In "Faithful Journeys," a Tapestry of Faith program
Gather the children in a circle in your storytelling area. Show them the storytelling basket. Say something like, "Let's see what's in our story basket today."
Tell the group the items in the story basket will be placed on this altar or table after the children have passed them around the circle. Take the story-related items from the basket, one at a time, and pass them around. Objects that are fragile or should not be passed around for any reason can be held up for all to see and then placed directly on the altar.
Briefly name the various objects, and ask whether any participants have ever ridden a skateboard. If so, what did they find hardest about riding it? Affirm answers; then say:
Learning to balance is an important skill in skateboarding. The main character in our story learns about a whole new kind of balance from his skateboard riding.
Tell the children that at Christmas time a few years ago (in 2006) something happened at his Unitarian Universalist congregation that gave the boy in the story a great idea about what he wanted for a birthday present. Explain that the story is something that could happen now — even at our congregation.
As the items come back to you, display them on the altar for children to look at as they listen to the story.
Remove the sound instrument from the story basket. Tell the children that every time you tell a story in Faithful Journeys, you will use the instrument to help them get their ears, minds, and bodies ready to listen. Invite them to sit comfortably and close their eyes (if they are comfortable doing so). Suggest that closing their eyes can help them focus on just listening. In a calm voice, say:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice. Then, say:
Now you are ready to listen. When I hit the chime (turn the rain stick over), listen as carefully as you can. See how long you can hear its sound. When you can no longer hear it, open your eyes and you will know it is time for the story to begin.
Sound the chime or other instrument. When the sound has gone, begin telling the story.
If anyone in the group is unable to hold or pass items, or cannot see the items, make sure you or a child in the group offers the person each object to explore as needed.
Some people do not feel safe closing their eyes when they are in a group. If any children resist, respect their resistance and suggest that they find a single point of focus to look at instead.
If you have a basket of fidget objects for children who may listen and learn more effectively with something in their hands, make it available during this activity. Remind children where it is before you begin the "centering" part of this activity. For a full description of fidget objects and guidance on using them, see Session 2, Leader Resource 2.
For more information contact web @ uua.org.
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Last updated on Thursday, October 27, 2011.
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