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Parables Page 4
Silence Page 6
Sacred Story
Parables
Liturgical Action
Silence
The language of Godly Play® gives children a way to confront the existential
questions common to all people: aloneness, freedom, the meaning of life, and
death. Children need to sense this organization and balance from an early age
as part of the art of the language’s use. This is not to say that children can talk
about this. It is largely their senses that inform them of the structure and function
of the language system.
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THE SPOKEN LESSON
Sacred Stories:
“I wonder what part of the story is about you, or who you are in the story.”
(This question encourages the children to enter the story more deeply. This is
more difficult for children in early and middle childhood than in late childhood, but
that should not prevent us from asking such an important question. Even by asking
themselves what the question means is the beginning discovery for the children.)
“I wonder if there is any part of the story we can leave out and still have all
the story we need.”
(This question gives the storyteller a way to see if the children were able to find
the central core of the story. It allows the children to express personal interests
by editing the story. This kind of wondering helps improve the language and
initiates the creative process.)
It is assumed that children have already experienced the presence of the mystery
of God. What they need is an appropriate language by which to identify, name,
value, and express in community what such an event means, to remember, to be
aware of it, and to hope for a continuing relationship. Sacred stories help children
find their story.
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Parables:
The wondering can go on and on, and the direction it takes depends on the children and
their needs. It is good to stop just before the wondering begins to run out of energy. This
leaves the children with a taste for more parables in a future class.
They invite the children to play with the language, to explore life in existential
terms, and to wrestle with the issues of death, aloneness, meaning of life and
freedom. They allow the children to hear the best approximation of the voice of
Jesus during the time of their language formation.
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Liturgical Action:
This kind of wondering leads the children more deeply into their personal
responses to the way the church keeps time. The second dimension of these
wondering questions relates to the liturgy, and deals with the connection children
make between what they learn in Christian Formation and their experience of
worship in church with the rest of
the parish family. The wondering probes this connecting link.
“In liturgical actions, we mark life, time and space, so children can know the
Holy.” * These lessons help teach children how to become fully participating
members of the Christian community.
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Silence:
At every stage of a Godly Play class there is silence: entering, the lesson,
wondering, art and material responses, the feast, and saying good-by. A
comfort with silence is shown and the assumption that silence is not empty
but full is made.
Children have a growing inability to listen. We can make them be silent, but it is
stillness (from within) that children need if they are going to learn anything. The
ability to contemplate is the foundation for wonder which opens the creative
process which in turn gives us life. Practicing being silent helps children grow
comfortable with silence.
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The Storyteller’s Role in the Spoken Lesson
Tells the Story: The key to the spoken lesson is the teacher as the storyteller.
The goal of the story is to engage the wonder and the creative process to help
the adults and children with the existential issues we all deal with: the meaning
of life, death, freedom and aloneness.
Storyteller knows the story and tells it without notes.
Storyteller is comfortable moving the materials.
Storyteller enters the story with authentic wonder.
Supports Response Time: This is the children’s time to be with God. This is
the time they do their work which is play. It is a time to “play” with the language
and look for direction and meaning. It might be a time of great revelation or a time
of enjoying the language and being with God.
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Doorperson’s Role in the Spoken Lesson
Supports the Telling of the Story: The doorperson supports the story by
helping the children enter the circle “ready”, by incorporating latecomers into
the community without disruption, and by supporting any children who are not
ready to be in the circle.
Supports the Response Time: The doorperson supports the response time by
helping the children help themselves. The doorperson should be ready to help when
there is a genuine need, but not do for the child what the child can do.
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The Creative Process
(2) Scanning
Looking for new meaning
(3) Insight
An “aha” moment
(4) Articulation
Checking out of the new meaning
(5) Closure
The new meaning is incorporated into our belief system
Jerome Berryman describes the process in detail in his book Godly Play An
Imaginative Approach to Religious Education, pages 93 – 97.
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THE UNSPOKEN LESSON
By modeling:
How they handle the materials How they enter the story
How to wonder Deep respect for the community
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How Does The Time Spent In The Classroom Teach?
(See Tab 2-page 5 – How Godly Play Follows the Pattern of Christian Worship)
A Godly Play® Session follows the pattern of worship that the Christian tradition
has found to be the best way to be with God in community.
COMING IN:
Crossing the Threshold
Greeting at the door
Getting ready to enter the circle
Getting ready to hear the Word of God
Entering the circle
Engaging with the community as the circle grows
Becoming still inside
GOING OUT
Dismissal
Individual good-bye with storyteller
Individual blessing
Crossing the threshold
Leaving the circle
Good-bye at the door with doorperson
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Role of the Storyteller in the Unspoken Lesson
Checks the materials for the day’s story are in order and in good repair
Teaches the children that the material is important
Teaches the children that the story is valued
Welcomes the children into the circle by indicating a place for them.
Visits quietly until it is time to begin
Starts the story only when everyone is ready
Teaches the children that there are limits and choices in this room
Teaches the children that they can trust you to keep them safe
Teaches the children that you value them and are happy to see them
Teaches the children the importance of being ready to hear the story
Models putting the material away intention and respect for the material
Teaches the children the way to treat the materials
Teaches the children that these materials are special
Teaches the children where the material belongs in the classroom
Goes around the circle asking each child what their work will be
Goes around the circle again if there were children undecided
Teaches the children that there is time to decide what their work will be
Teaches the children that their work is important
Teaches the children that there is order in this space
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Remains seated in the circle unless children need help or redirection
Keeps down at the child’s level
Teaches the children that they are respected
Teaches the children that their work is respected and valued
Teaches the children that their work is important
Teaches the children that they are trusted to make good choices
Teaches the children that there is help available if they need it
Alerts the children a few minutes before the response time will end
Assures the children that unfinished work can be finish later if they wish
Tells the children when response time is over
Sits in the circle and welcomes the children back into the circle
Teaches the children that their work is important
Teaches the children that their work is respected
Teaches the children how to transition from one activity to another
Enjoys the feast with the children and visit with them
Teaches the children the value of community
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The Role of the Doorperson in the Unspoken Lesson
Supports the children as they gather the materials for their work
Assists the children only when there is a genuine need
Teaches the children that they are capable
Supports the children as they put away their work and return to the circle
Chooses three children to help with the feast
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Supports the children helping with the feast
Teaches the children that they are capable
Checks the art shelves making sure they are well stocked and organized
Teaches the children respect for the materials and where they belong
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Disruptions in the Circle
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Disruptions during the Response Time
Examples:
Jerome Berryman gives an example of the way he redirects children during response time
in Teaching Godly Play, pages 53 – 54.
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Additional Resources – Spoken Lesson/Unspoken Lesson
Volumes 2 – 4 Introduction
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