Difference between revisions of "Motivators – Parashat Vayishlach/0"

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m (Hillel moved page Wrestling with Angels – Making Music/0 to Motivators – Parashat Vayishlach/0 without leaving a redirect)
(Original Author: Neima Novetsky)
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<page type="Basic">
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<h1>Wrestling with Angels – Making Music</h1>
 
  
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<h2 name="">Introduction: Music as Motivation</h2>
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<h1>Motivators – Parashat Vayishlach</h1>
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<p>After students have read the story in&#160;<a href="Bereshit32-23-33" data-aht="source">Bereshit 32</a> of Yaakov's encounter with the "אִישׁ", but before they have delved into commentary, let them listen to Shelomo Carlebach's song "ונשגב ה' לבדו" available <a href="https://www.youtube.com/watch?v=2vWjQTD_r1M&amp;index=1&amp;list=PL112CB444240B9FF5">here</a>. Afterwards have them discuss (with a neighbor, as a class, or in journals) the following questions:</p>
 
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<ul>
 
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<li>What emotions did the song evoke? Why do they think the composer chose such a tune for this story? Does the tone of the tune match the tone of the event?</li>
 
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<li>Note which words in the song are part of the text of this chapter and which are from elsewhere. What might have led the composer to connect the two verses?</li>
 
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<li>Tell the class to keep the tune in the back of their heads as they learn various approaches of the מפרשים to the story and to guess which approach they think the composer had in mind when writing the song.</li>
 
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</ul>
 
  
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<h2 name="">Text and Commentary</h2>
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<category>Art
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<p>Look at a selection of commentaries on the story, showing how the struggle has alternately been read as:</p>
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<p>Art is a great motivator to get less textually oriented students involved in class.  Have students compare __.  For details, see <a href="BER{#}$Art">_ in Art</a>.</p>
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<ul>
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</category>
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<li>Encouragement to Yaakov in face of his upcoming encounter with Esav</li>
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<li>Foreshadowing of future struggles and victories of the Nation of Israel</li>
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<category>Chalk Talk
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<li>A punishment for Yaakov</li>
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<ul>
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<li>An attack on Yaakov by Esav's defenders</li>
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<li>Write on the board: 
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</ul>
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<q>"__.  Do you agree?"</q></li>
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<p>For a selection of sources and analysis of each of these approaches see <a href="Wrestling_With_Angels_and_Men" data-aht="page">Wrestling with Angels and Men</a>.</p>
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<li>After students engage in "board discussion,"<fn>In this technique, students react to the provocative question by writing on the board itself.  No talking is allowed.  Students can respond to the initial question or to other students' responses, with a statement, question, etc.  Students can come to the board as many times as they like.  It is a great way to get quieter students participating and allow restless ones to stand up and move around!</fn> lead into <a href="BER{#}$">_</a>.</li>
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</ul>
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</category>
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<category>Room for Debate
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<p>See <a href="BER{#}Table">Shabbat Table Discussions</a> under the Family menu.</p>
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</category>
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<p style="text-align:center">These are some samples.<br/>  Educators – please <a href="mailto:resources@alhatorah.org" rel="external" class="mail">write in</a> and share your creativity with others!</p>
  
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<h2 name="">Closing: Making Music</h2>
 
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<ul>
 
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<li>Divide the class into groups and have them pick some of the verses in the story and either compose a new tune or attach the words to an already known song which they think captures the mood of the approach they liked best.</li>
 
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<li>Have each group presents their song and explain which reading of the story they are working off.&#160; They should be able to explain why they chose their particular tune and how it fits their chosen reading of the story.</li>
 
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<li>Finally, go back to the original piece, "ונשגב ה' לבדו" and have the class vote which approach they think best matches that composition.</li>
 
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</ul>
 
  
 
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Version as of 12:56, 6 December 2014

Motivators – Parashat Vayishlach

Art

Art is a great motivator to get less textually oriented students involved in class. Have students compare __. For details, see _ in Art.

Chalk Talk

  • Write on the board:

    "__. Do you agree?"

  • After students engage in "board discussion,"1 lead into _.

Room for Debate

See Shabbat Table Discussions under the Family menu.

These are some samples.
Educators – please write in and share your creativity with others!

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