Jewish Nightlife | Midterm (10.19.2017)

Jewish Nightlife | Midterm Examination
Thursday, October 19, 2017

1. TEAMS

Form teams of 2, to work in “chavruta style.” (Use the memory card matching game to find your partner!). 

2. METHODS:

Each team must create one multi-media card (or research file) for each of the following 3 topics (choose one in each group, so that at the end you will have produced a total of 3 cards), using the Google Apps available to UC Berkeley students via the bConnected suite)

a) Cultural Identity & Cultural History (multi-dimensional notions of time, space, and language)

  • Sephardic
  • Ashkenazi
  • Lands of Islam  

b) Ritual and Material Culture (performances, texts, objects)

  • Prayer Book (Siddur)
  • piyyut
  • quasi-Hazzan
  • Simchat Torah

 

 

c) Music & Sound

  • chant (Psalmody; Biblical reading)
  • tune (melody; metered melody)
  • para-liturgical music

3. FORMS 

Each card must include the following elements:

  • Names and Student ID no. of each team member
  • Two short paragraphs representing different (possibly conflicting) points of view on each of the topics selected
  • Visual and sound elements (or video-with-audio)
  • Source citations (no specific style requested, as long as it is consistent in each card) for each of the elements above

COLLABORATION

Each team will share its three flash cards with the instructor for feedback:
spagnoloacht[at]berkeley.edu

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Jewish Nightlife | (Un)Announced Response Exercise #3 | 12.1.2014

On the occasion of the final response exercise for Jewish Nightlife this Fall Semester, all students are asked to reflect on and practice FIELD WORK, by completing the following:

  1. Work in chavruta (pairs) by re-composing the same pairs of students already created on the occasion of our Mid-term exam
  2. Access this document via bDrive (you already know the drill…) at this shortened URL: http://bit.ly/JNLResponse4
  3. Formulate the three extremely focused questions:
    1. Jewish music and art: one question for Yair Harel (investigate his personal/artistic background, his knowledge and skills)
    2. Jewish music and research: one question for Francesco Spagnolo (investigate his personal/academic background, his knowledge and skills)
    3. Fieldwork of the Self: one question addressing your personal relationship with the specific piyyut that is assigned to your chavruta on the basis of the following parameters
      • text of piyyut
      • music of piyyut
      • culture of origin of piyyut
      • own culture(s) of chavruta partners
  4. Post your three questions (preceded by the names of each chavruta partners) on this document no later than Tuesday, December 2nd, at Noon

Select questions will be discussed and answered by the instructors on the last day of class, on Wednesday, December 3rd.

Planning Research: A Summer of Student Paper Proposals

Almost all abstracts/proposals for this semester’s research papers are in (as planned according to the course syllabus). As it is often the case when empowering students to select research topics according to their interests and strengths, the variety of the subjects that will be researched by the class is stunning.

From the aesthetics of 18th-century Kabbalistic musical rituals to the development of synagogue music in South India, from the cultural origins of Israeli secular shirah be-tzibur (communal singing) in nocturnal liturgies to the roles of women in the synagogue, from comparative fieldwork in UC Berkeley Jewish and Catholic student religious gatherings to the study of (religious) nightlife in Israel, Korea, and Las Vegas, our semester seems to be producing a lot of original thinking.

In the midst of this diversity, however, are some core and consistent disciplinary approaches. As outlined since the beginning of the semester, the study of (Jewish) nightlife is necessarily a multi-disciplinary endeavor, and the approaches adopted by the students in the class seems to confirm just that. (Phew!).

Below is a graph the summarizes the disciplinary trends expressed in the abstracts submitted this week:

Jewish Nightlife 2014 Research Paper Topics

There are seven groups of papers, listed in order of magnitude:

  1. Religious studies and ethnomusicology (liturgy and piyyut)
  2. Area studies (Jewish communities in the global diaspora)
  3. Musicology (Jews and popular music in America and beyond)
  4. Musicology (Jews and art music in the synagogue, 18th-20th centuries)
  5. Comparative studies (ritual and nightlife in Jewish and non-Jewish communities)
  6. Gender studies (women in Jewish ritual)
  7. Intellectual history

Now, I guess we will have to wait for the papers to flow in to see the results of this semester’s work. Looking forward…

Jewish Nightlife: A Midterm Collaborative Examination

Jewish Nightlife
Midterm Examination
Wednesday, October 29, 2014

For our midterm examination, we will combine a traditional collaborative Jewish learning format (chavruta) with the use of collaborative digital tools. (Take that, #digitalhumanities!).

1. TEAMS: Form teams of 2, to work in “chavruta style” (as discussed in class and posted on the course blog)

2. METHODS: Each team must create one multi-media flash card for each of the 3 topics (choose one in each group, so that at the end you will have produced a total of 3 flash cards), using the Google Apps available to UC Berkeley students via the bConnected suite)

Cultural Identity & Cultural History (multi-dimensional notions of time, space, and language)
– Sephardic
– Ashkenazi
– Jews in the Lands of Islam

Ritual and material culture (ritual performances, texts, objects)
– Simchat Torah
– Prayer Book (Siddur)
piyyut
– quasi-Hazzan

Music & Sound (in their relationships to cultural identity and to ritual)
– “chant” (Psalmody and Biblical reading)
– “tune”
– para-liturgical

3. CONTENT: Each card must include the following elements:

  1. Two short paragraphs representing different (possibly conflicting) points of view on each of the topics selected
  2. A visual element
  3. A sound (or video) element
  4. Source citations (no specific style requested) for each of the elements above

4. COLLABORATION: Each team must share its flash cards with the instructor (spagnoloacht[at]berkeley.edu)

Ou-là-là! A Midterm is Coming Up…

The guidelines for the upcoming Midterm Examination (Week 9) will be discussed in class next Wednesday, October 22nd. As it is often the case in this class, this examination will also provide us with a chance to explore collaborative processes, and to test out how the #digitalhumanities may serve our learning goals.

In this case, we are going to explore a consolidated format of Jewish collaborative learning practice, the chavruta.

Derived from the Aramaic for “friendship,” this term (which on Wikipedia you can find under the Ashkenazi pronunciation of the word, chavrusa) indicates the teams of two students learning together inside a Talmudic Academy, or yeshivah (link is to the EJ, with UCB-only access). Each partner in a chavruta is supposed to challenge the other’s views, thus expanding knowledge in an eminently collaborative form.

Carteret beis medrash.jpg

Study partners sit opposite each other or side by side at the Yeshiva Gedola of Carteret (image licensed under GFDL via Wikimedia Commons.).

Who will be your chavruta? (Note, you cannot “choose” your partner beforehand: selection criteria will be announced on the day of the examination…).

As the Ethics of the Fathers (pirqe avot) remind us:

Yehoshua ben Perachia says: Make for yourself a teacher [“rav”], acquire for yourself a friend, and judge every person as meritorious.

Or, as the Babylonian Talmud puts it (at least in the translation linked here):

How may one explain the verse, “A sword is upon the boasters and they shall become fools” (Jeremiah 50:36)? A sword is upon scholars who sit alone to study the Torah. And not only this, but they also become stupid, as it is written here, “and they shall become fools”….