It allows for multiple students (ideally probably up to 4) to be working on an activity together. The Table also is a great interactive tool. It also provides a highly desired activity to work on first-then routine directions (first finish this work, then we can play Smart Table). One class has primarily students that are on the Autism spectrum disorders and they love the predictability and patterns of the activities. The Paint activity we use for colors, vocabulary (labeling items, parts of items, positions), tracing and beginning drawing activities. The Hot Spots activitity is used for sorting, matching and grouping activities. The students enjoy manipulating the pictures and playing the short video clips. We use the Media section to work on vocabulary items. We have found that the Hot Spaces, Paint, and Media activities are the lesson types that we have most used for our students.
#Davka software for children plus#
I am very grateful to Davka for having chosen to showcase our LSS melodies to the rest of the Jewish world. This includes the varied melodies that we sing for Hallel, Holiday Kedushas, Tal/Geshem, Hoshanos, etc.
The mp3 CD has 165 files of music for Pesach, Shavuot, Sukkot, Shmini Atseret/Simchat Torah and Chanukah, based on 55 different melodies, most of which we sing here at LSS, plus a selection of other well-known “traditional” melodies heard in many shuls. This is the newest Davka mp3 CD program, “Favorite Niggunim of Shalosh Regalim and Chanukah.” Having heard that LSS has a reputation for the most effective and successful sing-a-long congregational melodies, they asked me to record them for this production so that Jewish communities all over the world could benefit from our example. I am proud to announce that Davka Software, the largest producer of Jewish computer software programs, has chosen to feature Lincoln Square Synagogue in its latest production. Whatever name one chooses to use, I am proud to be your Chazzan and hope to daven with you for many more years! Two final names for the Chazzan, which he refers to as “subtitles” are “baal musaf and hazzan-rishon (hazzan elyon)”.
For the position of assistant to the Chazzan, or for those who conducted the lesser important services, Chazzan Nulman cites the names of “baal shacharit, hazzan -sheni (untercantor) and matchil”. In Germany he was called obercantor, vorbeter, vorsinger, schulsinger, and sangmeister”. In Hebrew he is known as Chazzan, Sheliah Tzibbur, Baal Tefillah, and kerobah. “In English he is called cantor, precentor and reader. This fascinating insight into the nomenclature of the Chazzan over the centuries reinforces the historical and liturgical importance of this vocation to many generations of Jewish communities throughout Israel and the Diaspora. My teacher, Chazzan Macy Nulman, has written that the one who leads the tefilla “has been known throughout history by twelve different names in three different languages”.