon primary historical documents (in translation) and critical historical scholarship.
Family and Sexuality in Judaism
Berkovitz
MGI
Monday, 7:00–9:30 p.m.
12 sessions;
begins Sept. 8
HIST 540
Syllabus [PDF];
Required course pack
An examination of transformations in the Jewish family and attitudes toward sexuality in Judaism, from antiquity to the present. Topics include love, sexuality and desire in the Bible and Talmud; marriage and divorce; status and treatment of children; sexuality in philosophy and Kabbalah; and sexual stereotypes in American Jewish culture and Israeli society. Readings are interdisciplinary, drawing on biblical and rabbinic literature, comparative Christian and Islamic sources, scientific research on family and sexuality, and contemporary fiction.
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INTERDISCIPLINARY
Jewish Life and Practice 1: The Lifecycle
Lehmann
Monday, 2:15–4:15 p.m.
INTD 015
Students will be introduced to the patterns and essential terminology of the cycle of Jewish religious life and other basic Jewish practices.
Views of the Messianic Age in Judaism and Christianity
Polen and Heim
Wednesday, 4:30–6:30 p.m.
INTD 529
Note: Class will take place on ANTS campus in Davis 301.
This course will trace the development of the messianic idea from its biblical roots through Second Temple Judaism and into later rabbinic and Christian thought. Our study will explore interpretations of key texts in New Testament and Christian theology, as well as among Jewish philosophers, kabbalists and mystics. The course will examine the qualities and characteristics of the messianic age as understood by different personalities and faith communities.
Lifecycle Officiating
Sokol
Monday, 11:15 a.m.–1:15 p.m.
INTD 580
Prerequisite: Hebrew fluency and the ability to read music or permission of the instructor.
This course will train students to officiate at a variety of Jewish lifecycle events, including weddings, funerals, unveilings and baby namings. Traditional and contemporary rituals will be explored. Emphasis will be placed on both musical and textual aspects of these ceremonies.
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JEWISH THOUGHT
Introduction to Spinoza and His Legacy: Do We Live in a Secular Age?
Bernstein-Nahar
MGI
Wednesday, 6:30–9:15 p.m.
10 sessions;
begins Oct. 29
JTHT 108
Was Baruch Spinoza (1632–1677) the first secular Jew? He was, by all accounts, the first philosopher in history to renounce Judaism without repudiating his Jewishness. Along the way, he created a philosophy that placed religion on a new basis, one far more natural and political than historical and theological. For Spinoza, God was a subject for science and statecraft, and the religion of Israel a living anachronism. Beginning with Rebecca Goldstein's
Betraying Spinoza, this course will explore Spinoza's life, works and legacy. The course will also include a look at Spinoza's successors, men and women who took up a critical vantage point on religion and early modern society, accentuating the virtues of science, the demands of civil politics and the dangers of uncivil religion.
Modern Jews and the Search for Meaning
Meskin
JTHT 540
Note: Offered via videoconference to Pardes educators in Jerusalem, Monday, 9:00–11:00 a.m.
Jews today face a bewildering number of different forms of Jewish life, such as denominationalism, as well as various types of Zionist, feminist and cultural Judaism, each with its own distinctive Jewish vision of God, community, personal autonomy, tradition and identity. Modern Jewish thought provides an invaluable guide for this exploration. Through careful study of the writings of major modern Jewish thinkers—such as Martin Buber, Joseph Baer Soloveitchik, Abraham Isaac Kook, Emmanuel Levinas, as well as contemporary feminist thinkers such as Judith Plaskow, Rachel Adler and Tamar Ross—students will be encouraged both to grapple with many of the basic questions facing Jews today and to develop their own coherent visions of Judaism and Jewish life. The course will consider how such visions can be of special use to Jewish educators and professionals who confront the challenges of modern Jewish life in educational institutions.
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MUSIC
Jewish Music Survey II
Jacobson
Tuesday, 9:00–11:00 a.m.
MUSIC 506
Prerequisite: Jewish Music Survey I
Syllabus [PDF]
This course will provide a detailed look at the music composed by Jews as Jews from the nineteenth century to the dawn of the twenty-first century. Students will not only examine music for its own intrinsic structure, but also place it in the context of its cultural milieu. Study will involve harmonic, melodic and formal analysis of selected compositions, as well as historical analysis through close reading of primary sources.
Song Leading
Klepper
Thursday, 2:15–4:15 p.m.
MUSIC 542
Song leading skills have become a
sine qua non for cantors, rabbis and Jewish educators alike. In this course, students will be equipped with the basic skills required to choose, teach and lead songs in a variety of Jewish worship and educational settings. Emphasis will be placed on the use of instrumental support (primarily guitar and piano) and the development of musical ear and memory.
CEP Choir
Ness
1 credit
Wednesday, 11:15 a.m.–1:15 p.m.
CE-MUSIC 546
Note: Required for all CEP students. Non-CEP students may arrange an audition by contacting Scott Sokol at ssokol@hebrewcollege.edu.
The Jewish choral tradition comprises a rich tapestry of more than two millennia, dating back at least as far as the Levitical choirs of the Great Temple. In more recent times, the synagogue choir has enhanced the beauty of Jewish worship and has provided a large repertoire for congregational singing. This course will introduce students to a subset of this vast repertoire and provide the skills necessary to participate in and to lead choruses within the Jewish community.
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RABBINICS
Introduction to Rabbinic Texts I
Schimmel
Gateway; 4 credits
Tuesday and Thursday, 2:15–4:15 p.m.
RAB 010
Note: Required Bet Midrash, Tuesday and Thursday, 11:15 a.m.–1:15 p.m.
Through guided reading of primary sources, this preparatory course familiarizes students with the structure, idiom, vocabulary and thought of classical rabbinic texts. Sources include Mishnah, Tosefta and midrash halakhah. Secondary readings introduce traditional and critical approaches to the study of these sources. This course requires two hours of
bet midrash preparation time before each class.
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ONLINE COURSES
Orientation to Online Study at Hebrew College
Mekhina (Preparation) for Hebrew Language
Hebrew I Online
Hebrew II Online
Hebrew III Online
Hebrew IV Online
Bet Midrash for Jewish Educators
Bible: Text and Context
Early Childhood Institute: Jewish Symbols and Lifecycles
Introduction to the Study of Talmud
The Place of Nature in the Bible
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