Etta and Pauli began the program by asking participants to introduce themselves and to share what they were hoping to learn during the session. The answers varied from Cantors looking for new uses of Jewish music, educators hoping to learn innovative ways to integrate music into their lessons, and teachers looking to involve their musical students in their classrooms.

Natan Kuchar: I'm new to this format just working this out!
Frances Yates: Hi, I teach online so I'm looking for ways to include more music.
Rachel Fadlon: Hi, our org works with students with disabilities - looking forward to learning with you!
Wendy Spears: Good morning from Los Angeles! I'm not ready for video.
Frances Yates: Cold in Indiana!
Natan Kuchar: Hello! I'm Natan. I live in Berkeley, CA. I'm new to the Bay area (and the States). Recently moved here from Sydney Australia, working as the Music Director at Jewish Community High School in San Francisco.
Rachel Fadlon: Sorry - no camera or mic! Freezing in Boston...
Nikki Johnson: Hello everyone! I am in balmy Arizona. I teach supplementary religious school at Temple Emanuel of Tempe. Glad to be here!
Nikki Johnson: *balmy!!
Nikki Johnson: Sorry--you're right--very dry. but mid 60s.
Wendy Spears: It's much warmer here in L.A. right now. 64º at the moment. Will be a high of 70º. I am a freelance rabbi working with folks who are not affiliated with synagogues, both Jewish-Jewish families and interfaith families.
Rabbi Lori Feldstein-Gardner: Good to see you too!
Frances Yates: I teach interfaith literacy inline, currently 90 students; I'd be interested to meet up with you via pm.

Then, Pauli played a recording of the Yiddish song Mayn Rue Plats sung by A Beserve Velt, a Yiddish choir, and, without showing the text, asked for participants to give their immediate reactions. After one listen, Etta pulled up the lyrics and we listened to the recording again while following along. Participants then shared their new reactions.

Wendy Spears: For the population I work with, Hebrew and Yiddish are serious barriers to understanding Judaism. There really isn't enough in English to engage people.
Rachel Fadlon: If the song is in another language , do you provide the students with a translation?
Natan Kuchar: Nostalgic with the sound of rain, sacred choir, gentle piano
Etta King: simple melody. Sounds sad kind of
Rabbi Lori Feldstein-Gardner: a little sad, also peaceful
Wendy Spears: Sounds poignant, but it makes me feel relaxed.
Rachel Fadlon: sounds like a lullaby
Natan Kuchar: Unison singing sounds reminiscent of synagogue singing
Frances Yates: sweet and light, but may have serious theme or topic; lower voices for more emphasis
Wendy Spears: I agree with Natan.
Rabbi Lori Feldstein-Gardner: There are more singers together with different vocal parts - reminds me of choir music in my Temple growing up.
Neil Schwartz: FYI, Tara Publications has published a songbook of singable translations for a lot of Yiddish songs
Natan Kuchar: As a piano player, I connect with the background music more. I know that guitar accompaniment always makes me feel a different way. Can you explain the third question? I’m just thinking about those kids who don't know the vocab
Wendy Spears: Is this a funeral song?
Frances Yates: Well, no fair, because I looked it up.
Frances Yates: but it showed I was motivated to learn more
Wendy Spears: You won't find me there - this is my resting place.
Wendy Spears: There is a poem that is often recited at funerals that is similar to this sentiment. I'll try to remember it.
Natan Kuchar: sorry about this! A bit suicide note like in a REALLy pretty way
Neil Schwartz: I bet it's either a funeral song, or reflecting a bitter immigration experience ...
Frances Yates: Triangle fire
Rachel Fadlon: To me, it sound like a song that inmate at a camp during the Holocaust would write...
Wendy Spears: Here's the poem: Do not stand at my grave and weep I am not there. I do not sleep. I am a thousand winds that blow. I am the diamond glints on snow. I am the sunlight on ripened grain. I am the gentle autumn rain. When you awaken in the morning's hush I am the swift uplifting rush Of quiet birds in circled flight. I am the soft stars that shine at night. Do not stand at my grave and cry; I am not there. I did not die.
Wendy Spears: The poem is by Mary Elizabeth Frye (13 November, 1905–5 September 2004 / Dayton, Ohio)
Etta King: Thanks for sharing, Wendy!
Rabbi Lori Feldstein-Gardner: I think it reflects people who were unhappy with their lot in life—poor working conditions for instance - and indicating that they are going to escape and go to a better place.
Rabbi Lori Feldstein-Gardner: Not necessarily death though...
Neil Schwartz: most of the more traditional funeral prayers are not 1st person, but rather 3rd person
Natan Kuchar: Didn't see that last verse before - totally! I wonder if we lose information in translation from Yiddish
Natan Kuchar: “resting place” is a very fixed meaning for me
Wendy Spears: By the way, I think that poem doesn't at all reflect a Jewish sensibility, although a lot of Jewish people really like it and want it at funerals for family members.

Next, Pauli played a different version of the same song, this time by singer/songwriter Dan Kahn.

Rachel Fadlon: This version sounds like Bob Dylan
Frances Yates: can you provide the direct link for this from the website?
Etta King: The Dan Kahn version is not currently on the site but you can google it.
Rachel Fadlon: Sounds like they are trying to connect the theme to what was going on in the US in the 60's
Natan Kuchar: a much more hopeful sounds
Wendy Spears: This translation is much clearer as a worker's lament.
Natan Kuchar: the rhyming also adds to that hopefulness
Neil Schwartz: seems even more to reflect the debilitating sweat-shop experience. There is a whole genre of these songs: Di Geene Kuzine, Lebn Zol Kolumbus ... (which ends “Brenen zol Kolumbus” = “To Hell with Kolumbus”)
Natan Kuchar: or if not hope, maybe a feeling of content
Rachel Fadlon: and on a personal note, I preferred that version
Wendy Spears: I agree with Rachel.
ellyn polsky: I like the instrumentation that seems to reflect the feeling of the lyrics.
Neil Schwartz: Di Greene Kuzne talks about a young woman being full of life as a greenhorn, but in a few years of sweatshop work she becomes a weary “old lady”.
Rachel Fadlon: I think we prefer it because it is music that sounds familiar to us.
Rabbi Lori Feldstein-Gardner: I also preferred that version. I think it was because the Yiddish part and the English part felt different from each other. The English part felt like a folk song. The Yiddish part felt more traditional.
Etta King: Yes, Rachel, that is very true.

The participants discussed Yiddish songs that they loved, where they learned them, and how they might incorporate them into their classrooms and education programs.

Neil Schwartz: There are wonderful English songs by the group Safam that are useful to teach many aspects of Jewish history. “World of my Fathers” is about the immigrant experience through three geneations.
Wendy Spears: My population has no facility in the traditional languages, a sad situation for sure.
Etta King: Awesome, Neil. That is a great resource.
Ellen Siminoff: can you give more tips for how to interact with littler kids - 2-4th grade?
Rachel Fadlon: Wendy, I don't think that is necessarily a barrier. We all appreciate music, even if we don't understand the words. And, looking at the translation after you hear the song it always helpful and helps your students connect.
Neil Schwartz: There is a Hanukkah song in all three languages: “O Hanukkah”. However, the three languages emphasize three different aspects of te Hanukkah story! Hebrew is on the war, Yiddish is on the candles and prayers, and English is on the party aspect.
Natan Kuchar: I think the question “what does it remind you of” can be good for younger kids too
Wendy Spears: I disagree, Rachel. Many of the folks with whom I work find the traditional languages off-putting.

Etta King: Here is a picture book that is complementary: Brave Girl

Rachel Fadlon: Why offputting?
Wendy Spears: I tell folks that the traditional languages offer the spice/flavor of Jewish culture.

Wendy Spears: The traditional languages make them feel their lack of education acutely. So it is uncomfortable for them.
Rachel Fadlon: adults?
Etta King: Here's another good music resource
Wendy Spears: Yes, adults.
Etta King: Yes, Wendy. I find that a lot. Teachers also struggle with that, and it keeps them from teaching this kind of stuff.
Rachel Fadlon: how can they learn more if they skip what makes them uncomfortable?
Wendy Spears: They are mostly completely uneducated in Jewish culture. Kind of like blank slates. I find it's better to open the door with English rather than the traditional languages.
Rachel Fadlon: Maybe if you present it in a goofy or fun way? Or just play music in the background as class is starting to give them a taste?
Neil Schwartz: Wendy, I call Yiddish and Ladino “Heritage langueages”, and there are dozens of genres within Yiddish alone (as we see on this slide). With literally thousands of songs (and hundreds in Ladino), we just cannot ignore the language in teaching.
Rabbi Lori Feldstein-Gardner: (Sorry, big folkie.)
Etta King: :-)
Wendy Spears: I agree, Neil. It is a tremendous challenge.
Rachel Fadlon: When I was teaching adults Beginning Hebrew, I always streamed live Israeli radio before I started the class...it lead to questions and organic conversations
Natan Kuchar: Can you provide us with a resource of how to find yiddish songs in these categories?
Etta King: Yes, we will email you on Monday.
Natan Kuchar: sweet thanks
Etta King: We are here for you! :)
Wendy Spears: My folks are SO far away from wanting to take a Hebrew class. (sigh)
Rachel Fadlon: :-) Hang in there, Wendy

Neil Schwartz: The first in that last series is “Mir Trogn a Gezang”
Frances Yates: thank you this was very informative and useful!
Wendy Spears: Are there resources for these traditional songs in English translation? with the song itself?
Neil Schwartz: They are published by the Workman Circle
Rabbi Lori Feldstein-Gardner: This has been great! I am inspired to bring more music into my curriculum! Thank you!
Wendy Spears: I would like to introduce more of this material to my students that they would be able to sing themselves.
Natan Kuchar: I'm thinking about potentially doing this sort of song analysis weekly. How do you bridge the whole curriculum so that it doesn't feel like a repetition each week with different content?
Natan Kuchar: Is there a way to connect a creative activity? Lyric writing etc?
Neil Schwartz: Natan—there are over 30 distinct genres of Jewish music! enough for a different genre each week of the school year ...
Rachel Fadlon: Thanks so much - enjoyed the discussion!
Natan Kuchar: great
Ellen Siminoff: Thanks!!!
Wendy Spears: This was fascinating and a lovely resource!
Natan Kuchar: sweet thank so much! Was fantastic