SIGNS OF OUR FAITH
A Tapestry of Faith Program for Children
SESSION 1: SIGNS, SYMBOLS, AND RITUALS
BY JESSICA YORK
© Copyright 2013 Unitarian Universalist Association.
Published to the Web on 11/8/2014 12:26:13 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
Ritual is the act of sanctifying action—even ordinary action—so that it has meaning: I can light a candle because I need light or because the candle represents the light I need. — Christina Baldwin, storyteller and author
This first session teaches what we mean when we talk about signs, symbols, and rituals. Children understand the concept of a ritual by reflecting on both secular and religious rituals in their lives. They learn that Unitarian Universalist congregations engage in rituals for events that are universal, such as birth, death, and coming of age, and enact rituals unique to our faith, such as a UU flower communion. The children examine why rituals are important to connect us to each other and our faith. And, they explore how signs can represent abstract ideas. This will help them understand the foundational statement of the program: Our behavior every day is a sign of our faith.
Beginning in Session 2, leaders will invite the children to wear stoles during Opening and Closing rituals. Before the next session, obtain a stole for each child in the group plus extra stoles for newcomers and guests.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Opening | 15 |
Activity 1: Rituals In Our Lives | 10 |
Activity 2: Story — Abby's Birthday | 10 |
Activity 3: Symbol Game and Drawing | 20 |
Faith in Action: Attending Worship | |
Closing | 5 |
Alternate Activity 1: Leadership in Action — Tour of the Building | 20 |
Alternate Activity 2: Ritual Charades | 10 |
SPIRITUAL PREPARATION
Welcome to the first session of Signs of Our Faith! Thank you for taking the time to journey in faith with children.
Set aside time before each session to engage in the Spiritual Preparation activity, either alone or with your co-leader(s). Consider spiritual preparation as a ritual that can help you center yourself and connect with co-leaders of this program. Design the ritual so it will be meaningful for you. You might conduct it in the session meeting space 15 minutes before the children enter, or find another, quiet space conducive to reflection. You can journal on the reflection questions the night before, and share your thoughts with your co-leader before the session.
Before this first session, think about yourself at ages seven through nine. What kinds of rituals did you experience? Did you have rituals at home, school, a congregation, a club? Did you enjoy the rituals? Were the abstract meanings of rituals clear to you? Did you sometimes want to do things differently, or wish you did not need to do them at all? What role does ritual play in your life now?
SESSION PLAN
OPENING (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Invite children to decorate a name tag to use each time the group meets. Help children get started on their name tags, as needed. While they work, say:
Who knows what a "sign" is? A sign can be a picture or an action that shows an idea. A stop sign shows a driver when to stop their car. A wave of your hand shows you are greeting someone. What other kinds of signs can you think of? [Affirm responses.] Our group is called Signs of Our Faith. It is all about the ways we show that we are Unitarian Universalists.
I have a question for you: Are you UU just on Sundays [or whichever day your group meets]? [Take responses.] You are right: Though we meet at the congregation on Sunday, we are UU all the time—not just on Sunday or just when we are at the congregation. We live our faith every day, in many different ways. In this program, we are going to talk about the signs that we are UU. We will name the ways we show we are Unitarian Universalists in our everyday lives. We will explore ways we mark special occasions as Unitarian Universalists. If you are new to Unitarian Universalism, you will hear many ideas for ways you can grow in your UU faith.
This program will help you build your leadership. You may be young, but you can still be a leader in our congregation, in our faith, and in the world. Leadership means knowing your behavior sets an example to others, and stepping up to be a good example. We will discover UU ways to be leaders.
Have the children put on their name tags and invite them to gather around the chalice. Say:
Lighting our chalice is a sign that we are UUs. It is a UU ritual that you might see in religious education meetings like ours, and in worship. Did you know that the chalice is the most common symbol of our UU faith?
Light the chalice. Then, explain that everyone will introduce themselves by saying their name and something they like to do at the UU congregation or at any other religious home they may have visited, such as a church, a temple, or a mosque. Start by introducing yourself by the name you want the children to call you and sharing something simple you like in your congregation, such as seeing friends on Sunday morning or hearing the choir. Have the children and co-leader(s) introduce themselves.
After introductions, affirm that there are many different ways we live our UU faith. Say, in these words or your own:
Sometimes, we know that what we are doing is a sign of our faith. An example is lighting a chalice as we just did. Sometimes, we may not be aware. For example, if you see a new child in your class or group, and they do not appear to know anyone else, you might sit next to them, talk to them, and introduce them to your friends. You may not think, "I am doing this because I am Unitarian Universalist," but maybe you are. As UUs we think it is important to be welcoming. Acting with kindness toward the new child could be a sign of your faith.
ACTIVITY 1: RITUALS IN OUR LIVES (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Participants identify rituals in their lives and discover how secular and religious rituals differ.
Say, in your own words:
Some signs of our UU faith are our UU rituals. A ritual is an action that is repeated and always done in the same way. [Indicate the definition on newsprint.] Rituals can be in our congregation, or they can be actions we repeat at home or at school or anyplace we regularly go. Our lives are full of rituals. Some rituals have a lot of meaning, and some are just actions we repeat. Some rituals are such a part of our everyday life that we do not realize they are rituals. Let's see if we can name some rituals.
Post the newsprint sheets titled "School," "Home," and "Holidays" where children will be able to reach them. Lead the group to suggest rituals for each list. Remind children of the definition of a ritual, as needed. Use these prompts:
It is fine if one child suggests a ritual that others do not know. The important thing is to agree that the action is indeed a ritual, according to the definition provided. Make sure the process is respectful and that everyone has an opportunity to participate.
Call attention to the "School" list. Ask:
Say that at school, rituals often change from year to year. There may be a new teacher, new children in the class, a different room, and a new schedule. When a group changes, sometimes the rituals change, too. This is because the group is not exactly the same. It has a new identity and so it may have new rituals.
Point out that when a group has been together for a while, everybody in the group knows the ritual. Sometimes the people in a group have created a ritual themselves, and someone who is new would not have a way of knowing it. Ask:
Give everyone three sticky stars and ask them to place stars on the newsprint sheets next to their favorite rituals. Notice that everyone likes different rituals. Say that, throughout the program, we will see that we also differ in how we like to live out the signs of our faith.
ACTIVITY 2: STORY — ABBY'S BIRTHDAY (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Participants respond to a story that presents many different types of signs and rituals.
Invite participants to listen to a story. Remind the group that one definition of a ritual is an action that is repeated and always done in the same way. Ask participants to raise their hand or otherwise indicate whenever the story talks about someone performing a ritual.
Tell or read the story.
Process the story with these questions:
Tell the group that some rituals are actions that hold special meanings.
Including All Participants
You may wish to make fidget objects available to children who find it difficult to sit still while listening to a story or can focus better with sensory stimulation. Remind children where the Fidget Basket is before you begin the "centering" part of this activity. (For a full description and guidance, see Leader Resource 2.)
Consider using rug squares in the storytelling area. Place them in a semi-circle with the rule “One person per square.” This can be very helpful for controlling active bodies.
ACTIVITY 3: SYMBOL GAME AND DRAWING (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Participants talk about symbols and their meanings, and draw a symbol to represent themselves. Learning how symbols work helps children understand how religious rituals represent abstract ideas.
Tell the children you want to talk about symbols. Say that a symbol is something you see or touch that represents an idea that cannot be seen or touched. Say that you have examples to demonstrate what you mean.
Hold up the picture of an American flag. After participants identify it, ask the group what the flag is a symbol for. What does it represent? Is it just a piece of cloth? If no one says the flag represents the whole United States of America, give this answer. Say, "You cannot see or touch our whole country, but you can see or touch the American flag."
Next, hold up the peace symbol. Follow the same steps to solicit that it symbolizes "peace." Ask if you can touch peace or see it, as you can see or touch the peace symbol. Hold up the dove. Make sure children identify it as a dove and not just a bird. Solicit responses to what it symbolizes—"peace." Say there can be more than one symbol of the same idea.
Continue with as many symbols as time allows.
Say, in your own words:
Symbols are tangible. They are items you can touch and see. They make us think of ideas we cannot touch or see, and we call those ideas "abstract." Some rituals are like that too. Singing "Happy Birthday" makes us think of the idea of someone's special day. But lots of rituals are not symbols. Brushing your teeth every day is a ritual that cleans your teeth. It doesn't stand for something else. Buckling your seatbelt every time you get in the car is a ritual. Why do you buckle your seatbelt? Right, to keep you safe. It is not a symbol of something that you can't see or touch. Can you remember some of the everyday rituals in the story about Kamal and Abby's birthday? What did Kamal and his mom do before Abby's birthday party? [Remind the children that the story included buckling the seatbelt, and a morning cup of coffee.]
Now let's think about rituals that have more meaning. Rituals like singing "Happy Birthday," show ideas that are too big to touch or see. For example, some people who celebrate Christmas have a ritual of giving presents. What is the meaning of that ritual? Why do some people give Christmas presents? [Take and affirm responses. One answer is that it symbolizes the presents given to the baby Jesus. A participant might say the present is given to show love and that is a good answer, too.] In the story, Kamal gave Abby a gift and a card that she could touch and see, to show his friendship. The gift and card are symbols of friendship.
When we talk about rituals in our Signs group, we will mostly be talking about the kind of rituals that are symbols for something special.
Now invite the children to create an image that symbolizes them. Distribute drawing paper and markers/crayons. Say, in these words or your own:
What would a symbol that represents you look like? A symbol of you is NOT a picture of you. It might be a picture of something very special to you. A soccer ball? A violin? Ballet shoes?
Invite participants to share their symbols with the group.
CLOSING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Distribute Taking It Home. Tell participants that at the end of every session, they will receive these fun activities to share with their family or friends. Read a sample of the activities aloud.
Gather everyone in a circle around the chalice. Indicate the words for chalice extinguishing on newsprint and invite participants to read them together.
We end as we began—together.
May we remember to be UU not just when we are together here, but every day and in every way.
Extinguish the chalice together.
FAITH IN ACTION: ATTENDING WORSHIP
Materials for Activity
Preparation for Activity
Description of Activity
Children observe a worship service.
Tell the children they will observe a worship service to identify rituals.
Coordinate plans for the group's attendance at worship with the children's families and the congregation's worship leaders.
On the day of the service, gather the children 15 minutes beforehand. Brief the children on appropriate behavior in worship. Provide Handout 1, Worship Rituals at My Congregation and crayons or pencils. Ask families or other adults who will sit with the group to be ready to help children fill out the handout quietly during the service or immediately afterward. Suggest the adults use the printed Order of Service to help children remember what they observed.
Discuss the handouts with the group with questions such as:
The purpose of the discussion is to make sure the children have a meaningful understanding of the concepts of signs and rituals. Accept all responses.
When you conclude the discussion, you may wish to collect the completed handouts, so children will have them handy when the Signs group talks about worship in future sessions.
Including All Participants
If the group includes children who have difficulty sitting through a worship service in the sanctuary, consider using an alternate space (such as a Crying Room), or plan to take the children out before the sermon.
LEADER REFLECTION AND PLANNING
What went well in this session? What lessons have we learned, for next time? How did the group interact? Were session themes communicated clearly? Did co-leaders allow adequate time for our own spiritual preparation?
Look over the next session and assign preparation duties as needed.
TAKING IT HOME
Ritual is the act of sanctifying action—even ordinary action—so that it has meaning: I can light a candle because I need light or because the candle represents the light I need. — Christina Baldwin, storyteller and author
IN TODAY'S SESSION... children learned to recognize signs, symbols, and rituals inside and outside our congregation that show we live our Unitarian Universalist faith. This session provided a working vocabulary that children will use to explore a variety of signs of our faith in the sessions to come. We talked about how some rituals, especially religious rituals, are symbols for abstractions—ideas that cannot be touched or seen in their entirety. For example, singing "Happy Birthday" is a symbol for the honor and attention we give someone on their special day. In future sessions, children will be offered their own stole to wear during the Opening and Closing rituals of our sessions, as a symbol that each child is a UU worship leader.
EXPLORE THE TOPIC TOGETHER. Talk about... your favorite family rituals. What do we like about them? Where did they come from?
EXTEND THE TOPIC TOGETHER. As a family, talk about the activities you most like to do together. Could one of these activities become a ritual? For example, if you all enjoy bowling, could you all go bowling on your birthday every year? Another idea, make Friday or Saturday night Family Fun Night and each member takes a turn each week to choose a game or activity for all to share.
Family Discovery. What rituals does your family have? Are any religious? Are any specifically Unitarian Universalist? If you always collect some water from your summertime travels to share at your congregation's Water Communion, that is a UU ritual. Did any member of your family grow up in a non-UU religious tradition? Ask them about religious rituals they recall. Are any of them similar to UU rituals? Do they symbolize similar ideas?
Family Ritual. Does your family gather regularly on vacation or for a holiday meal? Make a group photograph a ritual. Take turns as the photographer so everyone will be seen in the photos. Keep a record of these special times with a special photo album. Purchase an album with a plain cover you can decorate, or make an album out of poster board and yarn. Ask every family member to contribute to the cover decoration. The Book of New Family Traditions (at www.amazon.com/Book-Family-Traditions-Revised-Updated/dp/0762443189/ref=sr_1_1?s=books&ie=UTF8&qid=1354208662&sr=1-1&keywords=the+book+of+new+family+traditions) by Meg Cox, a member of the UU Congregation of Princeton (New Jersey), offers many more family rituals to consider.
ALTERNATE ACTIVITY 1: LEADERSHIP IN ACTION — TOUR OF THE BUILDING (20 MINUTES)
Preparation for Activity
Description of Activity
Participants become more familiar with the congregational facilities by taking a guided tour.
Tell the group that as leaders it is important that they are familiar with and comfortable in their surroundings—so, the group will take a tour of the building and grounds.
Make sure the tour includes unglamorous spaces, such as closets and offices. Expect children to tell you they are already familiar with some spaces; ask them to look with new eyes. Invite them to point out places where they know rituals happen. Point out places where rituals are held, such as a pulpit (worship rituals). Point out the chalice (rituals: chalice lightings and extinguishes), the pews or chairs in the sanctuary (rituals: hymn singing, responsive readings), the front door or narthex (rituals: welcoming and greeting), memorial garden or cemetery (rituals: memorial service) and other spaces. At each space, invite children to share about experiences they have had there. After the tour, ask children what they learned that was new.
Communicate that this is space is theirs, as well as the adults'.
ALTERNATE ACTIVITY 2: RITUAL CHARADES (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Form teams. Explain that a team will act out a ritual without talking and other participants will try to guess what the ritual. Offer a hint: The rituals could be actions from home, from school, or from our congregation. Give each team two or more ritual index cards. Have teams take turns acting them out.
Including All Participants
Children this age vary widely in reading ability. Be prepared to help, as needed.
SIGNS OF OUR FAITH: SESSION 1:
STORY: ABBY'S BIRTHDAY
Kamal was excited. His best friend Abby's birthday was today. In the kitchen, Kamal found his mother, Sherry, drinking her morning cup of coffee out of the mug he had given her for Mother's Day. He said, "Good morning, Mom. Are you ready to go shopping for Abby's birthday card?"
Kamal's mother got behind the wheel. Kamal jumped in the back and buckled his seatbelt. He watched his mother look behind her to make sure the road was clear before she backed the car out of the driveway.
Kamal watched the road. Every time he saw a Volkswagen Beetle, he yelled, "Punch buggy!" His mom tried to say it before he did.
At the store, Kamal was amazed at the long rows of cards. There were anniversary cards, sympathy cards, holiday cards, thank you cards, and even cards from one pet to another. Kamal looked through the birthday cards until he found one he thought would make Abby laugh.
Sherry asked, "Should we buy a present for Abby?"
Kamal answered, "No. I made Abby a present."
Sherry said that was thoughtful. This made Kamal feel good.
That afternoon, Kamal and Sherry walked to Abby's house for the birthday party. The house was decorated with balloons and crepe paper streamers. First, the children played games while the parents talked. Then everyone gathered around the table and sang "Happy Birthday" to Abby. She made a wish and blew out the eight candles on her cake.
Abby had said that presents were optional because being at her party was present enough, but some kids brought presents anyway, including Kamal. His gift was wrapped in the comics from Sunday's newspaper. Abby unwrapped it and smiled. Kamal had made a photo frame and inserted two school pictures, side-by-side. One was of him and the other was of Abby.
"Side-by-side," said Abby. "That's the way we'll always be!" She thanked Kamal and gave him a hug. That made Kamal feel good.
That night, at dinner, Kamal and his mother lit the chalice that sits in the middle of their kitchen table. As always, their nightly ritual included Sherry saying, "This is the end of another day that we were blessed to share together. What was your favorite part of today, Kamal?"
"Making Abby happy!" Kamal said.
SIGNS OF OUR FAITH: SESSION 1:
HANDOUT 1: WORSHIP RITUALS AT MY CONGREGATION
Draw or write. What rituals do you notice during these parts of the worship service?
GREETING:
BEFORE WORSHIP STARTS:
OPENING THE WORSHIP SERVICE:
SINGING AND MUSIC:
GIVING MONEY TO THE CONGREGATION:
CLOSING THE WORSHIP SERVICE:
AFTER WORSHIP ENDS.
WORDS SAID MORE THAN ONE TIME:
Other rituals I observed:
SIGNS OF OUR FAITH: SESSION 1:
LEADER RESOURCE 1: ILLUSTRATION - ABBY'S BIRTHDAY PARTY
Illustration by Ginger Wyatt.
Download a high-resolution PDF (at www.uua.org/documents/tapestry/signs/karma_gift.pdf) for printing.
SIGNS OF OUR FAITH: SESSION 1:
LEADER RESOURCE 2: FIDGET OBJECTS
The idea for a basket of "fidget objects" to provide children during session activities comes from Sally Patton, author, workshop leader, and advocate for children with special needs.
A basket of fidget objects is a simple, inexpensive way to include and welcome children who find it difficult to sit still or who learn better while moving. Provide a basket for fidget objects. Fill it with pipe cleaners, modeling clay, and other objects that can be quietly manipulated. Introduce the fidget object basket to the group by saying that some people learn best when their hands are busy. Give an example such as someone who knits while listening to a radio program or doodles during a meeting or class. Point out the fidget object basket. Tell the children they may quietly help themselves to items they may use to keep their hands busy if this helps them to listen. However, also tell the children the fidget object basket will be put away if the items become a distraction from the story or any other group activity. You can make the fidget object basket available for the duration of the session, or bring it out only during activities, such as hearing a story, which require children to sit still and listen for a significant period of time.
SIGNS OF OUR FAITH: SESSION 1:
LEADER RESOURCE 3: SYMBOLS
Download a high-resolution PDF (at www.uua.org/documents/tapestry/signs/symbols.pdf) for printing.
Symbol 1: Flag and Dove
Symbol 2: Fair Trade and Recycle
Symbol 3: Library and Peace
Symbol 4: School Crossing
FIND OUT MORE
Rituals and Patterns in Children's Lives, edited by Kathy Merlock Jackson (Madison, WI: Popular Press 3, 2005), is a book of essays on the evolution of modern rituals and their significance for individuals and families.
The Book of New Family Traditions (at www.amazon.com/Book-Family-Traditions-Revised-Updated/dp/0762443189/ref=sr_1_1?s=books&ie=UTF8&qid=1354208662&sr=1-1&keywords=the+book+of+new+family+traditions) by Meg Cox, a member of the UU Congregation of Princeton (New Jersey), offers more family rituals to consider.