C4: Music

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Programming Ideas

(Musical) NOTE

If you are playing recorded music in for your programme, then make sure:

- You have working, available and loud enough equipment.

- The CD or tape is at the right place and ready to play. You don’t want to have to fiddle with it in the programme.

- The school is happy for you to play it. It must not disturb anyone else.

- Basically, be prepared and professional about it.

Jewish music

What is Jewish music? Make a compilation of 10sec. snippets of different types of music that could be Jewish: e.g.: Bob Dylan, a synagogue cantor, an Israeli folk song, a modern Israeli pop song, a Chasidic tune etc. Also throw in some classical, rap and other styles. Ask which ones are Jewish and why? Clearly explain Curt Sachs definition and ask if they agree with it. For help in preparing this, maybe contact JAMS, JPMP or another resource. Remember to give them a few weeks advance notice to make a tape for you.

- Do you or your audience have any Jewish/Israeli music that you are really in to? Are you able to teach them a song that they might enjoy? If the atmosphere is right, and you can sing, then go for it.

Music rules the world

- Why do we really care what pop stars think? Get some really weird, interesting, intelligent and stupid comments that pop stars have made from music magazines and read a selection out. Why do we take these people seriously? Does their accomplishment in music mean that they are any more moral, honest, wise or caring than the rest of us?

- If pop stars have so much influence, do they have to behave especially responsibly? Do they? Does this make them take themselves too seriously?

- Everyone has opinions on these things. The key is to focus the discussion and not let it turn into a slanging match. Have five clear points that you want to make and work around them.

Rock Music is dangerous?!

This is a very controversial subject. Bloom’s argument is not so much about morality as it is about good education. You could use his points as part of a number of debates, e.g.:

- This house believes that pop music is unhealthy.
- This house believes that pop is pointless.
- This house would rave every night if it had the chance.
- This house believes that pop music is about sex and not much else. (obviously only do this if you can handle it and if you trust you audience to take it fairly seriously)
- This house really knows what "good music" is.

Play music snippets, read out lyrics and show album covers to back up your arguments.

The Torah is the Song

- What does music do for you? Ask your audience to brainstorm answers to this. Write key phrases on the board.

- Now ask: Could you live without music? Give them time to think and ask for comments from three people who you know can respond well.

- Another question: Does playing or listening to music actually change the way you feel? Ask a different three this time for comments.

- Use the answers to the above questions to explain how vital music is and how, in some ways, it is similar to life itself.

- Explain the different attitude that we could have to the Torah we perceived it as song.

- The reverence we have for a Sefer Torah (not dropping it, standing up for it etc.) is because we treat it as a living thing. Is that the way people see it? Or is it just an old book? Ask your audience how they feel when they see/hear/kiss a Sefer Torah in synagogue? Could hearing the Torah read in synagogue ever be as exciting as watching Top of the Pops?

The Cutting Edge and Rabbi Nachman

- Make a tape recording of short snippets (no more than 10sec. each) of different types of music. Choose famous tracks from different generations: classical, opera and 50s, 60s, 70s etc.

- Firstly, as an ice breaker, you could test your audiences’ knowledge of the musician, title and era of each track.

- Now ask them what they think of when they hear the various tracks. Explain how sound can conjure up an era. A great example are film soundtracks: Tracks are painstakingly chosen by the director to give the right feel to a film. Music is used to enhance the message, give over feelings and set the era in which it is set.

- Talk about how powerful music anthems have been in passing on deep emotions and feeling. e.g. Football’s Coming Home, Land of Hope and Glory, Swing Low Sweet Chariot, Hatikvah, The Song of Peace etc.

- Discuss how widely and successfully popular music is marketed. Fashion, image and attitude are all affected by pop stars. Is music today more about money than sound? Does this reflect our culture?

- Write out Rabbi Nachman’s words in big letters, or hand out a photocopy. Ask people to explain what they think he means. Discuss the two quotes separately. Does he overestimate the power of music? Or is he right?

The Story of the River Messiah

This story can be used in different ways:

- Idolising pop stars and thinking they are messiahs.

- Enjoying singing in synagogue and the feelings it gives you. Others may criticise you, but you feel uplifted by it.

- Find your own message.

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