THE HAVA NASHIRA SITE
A JEWISH SONGLEADERS RESOURCE

Guidelines for Songleaders

Last updated March 19, 2006  Page maintained by Adrian A. Durlester

What follows is a compilation of liberally borrowed highlights of the OSRUI "Guidelines for Songleaders" by Gerard W. Kaye, intended for the young songleaders that work at the OSRUI summer camp. Where I have placed words in [brackets] please substitute the particulars of your songleading setting. I have also added some thoughts of my own.

Reccommended reading also includes

• Jeff Klepper's "10 Commandments for Songleading" (now including Sam Glaser's addendum)
• Jeff Klepper's "10 Commandments for Songwriting" (now including Sam Glaser's addendum)

Introduction

Songleaders play an important role in the life of [OSRUI.] Your impact on the lives of [campers, staff and faculty] alike is central to the elements of ruach as well as a vital focus of all learning in the [Camp] community. There is virtually no other specialist with the ubiquitous impact that the songleader has.

As a result of this potential influence, your responsibility is similarly substantial. What you teach, both by example as well as by plan, will stay with all who hear you for years. Music has a long and historic role in Jewish life and you become the shaliach tzibbur for [our] community as we join together in prayer and song.

Role of the Songleader

First and foremost, the songleader is to fulfill this title precisely. Songleaders at [OSRUI] function in order to facilitate the musical preparation of the community. Anything less or more than that is an abrogation of the role.

Therefore, a first conclusion is that the songleader never functions as a performer during sessions. Some good clues as to how you are being perceived are whether or not your [campers] are singing with you or just watching you. Secondly, regular applause is typically due of a performer, not an effective songleader.

Next, a songleader is a great teacher. In order for campers and staff members to sing with you they must know both lyric and melody of the song your are singing. Introducing complicated verses or melodies because they are pleasing or challenging to you is only appropriate when you have brought your [chanichim] to the level where they can undertake the challenge. Again, when your hear the sounds of your voice alone (or maybe your significant other as well) during the song session, your task is not being fulfilled.

Finally, songleaders do their job best when they do it in context. Context calls upon you to be aware of the mood ot eh [camp]...influenced by [weather, fatigue, yesterday's program, time of day, quality of lunch, upcoming activities, bllod type] and a dozen other variables that only the best can perceive. A simple example - singing a slow ballad-like tune after a big lunch on a miserably hot and humid day is likely to guarantee a good m'nuchah, but won;t generate much enthusiasm. So be sure to decide in advance what you and your unit head are looking for in terms of results before you begin.

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