WORSHIP Teaching and Learning Activities Bands A – D DISPLAY 1 IN CHRISTIAN WORSHIP GOD Display items such as Bibles, prayer books, song COMES TO HIS PEOPLE IN books, tapes or CDs of Christian songs. Students WORD AND SACRAMENT suggest who might use these items, when and why. AND THEY RESPOND Continue by reading Bible stories or verses followed by prayers or songs which express a response to what God has done in the Bible reading. (1a) INTRODUCTORY ACTIVITIES SOMEONE SPECIAL Lead students to imagine they are going to meet someone who is special to them, e.g. a TV star, FAMOUS BUILDINGS their grandma. Students discuss Use non-fiction material to look at pictures of  why this person is special famous buildings and monuments in the world  what they would do when they meet this person today, e.g. Sydney Harbour Bridge, Sydney  how they would show that the person is special Opera House, skyscrapers in New York, to them, e.g. giving them a hug, talking to them, Disneyland. showing them their favourite things. Discuss the planning and construction that takes Continue by investigating the way in which place and the reasons why people want to build Christians show that God is special to them. (1a) them. Use this as an introduction to the Bible story of PARADES the construction of either the tabernacle or the Show pictures or share experiences of times when temple and the reasons why they were built. (1a) people are honoured by a welcome parade, e.g. sports stars, a red carpet for VIP’s. DEDICATION STONE Tell the story of the Palm Sunday ‘parade’ when Take students to look at the dedication stone of Jesus came to the people as a king and the people either the school or a nearby church building. responded with praise. Continue by investigating Discuss the reasons for having a dedication stone other ways God comes to people and they and what it says about the use of the building. respond to him (see Why Worship in Development (1a) Activities Menu). (1a)

PEOPLE AT WORSHIP RESPONSES Show pictures of people at worship, e.g. listening Discuss social actions and responses that in church, singing, chancel dramas, praying or students are familiar with, e.g. when someone reflecting. Students discuss what they think these says good morning, what do you say? If someone people are doing and why. gives you a gift, what do you do or say? (See also Worship Anywhere, Introductory Continue by investigating ways in which Christians Activities, Faith Statement 2). (1a) respond to what God has done when they worship, e.g. through praise, prayer, dance, music. (1a) WHAT IS WORSHIP? Students suggest what the word ‘worship’ means SCHOOL WORSHIP to them. Record students’ ideas for your own Immediately after returning to the classroom from information and to develop as teaching points a school worship service, ask students to reflect on later in the unit. what they have done and why. Encourage A simple definition of worship that you could use students to be honest in their reflections, and with students in this band is a time that people consider things that they like/don’t like, don’t spend with God. (1a) understand, how they feel about worship etc. This could be done through discussion, drawing, or by students writing a journal entry. Use the students’

ACTIVITIES 1 BANDS A - D reflections to help develop further teaching points reveals his worth to people and they recognise his about worship. (1b) worth and respond. (1a,1b,2c)

TIMETABLE ‘WORSHIP IS BORING’ Show students a class timetable and identify Write the statement: ‘Worship is boring’ on the times that the class or school spend in worship. board. As a class brainstorm why some people Discuss why the school sets aside time for think worship is boring. Sort the reasons under worship and what happens in this time. (1b) headings, such as: place of worship, worship service. Discuss the questions: HERO WORSHIP  If people think worship is boring, why do they To help students to identify what it means to go to church or to school worship? ‘worship’, ask students to make a list of people  Do you think people understand the purpose who they feel are important to them and who they and meaning of worship? Why or why not? like to hear about, e.g. sport stars, TV and movie Go on to explore the meaning of worship and how stars, popular music groups/singers. How do you it reflects people’s relationship with God. (1a,1b) show that these people are important to you? How would you show that you enjoyed what they WORSHIP do? Draw a picture of this person/group and Students choose from the following activities to record ways you show that they are important to show their understanding of the word ‘worship’: you. (1b)  Work in a group and develop a role-play to show your understanding of the word ‘worship’. WORTH HAVING  Use paints, magazine pictures and coloured Christians worship God because they believe that paper to create an illustration or symbol that God is worthy (see Background Notes). In order depicts the meaning of worship. to help students understand the concept of Introduce the investigation about worship and tell worship and its relationship with worth, ask students that worship is a very important part of students to cut out a picture of, or draw, Christians’ relationship with God. Discuss: something which would be really worth having.  What does it mean to worship something or Students justify their choices. someone? Students consider what it would be worth to them  Do all people worship? Why or why not? to get the thing they think is worth having. Relate Go on to investigate what Christians believe about the idea of worth with worship. (1a,1b) worship. (1a,1b) WORSHIP ACTIVITIES MY QUESTIONS ABOUT WORSHIP Show a video of a worship service or have Students use dictionaries to develop a common students observe a school worship service. understanding of the word ‘worship’. During a Students record the various activities which take school worship service students record questions place during worship, e.g. singing, praying, Bible they have about worship, under the headings: reading. Students devise a list of questions about worship building, worship service, people involved the worship service which can be given to the in worship. You will need to inform the pastor of pastor to discuss with the students. (1a,1b) the activity before the worship service. As a class SPECIAL PLACE compile the questions and use them as the basis Students discuss a special place they like to visit. of a class investigation of worship. (1a,1b) Describe how they feel when they are in this special place. They give reasons why they like to be in this special place. Use this as a lead-in to SURVEY exploring places of worship and the attitude of Students prepare a survey to conduct after a local God’s people in the Old Testament to worship and congregational or school worship service to of Christians to worship today. (1a,1b) explore people’s views about worship. Be sure to contact local pastors and ask if students may WHAT IS WORTH MOST TO YOU? survey their congregation. Students brainstorm a list of things that are worth As a class compile the results of the survey. Use a great deal to them. Next to each worthwhile the survey to develop a list of questions for an item, students list what they do to show that this investigation about Christian worship, e.g. what do item is worth a great deal to them. Students share you want to know about worship? Why is worship lists. important to Christians? How do Christians Write the words ‘worthship’ and ‘worship’ on the worship? (1a,1b) board. Tell students that Christian worship can be called ‘worthship’ and is a way in which God

ACTIVITIES 2 BANDS A - D CHRISTIAN WORSHIP AROUND THE Another approach is to ask students to find WORLD examples of places of worship in the world, past Students discuss: and present, e.g. mosque, Greek temple. Students If you were to travel the world and visit Christian research the role such places have in the life and worship services, what common elements would beliefs of people. (1a,2a,3a) you expect to find? Students share their responses. Go on to explore A SENSE OF WONDER the features of Christian worship. Students could Write on the board words which convey the idea of access information about Christian worship in wonder: amazement, fascination, marvellous, congregations around the world from the Internet. admiration, awesome, mysterious, etc. (1a,1b) Give students a range of experiences to help them reflect meaningfully on the topic of wonder. WORSHIP PAGE Students may Students investigate worship pages listed on the  think of a saying, an object, an experience, an Internet, e.g. the Mimi Rogers worship page, the invention, a quality that conveys a sense of Whitney Houston worship page. Students define wonder; the writer’s understanding of worship through an  describe a time when someone did something analysis of the language used by the writer and wonderful for them; the information given about the person being  listen to a majestic, soulful piece of music; featured on the webpage. What view of the  view a documentary that demonstrates the person does the writer want the reader to have? intricacies of nature, technology, medicine, the What is the chief purpose for creating worship body, birth of a child, etc; web pages?  examine artwork such as Eschers’ drawings; This activity can lead to a discussion of the hero  lie down on the school oval and contemplate worship of singers, actors, football players, the sky; political leaders, friends etc. (1a)  read Bible passages, e.g. 1 Chronicles 29:10–20 Job 38 – 42 WORSHIP EVERYWHERE Psalm 8 Mark 10:13–16 Students examine the meaning of worship, Romans 11:33–36 beginning with the Old English derivation ‘worth- Students list the emotions associated with wonder, ship’, as well as defining the meaning of its e.g. gratitude, helplessness, joy, love. They think various synonyms: adoration, homage, devotion, of concrete ways that people (especially young reverence, honour, veneration, and adulation. children) express their wonder. They find evidence of adoration, devotion, Discuss in what ways a sense of wonder and reverence etc in their own experience and human worship are related. (1a) experience in general. Students list and discuss people’s thoughts, HELP! feelings and actions towards people, gods, ideas, Students’ survey people to find out how many objects etc considered to be worthy of such people read their horoscope or tarot cards or have treatment. their palms read. What prompts people to engage Students debate the idea that what a person most in these activities? What are they looking for? values is what they in fact worship. (1a) Students think of times when they have prayed. Were they asking for help, saying sorry, giving RELIGIOUS WORSHIP thanks, praying for others? What were they hoping Working in small groups, students research would be the result of their prayers? various religions’ worship practices. They find out: Students survey their friends and parents to see if  Who/what is worshipped? there is a relationship between praying and times  When/where/how is worship conducted? of crisis. In what way is this kind of approach to  What is the purpose of worship? God related to worship? (1a,1b)  What role does the object/god play in worship?  How is worship linked to people’s concept of SCHOOL WORSHIP the object/god they are worshipping? Students describe what happens during school Students collate their findings and identify worship and discuss their feelings and thoughts common elements of worship across the religions. about their experience of school worship. Discuss what distinguishes worship from other Brainstorm what would make the worship times human activities such as daily chores that are more meaningful. Use this activity as a diagnostic done habitually. tool to gauge student understanding of Christian Alternatively, focus on either Islam or Hinduism, worship. (1a,1b) answering the above questions.

ACTIVITIES 3 BANDS A - D WELCOME RITUALS  Before telling the story, teach short phrases of Students role-play the social conventions and worship recorded in the Psalms or New rituals performed when people are being Testament and invite students to join in at the welcomed or meet each other in a range of appropriate place. different contexts, e.g.  Use story props to help tell the story, e.g. a box  Students return home from school or camp or to represent a New Testament church, a scroll. an outing with friends.  The principal addresses the school assembly. BUILDING A PLACE OF WORSHIP  The teacher walks into the classroom at the To explore the building of either the tabernacle or beginning of a lesson. the temple, you could  An exchange student meets their host family  explore the building of the temple as a for the first time. response to what God had done, e.g. David  The Prime Minister visits his/her electorate. planned to build the temple in response to  Friends greet each other after a long what God had done for his people; the people absence. responded in celebration;  A singer/pop group comes out on stage at a  tell the story from the perspective of one of the concert. people who helped construct the place of Students list the different greetings and responses worship; — verbal and non-verbal.  tell the story from the perspective of Moses or Lead on to exploration of worship rituals. Solomon; (1b,3a,3c)  draw the building as you tell the story;  display a model (see Abingdon’s Book of TALKING ABOUT AND TALKING TO Buildings). Students discuss and role-play the difference Students could between talking about and talking to someone.  make their own model or work together to They note the changes in both verbal and non- make a class model of the building, including verbal language that take place from one situation the furnishings inside; to the next.  write a story pretending they were one of the Lead on to an exploration of worship as listening builders, or were present at the dedication of to God and speaking to God. (1b,3a,3c) the building;  design a dedication stone for the new DOING IT ALL TOGETHER tabernacle or temple; Students’ list activities which are best enjoyed and  paint a scene of either the building, its most meaningful when done in a group. Students construction or dedication; identify the individual benefits of group  compose a song or prayer for the opening participation, e.g. how does playing in a team help service. (1a) the individual team player? Students share what their family (and extended BUILDINGS FOR WORSHIP family) does to create a sense of togetherness. Use photographs and pictures to make a display of How important are these activities for one’s sense buildings people have built or used for Christian of belonging to and identity with one’s family? worship, e.g. the tabernacle or temple, people’s How does each member of the family contribute homes, great cathedrals, the local church, to and participate in the family activities? churches in other countries, the school or class This can lead to a discussion of individual and worship centre. corporate worship. (1b,3a) Use activities from Faith Statement 3 to investigate how people worship in these buildings. (1a)

PSALMS DEVELOPMENT ACTIVITIES Show students the book of Psalms. Tell students that this part of the Bible contains songs and prayers that God’s people used as they worshipped. Select and record simple phrases BIBLE STORIES used in worship from the Bible References Menu Use any of the following ways to explore Bible and share these with your students. Some of these stories of people at worship: may already be set to music; teach them as songs.  Lead students to imagine that they are You could also use these psalm verses in class travelling back in time to watch people of the worship times. (1a,1b) Bible at worship.

ACTIVITIES 4 BANDS A - D WORSHIP IN THE BIBLE name of the Father, the Son and the Holy Spirit. Select stories from the Bible References Menu Discuss what these words mean. Students which illustrate different aspects of worship, e.g. suggest alternative words which mean the same, worship as a praise response, worship by oneself, e.g. God is here; let us start our worship. Include worship with a group. these in class worship. (1b) This information could be recorded on a chart which shows a picture from the story on one side OTHER WAYS OF WORSHIP and what the story shows about worship on the Identify in modern-day Christian worship ways in other. God’s people built a temple in which to which worship; people build special places in which to  God speaks and acts (e.g. Bible reading, holy worship God. communion) Alternatively, record information like this in the  Christians respond (e.g. saying prayers of form of a book about worship. The first part of the confession, singing songs to say thank you). book could be about worship in Bible times and Students suggest ways — besides having the second part about worship today. (1a) someone read from the Bible — that God can speak to people in a worship service, e.g. through THE CHRISTMAS STORY a video of a Bible story, through a puppet play Select examples from the Bible References Menu based on a part of the Bible. to investigate how people worshipped in response Students suggest other ways people can respond to the baby Jesus. (1a) to what God does for them in worship, e.g. praise through dance or applause. JESUS AT WORSHIP Incorporate some of these suggestions into class Select references from the Bible References or school worship, but as you do so, use words to Menu to investigate the role of worship in Jesus’ help students recognise what they are doing, e.g. life, e.g. Jesus at the temple as a child, Jesus we can praise God with applause. (1a,b) spends time with God alone, Jesus prays in the garden. ITEMS FROM THE DISPLAY Use Bible encyclopaedias to find information Use the books, tapes, etc, from the introductory about Jewish festivals that Jesus would have activity Display during your class or school attended (e.g. Passover) and share this with the worship. As you use them, explain how and why students. (1a) they are used, e.g. to help people listen to God’s word, for praise, for prayer. (1a, 1b) PARTS OF WORSHIP At this level students could be introduced to five WHY WORSHIP parts of a worship service: Investigate reasons why Christians worship God,  beginning (God is present as people worship) e.g. the Bible tells that God created the world. God  praise (people respond to God in praise) sent Jesus to help and save all people, God is king  God’s word (God speaks to his people) of heaven and earth, God loves all people. Ask  prayer (people speak to God) students what they could do or say to someone  ending (God promises to go with his people). who has done all of this. (1, 2c) Record these headings on cards. Identify and discuss the forms they take in class worship. WHAT IS WORSHIP? Once they are familiar with these parts of worship, Students discuss their understanding of the word students could examine orders of worship that are worship. Share with students the Christian belief commonly used at school and identify the same that in worship God comes to people and people parts of worship. (1b) respond to God. Identify the ways God ‘comes to people’ in the worship service and the ways people HOLY COMMUNION respond to God. List and illustrate. (1b) Show students communion vessels or pictures of people taking Holy Communion. Students who GOD ACTS have observed communion share their Students use an illustrated Bible to research Old impressions of what is happening at this time. Tell Testament stories of God’s care for his people students that this is a special time and way in during the exodus from Egypt (see Bible which God comes to be with his people in References Menu). Students dramatise scenes worship. (1,3a) from the story, focusing on God’s actions in each scene. Include the response of the Israelites after ALTERNATIVE WORDS they had safely crossed the Red Sea. Students Draw students’ attention to words commonly used can include appropriate songs in their in the worship service, such as: We begin in the dramatisation, such as Wade in the Water (All

ACTIVITIES 5 BANDS A - D Together Again 201) and The Victory Dance (All transparencies used in worship) as resources to Together Now 35). identify elements of worship, e.g. invitation to Alternatively, as students investigate sections of worship, praise, confession and absolution, the story of the exodus, they record diary entries expressing what Christians believe, the Christian from the perspective of an Israelite child. Include message of God’s love, God coming to his people feelings and experiences of life as slaves in in holy communion, prayer, blessing. Egypt, the plagues, the Passover, escaping Choose one element of worship and describe through the Red Sea and living in the desert. For different ways of presenting that particular each event or story, include a personal response element, e.g. song, prayer, drama, video. (1b) to God’s actions. (1a) CATECHISM WORSHIP IN THE OLD TESTAMENT Using Luther’s Small Catechism, explore what the Examine examples of worship in Old Testament first three commandments say about God. Use times, e.g., Noah, Abraham, Miriam, David, King Luther’s explanation of the commandments to Solomon. Explore and record information about help. Students record in their own words what special worship festivals (see Bible References these commandments say that is related to Menu). In each case identify the reasons for worship. (1b,1c) worship. Dramatise Old Testament celebrations. (1a,1b) PSALMS Students read Psalm 139:1–6, 13–18. They list the WORSHIP OF IDOLS things the writer says God has done. Students Explore stories of people during Old Testament retell what the writer is saying about God, using an times worshipping idols such as Baal. Use a Bible arts medium, e.g. painting, dance, music. (1a) handbook or encyclopaedia to investigate the reasons for worshipping these idols. EPHESIANS Compare the worship of Baal with the worship of Read Ephesians 1:3–15. List the things this the God of the Israelites. Read the story of Elijah passage says God has done. Record this and the prophets of Baal (1 Kings information as a psalm, song or prayer. (1b) 18:1–39). Students present a dramatisation of the story. (1b) HOLY COMMUNION Students research the importance of Holy THE TABERNACLE Communion in worship. Students use Luther’s Students explore Bible references to the Small Catechism to identify what Lutherans tabernacle. believe God gives to and does for Christians Exodus 25:1–9 Exodus 26 through Holy Communion. Students examine the Exodus 35:4–19 Exodus 40 parts of the worship service which prepare people Students make a model of what they imagine the for Holy Communion and the parts of the worship tabernacle was like and record the activities which service which provide opportunity for people to took place there. respond after receiving it. They research what happened on the Day of Students record in a simplified form — using Atonement. Investigate why this worship festival is symbols where possible — what takes place no longer necessary for Christians (see Hebrews before, during and after Holy Communion is 10:1–10). (1a) celebrated. (1b, 2b)

ASK THE PASTOR SONGS IN WORSHIP Invite the pastor to answer questions of students Students use a variety of Christian songbooks who have observed a worship service. Ask the including a hymnbook to identify songs which pastor to describe the important features of could be used in worship for the following parts of worship, the pastor’s role in the worship and a worship service: preparations which need to take place for the  invitation to worship worship service.  praise God Alternatively, use a book such as God Comes to  confess sins Me in Worship or My Church Book to explain to  absolution students what takes place during a Christian  what Christians believe worship service. (1b)  tell the Christian message of God’s love  talk to God ELEMENTS OF WORSHIP  prepare for holy communion Use a variety of service orders (e.g. hymnbook,  thanks after holy communion Worship Today, Sing to Jesus, overhead

ACTIVITIES 6 BANDS A - D  blessing. invocation, confession, prayers. They interview the List at least one song for each category. (1b) local pastor or use a text such as Together In God’s Presence by P. Renner to explore Bible WHAT IS WORSHIP? references for each element. Students investigate Bible stories of people Tell students that Christians believe that in worship worshipping, in order to explore the importance of God reveals himself to people and they respond. worship to God and his people (see Bible Students classify each element as either God’s References Menu for story suggestions). Include action or people’s response to God’s action. stories of both individual and corporate worship. Students could compare the elements in traditional Assign different stories to groups and ask and non-traditional worship orders. They use what students to record information relating to why, they have learnt to plan their own class worship. how and where people worship. Use Bible (1a,3a) encyclopaedias and handbooks to gain further information about worship. WHY WORSHIP GOD? Students create a diorama to show what they Students record the Bible’s message about why have learnt about worship. (1a,1b) God is worthy of praise and worship, using the Apostles’ Creed’s description of God as creator, WORSHIP FESTIVALS rescuer and helper to guide the investigation. See Students investigate the origin of biblical festivals Bible References Menu for Bible readings. such as Passover (Exodus 12) and Purim Students also explore Bible stories in which people (Esther). They use Bible encyclopaedias and respond to God and investigate ways in which handbooks to explore ways God’s people people have responded to God through history in celebrated these events. They identify symbolic music, art, and drama. They prepare posters rituals and traditions. Students could prepare entitled ‘Why worship God?’ (1b,3a) activities to celebrate these festivals as a class. (1a) WORDS THAT SIGNIFY WORSHIP A number of different Hebrew and Greek words JESUS: THE CENTRE OF CHRISTIAN are used in the Bible to render the concept of WORSHIP worship. Bible word books and encyclopaedias give detailed information on this. Give each Investigate New Testament readings to explore student a Bible verse (see Words that signify the central place of God’s word and the Lord’s worship in the Bible References Menu). Encourage Supper in Christian worship (see Bible students to look up the verse in various References Menu). translations. Create a bank of words that denote Students observe a worship service to explore worship, e.g. serve, fall down, bow their heads, ways in which the worship place and worship offer gifts. Students list the activities and objects service show that Jesus is the centre of Christian associated with worship in the Bible verse. They worship, e.g. a cross symbol, artwork, standing for determine which aspects of human experience are the gospel reading about Jesus, the words used involved in worship: physical, volitional, emotional, in the Lord’s supper. (1b) intellectual, spiritual. Examining words (both their derivation and PRIESTS AND SACRIFICES meaning) used to describe Christian worship will Students use Bible handbooks and help students understand some aspects of encyclopaedias to investigate the role of priests worship: service, liturgy, office, cult. (1a) and sacrifices in the Old Testament. They read the laws governing sacrifices in Leviticus 1 – 7 PEOPLE WORSHIP and God’s instructions for the priests in Exodus. There are numerous stories in the Bible of people Students record the information with appropriate worshipping. Select several stories from the list in illustrations. Read and discuss Hebrews 8 – 10 the Bible References Menu. Students read the which describes the way in which Jesus changed stories and analyse the worship experiences worship. described. They record Students investigate the Lord’s Supper as a  what has prompted the worship celebration of Jesus’ sacrifice. Students prepare a  to whom worship is directed ‘before and after’ diagram to show worship before and after Jesus. (1a,1b)  the language, action and gestures used by the worshipper ELEMENTS OF WORSHIP  the emotions expressed Students study a range of different service orders  the time and place of worship to identify common elements of worship, such as  whether worship is private or public.

ACTIVITIES 7 BANDS A - D Students present the worship experience described in the story in a pictorial or PSALMS diagrammatic format. It must be easy for others to Give students a range of psalms to read, analyse, see the relationship or movement between the contemplate and personalise: worshipper and the object of worship. Each  psalms of lament: 12, 44, 80, 94, 137 student writes a paragraph summarising what  psalms of praise: 8, 19, 66, 100, 103 he/she has learnt about worship. 104, 113, 148 NOTE It is possible to study the book of Jonah  psalms of celebration: 50, 81, 101, 144 with worship as the focus. There are three groups  psalms of trust: 11, 16, 23, 27, 62 of people: the sailors, Jonah and the Ninevites. 91, 121, 125 Students examine the worship responses of each Psalms were written to help worshippers respond group, identifying the to God’s actions in their lives. Students who/what/when/where/why/how of worship. (1a)  record what they find out about the worshipper’s life, attitudes, concerns; GOD ACTS, PEOPLE RESPOND  list the words and images used to describe A study of the tabernacle (its design and God. What view of God is contained in the furnishings and the role it played in the lives of the psalm? Israelites) will introduce students to some  identify, plot and even act out the rhythm of important aspects of Christian worship: worship. How is the worshipper’s relationship  It is God-centred and focuses on God’s with God challenged, changed, encouraged in gracious actions for his people. the process of worship?  In worship people meet God and respond to Students compare modern psalms (e.g. Bruce his actions. Prewer’s Australian Psalms and More Australian Both the Lion Handbook of the Bible and The Psalms) with biblical psalms. (1a,1b,2c) Encyclopaedia of the Bible have clear summaries with illustrations. Book 4 of The Great Bible TOGETHER IN WORSHIP Discovery series also has good illustrations. Christians do not worship in isolation from each Students record the important messages inherent other. Students find evidence for the corporate in the structure and furnishings of the tabernacle. nature of worship in the content (prayers, songs, Take students to the school chapel (or closest confessions) and rituals of a Christian worship Lutheran church). Students consider the service. Students take special note of the significance of the structure and the furnishings of language used and instructions given to the the school chapel. They note similarities and worshippers. What place does the Apostles’ Creed differences between furnishings and objects in the — an ‘I’ statement — have in the service? tabernacle and the Christian setting. They seek to Students investigate the role corporate worship identify what features of Christian worship played in the lives of the ancient Israelites and buildings relate to God’s actions (e.g. altar) and early Christians. Joshua 24:1–27 summarises the what relate to people’s response (e.g. hymn history of Israel prior to entering the promised land board). (1b) and offers reasons for corporate worship. The Lion Handbook of the Bible has an informative section JESUS AT THE CENTRE on the tabernacle, describing worship and the Christian worship centres on Christ and his people’s involvement in worship. gospel. In groups students identify the good news The Lion Encyclopaedia of the Bible and the Lion which Jesus brings to people and how people Handbook of The History of Christianity both offer respond to that good news in any of the stories a clear exposition of worship in the early Christian listed below. Allocate each group a different story. church. Students determine what are the benefits Luke 2:21–40 John 4: 9–42 of corporate worship for individuals within either John 9 (in particular v5 and v35–38) the Hebrew or Christian community. See Bible John 20:24–31 Acts 8:26–39 References Menu for additional references. Acts 2:22–41 Revelation 5 Students may also consider situations in which See Bible References Menu for additional private worship is more appropriate and/or references. beneficial than public worship. (1b,1a) Alternatively, examine a range of Christian worship service orders. Students note WHOM DO YOU WORSHIP?  what is said about Jesus and his work The Old Testament presents God as the only one  how the worshippers’ respond in the service worthy of people’s worship. Idols are shown to be  what makes the sacraments of baptism and useless and helpless. holy communion central features of Christian worship. (1b)

ACTIVITIES 8 BANDS A - D Students examine any of the following stories. Provide students with a range of different worship Provide necessary background material to help service orders. They note how each service them understand the context. begins, what is acknowledged about God and the Worship of the golden calf Exodus 32 type of responses the congregation makes. What Choice between God and neighbouring idols do the opening songs focus on? Students compare Joshua 24 the order of the services with what they have learnt Samson and Delilah Judges 16 about God’s presence in the Bible. (1b) Elijah and the prophets of Baal 1 Kings 18 King Josiah rids Israel of idols 2 Kings 23 Daniel various stories The people reject God Hosea 2,4,8,11 RESPONSE ACTIVITIES Note: Psalm 115, Isaiah 44, 45, 46 and Jeremiah 10 are an excellent exposé of the difference between God and idols: Students investigate on what basis God is seen A PLACE TO WORSHIP as worthy and idols as worthless. Besides Provide materials for students to design their own examining the Bible text, students research the space in which people could worship God. Give gods and worship practices of Israel’s neighbours guidelines for this, e.g. it must have room for (relevant to the story). The following questions will people to gather together, it must show that God is help students draw up contrasting profiles of God important. (1a) and idols:  How do Old Testament writers describe the POSTER difference between God and idols? Students design posters showing what they have  What kind of relationship exists between God learnt about worship. Display these in the worship and his people, and between idols and their centre. (1a) followers?  How does God reveal himself to people? CLASS WORSHIP How does this contrast with idols? Using the five parts of worship (see Development  How do people respond to God? to idols? Activity Parts of Worship) as a framework,  How are the differences between God and students work in groups to prepare and present the idols reflected in the worship practices of their own class worship. (1b) the people? (1b) BANNER GOD IS PRESENT Design and make a banner or large poster which In Christian worship worshippers acknowledge identifies the five parts of worship (see and respond to God’s presence and God’s action Development Activity Parts of Worship). Designing in their lives and those of others. Students could be done on computer. Display the banner in investigate in the Old and New Testaments the the class (or school) worship area. (1a,1b) theme of God’s presence and people’s response to God’s presence. A CHURCH BAG Genesis 12:1–7 Exodus 3,4 Make a bag that contains worship-related objects Exodus 19:9–11 Exodus 20:24 such as a doll to represent a pastor, toy people, an Psalm 26:8 Psalm 99 altar made from a box, a mini Bible, small Bible 1 Chronicles 16:1–36 2 Chronicles 5:1–3 story books, etc. Put this in the activity centre for 2 Chronicles 5:13 – 6:2 2 Chronicles 6:18–21 students to use in their free time. (1b) 2 Chronicles 7:1–4 Matthew 18:19,20 John 14:23 John 15:5 MURAL OR MOBILE John 17:14–17 Romans 5:1,2 Record worship phrases from the Psalms. 1 Corinthians 11:17–34 Illustrate the phrases and display as a mural or Ephesians 2:18 Ephesians 3:17–21 mobile. (1a) Revelation 4:8–11 Revelation 5:6,8–14 Students work in pairs. Allocate a Bible passage A WORSHIP SERVICE ABOUT WORSHIP to each pair. They record what they find out about Students help plan a worship service which will tell  how God is present in people’s lives others what worship is about. Present this at a  the kind of relationship that exists between school worship service or family service. (1a,1b) God and people  how people can enter into God’s presence  how people respond to God’s presence in their lives.

ACTIVITIES 9 BANDS A - D INVITATIONS worship, the worship building and the worship Students design invitations to others (e.g. other service. Sections of worship in the school and/or classes, parents/care-givers, administrative staff) congregation could be edited into the video. to attend a worship service of the class or school. (1a,1b,2a) Discuss appropriate wording that could be used to tell people what worship is. (1a,1b) WALL PANELS Students create a series of wall panels to show EXPLAINING WORSHIP worship in the Old Testament, early Christian Students make a visual presentation which church and contemporary society. Discuss the explains the elements of worship and activities changes that have occurred in worship and what which take place during worship. The presentation aspects of worship have remained the same. could be displayed in the foyer or the worship Display the panels and students’ comments on area of the school or church. what they have learnt about worship. (1a,1b,3a) Alternatively, students could plan and present a puppet play which explains worship. This could be TELL A STORY used as part of whole-school or congregational Students describe the relationship between God worship. (1b) and his people which is found in the form, space, rituals and content of the worship service. RESPONDING TO GOD’S ACTIONS If students have done an extended study of the Students read Psalm 103 and identify the actions tabernacle, they can take the role of a Hebrew of God the writer describes. parent who takes their child to the tabernacle and Students write a psalm which begins with the first tells them the story of God and his people, and in two verses of Psalm 103 and then continues fact the story of God and the child. (Hebrews describing God’s actions believed that the stories of their ancestors were  from the perspective of the Israelites who had their personal stories.) been rescued from the Egyptian slavery (see If students have done an analysis of a Bible References Menu), or contemporary Christian service or an early  focusing on the actions of God related to Christian worship service, they take the role of a events of a particular season of the church Christian parent who tells the story of God and his year (see Bible References Menu), or people expressed in the Christian worship service.  from a personal perspective. (1a,1b) (Christians identify with the life, death and resurrection of Jesus.) (1b,2c,3a) WORSHIP THEN AND NOW Make a THEN and NOW poster which compares WRITE A PSALM the elements, rituals and style of worship in Old Students write modern psalms that can be used in Testament times with today, e.g. personal meditation and in corporate worship. As a THEN priests made sacrifices for the sins of the guide and stimulus, students find prayers written people; by Christians throughout the centuries and use the NOW Christians confess their sins and receive psalms already studied in the development forgiveness through Jesus. activities. Students can write psalms of praise, THEN people sang songs such as those found in lament, history, celebration, trust. (1a,1b) the Psalms; NOW Christians sing songs such as . . . QUIET REFLECTION (1a,1b,3a,3b) The teacher creates a quiet, reflective atmosphere in which students consider what they have learnt PSALM BIG BOOK about worship during the unit of work. Teacher Make a class big book of favourite psalms which Resource Sheet D1/4 (Part A) can be adapted to could be used for worship. (1a) provide a range of questions to guide students’ reflection. Students record their thoughts and WORSHIP feelings in their journals. (1,2,3) Students use what they have learnt about worship to develop a school worship service. Students use ME? WORSHIP? information from the pastor to develop the theme At the end of a unit of work on worship, students and elements of the service. (1b) reflect on what they have learnt about worship. They present a personal response to what they VIDEO PRESENTATION have learnt in a piece of work entitled ‘Me? Students prepare a video to introduce people to Worship?’ They use a medium of their choice. worship in Christian congregations. Students Teacher Resource Sheet D1/4 (Part B) offers could present information about the importance of some suggestions

ACTIVITIES 10 BANDS A - D 2 CHRISTIANS WORSHIP  What is missing? REGULARLY AND ON  Can people still worship without an altar? SPECIAL OCCASIONS To develop this further, see Development Activities, Faith Statement 3. (1b)

WORSHIP ANYWHERE INTRODUCTORY ACTIVITIES If you have used pictures to make a display of people at worship (see People at Worship, Faith Statement 1) add further pictures of people worshipping in different ways and different places, e.g. quiet reflection, in a natural setting, thoughts A CALENDAR or prayers at bedtime. Discuss how these activities Show students a monthly calendar on which you can also be times of worship. (2c) have marked your personal commitments: school days, sporting events, meetings, etc. Highlight A BOOK each Sunday as the day on which you worship If you have access to the book Worship: Our Gift and share with the students your reasons for to God (see Recommended Resources Menu) use doing this. (2a) this to introduce the concept that worship can take place any time or anywhere. (2c) SPECIAL DAYS Students identify or illustrate days of the week PERSONAL REFLECTIONS which are special to them, e.g. on Wednesday I Share examples of personal worship from your have music lessons; on Saturdays I go to my own life, e.g. a feeling of wonder in nature, quiet friend’s house. Tell students that for Christians, times of prayer, sharing a prayer journal, Sunday is a day which is special. Investigate why worshipping with others. (2c) this might be so and what Christians do to show that Sunday is special to them. (2a) SYMBOLS PHOTOGRAPHS In order to introduce students to symbols used in worship, show students examples of symbols used Bring to school a selection of photographs of in everyday life, e.g. mathematical symbols, flags, special events, e.g. your baptism, a family clothing symbols. Students work in groups Christmas, a wedding. Discuss what is special identifying more symbols. They record each about these occasions, e.g. these were times symbol with an explanation of what it stands for. when people in my family came together to thank Encourage students to investigate also the God/ask for God’s help. Invite students to bring symbolic use of colours, e.g. white: purity, green: similar photographs from their families. (2b) growth. Identify, research the meaning of, and record SONGS symbols used in Australian Indigenous art. Play or sing Christmas or Easter songs to the Students ‘tell a story’ by using these symbols in a students. Students listen to the words and identify drawing or painting.(2b) when each song might be used. Discuss what God did for people at Christmas and Easter and LIFE CYCLES why they are special times of worship. (2b) As an introduction to the liturgical church year, students could CARDS  explore the life cycles of insects or animals; Bring a selection of cards into the classroom, e.g.  illustrate important events which take place in a Christmas, Easter, wedding cards. Sort and classify these cards to identify their features, e.g. school year; the pictures, the verse inside, a Bible verse in  investigate and make a chart which illustrates some. Discuss why some cards include a seasons of the year, describing the reference to God. (2b) characteristics of each season and activities which take place in them. (2b) CLASS WORSHIP AREA (Part 1) If you have a special worship area in CELEBRATIONS AND SYMBOLS your classroom, remove the altar and all displays Discuss the meaning of the word ‘celebrate’. from the area, leaving it completely bare. Ask  What do we celebrate? students questions like:  How do we celebrate?  What do members of the class usually do  How do we feel when we celebrate? Why? here?

ACTIVITIES 11 BANDS A - D  Do we celebrate on our own or with others? them to enjoy the celebration and you’ll talk about Why? it with them later. After the party discuss: Discuss with students important events in their  What was the party for? (Accept reasonable lives which they celebrate. Share stories of these answers and don’t share the reason yet.) celebrations. Use a calendar to highlight these  How do celebrations make you feel? celebrations. Discuss the preparations and  What was the best celebration you have been activities involved in each of the celebrations. involved in? Why was it a great celebration? Students choose three of the most important  Do people always need a reason to celebrate? events they celebrate and create symbols which Why or why not? represent each of these events. Students write an Tell students that the unit they will be doing in explanation for each of the symbols on the back Christian Studies is about worship as a of the symbols. (1b,2b,3a,3b) celebration. (2b,3b)

DOING THINGS TOGETHER DO YOU HAVE TO GO TO CHURCH? In order to introduce the students to the benefits Students discuss in groups and develop a of worshipping together as a group, ask students response to the statement: ‘You don’t have to go to list those activities they enjoy doing as a group. to church to be a Christian’. Each group shares its Students participate in activities they enjoy doing response and answers questions from other as a group, e.g. team games, working together on groups. As a class discuss what makes someone an art activity, and/or illustrate the benefits and a Christian and why people go to church. Go on to advantages of participating as a group. (2a) investigate the impact of worship on the lives of Christians and ways in which Christians can PURPOSE OF COMING TOGETHER AS A worship in everything they do. (2a,2c) GROUP View excerpts from a television news report SPECIAL OCCASIONS showing situations where people gather as a Students draw a map of their life and mark in group for a particular activity. List the purpose of special times. Discuss with students what they did these group activities, e.g. welcoming a visiting at these special times and what people do at dignitary, making people aware of important special times in their lives, e.g. celebrate with issues, watching or celebrating an important friends, commemorate the event with a special gift event. (2a) or memento. Highlight:  How do people show that it is a special SPECIAL DAYS occasion? Use an Australian Almanac to explore the  Why do people celebrate special occasions? significance of celebration days or public holidays Go on to investigate the ways in which Christians during the year. Discuss with students: celebrate special occasions in their lives in  How did the special days originate? worship, e.g. weddings, baptisms. Students could  Do you think it is important to have special also investigate the special events in the Christian days? Why or why not? year (e.g. Easter, Pentecost, Christmas) and ways  What days would Christians mark as special? Christians celebrate them. (2a,2b) Go on to explore special days in the Christian year, e.g. Christmas, Palm Sunday, Maundy IS ONCE ENOUGH? Thursday, Easter, Ascension. (2a,2b) Discuss situations in life in which someone might use the statement, ‘Once is enough!’ During the GROWING RELATIONSHIPS discussion introduce the concept that life involves Students work in groups to brainstorm ways in a great deal of regular activities. Students which they could help their relationships with brainstorm individually a list of things they do friends grow, e.g. talk with them and find out regularly, e.g. brush teeth, school lessons, and about them, spend time with them, give them spend time with friends. They also record what praise for things they do well. Use the activity to they believe are the benefits of doing each of lead into an investigation of worship as a means these things regularly. Share their lists and of helping Christians grow in their relationship with discuss: God. (2a)  How might regular tennis practice affect someone’s ability to play tennis? LET’S CELEBRATE  What might happen if you stopped doing some Throw a surprise party for students, including of these things regularly? e.g. What might balloons, games, music and party food. If happen to a friendship if friends didn’t regularly students ask ‘What’s the party for?’, encourage spend time together?

ACTIVITIES 12 BANDS A - D  What regular activities would improve a PUBLIC HOLIDAYS friendship? Students look through a calendar, listing all the  What types of things might Christians do public holidays in their state/country, e.g. Australia regularly to grow in their relationship with God? Day, Anzac Day, Labour Day. In groups students Go on to explore the benefits of regular worship in investigate the reasons for setting aside these the lives of Christians. (2a,2c) special times. They find out  what happened to make this an important event HYPOCRITES for all people in a state/country to remember; Write the word ’hypocrite’ on the board in large  the significance of the date chosen for the jagged letters. Discuss with students their public holiday; understanding of the word:  what the event has come to symbolise for  What do you think it means to be a hypocrite? people living years after the event;  Give examples of something a hypocrite might  how the public holiday is celebrated at an do. official level.  What is the opposite of a hypocrite? Students share their research and discuss:  Have you ever said (or heard someone say)  Are public holidays meaningful for people? that Christians are hypocrites? What did this  Should public holidays remain on the calendar? comment mean?  What role do the public holidays have in the life Go on to the development item: Genuine worship of a community? country? and hypocrisy. (2c) Move on to a study of Christian festivals and holy days. (2a,2b) A STRESS-FREE LIFE Brainstorm the importance of regular sleep, rest FESTIVALS, FETES, CARNIVALS and leisure for wellbeing. Students find articles in Students collect pictures of festivities, e.g. pictures popular magazines on how to be stress-free. of religious festivals, pictures of last year’s school Students identify what the articles suggest about fete, pictures of local festive events (tourist a person’s use of time. bureaus may have pictures of these). Students Lead on to exploring the importance and value of make a list of what constitutes a festival. What is setting aside time for regular worship. (2a) the overriding mood depicted in the pictures? What is the main purpose for having festivities? TIME Continue by exploring the purpose of Christian Students read Ecclesiastes 3:1–8. (Note that festivals. (2b) ‘time’ is understood as divinely appointed). They find examples of the different time-frames SIGNIFICANT MOMENTS mentioned from their own life experience, Take any fairy tale or story familiar to students, community life and general history. Discuss how e.g. Hansel and Gretel, Beauty and the Beast, The people celebrate and commemorate some of the Frog Prince. Students identify the significant life activities listed in the passage. moments in the life of the main characters and Students draw a time line of events in their lives, give reasons for their choice. indicating times of sadness, happiness, change, Students determine which of these moments growth, new friendships, moves, etc. They identify would be worth commemorating and celebrating times in their lives that are remembered in a regularly. They design a festival/celebration for special way and celebrated. How is this done? one of the moments (students answer who/ what/ Lead on to a study of special worship times and where/ when/ why/ how questions to help them events. (2a,2b) design a celebration). Lead on to explore how significant events in Jesus’ CALENDARS life are celebrated in Christian festivals. (2a,2b) Students investigate the way in which a calendar organises time for different groups of people, e.g. CHRISTMAS AND EASTER Roman calendar, a gardener’s calendar, industry- Divide the class into two groups. One group specific calendars, religious calendars (Hindu, brainstorms what Christmas means to them and Islamic, Judaic calendars). the wider community (encourage students to give Students identify on what basis a calendar is you the whole picture, not just the religious one). organised: seasons? significant events? They The other group does the same for Easter. find out the starting point for the calendar and how Students share and collate the memories, sounds, this is linked to the main purpose and identity of sights, rituals, foods, activities, symbols, emotions the people using the calendar. associated with Christmas and Easter. They find Use this as an introduction to a study of the greeting cards, songs and artwork on the theme of church year. (2a) Christmas and Easter. (The film Steel Magnolias

ACTIVITIES 13 BANDS A - D has several scenes showing how Americans THE THIRD COMMANDMENT celebrate these events.) Tell students that the Bible has an instruction for Students imagine that they are a group of aliens God’s people, telling them to make one day each who have returned home and are reporting on the week a special day on which they can spend time important celebrations of a random selection of with God. Share a simplified version of the third people living in Australia. Students present the commandment: Remember God’s special day and aliens’ version of Christmas and Easter based keep it holy. Discuss what this might mean and entirely on the evidence collected. (2b) how people could remember God and the great things God has done on this day. (2a) TOTALLY DEVOTED TO YOU Students listen to love songs describing two THE FIRST CHRISTIANS people’s love and devotion for one another. As there is no specific story about the first Discuss what it means to be devoted to Christians setting aside Sunday as a day of something or someone, and how people worship, the teacher can use puppets to make up demonstrate their devotion to others and to a a play about the first Christians. See the Bible cause. Is it possible to be totally devoted to two References Menu for verses which depict New people, two causes? Testament worship. The puppet play could include Use this to introduce a study of Christian worship things like as devotion. (2c)  discussing how they will meet together at someone’s home for worship on the Sunday; A LIFE-CHANGING EXPERIENCE  remembering that it was on a Sunday that Brainstorm life-threatening situations, e.g. a boat Jesus rose from the dead; capsized in wild open seas, a car accident, a  gathering together for the worship and using climber falling off a cliff. Students write/speak a greetings that are recorded in the Bible. (2a) monologue of the feelings and thoughts people in such situations might have about their past INTERVIEW actions, relationships, hopes, etc. There is never a Invite people from different age-groups who shortage of such stories in the newspapers, which worship regularly to speak to the students about can be used as stimulus. why they attend worship. Students could prepare Students imagine that such a person is rescued questions like: from death. What will that person’s response be  Why is worship important for you? towards their rescuer?  Do you worship every Sunday? Brainstorm what difference the experience could  Do you worship God only at church? make to the way a person sees their life and their  What do you like about worship? (2a) future. What motivates the change in people’s lives? You may view selected scenes from films, e.g. TIMES OF CELEBRATION Reconstructing Henry and The Doctor. Students share their experiences of celebrating This can introduce a study of Christian worship as events like Christmas or Easter in their families. a celebration of the life-changing rescue achieved Tell students about the ways that Christians by Jesus Christ. (2c) celebrate Christmas and Easter as they respond to what God has done for them, e.g. decorating the church with a tree or banners, the music and songs that are played, having special gifts for the DEVELOPMENT ACTIVITIES children. (2b) VIDEO Watch selections from a video of a special worship THE CREATION STORY occasion, e.g. a wedding, baptism, Christmas Select a Bible story book which tells the story of service. Identify things that show this is a special creation, including reference to God ‘resting’ at time of worship, e.g. decorations, dress of people the completion of creation. attending, the music. Discuss times of rest and the importance of these. Students who have participated in a wedding or Continue by investigating the ways in which other special service could bring photos and share Christians use Sunday as a day to ‘rest’ and their experiences of this. (3b) worship God. (2a) OTHER WAYS OF CELEBRATING Share pictures and examples of ways Christians from other countries celebrate special worship

ACTIVITIES 14 BANDS A - D occasions. Remind students that these are all Explore the ways Christian churches throughout ways that people respond to what God has done. the world celebrate the various seasons of the Learn songs, dances or participate in rituals that church year. (2b) are used on these occasions. (3b) SYMBOLS IN WORSHIP POEMS OR PRAYERS Explore the worship area of the school or church. Read poems or prayers in which children reflect Identify symbols used in worship, e.g. water, cross, on God. Discuss what these are saying about candles, flames, symbol of the Trinity. Discuss God and what he has done, and how these words their meaning and how they are used in worship. can be a way of worship. (3c) Make a flap book which explains symbols used in worship. (2b) WHAT IF I CAN’T GO TO CHURCH? Be prepared to discuss this question if it arises. REMEMBERING SPECIAL WORSHIP Assure students whose parents do not take them TIMES to worship that they can worship God by Students make a class list of special times of themselves. Discuss ways of doing this, e.g. worship they may have observed or been part of, reading a Bible story book, talking to God by e.g. baptism, first communion, school opening themselves, singing songs of praise that they service, thanksgiving service, Christmas. Also know. (2c) provide resources such as videos, photographs and books which describe special times of AIDS TO PERSONAL WORSHIP worship. Students suggest books or aids which could be Students identify the following: added to the items already collected (see Items  Why are these services important to from the display, Faith Statement 2). This could Christians? include books or posters which depict scenes  Why do people come together to celebrate from nature, other types of music. (3c) these special occasions? OTHER PLACES FOR WORSHIP  How do people prepare for these special Students suggest places other than the class or worship times? school worship area where the class could go to Students choose one special worship service and worship, e.g. outside, together with another class, describe what took place and who attended. in the library. (3c) Describe feelings about attending worship with friends and family. (2a,2b) QUIET TIMES Plan for a regular quiet time during the school day SUNDAY OR EVERY DAY? in which you and the students rest. Use music to Identify the reason Christians worship on Sunday, create a relaxing atmosphere. You could share i.e. celebration of Jesus’ rising from the dead on things that you think about during this time and the first day of the week. invite, but not force, the students to do the same. Investigate the Christian belief that worship is a (3c) way of life, not just a weekly ritual. Students identify what the Bible says about ways people WORSHIPPING TOGETHER worship God in their daily life. Students read Hebrews 10:24,25 and Acts 2:42– Romans 12:1 Romans 14:5–7 47 to identify benefits of worshipping together. Acts 2:43–47. They interview Christians of various ages who Students make tableaux, role-play or illustrate worship regularly, to identify other benefits of ways Christians worship God in everything they coming together to worship God. Make a mural do, e.g. sharing God’s love with others, thanking which illustrates these benefits. (2a) God for what he gives, knowing that God is with them at all times. Songs which focus on worship in SEASONS OF THE CHURCH YEAR all aspects of life, such as All to the glory of God (ATA 169), could be useful resources. (2c) Students explore each of the seasons of the church year. They work in groups to identify what the Christian church is celebrating and focusing ROLES IN WORSHIP on during each particular season, Bible stories Invite a member of the worship team from a local which are important in the season, symbols used, Christian church to describe the various roles etc. Create a visual display which describes this people have relating to worship. information about the seasons of the church year. Students make a directory which describes the roles people can have in leading worship, e.g. preach, light candles, take offering, sing or play in the band, greet worshippers, operate overhead

ACTIVITIES 15 BANDS A - D projector, perform a drama, dance, read from the REGULAR WORSHIP Bible, distribute communion. (2a,2b) Students explore ways in which people can have regular private worship (e.g. daily ‘quiet time’, WHY WORSHIP? devotions, prayer) and public worship (e.g. Sunday Students devise a worship questionnaire for worship in a congregation and receiving the Lord’s people who worship at a local Christian church. Supper). They consider each form of worship and They could distribute the questionnaire to list the benefits and difficulties of worshipping worshippers after a service with the request that regularly. Students may express frustration and they complete and return the questionnaire. share the difficulties of worshipping regularly. Students could include questions such as: Discuss ways of establishing regular worship  Why do you worship? routines. (2a)  What do you enjoy about worship?  How long have you been worshipping? CHRISTIAN WORSHIP CEREMONIES  How often do you worship at this church? Students investigate Christian worship  Why do you worship at this church? ceremonies, e.g. marriage, baptism, confirmation.  Are there any changes you would like to see in This could be done in the following ways: the style or format of worship which takes  View a video of the worship ceremony. place at this church? Students record the features of the ceremony. Students collate responses and summarise  Interview a Christian married couple who can findings. (2a, 1b, 3b) share what the marriage ceremony meant to them. PASTOR TALKS ABOUT WORSHIP  Interview parents who have recently had their Invite the pastor or a church worker from a church child baptised who can share what baptism affiliated with the school to talk to the students means to them. about the relationship between the formal worship  Study a worship order for a wedding or service of the congregation and other programs baptism. Students record the elements of the and activities through which members of the worship order. congregation worship. As a class explore the Christian belief that funerals Students make a book which illustrates the are also a time for celebration. Be sensitive to various ways Christians worship, including the students who may have experienced the loss of a ‘serving’ activities suggested by the pastor, e.g. loved one. See Bible References Menu for Bible Worship is . . . readings. (2b)  going to church on Sunday  visiting sick people GENUINE WORSHIP AND HYPOCRISY  having a personal quiet time with God Christian worship is not just a matter of going to  helping people from the aged care homes church on Sunday. The way Christians live their  praying as a family everyday life must show the sincerity of their  attending a Bible study group Sunday worship. Jesus spoke out against  organising child care. (2c) hypocrisy. Form small groups. Each group looks at one of WORSHIP THROUGH THE YEAR these Bible passages in which Jesus describes Students work in groups to investigate the people as hypocrites. How did Jesus use the word seasons and special occasions in the church ‘hypocrite’? year. Gather information about the rituals and Matthew 6:2 Matthew 6:5 worship on special occasions such as Harvest Matthew 6:16 Matthew 23:23 Festival, Reformation Sunday, Good Friday, Mark 7:6 Easter Sunday. Gather information about Each group prepares and presents a short skit Christian traditions and symbols for each church which conveys the message of their Bible verse. occasion. Students could explore worship orders Students discuss ways the stories could be and songs or hymns for each occasion. Each changed to show genuine worship. (2c) group prepares a display about their worship occasion. Discuss: A LIFE OF WORSHIP  What do you think is the most important Listen to a range of contemporary Christian songs occasion or season of the church year? that express the idea that the whole life of a  Why do you think it is important for Christians Christian is a response to their relationship with to celebrate these occasions each year? (2a) God, e.g. I am the light of the world (All Together Again 128); Let’s go out (All Together Everybody 298); My life is in you, Lord (Vineyard) and traditional hymns With the Lord thy task begin

ACTIVITIES 16 BANDS A - D (365), Take my life (377), Fill Thou my life (378) in OPTION 2: Students trace the pattern of rest the Lutheran Hymnal. established by God in the Old Testament: Genesis Discuss: 2:2,3 Exodus 20:8–11  What is the message of the song? Exodus 23:10–12 Leviticus 25:1–7  How would a Christian feel about singing the Leviticus 25:8–22 Deuteronomy 5:12–15 song? Why? OPTION 3: Students investigate how Students use the information they gather to contemporary Jewish people celebrate the develop a cartoon strip entitled ‘A day in the life of Sabbath. a Christian’. (2c) OPTION 4: Students investigate the observance of the Sabbath at the time of Jesus, especially by the WHOLE-OF-LIFE-WORSHIP Pharisees. Christians believe that worship involves every  How did this contrast with Jesus’ view of the aspect of their life (e.g. family, occupation, Sabbath (Matthew 12:1–14; Mark 2:27)? leisure). With the students examine the Ten  What insight does Matthew 11:28,29 give to the Commandments as a description of whole-of-life purpose of the Sabbath? (see also Colossians worship. 2:16,17). Look at the first commandment and the OPTION 5: Students evaluate Luther’s explanation of it in Luther’s Small Catechism. understanding of the third commandment Students find in the explanation words that they ‘Remember God’s special day and keep it holy’ by can use to form a definition of ‘worship’. Write comparing it with God’s explanation in Exodus their definition on the board, e.g.: ‘Worship is 20:8–11. (2a) honouring, loving and trusting God more than anything else’. REGULAR WEEKLY WORSHIP Look at the second and third commandments and Students investigate the pattern of regular worship their explanations. Discuss how these relate to for Christians. They explore the topic from various whole-of-life worship. angles, outlined below. Create a class poster, Form seven groups. Assign one of the remaining entitled The meaning and purpose of regular commandments to each group. The group is to worship. read the commandment and the explanation of it  Students research the history of Sunday in Luther’s Small Catechism and to consider the worship and the reasons for shifting worship question: If worshipping is loving and honouring from Saturday to Sunday. (Some students can God, what does this commandment say about research why Seventh Day Adventists continue Christian worship? to worship on Saturday.) Groups share their responses with the whole  Students interview local Christians who attend class. For each group add one statement to a worship regularly, asking them about the class chart that begins: ‘Worship is . . .’ (2c) meaning and importance of regular worship for them. WORSHIP HELPS  Students examine New Testament passages Arrange a guided tour of the local worship centre on the practice of worship: with the pastor. The pastor can explain the Acts 2:42–47 Acts 13:1,2 meaning and significance of the worship helps, Acts 13:14,15 Acts 14:21–25 e.g. the shape of the building, the crucifix, altar, Acts 20:7 1 Corinthians 11:17,18 stained-glass windows. Discuss the meaning of 1 Corinthians 14:26 1 Corinthians 16:2 worship and highlight the two-way nature of Ephesians 5:19 Colossians 3:16 worship as God revealing and people responding. Hebrews 10:25. (2a) Students design their own worship centre incorporating various worship helps into the OLD TESTAMENT FEASTS AND interior design. (2a,3b) FESTIVALS Students work in groups, each group researching THE SABBATH a different feast appointed by God for his people in Students explore the meaning and the importance the Old Testament (refer to the Bible References of the Sabbath for God and his people. Menu). The NIV Study Bible has a summary of OPTION 1: Students read and analyse the story each feast, the calendar month, the purpose and of God giving manna and quail to the Israelites in Bible references. Students go on to investigate the wilderness (Exodus 16:1–30). how the feast they research is celebrated by 1. What is the people’s attitude to God? Jewish people today. 2. What does God do for the people? Students answer the following questions: 3. What does the Sabbath remind people about 1. What event is commemorated? God and their relationship with him?

ACTIVITIES 17 BANDS A - D 2. What main message does the feast  How is the worship of God to be expressed in communicate about the relationship between daily life? God and people?  On what basis can God demand that a person’s 3. What is consecrated? worship should involve all of life? (2c) 4. Who congregates? Where? When? 5. How is the feast celebrated? (2a,2b) A LIFESTYLE In a broader sense, Christian worship is offering THE CHRISTIAN YEAR God all of one’s life in thankfulness for the new life The Christian year offers Christians opportunity to brought about by the death and resurrection of relive their salvation history. Christmas, Easter Jesus (Romans 12:1). Numerous New Testament and Pentecost are the major festivals of the passages emphasise the impact these life- Christian calendar. Other festivals include changing events make on a person’s life, e.g. Epiphany, Ascension and Harvest. Students work Ephesians 4 and Philippians 2. in groups, each researching a different festival. 1 Peter 1:13 – 2:25 is also an appropriate text to They examine because it is written in the context of the 1. read the Bible stories that form the basis of the resurrection (1 Peter 1:3–9). festivals (see Bible References Menu); To help students understand the motivation for 2. investigate how the festivals were celebrated worship in every facet of life, they select a passage in the early Christian church; from those listed above and analyse the passage 3. investigate how the festivals are celebrated in in four different ways. Divide the class into four local churches, in different denominations and main groups. Give each group a different purpose countries; for reading the passage: 4. list the symbols, objects, activities, 1. BEFORE: From what has God (through Jesus) ceremonies, people involvement etc rescued people? associated with the festivals; 2. GOD’S SAVING ACT: What does God’s rescue 5. make a comparison between the details in the operation involve (for God and for people)? Bible stories and the ritual of the festivals. (2b) 3. AFTER: What is the rescued person’s new identity/situation? MORE FESTIVALS 4. A LIFE OF WORSHIP: What different areas of There are many other festivals which highlight life are affected by the rescue? What attitudes significant moments in the history of the Christian and behaviours are part of worshipping God? church. Other Christian festivals are specific to (2c) denominations, culture groups and local church groups, e.g. Shrove Tuesday, All Saints Day, St THE FIRST COMMANDMENT Patrick’s Day, Reformation Festival, Mothering At the heart of Christian worship is the relationship Sunday, St Basil’s Day. that exists between God and the worshipper: ‘for Students find out which aspects of church life and he is our God and we are the people of his Christian faith are highlighted in the festivals and pasture’ (Psalm 95:7, the Order of Matins). in the dominant symbols and rituals of the The first commandment sums up the focus of festivals. Students determine the link between the Christian worship. See Through the Scriptures ritual and what is at the heart of the festival. (2b) (Section 9) gives a succinct explanation of the commandment. WORSHIP IS MORE THAN RITUALS Luther’s explanation of the first commandment in Students read Daniel 1 – 6. Divide the class into his Large Catechism can be used to stimulate six groups. Give each group a chapter — discussion, especially under the sub-headings: preferably from the Dramatised Bible — to ‘Trust in God is the true worship’, ‘False worship: rehearse and then present to the class. relying on good deeds’, ‘Trusting God, the giver of Continuing to work in groups and on the same all good things’. chapter from Daniel, students find evidence that Students analyse the implications of the first worship of the ‘living God’ involves all of a commandment for the worship of God (refer to person’s life. Matthew 22:37–40 and Jesus’ encounter with the For further study students look at how Amos rich young ruler in Matthew 19:16–22). describes what God expected of his people and Matthew 5:14–16 (you are light) and Matthew what God thought of their worship rituals (Amos 2: 6:22–24 (you cannot serve two masters) are two 6–12; Amos 5:7,10–13, 21–24. See also Isaiah 58 images which illustrate that worship involves the and Micah 6:6–8). totality of life. Students explore the meaning of the Students list the rituals that were part of the passages through role-play, applying it to their life Israelites’ worship. experience. (2c)  What made those rituals unacceptable?

ACTIVITIES 18 BANDS A - D JESUS WORSHIPS USE OF BOOKS Select examples from the life of Jesus which Make worship resources available for students to demonstrate how worship is interwoven in the use at school or at home. Include simple prayer fabric of his life from birth through to death. books, Bible story books, children’s Bibles, tapes Allocate different Bible passages to different of Christian songs. (3c) groups of students. Students write a one-page response to what they have learnt about the MAKE A BOOK nature and role of worship from the life of Jesus. Students make a mini-book that they think could Luke 2:21–24, 41–52 Luke 3:21,22 help someone worship. Provide resources such as Luke 4:1–12 Luke 4:16–21 nature pictures, simple prayers, words from Luke 5:13,14 Luke 5:16 favourite songs, illustrations of Bible stories that Luke 9:28,29 Luke 10:21–24 students are familiar with. Make these books Luke 19:45–47 Luke 22:7,8,14–22 available for students to use in their own time. (2c) Luke 22:39–46 Luke 24:30,46 (2c) CELEBRATING SEASONS OF THE CHURCH YEAR Students choose one season of the church year RESPONSE ACTIVITIES that they have investigated and do one of these projects:  Prepare a worship order which could be used for worship during that season. PERSONAL INVITATIONS  Prepare a drama which presents the message Arrange for the children’s ministry team of the of the season of the church year. local church to give personal invitations to each  Make a list of songs and Bible stories child to attend their worship or meeting times. applicable to that season of the church year (2a) and write or copy a suitable prayer.  Make a banner or an altar cloth for the season, ATTENDING WORSHIP using appropriate colours and symbols. Arrange for your class to participate in a worship  Choose a selection of Bible stories relevant to service on a Sunday. As well as participating in the season, recording the information as a story the worship, use this occasion to discuss what map, time line, or big book. (2b) happened in the service, what students observed in the church. HELPING IN THE WORSHIP SERVICE A video could be made of the service, including Students produce an information sheet which worship aids in the church. (2a,3a) explains the various roles that people can take in a worship service. Make a section on the sheet HOW WOULD YOU WORSHIP? where people can indicate which role they would Students suggest things that could be included in like to help with. a special worship service, e.g. worship at the end Alternatively, students make large cut-out shapes of the school term. They consider things such as: of people. Make a caption for each person which  Why would God want people to worship at this explains the role the person has in worship, time? whether they have a special role or are  Why would people want to worship God at this participating in worship by following the leadership time? of others. (2a,2c)  What do you think God would want to say to people at this time? CALENDAR  What would people thank God for? Students make a Seasons of the church year  What would people ask God for? calendar which identifies and provides information  What songs would be appropriate? about the seasons of the church year, beginning  What words would be suitable to end the with Advent rather than with January. (2b) service? (2b,1b) IT’S GOOD FOR YOU SPECIAL TIMES Students prepare a brochure promoting the Identify occasions that are special to the students, worship services of the local Christian e.g. birthdays, baptismal birthdays, the birth of a denominations. In the brochure students include new baby, and plan a worship order that can be information about worship times and the benefits used on these occasions. (3b) of regular worship. The brochures could be distributed with the school newsletter. (2a)

ACTIVITIES 19 BANDS A - D ALTAR CLOTHS FOR SEASONS OF THE CHURCH YEAR Students design simple images and symbols for each season of the church year. Use a range of resources to determine colours and appropriate pictures. Students use these designs, together with techniques such as long stitch, patchwork or cross-stitch, to create altar cloths for the classroom or school worship centre. (2b)

WORSHIP AS A CELEBRATION OF LIFE Students prepare a worship service to celebrate a special time in their life (e.g. moving into a new home). Students use what they have learnt to develop a theme and order of service and to select songs and readings and thoughts for the sermon or address. Students could also give some consideration to the way in which they would like the place of worship decorated. (3a,3b)

GREETING CARDS Students create a greeting card for a celebration in the Christian year or for a stage in a Christian person’s journey of faith. Students carefully select pictures and symbols that denote the significance of that event for Christians. (2a,2b)

POSTER PRESENTATION Students make posters of different festivals of the Christian church, focusing on those festivals celebrated by Christians in the local community. (2b)

PLAN A FESTIVAL DAY Students choose a significant event in the life of the school. They plan a festival, including a worship event, which celebrates the importance of the occasion for all students and staff in the school. (2b)

THE LORD’S PRAYER Is an example of how a relationship with God permeates all of life. Students present the Lord’s Prayer, using their creative and artistic abilities — music, art, drama, dance, movement — to communicate the nature and role of worship in the life of God’s people. (2c,3a)

ACTIVITIES 20 BANDS A - D 3 CHRISTIANS WORSHIP symbolic movement in worship, e.g. the sign of the IN A VARIETY OF WAYS cross, hand held up in blessing. (3b) MUSIC Bring musical instruments into the classroom for INTRODUCTORY ACTIVITIES students to use. Allow time for students to play with the instruments. Revise the names of the instruments. Use this activity as an introduction to the use of music as a way of responding to what AN ALTAR God has done, both in Bible times and today. (3b) Place a large rock where the class altar usually stands. Allow time for students to speculate on RITUALS why this may be there before telling stories from In order to help students understand the concept the Bible in which people built a stone altar to of ritual, students list and illustrate things they do worship. (3a) in the same way each morning, e.g. brush their teeth after breakfast, have cornflakes for breakfast, A VISIT TO THE WORSHIP CENTRE or rituals which take place at school or in the class, e.g. assembly, morning devotion, fitness. Take students to the worship centre or church and Identify rituals associated with celebrations such ask them to illustrate the things they see, e.g. as birthdays, e.g. giving presents, singing ‘Happy cross, candles, altar, songbooks. Use their birthday’, birthday cards, blowing out the candles pictures to begin discussion about the way in on the birthday cake and making a wish. Students which these items remind people of God’s choose an occasion or situation where rituals presence in worship and how they are used as a occur. Role-play rituals. response to what God has done. (3a) Students describe rituals which are a part of the activities of clubs or interest groups they may be WHERE ARE THESE USED? involved with, e.g. sporting groups: welcome team Show students objects that are used for a members, stretching exercises, skills drill, practice particular purpose, e.g. sports items, pieces of a game, cool down. board game. Students identify where they are Research rituals and ceremonies of Australian used and why. Indigenous people. Summarise the events which Show students pictures of aids that are used in take place in the ceremony, the special way they worship, e.g. candles, Bible, altar. Students occur and the purpose of the ceremony. (3a) identify where these are used and why. (3a) BODY LANGUAGE DANCE Discuss and identify messages conveyed by body Play some popular music and invite the students language, e.g. shaking a fist, shrugging shoulders. to join in with dancing. Share times and reasons Identify feelings associated with body language or why people dance today and how dancing makes body position. This can be used as an introduction people feel. to ritual gestures or body positions used in Use this activity to introduce dance as a way of worship. (3a) responding to what God has done, both in Bible times and today. (3b) WORSHIP PICTURES Show students pictures of people worshipping. THE SENSE OF SMELL Discuss what people are doing and reasons for Pass around objects which have a particular their actions. Students share with the class their scent, e.g. gum leaves, toothpaste or soap, a own experiences of worship. Students record their tissue with perfume. Ask students to name and descriptions or understanding of what takes place describe other scents and what they remind them during worship. of. Show students photographs from non-fiction Use this activity to introduce the use of incense as resources of the various ways Christians around an expression of worship in Bible times. (3b) the world worship and celebrate important festivals of the church year. (3a,3b) SYMBOLIC MOVEMENT Discuss hand movements that people use to TRADITIONS convey a message, e.g. hands up for ‘stop’, Ask students to interview their parents about gesturing with the index finger to indicate ‘come traditions that their families have at special times here’. Use this activity to introduce the use of such as Easter and Christmas. Students develop a list of traditions and record what families know

ACTIVITIES 21 BANDS A - D about the origin of such traditions. Consider using music is played, students record what the music the resources in the library to explore any makes them think about. common traditions. Tell students that the Christian As a class discuss: church has traditions in worship and that they are  What type of music did you like best? about to explore how many of these traditions  Would some music be better for different types developed. (3a) of worship occasions, e.g. wedding, funeral?  What type of music would you find most helpful WORSHIP IN FILM for worship in class or school worship? View segments of various films which present Go on to explore ways in which Christians have images of Christian worship, e.g. Sister Act, The used the arts to worship creatively. (3a,3b) Apostle, Moby Dick. As students view, ask them to record their comments about and reactions to ALONE OR WITH OTHERS the style of worship shown. (3a,3b) Make a list of activities which students might be involved in regularly, e.g. they play sport, watch CHANGE particular television programs. Students sort or The teacher and/or students bring wedding classify whether the activities might best be done photos from different periods. (Family history all alone or in the company of others. Students books may be a useful resource.) Compare the work in groups to prepare role-plays to show the photos and discuss the changes which have advantages and disadvantages of completing occurred over time. Interview an older and a some activities alone and some with others. Go on recently married member of the local to explore the features and benefits of public and congregation who can share information about the of private worship. (3c) traditions involved in their wedding ceremonies. Discuss: CORDS  How important are traditions? Give a practical demonstration of the image from  Why do you think some traditions change? Ecclesiastes 4:12: ‘A cord of three strands is not  Where did some of the wedding traditions quickly broken’. Challenge students to write on originate? slips of paper what they think this demonstration Use this activity to lead into an investigation of might have to do with Christian worship. traditional and non-traditional worship. (3a) Attach the ‘cord’ and the students’ ideas to a graffiti poster which you display throughout the ARCHITECTURE AND ART unit. At the conclusion of the unit, look again at Students visit a variety of Christian worship students’ comments to see which ones they now buildings to look at the architecture, art, signs and think are appropriate and which they would like to symbols. The local minister may be able to remove or change. (3c) provide a tour of the building, highlighting the significance of the artwork and architecture for DO I KNOW THESE WORDS? worship. Each student chooses a building to As an introduction to aspects of Christian worship, report on, including information about the art and students find in a dictionary the meanings of: architecture. (3b) ceremony decorum convention tradition ritual rite ARTWORK formality celebration liturgy. Students look at pictures of artwork (paintings, Students give concrete examples of the words, stained-glass windows,) featured in cathedrals. using the school context. (3a,3b)  Which Bible stories, themes or symbols are featured most? Why do you think they are SYMBOLS featured most? Use this or one of the following activities to  What message is presented through the introduce a study of the rituals of Christian artwork? worship.  What impact would the artwork have on people Rituals involve symbols which express rich worshipping in the cathedrals? (3a,3b) meaning. Students think of objects, photos, images, experiences and events that have MUSIC IN WORSHIP significance and meaning for them. Students bring objects etc to the class and share Students make themselves comfortable with the story of the objects, explaining the value and paper and pencil. Play different types of music, meaning the objects have for them personally. ranging from traditional hymns and Gregorian Students attempt to sum up in a sentence what chants to contemporary music. As each type of their object symbolises for them. (3a)

ACTIVITIES 22 BANDS A - D RITUAL IN LIFE is associated with this place to make it special and Elements of ritual act like a collage, giving an what happens within them when they visit this event or a life richness of meaning. Ritual is place either physically or in their memories. (3a) evident in all areas of life, e.g.  sporting events, e.g. Olympic Games, MANY DIFFERENT WAYS Wimbledon, World Cup Soccer, AFL and There are many ways of celebrating the same Rugby matches event. Students investigate which traditions and  rites of passage from foetus  child  adult rituals are always performed at Olympic Games  authority figure  elder and how each host country adapts these. What  celebration of significant events, e.g. birthdays, impact have historical events and developing weddings, graduation technology had on the way Olympic Games  civic events, e.g. opening of Parliament, ceremonies have been conducted? Australia Day observance Alternatively, students investigate how different  processes of the law groups will celebrate (or have) celebrated entering a new millennium.  social events, e.g. barbecue, rock concerts This can serve as an introduction to a study of  religious festivals. what is common and what is different in various The class examines the elements of ritual in one forms of Christian worship. (3b) of these contexts, or students work in groups, each examining a different context. Students create a diagram, or tell the story, or re- enact the event to illustrate the part the following DEVELOPMENT ACTIVITIES elements play in the ritual event:  the nature and use of space and time  the specific roles  actions and responses of people CLASS WORSHIP AREA  the use of colour, furnishings, objects and (Part 2) If you have removed the class altar from symbols the worship area (Part 1), put back one article at a  the structure and sequence of the elements. time. As you do so, discuss its significance as an Students discuss the messages and values the aid to worship. (3a) ritual conveys. (3a,3b) ALTARS IN WORSHIP FAMILY RITUALS Select stories from the Bible References Menu in Ritual is a means of expressing and passing on a which people built an altar to worship. If you have group’s values and of providing an identity and made an altar in the classroom, act out the Bible bond for the group. Working in small groups, stories around the altar. students describe to one another what their family Take students to the school worship centre or the (and extended family) does to celebrate birthdays, church to look at an altar used in worship today. Christmas, holidays and other family events. (1a) Students consider how time is set aside for family celebrations. They identify the elements of ritual AN A-B-C BOOK that are present in the celebrations. What is their Make an alphabetical big book of things related to own specific role in the celebrations? Discuss Christian worship. Words that could be used times when the celebrations take a different form, include: when the ritual is changed. altar Bible Students discuss the importance of celebrating candles/cross/choir dance/decorations family events with other members of the family. Easter flowers (1b,2a,3a,3b). gospel hymns incense/Immanuel Jesus A SENSE OF PLACE king/kindness liturgy Rituals are often set within a context which is then music nave/name of God invested with meaning for a person. Begin with a offering pastor/prayer discussion on the importance of the bush, the quiet response sea, wide-open spaces, quiet places for people. singing/Sunday tabernacle/temple What do these places symbolise for many ushers vestments/vicar people? What different opportunities do these worship/wonder x y z. places offer people? Include illustrations and an explanation for each Students write about or draw a place that has word. (3a) been special to them. They reflect on who or what

ACTIVITIES 23 BANDS A - D AIDS TO WORSHIP IN BIBLE TIMES Burn incense so that students can understand Investigate the items that were included in the what this scent is like. Use incense in your class tabernacle and temple and their significance as worship. aids to worship (see Bible References Menu). (Consider the health of students before Compare these with worship aids used in the undertaking this activity, e.g. severe asthmatics). church today. (3a) (3b)

RECREATE THE WORSHIP CENTRE FLORAL ART Use alternative ways of setting up a class worship Invite a person skilled in floral art to explain how centre as a special place in which to worship, e.g. flowers can be arranged and used as an include cushions or bean bags, use other items expression of worship. from nature instead of flowers, use scented Provide flowers for students to make their own candles, include balloons as a symbol of arrangement. (3b) celebration. Groups of students could take it in turns to Y-CHART arrange the worship area according to their ideas, Make a Y-chart about worship, e.g. worship looks e.g. change every fortnight. (3a) like, sounds like, feels like. (3b)

A MUSICIAN GENERAL ACTIVITIES Invite a musician who plays or sings as part of congregational worship to visit the class. The BIBLE VERSE Students learn an visitor may speak about the way he/she uses appropriate Bible Verse (see page 11). music in worship, perform a piece of music that is SONGS Students learn songs related to each used in congregational worship, and/or teach your Faith Statement (see Resources for Music and students a new worship song. (3b) Devotions in the appendix). BIBLE CHARACTER (a recommended MUSIC activity for Level 3) Students learn about a Investigate the musical instruments that were specific Bible character. TRS A3/extra contains used to accompany worship in Bible times. information and activities about Solomon. Students make their own instruments to use to Solomon is remembered for building the temple accompany songs and appropriate psalms, e.g. as a place of worship. Psalm 150. (3b) RITUAL IN WORSHIP MUSIC FROM OTHER COUNTRIES Identify rituals which take place in class worship, Teach Christian songs and play Christian music school worship and/or church worship, e.g. people from countries other than your own. (3b) sit facing an altar, light candles, stand to praise God, respond to the readings. Students make a DANCE book which describes and illustrates worship Select examples from the Bible References Menu rituals and their meaning. The book could be to investigate how dance was used in the Bible as suitable to be used as a reference book in the an expression of worship and a response to what library or to share with junior primary students, God has done. As a class brainstorm possible verbal and non- Invite a guest to demonstrate liturgical dance to verbal rituals or modifications to rituals which could your students, or together make up dance be used to enhance worship. (3a) movements to accompany songs. (3b) WORSHIP IN THE OLD DAYS SYMBOLIC MOVEMENT Students interview grandparents or older people in Identify and discuss the way hands are used in the church affiliated with the school to discover worship, e.g. folded in prayer, passing the peace, what worship was like when they were young. raised in blessing or prayer, making the sign of What has changed? What is the same? Share the cross. examples of music, rituals, prayers. (3a,3b) Provide opportunity for students to practise these movements and use them in class worship. (3b) BAPTISM AND HOLY COMMUNION RITUALS INCENSE Students identify the rituals involved in baptism Use the Bible References Menu and a Bible and the celebration of Holy Communion. Students encyclopaedia to investigate the use of incense in create a booklet which describes and explains the worship. rituals involved in these sacraments. Link holy communion rituals with Jesus’ celebration of the

ACTIVITIES 24 BANDS A - D Passover meal (see Bible References Menu). worship centres today. Include a variety of worship Investigate and present information about sites including cathedrals, open air. Make models, different rituals used in these special ceremonies. plans, illustrations of these buildings/areas and the (3a) worship which took (takes) place there. (3a,3b,1a,1b) WORSHIP STYLES Students contact local churches to ask about the SPECIAL TIMES OF CHRISTIAN WORSHIP worship services they provide. Include information Students choose a special time in the church year about the form or style of worship, elements of for Christians, such as Easter, Lent, Christmas, or worship, the times worship takes place. a special worship occasion, such as baptism, Students could attend worship at a local church confirmation, marriage, and illustrate the and prepare a report about the worship, e.g. style, celebration. elements, participation of people, rituals. They investigate and compare the way Christian Make a display with information about the various churches around the world celebrate this particular worship services. (3a,3b,2a,1b) event. Find out from local Christian churches about the WORSHIP AIDS features of the worship at these times. (3a,3b) Identify aids which could enhance worship, e.g. puppets, drama, dance, multimedia presentations, A PHARISEE AND A TAX COLLECTOR banners, music. Identify what part of the service Students read the Bible story of the Pharisee and these aids could be used in. the tax collector (Luke 18:9–14). Identify the Invite from congregations people with particular postures of the two men in the temple and what skills, e.g. liturgical dance, drama, banner-making these postures indicated about their attitude to or music, to present a workshop or share the way God. Students illustrate the men and the postures they use their skills in worship. (3a,3b) they used as they prayed in the temple. Include speech bubbles of what the men said. (3a) MUSIC AND WORSHIP Research the use of music in worship in Bible POSTURES IN WORSHIP times, e.g. see Psalm 150 which describes the Observe and record the various body instruments used to praise God. Tell students that postures/language of Christians worshipping in the book of Psalms in the Bible was like a church, e.g. stand, sit, kneel, close eyes, raise hymnbook or prayer book for God’s people. Find arms, shake hands, clap. Students record the psalms which could be used for praise, asking for message these body postures convey. forgiveness, blessing, invitation to worship, etc. Alternatively, students make a puppet or ‘person’ Compare the words and music of hymns from from flexible materials such as pipe-cleaners. previous centuries with contemporary Christian Students can show the various postures of people songs. What is different? What is the same? in worship, using their pipe-cleaner ‘person’ or Students write their own hymn/song which could puppet. (3a) be used in worship. Identify in which part of worship it could be used. (3a,3b, 1b) INDIGENOUS AUSTRALIANS WORSHIP Students explore any examples of Indigenous THE ARTS AND WORSHIP Christian worship the teacher is able to provide. Identify examples of Christian artwork in local They compare these forms of worship with other churches and worship centres which enhance Christian worship experiences. Describe or worship. How does each piece of art contribute to illustrate what is common and what is unique in the the worshippers’ sense of the worth of God? various worship styles. (3a,3b) Alternatively, students look at books with pictures of artwork in churches. Students design a piece of artwork which could be GENERAL ACTIVITIES placed in a worship centre to assist worship. BIBLE VERSE Students learn an Describe the purpose and message of the appropriate Bible verse (see Bible References artwork. (3a,3b) Menu page 11). SONGS Students learn songs about Worship PLACES OF WORSHIP (see Resources for Music and Devotions in the Research the places of worship in Old and New appendix). Testament times, e.g. the tabernacle, the temple, homes (see Bible References Menu). PLACES OF WORSHIP Compare worship locations in the Bible with Through a combination of the following activities, places of worship throughout the ages and students explore ways in which people have used

ACTIVITIES 25 BANDS A - D their creative abilities to design places of worship.  Why do you think this is so important it is found They create a pictorial display of worship places in each of these liturgies? through the centuries. Interview the pastor or use non-fiction texts to  Investigate the Bible’s description of God’s investigate these elements of worship. Students people worshipping in special places (e.g. develop a flow chart for a worship service, Jacob, Abraham and Moses. See Bible highlighting the common elements and explaining References Menu). their meaning and purpose. (3b)  Read and investigate the Bible’s description of the temple and view pictures of the temple in MUSIC IN WORSHIP Bible handbooks and encyclopaedias and Students interview people from the local discuss its features. congregation who provide music for the worship  Students investigate and record information services, e.g. members of bands. They ask the about worship places such as basilicas and musician(s) what they believe about the cathedrals and the features of these worship importance of music in worship. Include people places. from different age-groups who can talk about the  View pictures of artwork on display in the significance of hymns, songs and rock music in cathedrals. Discuss the images and the artist’s worship. message. Students could read contemporary Christian music  Go on an excursion to visit Christian worship magazines, available from Christian bookshops, to centres in the local community. Students take explore what Christian musicians believe is the photos and record the features of these importance of music in worship. worship places. (3a,3b) Students investigate the book of psalms in a study Bible to find any information about the psalms WORSHIP IN CHRISTIAN being set to music and used in worship. Students DENOMINATIONS read psalms written by David and develop their Students work in groups to conduct an own musical accompaniment (a tune to which the investigation of worship in local Christian psalm can be sung or one which can be played in congregations, e.g. Uniting, Catholic, Greek the background while the psalm is read). Students’ Orthodox, Baptist. Each group chooses a musical psalms could be used for class or school denomination to investigate and report on to the worship. (3a) class. The investigation includes attending a worship service, sketching the interior of the STEP-BY-STEP INSTRUCTIONS worship building and recording what happens Students investigate a worship liturgy commonly during worship. used in the local congregation. The pastor may be Alternatively, local pastors could be contacted and able to explain the origin and significance of each asked if videos of worship services are available. part of the liturgy. Bible encyclopaedias may be Students view these to explore worship in useful for investigating the biblical origin of Christian denominations. Each group prepares a different parts of the liturgy. poster or oral report about worship in a Christian Students attend a worship service as a class and denomination. (1a,1b,2a,3a) record what happens during each part of the service. Students develop a step-by-step YOUTH WORSHIP instruction manual for people who attend worship Students interview young people involved in for the first time. The manual explains the different preparing Christian youth (or contemporary) aspects of worship. (3a,1a) worship services in your local community or district. The young people could share information PUBLIC AND PRIVATE WORSHIP about the features of the worship and ways the Students read a range of Bible stories and youth worship service is different from traditional readings about public and private worship, e.g. the worship. The youth group could be invited to lead early Christians’ regular worship meetings and a school worship service and students could Paul’s private study of God’s word and personal discuss their response to the contemporary commitment to a life of worship (see Bible worship experience. (3a) References Menu). Students record what each story reveals about the importance of private and WORSHIP LITURGIES public worship. (3c) Students investigate a range of liturgies used in worship and list the elements common to all RESOURCES FOR WORSHIP liturgies. Discuss each of the common elements: Have available a selection of worship resources which include resources designed for congregations (e.g. hymnal, service orders),

ACTIVITIES 26 BANDS A - D resources that are designed for family or small information to the file about the God whom group devotions, and resources which are Christians worship and the way they worship designed for private devotions. Each student (or him. pair of students) selects one book and makes notes for a brief oral book report which includes: RITUAL ELEMENTS  title and author of the book In pairs students receive a word that represents  the way the book is organised ideas, emotions, actions and attitudes that can be  situation in which the book could best be used: expressed in a worship service. individual devotions pride humility sorrow a family joy brokenness wholeness a small group like the class receiving self-giving healing a large group like the whole school or a awe reconciliation togetherness congregation reverence meditation initiation  anything they like about the book blessing being sorry gratitude  anything they dislike about the book. equality freedom honesty Students could present their book reports in small forgiveness instruction communication groups, or two or three students could give closeness serving others belonging reports in each lesson during the unit. (3c) Students create ways of using the body (posture and gestures), movement (dance, mime), music PERSONAL AND GROUP PSALMS (song, instruments), visuals (graphics, art, The psalms in the Bible are songs or hymns in banners), elements (fire, water, earth, bread etc) to which people worship God. Some psalms are convey the meaning of the words. worship songs of individuals; others express the The teacher tells the story of Joseph or Daniel. worship of groups. Assign the following psalms to Students identify the ideas, actions and attitudes students randomly. Students work in pairs to read from the above list that they find in the story. They their psalm and determine: then create rituals which tell the story of the  What kind of relationship with God is relationship between God and Joseph or God and expressed? Daniel. Their ritual can be incorporated in a school  Is this a personal (one person) expression or chapel service where and when appropriate. (3a) the expression of a group? Why do you think that? RELIGIOUS RITUALS Students sort the psalms into group psalms or Students investigate elements of religious ritual in individual psalms. They could use the individual worship found in different religions and/or in psalms to develop prayer books for the class different Christian traditions. Students focus their library. Students could use the group psalms to investigation on rituals present in one aspect of create a series of overhead transparencies for worship, e.g. honouring God, prayer. Students find class worship. pictures, view sections of videos on different Recommended psalms to use: religions and draw from their personal experience. 3 4 6 13 23 43 54 If possible, students interview people who worship 61 70 101 120 121 130 131 on a regular basis. 20 46 47 60 67 75 95 Students list: the objects, words and gestures used 99 100 11 134 136 149 150 in the ritual, the different roles and behaviour of 118:1–4 (3c) people, when and where the ritual takes place. Students analyse the messages these rituals GENERAL ACTIVITIES convey about the deity being worshipped and the relationship between the deity and the BIBLE VERSE Students learn an worshippers. Of what importance and benefit are appropriate Bible verse (see page 11). the rituals to the individual worshipper and to the SONGS Students learn songs related to the group? (3a) concept (see Music and Worship Ideas in the appendix). SACRED PLACES TIME LINE (A recommended activity for Students investigate the places that are set apart Level 1) If the class is developing a time line for for religious activity and ritual in different religions. Christian Studies, put on the time line any If students work well together in groups, assign events that were particularly celebrated in each group a religion, otherwise the entire class worship. can focus on one area of study, e.g. Islam. GOD FILE (A recommended activity for Level Students find answers to the following questions 2) If the class is developing a God File, add and present their findings as illustrated fact sheets.  What makes the place sacred?

ACTIVITIES 27 BANDS A - D  When and where was the place first declared 3. Students investigate the significance of the sacred? different aspects of the ritual of Holy Communion  How do the layout, furnishings, positioning of practised in the Christian church. They find out the place emphasise its sacredness? how Holy Communion is conducted in different  What specific rituals are related to the Christian traditions. They interview Christians to sacredness of the place? find out the relevance of Holy Communion for  What religious activities are performed within them. sacred places in general? 4. Students identify the main message about  What motivates believers to go on pilgrimages God’s action articulated in Holy Communion. to sacred places or otherwise to spend time at Students think of new rituals, gestures, words and sacred places? actions that would convey the meaning of Holy Students investigate the notion of ‘sacred space’ Communion clearly to people who do not come within Christian traditions. from a church tradition. This activity can be done in conjunction with God A similar procedure can be followed in looking at is Present under Faith Statement 1. (3a) the ritual of Christian baptism. Students explore the link between the crossing of the Red Sea WORSHIP SPACES (Exodus 14,15), the crossing of the Jordan river The way space is organised reflects and shapes (Joshua 3,4) and Christian baptism (Matthew Christian worship. Students begin by researching 28:19; Romans 6:3–7). (3a) the way Christians over the course of history have arranged their worship space, e.g. home WORSHIP IS DRAMA churches, catacombs, cathedrals, crypts. The Christian worship service can be described as Encyclopaedias such as Encarta 98 (under a drama of several acts in which there are two Church Building) give diagrams and relevant main actors: God and people. Give students a brief information. Students find out what factors have summary of the drama, e.g. influenced the size, shape, use, and decor of the worship places. ACT 1 Assembling in God’s name Brainstorm various uses of a Christian place of Scene 1 Call to worship worship, e.g. for weddings, funerals, Sunday and hymn of praise worship, prayer meetings, choir practice. If Scene 2 Confession, pardon students have little experience of worship, invite a and response of praise local church member or the pastor to speak on Act 2 Proclaiming God’s word . . . this topic. Students look through various forms of worship Students analyse the unfolding of the drama in (including the service orders) that are used in a both the service with holy communion and the local church. They list the different types of service without holy communion in the Lutheran interaction between people during the service, the Hymnal. number of people/groups that are involved in Students identify the patterns of listening and presenting various parts of the service. speaking, giving and receiving, God acting and Students determine which of the worship spaces people responding. researched would best accommodate the needs To help students with the activity, select one of contemporary worshippers. (3a,3b) aspect of the worship service which is repeated several times, e.g. RITUALS TELL A STORY Leader: The Lord be with you. 1. Students investigate the origins and Congregation: And also with you. observance of the Passover in the history of the Ask students to dramatise this response using one Israelite people. They list the elements of ritual or more of the above patterns. common to all the accounts and state the Different forms of Christian worship services can importance and relevance of these rituals for the be analysed in the same way. (3a,3b) Israelites. Exodus 12:1–28 Exodus 24:3–11 DIFFERENT FORMS OF WORSHIP Leviticus 23:4–8 Deuteronomy 16:1–8 Christian worship is in the name of the Triune God. 2 Chronicles 35:1–19 Ezra 6:13–22 It is God making himself known. It is God forgiving, 2. Students investigate the way that Jesus renewing, empowering and blessing his people. It celebrated the Passover with his disciples is people responding to God in adoration, (Matthew 26:17–30). They note which new confession, thanksgiving and intercession. In aspects of ritual Jesus added and the important worship Christians state what they believe. message that Jesus was conveying through that addition.

ACTIVITIES 28 BANDS A - D Different forms of worship services reflect the  prepare a dramatisation of a suitable Bible Christian calendar, stages in Christians’ faith and passage; the various needs of people.  plan which type of visuals can best Students collect worship service orders that are communicate the message. The groups should  designed for special occasions, such as the use the skills of the various members of the opening and closing services of the school; group;  conducted at different times of the church  find prayers and psalms, giving some thought calendar, e.g. Maundy Thursday, Easter, to how the congregation can be involved. Pentecost services; Students find out about different choral  God acting at different stages in the life of a speaking techniques; Christian, e.g. baptism, confirmation;  find appropriate music and songs. It is not  focusing on specific needs of people, e.g. necessary to have only singing. healing services, youth services, Taize As a class students discuss how they can create a services; meaningful worship experience for all students.  from different Christian traditions, e.g. They then decide which of the prepared items are Quaker, Methodist, Roman Catholic; to be included in the service and plan how best to  traditional and contemporary within a sequence the different parts of the service. (3b) Christian tradition. Students work in small groups, each group PUBLIC AND PRIVATE WORSHIP comparing and contrasting two different forms of Some people claim that it is not necessary for worship. They answer the following questions: people who believe in God to attend worship 1. What is the service celebrating? services regularly — that they can worship God 2. What elements of ritual are common to all while walking through a rainforest and on a beach. services or unique to each service? Students investigate the role in a Christian’s life of 3. What aspects of God and of Christian belief private worship/devotions and regular corporate are emphasised? worship. 4. What mood will the service probably create? 1. Students examine Jesus’ prayer recorded in 5. Who will be likely to attend this kind of John 17. What does the prayer reveal about service? Jesus’ relationship with God and the role of 6. What is the high point (climax) of the service? prayer in the context of his life situation? Students discuss how presentation could either See Bible References Menu under Jesus enhance or block the message in worship. Which Worships for material which points to Jesus’ do they think is more important: the form or the regular involvement in corporate worship. Note content of the service? (3b) what Paul writes in Philippians 4:4–7. Students look through devotional books published DESIGN A WORSHIP SERVICE for private use. How do they help people in their Use this activity to teach students about the relationship with God? nature of worship and the different forms that 2. Students analyse what the biblical descriptions worship can take. The formal teaching can of the Christian church imply about the nature happen as students are involved in the planning of Christian worship: and designing. flock John 10:11,14–16, 27,28 Students brainstorm significant events of school 1 Peter 2:25 life for their year-level or for the whole school. family Matthew 12:48–50 They choose an event for which they design a Ephesians 2:19 worship celebration. As a class students body 1 Corinthians 12:12–31 determine what aspect of the relationship Ephesians 4:12 between God and people it will be appropriate to building Ephesians 2:20–22 emphasise. 1 Peter 2:4–8 Students then form groups, each of which branches of a vine John 15:1–17 develops a different part of the service. Each Each student writes an extended response to group will need a runner who communicates with ‘Regular worship is not an optional extra for other groups so that some coherence of ideas is Christians’. Refer to Regular Weekly Worship in maintained. Give students books with examples of Development Activities Menu for more Bible different forms of worship. Different groups references. (2a,3b)  consider how to make best use of the worship space. They need to produce a plan, showing seating arrangement, when and where different groups who are presenters will be RESPONSE ACTIVITIES positioned;

ACTIVITIES 29 BANDS A - D Each group is responsible for a section of the worship. Students use a variety of media to present the important elements of worship. Consider the use of symbols, music, drama, MAKE AN ALTAR banners, multimedia. (3a,3b,1b) Students use boxes to make their own model altars. Make a cross and candles to go on the altar. (3a) WEB SITE DANCE Students set up a web site which has examples of service orders or ideas for worship they have Students make up their own dances as an act of developed. Explore sites from other Lutheran worship. Provide resources such as appropriate schools and churches in Australia or overseas. music or musical instruments, coloured scarves or Ask students to share ideas for worship. (3a,3b) loose clothing. (3b) WORSHIP USING THE SENSES THE SENSE OF SMELL Students prepare a worship service for the school Invite students to suggest other ways that they community. Students consider the following could experience the sense of smell in worship, questions: e.g. scented candles, passing around flowers or  What is the theme of the worship? (Use Bible gum leaves as part of worship. (3b) stories or verses as the basis for developing the theme.) SIGNING  Where will the worship be held? (People Teach students ‘signing’ actions they can use to worship in different settings, e.g. in parks, accompany singing in worship. (3b) worship buildings, halls. The theme of the worship will guide the selection of venue, e.g. a MUSIC worship about God’s creation ideally may be Students make up their own words or use verses held outside.) from the Psalms as a basis for writing songs that  What colours will worshippers experience? could be used in worship. Provide opportunity for (The theme of the worship will assist students students to share these with the class. (3b) to choose an appropriate colour.)  What sounds will worshippers hear? DECORATE THE WORSHIP AREA  What symbols will be used to help worshippers Together with the students, consider how the focus on the theme and remember the worship worship area in either the school or classroom experience? (3b) could be decorated to incorporate the use of the senses in worship. (3b) STAINED-GLASS WINDOWS Provide a range of pictures of stained-glass A SENSORY WORSHIP windows or study those in the local churches. Together with the students, plan a worship service Discuss the stories presented and the techniques that incorporates the use of the senses. Present used. Students create their own stained-glass this at a school worship service. (3b) window, using cellophane and black card. The stained-glass window can show a worship symbol WORSHIP INFORMATION BROCHURE or illustrate a Bible story. These could be displayed Students produce a brochure which gives in the worship centre of the class or school. (3b) information about worship at a particular church. The brochure can include information about the WORSHIP BOOK times worship takes place, the worship styles, the Students study the features of hymn- and benefits of attending worship at the church, and songbooks used in worship. They identify the other opportunities to worship through the features, such as songs grouped in themes, activities and programs which take place at the prayers and responsive psalms. Assign different church. (3b,2a,2c) sections to groups of students. Students read and select songs or hymns, psalms and prayers to WRITE A SERVICE ORDER write a class worship book. The books could be Having studied a variety of service orders and used in class worship. (3a,3b) identified the most important elements, students prepare a worship service which could be used for WORSHIP IN TOMORROW’S WORLD school worship. The students need to identify — Discuss with students the advantages and or the teacher provides — a message or theme as disadvantages of the changes technology can a focus for the worship. Students work in groups.

ACTIVITIES 30 BANDS A - D bring to worship, e.g. televangelism, worship on worship, why people worship. Students should aim the Internet. to communicate the richness and diverse nature of Students explore the impact technology could Christian worship through a presentation of have on Christian worship services, e.g. video Christian worship through time and across different and computer images, large screens to view the Christian traditions and cultures. (1b,2,3) images. Students create a presentation of what they imagine worship will be like in the future. The presentation could include drawings of the worship centre, interior and exterior, and an explanation of what might happen during a worship service. (3a)

TOGETHER At the end of a unit of work on worship, invite students and their families to join you at a local Sunday worship service. Make sure that students and their families are briefed beforehand on what will happen in the service. (1,2,3)

CREATIVE EXPRESSION Students choose an aspect of Christian worship, e.g. God gives new life; God’s people praise, say sorry, give thanks, pray for others; worship as a way of life. Students work in groups to create a banner or stained-glass windows or series of movements for a liturgical dance which can be incorporated into school worship. (1a,1b,3a)

SCHOOL WORSHIP Students work with the chaplain or person in charge of school worship to prepare a worship service that communicates the message in language, symbols and rituals that are familiar to students in the school community. Students become involved in areas where they feel comfortable, e.g. in creating a drama, selecting and/or rehearsing music, arranging the worship space, selecting and rehearsing the Bible readings, creating symbols and pictorial banners. (3a,3b)

DRAMA IN WORSHIP Students choose a Bible story which focuses on what God has done for people, e.g. the story of creation, the crossing of the Red Sea, Jesus feeding the five thousand. Students create a ritual which communicates the message of God’s action. Students use any combination of:  mime  series of postures and gestures  series of visual symbols  sequence of colours  sequence of songs. (1b,3a,3b)

PRODUCE A VIDEO Students work in small groups to produce a video as a resource on Christian worship. Each group produces a different segment, e.g. times when people worship, places of worship, rituals of

ACTIVITIES 31 BANDS A - D