Tag: b’nai mitzvah

Yemenite Traditions

As I was reading about various b’nai mitzvah practices and customs (there are lots of links out there), I took an interesting detour and learned a bit about Yemenite Torah reading traditions. I thought I would share some of what I learned this week.

At the Mechon Mamre web site, I read that “Yemenite Jews always allowed even children of five or six to take an aliyah.” And the Wikipedia article  on Yemenite Jews adds that “Children under the age of Bar Mitzvah are often given the sixth aliyah. Each verse of the Torah read in Hebrew is followed by the Aramaic translation, usually chanted by a child. Both the sixth aliyah and the Targum have a simplified melody, distinct from the general Torah melody used for the other aliyot.” So Torah reading (leining) was taught from a very young age. The article also notes that “In the Yemenite tradition each person called to the Torah scroll for an aliyah reads for himself.”

I also came across an article by Ephraim Stulberg on the division of aliyot in the weekly parashiyot. He references some research that indicates that the aliyah divisions did not become standardized until some time in the eighteenth century, and that the Yemenite community has its own division that differs in places from the division we see in most books today. I have looked for a table or listing of the Yemenite aliyah divisions, but so far have not yet found that information. Relating this to the Tikkun app that we are developing, this does bring up the need to support the user in selecting any range of verses as a reading to practice; this flexibility will allow the app to serve any user’s tradition.

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B’nai Mitzvah Tutors & Students

B’nai Mitzvah tutors have a lot of material to cover with their students. They usually work with students for at least six months and often up to a year, typically meeting once per week. The student is expected to practice the weekly lesson diligently, but a week is a long time for a student, and it can be difficult to practice consistently. So we feel that making it easier for students to stay current with the required level of practice should be a key goal of the app we are designing.

How can this be achieved? We have several ideas. First, we would like to make it easy for the student and tutor to check in with each other during the week between lessons, without this becoming burdensome. Tutors often create recordings for students to practice from, and we would like for them to be able to do this directly in the app; tutors would share recordings with their students through the students’ own instances of the app on their phones or tablets. The students would then be able to listen to these recordings wherever they might be, record their own practices of the required material using the app, and then share those practice recordings back with the tutor. The tutor could check for new recordings from their students each day, and contact a student or a student’s family with a friendly reminder to practice if needed.

Second, as the tutor listens to the shared practice recordings from students, the tutor will be able to hear whether the student is on track, or whether the student needs some additional pointers, without waiting until the next meeting. The tutor could, as needed, make another recording for or just send a message to the student to reinforce the lesson. Again, these interactions would happen through the app in a simple way, allowing the tutor and the student to interact between tutoring sessions. Another possibility would be to add a notifications feature to the app that would alert a student if they had not practiced on a day where they should have done so.

As we move forward in the design of the app, we will be looking at which features will best assist students in being regular about their practice between lessons, as well as features that will enhance communication between students and tutors.

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