Winners of Family Siddur Contest

Here are the winners of our Family Siddur Contest, September 2009.  You can use these ideas to create meaningful prayer experiences for your school or congregation.

Click here to see sample pages from the siddur.




1st prize:  54 siddurim
Traveling Shabbat Service
Connie Adelman, Congregation Ner Shalom, Woodbridge VA adelman5@yahoo.com

Description:
Create a list of prayers of the Shabbat service and designate symbolic locations for them around the synagogue. For example, the Bar’chu might be in the sanctuary doorway to signify entering the service, the V’ahavta in front of the building next to the doors and the mezuzah, and the Mi Chamocha might take place outside next to a wading pool filled with water. Station a teacher at each location to present the meaning and symbolism of the prayer, and to lead in its recitation. Students travel from prayer to prayer in groups of 10-20.

Other comments:
The goal of this activity is to go beyond Hebrew recitation of the prayers in order to understand their meanings and the intention (kavanah) behind the words. We want to understand why we say the same prayers in a particular order every Shabbat. This traveling service offers an experiential feel to the prayers and the order of the service.

2nd prize: 36 siddurim
Shabbat Stones
Rabbi Jeffrey Goldwasser, Congregation Beth Israel, North Adams MA
rabbi@cbiweb.org

Description:
At Friday night Shabbat services, place a bowl of small, smooth stones at the door of the sanctuary with a sign reading, “Please take one.” Before the Amidah, the service leader encourages participants to think of their stones as significant memories of their week, either positive experiences or things they would like to put aside for Shabbat. After the Amidah, participants come to the front of the sanctuary and place their stones in a bowl of water, allowing the ripples to “pass through” the congregation. Participants may also share their thoughts aloud. The leader says that, “By sharing our lives on Shabbat we become a community—a group of people who are a part of each others’ lives, who care about each others’ joys and sorrows.”

Materials:
1 bowl of small stones, 1 large bowl of water

Other comments:
Our congregation has made Shabbat Stones a part of our Friday night services for about a year, and participants regularly say that it is one of the most meaningful parts of the service. People share all kinds of little, tender moments from their week and big, wonderful events that they might not otherwise have an opportunity to share.

3rd prize: 18 siddurim
Praying with Our Bodies: Different Prayer Positions
Rabbi Nicki Greninger, Temple Isaiah, Lafayette CA 
rabbi.greninger@temple-isaiah.org 

Description:
Introduce the activity by reminding the families that prayer uses not only words, minds, and hearts, but it also requires our bodies. Ask them to give examples of ways in which we use our bodies in prayer (standing up, bowing, closing our eyes). Wonder aloud whether prayer experiences change when we are doing different things with our bodies.

Lead a prayer experiment of “doing” the Sh’ma in many different positions. Ask participants to stand up straight, with their eyes open and their arms at their sides. (Throughout this activity, model proper stances.) Chant the Sh’ma together. Everyone closes their eyes before chanting the prayer again. Then all say the prayer while sitting, eyes open. Then sitting, eyes closed. Ask them to lie down on the floor looking up at the ceiling. Say the Sh’ma again. All say the prayer while on their knees, with bodies straight and eyes open. Finally, ask participants to stay on their knees and crouch down so their heads touch the ground, eyes closed. Chant the Sh’ma again. The last 2-3 positions often evoke laughter, but try to stay focused so that participants take the activity seriously.

Finally, everyone returns to their chairs to speak in pairs about something that surprised them about this experience and how it felt to say the same prayer while doing different actions with their bodies. After a minute or two, return attention to the center of the room and ask for a few people’s reactions to the experience. Ask which position felt most “prayerful” and why.

Other comments:
As a follow-up, remind everyone that we can pray in many different positions and many different times and places. Sometimes we just feel like praying, and the Sh’ma is an easy prayer to do individually, anywhere. You can say the Sh’ma at a swim meet, just before getting into the pool. You can say the Sh’ma while lying in your bed before you go to sleep. You can say the Sh’ma while sitting at the table eating breakfast. It's a helpful reminder (for adults as well as kids!) that although we typically pray as a community, we can say Jewish prayers at any time and in any place.

Special mention: 10 siddurim
Wow! Thanks! Please! The Essence of Prayer
Rabbi Randy Kafka, Temple Israel South Shore, North Easton MA
rkafka@comcast.net

Description:
Before or after the Amidah, ask everyone to close their eyes and think of one thing that they experienced this past week that was awesome, amazing, stunning, or otherwise noteworthy. Ask for volunteers to state their “Wow” moment or event out loud in just a few words. After each comment, the whole congregation says, “Wow!” in place of Amen.
Do this again, focusing on something for which each person is grateful. Everyone responds with, “Thanks!”
For the third round, each person describes something they hope for or desire. Participants say, “Please!” after each person speaks.

Other comments:
The leader may want to walk around with a hand-held microphone. The kids love the attention, and everyone can hear easily. 

Special mention: 10 siddurim
Names of God
Lisa Bernstein, Kehillat Israel, Lansing MI
lisapbernstein@comcast.net

Description:
Post a variety of names of God in Hebrew and English around the sanctuary (possibilities are listed below). Read each scenario (below), instructing children to go to the name they think would be the most helpful metaphor or name for God in that situation. After the children choose a place to stand, ask a representative or two from each group to explain why they chose that name for that scenario.

Materials:
Cards with names of God (True Judge, Ruler of the World, Ruler of Rulers, God the Almighty, Source of Compassion, Our Redeemer, Our Parent, Creator of the Universe, Maker of the Wonders of Creation, The Holy One of Israel, Healer of the Sick, Rock).

List of scenarios:

• You see in the news that the leader of a country is cruel and unfair, so you want to think of God as being…
  
• You see a magnificent sunset followed by a majestic view of the stars when it gets dark, so you think of God as being…
  
• You see that people are suffering in places like Darfur, so you want to think about God as being…
  
• You go to the zoo and see the amazing variety of animals, so you think about God as being…
  
• No one saw you do that terrible thing you did, so you got away with it. But you feel guilty anyway and want to make things right. You think of God as being…
  
• Someone or something you love has died, so you think of God as being…
  
• You’re feeling a little sad and want someone to confide in, so you think of God as being…
  
• You hear beautiful singing during services and it reminds you of angels praising God, so you think of God as being…
  
• There was a hurricane, people were hurt and killed, and many homes were destroyed. People from other places rush to help survivors. You think of God as being…
  
• You got very sick, but with the help of doctors, medicine, good food, and visits from friends and family, you got better. You think of God as being…

Other comments:
For grades 3-7. Though most of the children will choose the same names for specific scenarios, there are usually independent thinkers who choose differently and have thoughtful explanations for their choices. 

Special mention: 10 siddurim
Baby Naming Service
Debrah Gladstone, Temple Beth Am, Randolph MA 
gladran@comcast.net

Description:
Children submit names and descriptions of their “babies” (stuffed animals, dolls) ahead of time so that the leader can choose Hebrew names and prepare certificates. The day of the service, the leader speaks with the children about the importance of names and the Jewish ritual of baby naming. The children then go up for aliyot in groups with their babies, allowing the babies to touch the Torah rollers before the aliyah. The children then receive a blessing that links the joy of naming their babies to the joys of Judaism, Shabbat, and celebrating as a community.

Other comments:
We do this program every other year, and the children (plus many adults) really look forward to it. The service is standing room only.
Following the service we set up a separate Kiddush table for the babies, with small chairs and tables, tea sets, miniature cookies, candies, etc.

Special Mention: 10 siddurim
Avodah: A Shabbat Morning Program and Service
Patty Mason, Rabbi Judith Spicehandler, and Judy Weiss, North Shore Congregation Israel Goodman Center for Jewish Education , Glencoe IL  educator@nsci.org

Description:
Part 1: Why do we eat (pray)?
Participants gather in a room with a blackboard bearing the question, “Why do we eat?” Brainstorm a list of reasons (hunger, for comfort, to be social, to stay alive, to celebrate). When participants have completed the list, the leader erases the word “eat” and substitutes the word “pray.” Discuss how each reason can be applied to prayer as much as to eating.

The leader points out that people pray for a variety of different reasons. Prayer is as essential to human life as food.

Transition A:   The leader facilitates a very brief discussion of the difference between keva and kavanah, and between public and private prayer, and the role of keva and kavanah in each.

Part 2: Prayer soup
Participants receive a sheet of paper with an image of a large cauldron and a glue stick. They go into another room where there are multiple coffee cans. Each can contains strips of paper that list different reasons for personal prayer (to be close to God, to be part of the Jewish people, for comfort, to ask for strength). In addition there is a can of blank strips labeled “spices” for people to write their own reasons (if they write on Shabbat). Both children and adults choose strips that apply to them and paste those reasons onto their picture of a pot in order to make a personal prayer soup.

The leader asks people to share their lists. Some guiding questions include: Is there a difference between the children’s answers and adults’ answers? What do they have in common? What spices did you add? The leader concludes by saying that while the reasons for personal prayer are unique to each individual, there are also things that most of us share. The leader can also point out that the reasons one prays may change over the course of a lifetime.

Transition B:  The leader states, “When we pray together we must have keva so that we can all be part of a communal experience. Still we must remember that though we share some purposes with everyone, we are also each coming to services with our unique needs. We need keva that allows room for all, in addition to time for personal prayer. The final half of the program is about fixed prayer.”

Part 3: The order of the Shabbat Morning Service- A Communal Prayer Book Sculpture.
Divide into four groups:
     The Sh’ma and her Blessings (blue)
     The Amidah (yellow)
     The Torah Service (red)
     Concluding blessings (green).

Each group has a designated room to work in, with basic art supplies and large colored cardboard boxes, spray-painted in advance to match that group’s color. Each group has a teacher-leader who has folders containing midrashim and commentaries on the designated part of the service, as well as a folder for each prayer in the rubric. Each family receives a prayer book. The leader gives an overview of the rubric, and how it fits in the order of the service. Then the leader distributes the folders to the families and asks them to create boxes that represent their prayers visually, based on the contents of their folders. Each box should also list the name of the prayer in Hebrew and English.

For example, Mi Chamocha might show the parting of the Sea of Reeds, the Torah blessings might show a Torah scroll or an ark. The Sh’ma might have a giant number 1. Encourage three dimensional relief, collages, and creativity.
After completing their boxes, each family fills out a sheet that asks the name of the prayer, a verbal explanation of what the box depicts and why. Arrange the boxes in order around the sanctuary and distribute prayer books. Conduct a service during which, upon the completion of each prayer, the family that made the box displays it to the congregation, explaining what the box represents and why.

Conclusion: The leader concludes with a brief summary of the features of a fixed service, including the order, meaning and purpose of each prayer. The leader points out how each prayer tells a story, and how each family brings individual creativity to the interpretation of that story. The service concludes with a song, like Al Shlosha Devarim.

Materials:
Blackboard, pages with cauldrons drawn on them, glue sticks, coffee cans, strips of paper listing reasons for prayer, colored cardboard boxes, 4 sets of art supplies, folders containing midrashim and prayer outlines. 

Other comments:
This program can stand alone, but in our congregation it is the second part of a three part series called TAG (Torah, Avodah, and Gemilut Chasadim).