The Salvation Army Godly Play Stories

Transcription

1 The Salvation Army Godly Play Stories

2 Background Godly Play is a well established approach to Christian spiritual nurture. It may be used in many contexts and with all age groups. Godly Play consists of a comprehensive range of scripted Old and New Testament stories but importantly it also provides a carefully conceived process through which we can enter Christian language to find deep meaning in our lives. The Rev d Dr Jerome Berryman is the founder of Godly Play and author of the main body of its stories, found in Volumes 1-8 of The Complete Guide to Godly Play. For further details about Godly Play visit These Salvation Army stories were developed by Dr Rebecca Nye, with the assistance of an advisory group: Major Noreen Batt, Major Margaret Bovey, Major Denise Cooper and Andrea Harrison. Their purpose is to provide Godly Play style presentations on areas unique to Salvation Army worship, faith and practice. The stories draw their inspiration from presentations by Jerome Berryman that explore similar church practices. Contact Details: Andrea Harrison Godly Play Enabler, Enabling Mission Team andrea.harrison@salvationarmy.org.uk This resource is available to download from (Password Protected) Contact Andrea Harrison for details Version 4 February 2017

3 Contents Preparation 2 Focal Table 4 The Flag and Ceremonies in the Life of a Salvationist 6 Contents Mercy Seat and Salvation Presentation 18 Social Action: Here to Help 28 1

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5 Preparation If you are the storyteller, sit quietly and wait for the circle of children to form around you. As the children enter, the storyteller s body language can help to model a way to be still, present and open. At the threshold to the space, a doorperson/greeter warmly welcomes each child, by name. One at a time, this adult invites them, when they feel ready, to come in, to choose a place to sit in a circle with the storyteller on the floor (where possible). If you are the doorperson, it is good to greet children at their eye level, so sitting on a chair at the door can help. Providing these moments of individual care and attention helps children to be more aware of themselves, mindful of their individuality. Being aware of coming in provides a natural way of slowing down often. Being part of a group is easier when your unique identity and needs have been recognised first. For example Doorperson: Hello, Sam, it is so good you re here today. How are you? I wonder if you feel ready to come in? If you feel ready, do go in and find where you d like to sit in our circle today. It is recommended that the doorperson sits on a chair between the circle and the door during the story. This means they can be available to respond to any knocks at the door / latecomers without disrupting the focus of the circle. And if any child is unwilling to sit in the circle for any reason, then sitting with the doorperson offers a safe in between place to be too. SPECIAL NOTES When all the children who want to join the circle are sitting down, the storyteller can suggest a way of building the circle together. This might be through song, a prayer, a stilling exercise or simply saying our names slowly around the circle. The aim at this point is to be mindful of coming together as community and becoming ready to engage together. Consider whether you feel ready inside, then ask the children if they are ready for a story/lesson. Invite the children to: Watch carefully where I go to get our materials for this. Move to the shelf where the material waits and pick up the tray containing the material and return to the circle and say, Then, whenever you need this, you will know where to get it by yourself. (This action helps on lots of levels: it demonstrates that this is for everyone, not yours because it is sitting beside you all along. It also suggests that spiritual life involves making your own choices, discerning what you need to do for yourself, not just passively responding to everything on a plate.) The material you need will be on the focal table / shelves behind you. Stand up, and walk around the outside of the circle, before coming back to this table. If you have other Godly Play resources, mention them as you pass them, eg They are not with our sacred stories they are not with our parables they are not with our response and art materials Aha, there they are! You may need to say, Everyone needs to be ready. Preparation 3

6 Social Action: Here to Help Christ Candle The Flag and Ceremonies in the Life of a Salvationist Holy Family Risen Christ Mercy Seat and Salvation Presentation Good Shepherd

7 Focal Table Whenever you use Godly Play you will need to create a deliberate focal point that communicates to the children and adults that this is a space where Christ is at the centre. Godly Play is Christocentric, so key statements about who Jesus says he is are placed focally underneath the top shelf. Consider carefully where people will cross the threshold into the Godly Play space and where they will look first. If they see a fire notice or an old picture, consider what the unspoken lesson is! The focal table should be low enough so that children can reach the materials. A full focal table in a Salvation Army setting needs to have: Holy Family The Holy Family is at the heart, in the middle of the top shelf. Don t add a stable or star as they will detract from the Holy Family. Risen Christ The Risen Christ figure stands behind the family so that the Christ Child and Risen Christ are permanent doctrines. Christ Candle The Christ Candle is a large unlit white candle placed on the left of the Holy Family. Good Shepherd The Good Shepherd is on the right of the Holy Family. The Good Shepherd is placed on one green circle with the sheepfold and sheep from the Mercy Seat and Salvation Presentation. Key church practices are also placed focally, under the top shelf: The Flag and Ceremonies in the Life of a Salvationist Underneath the Holy Family is the basket of materials for The Flag and Ceremonies in the Life of a Salvationist. Mercy Seat and Salvation Presentation Underneath the Good Shepherd is the second green circle of the Mercy Seat and Salvation Presentation, the circular blue cloth, the mercy seat and a small basket containing two ribbons and another basket of people. Social Action: Here to Help Underneath the Christ Candle are the two baskets of materials for the Social Action: Here to Help presentation. You will need a desert bag for this story but that can be fetched from the area set up for Sacred Stories (unless you are fortunate enough to have two). In some denominations liturgical colours are important and a cloth on the top shelf, underneath the materials, is changed to reflect the season. Unless you follow this tradition, use a plain white cloth or a cloth in the same colour as the one on your Holiness Table in the main hall. If you are taking Godly Play into a school or care home or into any new space and are unable to create a full focal table, try at least to have a low table with a cloth, holding a Holy Family. Focal Table 35

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9 The Flag and Ceremonies in the life of a Salvationist THE MATERIAL Bring the tray with Three coloured cloths which will become the flag A small glass jug with a little water A clear glass bowl A small wooden holding cross A yellow-orange candle* and matches Bring a second tray with A gender-neutral doll A Junior Soldier certificate and badge A Senior Soldier Covenant A small person of God figure A small SA flag tied with a white ribbon A candle snuffer (to extinguish the candle at the end of the story) (*Don t use a tall candle you will be leaning over a lit flame occasionally during this! Remove scarves, fasten jackets, and remember there is water on hand if the worst ever happens!) The Flag and Ceremonies in the life of a Salvationist 37

10 All images are from the Storyteller s perspective MOVEMENTS Sit calmly to collect yourself before beginning WORDS As you tell the story, it will help both you and the children to enter deeply into the story and become more aware of God s presence if your eye focus is on the material not the children. But for the first two paragraphs look at the children as you say Time time time there is a time for everything a time to get up and a time to go to bed, a time to work and a time to play. But at all times, we belong to God. Throughout our lives, we have special times to remember that everything and every time belongs to God. (When we are babies, when we are children or young people, when people are adults and when people die.*) If there is a flag in the room you are using, turn to look at it as you say Smooth out the large rectangle of blue cloth, saying slowly In The Salvation Army we use our flag when there are special times Here is the blue part of our flag, the colour for God the Father. Place the bowl of water onto the blue cloth in the left hand corner nearest to you. Pour the water, at some height from the jug, into the bowl saying Creator of sky and sea, the waters above and the waters below and the cool, still water. 8 *This sentence can be omitted.

11 MOVEMENTS WORDS As the water settles, gently lower your hand over the bowl in a gesture of blessing. Touch the blue cloth. Lay the red cloth on top of the blue, so that the border of blue is all round it. Blue: a colour of pure holiness. Here is the red part of our flag, the colour for God the Son, Redeemer of all Place the cross on the left hand corner of the red cloth nearest to you, but not right in the corner so there s a bit of space between the bowl and the cross. Touch the cross as you say Touch the red cloth. who died on a cross, whose blood was shed for us, so that washed in his blood, our lives could be clean again. Red: a colour of salvation. 9

12 MOVEMENTS Lay the yellow star-shaped cloth (with Blood and Fire motto) in the middle of the red cloth, saying Place the candle in the middle of the star and light the flame don t rush, let the children enjoy the excitement of lighting the flame. WORDS And here is the yellow part of our flag, the colour for God the Holy Spirit, the exciting flames of Pentecost that made the disciples glow Loosely cup your hands quite near the flame, so that its light glows in your hands. Touch the yellow cloth. and their tongues seem on fire as they spoke about knowing Jesus in a new way. Yellow: a colour of holy power. This is our flag: Touch the blue part near water. Touch the red part near cross. Touch the yellow part by the candle. God the Father, God the Son, and God the Holy Spirit. Wherever you go to The Salvation Army, the flag is the same. 10 It s our sign to show we belong to God in every place and every time.

13 MOVEMENTS Lovingly pick up doll in your arms, saying WORDS Parents bring babies to be dedicated under the flag, and sometimes they are wrapped in it. Place the doll on the far right-hand corner of the flag (from your perspective). Fold the edge of the cloth around the doll saying They are wrapped like a gift from God and given to the parents to take good care of. Place the Junior Soldier Certificate next to the doll. Children make their Junior Soldier s Promise under the flag, choosing to follow God s ways in The Salvation Army. Place the badge at the top of the certificate. Point to your inside your heart. Sometimes children choose to wear the SA badge or the Junior Soldier uniform, to try and show others what they feel on the inside about belonging to God. 11

14 MOVEMENTS WORDS Place the Covenant along from the Junior Soldier Certificate. When people are grown up, some become senior soldiers the time when they tell everyone what belonging to God means in their lives. They sign the Covenant under the flag. Some will choose to wear a uniform. Next, pick up the person of God figure and place gently in your open palm, then as you say the following, bring your other hand slowly down over the figure so that your fingertips meet on both hands, and the person s body disappears into your closed hands. And when a Salvationist dies, they are promoted to Glory, placed back in God s hands where they have always belonged. 12 Put the dead figure gently back on the tray, as you pick up the flag with white ribbon attached. Lay the flag down next to the Senior Soldier Covenant. The flag has white ribbon tied on it to celebrate the joy of that person s life on earth, and their life to come with God.

15 MOVEMENTS WORDS So in every time and every place, we belong to God. This is our flag. As we gather under the flag, and make each of our own brave and important steps, we come together in God, with God and for God Touch the three parts of the flag again. Father, Son and Holy Spirit. Final layout from the children s perspective To extinguish the candle after the wondering has finished, use the candle snuffer. Hold it down over the flame until the flame is out. Then raise the candle snuffer slowly and allow the smoke to rise and expand in the room. Watch where it goes. 13

16 WONDERING MOVEMENT Sit back, and take a moment to become present to the wondering in yourself. With each wondering, be inwardly aware of what your own wondering response might be. But don t be tempted to share that with the children. Instead, your role is to offer them an open space to reflect on what this means for them in words or in silence, as they so choose. There are no right answers for each of these wonderings there could be many different responses each time. We help children discover that Christian spiritual language offers a limitless resource of meaning for our lives. The aim of the wondering together is not to reach the end of our thinking on each point. Rather your goal is to support some opening up of each issue, so that the children might be inspired to go on wondering more, in art, in their play or other response later in the session and beyond. Use ONE of the following two approaches. NB Godly Play offers children a spiral approach to learning, repeating and revisiting the same material many times to allow children to go deeper as they become more familiar with it each time. So you might alternate these two approaches each time you use this lesson. 14

17 Approach 1: Primarily Action Wondering MOVEMENTS WORDS Do look up to engage face to face with the children in the wondering. I wonder if there is anything you could bring and put beside this flag to show more about how you belong to God. Indicate going round the circle with your finger, so they know how this activity will be safely structured. I really mean anything anything in this room, or anything you have with you. We can do this carefully and slowly, one at a time. It is liberating to bring things wordlessly. Children can bring things they know make a deep connection, but can t easily articulate. It is also powerful because everyone has made their own meaning in wondering with what others bring too. If some children don t bring anything, after all have had a turn who want it, offer those children a second chance to bring something. I wonder what you all could bring? You don t need to say anything just bringing is enough. If you don t want to bring anything, or don t know what to bring yet, that s OK. You can enjoy what others bring. Look to the first child to take a turn. As each child places something, affirm them with a nod or thank you or a facial expression of interest/wonder, before turning to the next child to take their turn. When everyone has had a turn, you can gently ask Be explicit that there s no pressure to give words to this. Or simply support the children in some silent contemplation of the many connections they ve made together. When you have had time to enjoy the items that have been brought, invite the children, one at a time, to return the materials. I wonder if anyone would like to say something about what they ve brought? You ve made so many connections about belonging to God today. Let s just sit and enjoy them. 15

18 Approach 2: Primarily Verbal Wondering This is a more discursive approach, but move slowly through each question. Give time for the words to go in, and time for any comments a child might be constructing to come to the surface. Be comfortable when children don t say anything out loud too not speaking can be a sign of even deeper thinking going on! Do start with What do you like best? as it s the most accessible question. Don t feel you need to ask all these questions every time go with the flow of what interests the children. MOVEMENTS Do look up to engage face to face with the children in the wondering. Pause and then begin the wondering with the children. WORDS I wonder which part of our flag you like best? I wonder when you ve seen the flag being used? I wonder when (else) it could be used? I wonder if you ve come close to the flag, or when you will come close to the flag? I wonder if you left the flag out of our special Salvation Army times, would they still be special? CONCLUSION TO I WONDER SECTION AFTER WHICHEVER APPROACH YOU USE Show the children how to carefully put away the presentation materials on the trays, reminding the children these are now ready for them to play with by themselves. Introduce the response time by asking round the circle: I wonder what you d like to do today, what you need to do now, perhaps something that will take your wondering (about belonging to God) even further? After making the general invitation, ask each child in turn what they think they might do (eg paint/draw/write/play; sometimes they may tell you also what they think they might paint). 16 What s important is that they each have made some choice for themselves, rather than be left to just wander/feel lost. Going one at a time to get what they want to use also avoids too much of a crush.

19 RESPONSE TIME For response time, there needs to be a rich range of choices available to play with the materials just presented, to draw in various ways, to write, to read, to make/construct, etc. There are normally no set activities as we can t foresee how a child might need to be with God in this time. During response time, the storyteller and doorperson stay seated, and clearly available to any child who wants to come to them for conversation or help. This means the adults do not go round to the children, or talk with them uninvited. Through this, children understand that response time is a more personal, free, and often private, time of processing and reflecting time like prayer, time with God, but using the child s vernacular language of play and creative activity. The emphasis is on the process not visible product. THE FEAST When it is time, invite the children to come back together into the circle to share time and fellowship together: the feast. With the help of one or two children, serve each person with a drink and something to eat (some grapes, or a biscuit etc). Help the children to wait until everyone is served, and offer a prayer of thanks for the food and drink. Other prayers might be offered here too, by you or the children. Some prayers might be said aloud, others might not. AFTERWARDS When the children have gone, reflect with your storyteller/doorperson about the children and session I wonder what you liked best about this session? I wonder what was difficult for you in this session? I wonder when you came closer to God in this session? I wonder when/how you noticed a child coming closer to God today? 17

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21 Mercy Seat and Salvationist Presentation THE MATERIAL Bring the tray with large deep blue circle of cloth two green felted wooden circles o one with Good Shepherd, three sheep and sheepfold o the other with Mercy Seat small basket with three-inch ribbons of o green grass o cool light blue water o black dangerous places/times basket of world figures (children and adults, including SA uniformed people) This presentation builds from the images, language and action children regularly doing Godly Play would encounter in the Parable of the Good Shepherd and the Lost Sheep (Vol 3 Complete Guide to Godly Play). In turn, that gently evokes Psalm 23. Later, this Mercy Seat lesson also refers to the Godly Play stories about The Ten Best Ways to Live and The Ark and the Tent (Vol 2 Complete Guide to Godly Play). You might like to consider telling these foundational stories in the weeks before you use this lesson. Or it can be used in isolation. Mercy Seat and Salvationist Presentation 319

22 All images are from the Storyteller s perspective MOVEMENTS WORDS Smooth out large blue circle of cloth. Place the two green circles side by side in the middle of this. The one with the sheep and shepherd and sheepfold on your right, touching the one with just the Mercy Seat. The sheep are inside the sheepfold, the shepherd is by the gate to it. Bring the baskets with the ribbons and world figures and place them to your right just a little behind where you are sitting. Sit calmly to collect yourself before beginning As you tell the story, it will help both you and the children to enter deeply into the story and become more aware of God s presence, if your eye focus is on the material not the children. This is the lesson about Meeting God at the Mercy Seat. There was once someone who said such amazing things and did such wonderful things that people followed him, but they were not sure who he really was. Often they would ask him about who he really was. 20

23 MOVEMENTS WORDS Once when they asked him that, he said, I am the Good Shepherd, Touch each sheep gently along its back, touching the Good Shepherd after each sheep. and I know each of the sheep by their names and they know the sound of my voice. Move sheep, one at a time, out of sheepfold as the Good Shepherd walks in front around the edge of the green circle. Try not to hold the Good Shepherd by his head! When I call them to follow me, they come. In stages move the Good Shepherd and the sheep around towards other green circle, finally stopping the Good Shepherd to the left of the Mercy Seat. When they come close to me, I can show them the best way to go. 21

24 MOVEMENTS WORDS The sheep stand sideways on to the Mercy Seat, around the side of the green circle, furthest from you, the storyteller. The Good Shepherd helps them to find whatever they need most Turn the first sheep towards the Mercy Seat and drape the green ribbon over the Mercy Seat so one end of the ribbon falls to where the sheep is standing. Turn the second sheep towards the Mercy Seat and put the blue ribbon over the Mercy Seat, as above, to reach the second sheep. the really good green grass and the cool refreshing water Turn the third sheep towards the Mercy Seat and put the black ribbon over the Mercy Seat. and how to get through times of danger and difficulty. 22

25 MOVEMENTS Slowly trace your finger around all of the Mercy Seat. WORDS This is the Mercy Seat. When God gave Moses the ten best ways to live, the commandments, the people made a special place to keep them in. They wanted to be close to them, and God, wherever they went. They covered this place with a beautiful lid, called the Mercy Seat. It helped them to remember God s promise to be there with them wherever and whenever they needed him. Today, in The Salvation Army, all over the world, there is always a Mercy Seat. Carefully place some of the people on the blue material, and behind the sheep. The people are looking toward the Mercy Seat. As you bring each different figure from the basket, look at them as if gently welcoming them ( everyone ) to this place, and briefly turn the figure in your hand to the circle so the children can see who it is too. The Mercy Seat is a place where the Good Shepherd welcomes and takes care of everyone who wants to come close to him. 23

26 MOVEMENTS WORDS Move one of the people figures forward to the Mercy Seat, near to the green ribbon. Move another figure forward, near to the blue ribbon. Another figure goes forward, near to the black ribbon you might bring two together. People have different ways of finding the Good Shepherd at the Mercy Seat. Sometimes in our worship time we hear stories about the Good Shepherd and we want to come close to him. Sometimes music will help us. Or sometimes we may hear the Good Shepherd s voice in our own heart, calling us by name. Sometimes we want to say sorry to God, or to ask for his help through times of danger or difficulty. Move another figure forward, to the side of the mercy seat. If one of the figures so far has not been a child, use a child now. Sometimes we just go to show how much we love him. Jesus died to save the whole world from sin. You can come forward, kneel and pray here whenever you need to. Whenever we come close to the Mercy Seat, God is there for us. God s love, mercy and salvation is for everyone, all of the time and in every place. 24

27 Final layout from the children s perspective WONDERING MOVEMENT Sit back, and take a moment to become present to the wondering in yourself. With each wondering, be inwardly aware of what your own wondering response might be. But don t be tempted to share that with the children. Instead, your role is to offer them an open space to reflect on what this means for them in words or in silence, as they so choose. There are no right answers for each of these wonderings there could be many different responses each time. We help children discover that Christian spiritual language offers a limitless resource of meaning for our lives. The aim of the wondering together is not to reach the end of our thinking on each point. Rather your goal is to support some opening up of each issue, so that the children might be inspired to go on wondering more, in art, in their play or other response later in the session and beyond. 25

28 MOVEMENTS Do look up to engage face to face with the children in the wondering. WORDS I wonder if you ve come close to the Mercy Seat? I wonder if you ve seen other people come to the Mercy Seat? I wonder what helped you/them to go there? I wonder what you/they found there? I wonder why people usually kneel at the Mercy Seat? I wonder what the Mercy Seat makes you feel? / I wonder what people feel when they come to the Mercy Seat? I wonder why it can be hard to come to the Mercy Seat? I wonder why the Mercy Seat is at the front of the meeting? I wonder where else the Mercy Seat could really be? (ie not just in the front of the meeting hall.) CONCLUSION TO I WONDER SECTION Show the children how to carefully put away the presentation materials on the trays, reminding the children these are now ready for them to play with by themselves. Introduce the response time by asking round the circle: I wonder what you d like to do today, what you need to do now, perhaps something that will take your wondering even further? After making the general invitation, ask each child in turn what they think they might do (eg paint/draw/write/play; sometimes they may tell you also what they think they might paint). 26 What s important is that they each have made some choice for themselves, rather than be left to just wander / feel lost. Going one at a time to get what they want to use also avoids too much of a crush.

29 RESPONSE TIME For response time, there needs to be a rich range of choices available to play with the materials just presented, to draw in various ways, to write, to read, to make/construct, etc. There are normally no set activities as we can t foresee how a child might need to be with God in this time. During response time, the storyteller and doorperson stay seated, and clearly available to any child who wants to come to them for conversation or help. This means the adults do not go round to the children, or talk with them uninvited. Through this, children understand that response time is a more personal, free, and often private, time of processing and reflecting time like prayer, time with God, but using the child s vernacular language of play and creative activity. The emphasis is on the process, not visible product. THE FEAST When it is time, invite the children to come back together into the circle to share time and fellowship together: the feast. With the help of one or two children, serve each person with a drink and something to eat (some grapes, or a biscuit etc). Help the children to wait until everyone is served, and offer a prayer of thanks for the food and drink. Other prayers might be offered here too, by you or the children. Some prayers might be said aloud, others might not. AFTERWARDS When the children have gone, reflect with your storyteller/doorperson about the children and session I wonder what you liked best about this session? I wonder what was difficult for you in this session? I wonder when you came closer to God in this session? I wonder when/how you noticed a child coming closer to God today? 27

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31 Social Action: Here to Help THE MATERIAL Bring the desert bag filled with dry sand a basket of people of God figures basket containing o a Red Shield o miniature cup and saucer o a small (5cm) rounded piece of light blue felt water o a small (8cm) piece of irregular shape black felt (a dangerous place) o a green wooden block with a white cross on it (medical box) o 4x10cm long thin strips of brown felt to make a sheepfold o a Risen Christ, if there is no focal table. If there is, you will reach behind you to bring the Risen Christ to the story at the end of the presentation.) The opening to this presentation is used to introduce many Old Testament stories about the journeys made by God s people across deserts, and meeting God in difficult times. If children do Godly Play regularly, this language of the desert will be second nature to them, and bring even more connections to this presentation. Consider presenting some of the other desert bag stories to the children in the weeks leading up to this eg The Great Family, Exodus, The Ten Best Ways, The Ark and the Tabernacle, Exile and Return (Vol 2 The Complete Guide to Godly Play). In addition it may be helpful to use The Parable of the Good Samaritan (Vol 3 The Complete Guide to Godly Play). Social Action: Here to Help 329

32 All images are from the Storyteller s perspective MOVEMENTS WORDS Sit calmly to collect yourself before beginning As you tell the story, it will help both you and the children to enter deeply into the story and become more aware of God s presence, if your eye focus is on the material not the children. Open the desert bag and begin to move the sand with your hand, eventually forming a relatively flat landscape. The desert can be a dangerous place. There is very little water or food, and without water and food people can die. The wind blows, the desert is always changing, so it is easy to get lost it can be hard to find your way out. During the day, the sun is very hot, it can burn your skin and the sand can sting your face. People need clothes to protect them from the heat. At night the desert can be freezing cold, people need shelter and cover to keep warm. Being in a desert can be dangerous; it is a hard place for people to be. Place four people at the four edges, at 12, 3, 6 and 9 o clock positions, to represent those in the desert one for each of the areas of social action below so they each look rather isolated / on the edge. 30

33 MOVEMENTS WORDS As you say Saves and Serves you might want to draw SS in sand at the top edge nearest to you. Start with the one on your right and bear in mind that you will need to do the S s so that they are the right way up from the children s perspective. The Salvation Army believes that God Saves us to Serve others especially to come close to people who are in hard places. Pick up the shield with your left hand and hold it discreetly in the palm of your left hand. Place both hands on your heart as you say heart, moving your right hand from your heart like the salute as you say to God. We give our hearts to God Stretch out your left hand with the Red Shield from your heart, towards the desert scene and the circle of children. Put the Red Shield in the centre of the sand. and our hands to help men, women and children. As soldiers, our work is to fight bravely to bring good into bad times and places, to share our strength, God s strength, with those who need help. 31

34 MOVEMENTS WORDS This is a rhetorical question: as you say it bring four more figures, representing The SA, and stand them around the Red Shield. Point to the isolated figure on your right in the desert, saying Walk one of the SA figures from the Red Shield to the figure without water and food, leaving footprints from the centre. I wonder how The Salvation Army tries to do that? It is hard when people find they don t have enough water or food; without water and food people can die. The Salvation Army goes Place the light blue water image down as you say water. Place the plate down as you say food banks. Place the cup down as you say soup runs. to countries to help people find clean, safe water. And where people are hungry we help them with food banks, soup runs and even to grow their own food. 32

35 MOVEMENTS Now, point to the lonely figure nearest to you in the desert. (The placement of the different social actions matters being lost in the dark place or time may be particularly resonant to children. WORDS Having this part nearest the storyteller may help to hold strong feelings about that carefully.) Move the sand so it slightly covers the figure and gently lean the figure towards you. The wind blows, the desert is always changing Place the dark place felt to partly cover them. Walk another of the SA people through the sand from the Red Shield to the figure covered with some sand. Uncover the lost person and stand them up, placing the dark place on the sand quite near the figure its presence will help them to recall what help was given here. so sometimes people get lost in a desert, and in life. It can be very hard to find your way again. The Salvation Army goes to help people who are lost or can t find their way. We try to help friends and family find people who are missing. We try to help people who have lost their jobs to work again and we try to help people who were trapped to be free. 33

36 MOVEMENTS Point at the isolated figure on your left, saying WORDS In a desert, the sun is very hot, it can burn your skin and the sand can sting your face. Push the figure over in the sand. Our bodies are easily harmed. In life, everyone needs to protect and care for their bodies. Walk an SA person through the sand from the Red Shield to the sick figure lying down. The Salvation Army goes Place the medical box beside them, and lift them to a standing position again. Point at last single figure in the desert. (Furthest away from you.) to people whose bodies and minds are hurting (especially because of drugs and alcohol); we try to help them get well again. We can bring clothes, food and friendship to protect them from more harm. At night the desert can be freezing cold, so people need shelter. In life everyone needs a safe place to shelter. Walk the last SA person through the sand from the Red Shield to the figure left alone. The Salvation Army goes 34

37 MOVEMENTS WORDS Build a shelter* next to the two figures using the brown felt by placing the four strips into a square, and bending one of the edges back to make a little door. Walk the person who has been helped into their new shelter, but leave the door open otherwise children may feel the person has been imprisoned! to people who are scared or have no safe place to shelter. We can give people safe places to shelter, especially when there s an emergency and it feels like they have nothing and there s nowhere to go. We can be a friend when they are frightened. Sit still and silently take in the scene there is now a cross made of SA footprints. Until the very end, there are no movements for the next part. The focus is on Jesus represented by his words. So the words, Jesus words, are important and the way they are said matters too. Think about his loving tone of voice he s helping people to see something that is really special, rather than telling them off. *If children have first participated in the Godly Play presentation of The Parable of the Good Shepherd (Vol 3), the image used for the safe shelter will strongly resonate here. It is the same image as the sheepfold. 35

38 MOVEMENTS WORDS There was once someone who said such wonderful things, and did such amazing things that people followed him. But people wondered who he really was. He said, I was the person who was hungry and thirsty and you gave me nothing to eat or drink; I was lost and you didn t help to search for me; I was sick and needed clothes and you did not care or clothe me; I felt far from home, and you did not shelter me. But the people listening didn t understand! They asked him, When did we ever see you hungry or thirsty, lost, sick or without a safe place to be? Point slowly, with open palm, to each group, then reach behind you, to take the Risen Christ image from the centre of the focal table. Place the Risen Christ with his arms outstretched figure in the centre of the sand, just above the Red Shield. And he said: I tell you the truth, whenever you bring help like this to someone in need I will be there. 36 Final layout from the children s perspective

39 WONDERING MOVEMENT Sit back, and take a moment to become present to the wondering in yourself. With each wondering, be inwardly aware of what your own wondering response might be. But don t be tempted to share that with the children. Instead, your role is to offer them an open space to reflect on what this means for them in words or in silence, as they so choose. There are no right answers for each of these wonderings there could be many different responses each time. We help children discover that Christian spiritual language offers a limitless resource of meaning for our lives. The aim of the wondering together is not to reach the end of our thinking on each point. Rather your goal is to support some opening up of each issue, so that the children might be inspired to go on wondering more, in art, in their play or other response later in the session and beyond. 37

40 MOVEMENTS Do look up to engage face to face with the children in the wondering. WORDS I wonder which part of this you like the best? I wonder which part of this you think is the most important thing The SA does? I wonder if you ve seen any of this happening in The SA? I wonder what it is like to help? I wonder what it is like to be helped? I wonder how children can help to do any of these things? I wonder if there are other things people can do to help others? CONCLUSION TO I WONDER SECTION Show the children how to carefully put away the presentation materials on the trays, reminding the children these are now ready for them to play with by themselves. Introduce the response time by asking round the circle, I wonder what you d like to do today, what you need to do now, perhaps something that will take your wondering even further? After making the general invitation, ask each child in turn what they think they might do (eg paint/draw/write/play; sometimes they may tell you also what they think they might paint). What s important is that they each have made some choice for themselves, rather than be left to just wander / feel lost. Going one at a time to get what they want to use also avoids too much of a crush. 38

41 RESPONSE TIME For response time, there needs to be a rich range of choices available to play with the materials just presented, to draw in various ways, to write, to read, to make/construct, etc. There are normally no set activities as we can t foresee how a child might need to be with God in this time. During response time, the storyteller and doorperson stay seated, and clearly available to any child who wants to come to them for conversation or help. This means the adults do not go round to the children, or talk with them uninvited. Through this, children understand that response time is a more personal, free, and often private, time of processing and reflecting time like prayer, time with God, but using the child s vernacular language of play and creative activity. The emphasis is on the process, not visible product. THE FEAST When it is time, invite the children to come back together into the circle to share time and fellowship together: the feast. With the help of one or two children, serve each person with a drink and something to eat (some grapes, or a biscuit etc). Help the children to wait until everyone is served, and offer a prayer of thanks for the food and drink. Other prayers might be offered here too, by you or the children. Some prayers might be said aloud, others might not. AFTERWARDS When the children have gone, reflect with your storyteller/doorperson about the children and session I wonder what you liked best about this session? I wonder what was difficult for you in this session? I wonder when you came closer to God in this session? I wonder when/how you noticed a child coming closer to God today? 39

42 Notes

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