How to Lead Adult Groups
How to Lead Adult Groups Living the Good News a division of Church Publishing Incorporated 600 Grant Street, Suite 400 Denver, CO 80203 1-800-824-1813 www.livingthegoodnews.com Shaping and transforming lives and communities through shared experiences of the Sunday readings. Cover Design: Merten Design Group Living the Good News, a division of Church Publishing Incorporated Editorial Offices: 600 Grant Street, Suite 400, Denver, CO 80203 For catalogs and orders call: 1-800-824-1813 © 2006 by Living the Good News. All rights reserved. Printed in the United States of America. Living the Good News is copyrighted material. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher. The scripture quotations used herein are from the New Revised Standard Version Bible. © 1989 by the Division of Christian Education of the National Council of Churches of Christ in the USA. Used by permission. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter One: The Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Chapter Two: The Learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter Three: Using the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Chapter Four: Preparing a Living the Good News Session . . . . 23 Chapter Five: Exploring Scripture with Adults . . . . . . . . . . . . . . 26 Chapter Six: Praying with Adults . . . . . . . . . . . . . . . . . . . . . . . . . 32 Chapter Seven: Using Creative Activities with Adults . . . . . . . . 34 Chapter Eight: Ministering TO Adults . . . . . . . . . . . . . . . . . . . . . 38 Chapter Nine: Ministering WITH Adults . . . . . . . . . . . . . . . . . . . 42 Introduction So you have been asked to lead an adult group! How do you feel? nervous? stressed? confused? eager? excited? committed? Don’t know where to begin? These feelings and many more are natural to us who are called to work in Christian education. Reading this booklet shows that you are willing to invest time in your ministry. This booklet can help you discover: ◆ the unique gifts you bring to your ministry ◆ simple methods that will empower and enrich your ministry ◆ the most effective way to work with the Living the Good News curriculum, a lectionary-based, arts-enhanced, learning-by-doing program A Lectionary-Based Curriculum Since its earliest days, Living the Good News has encouraged churches to offer learning opportunities to every age group, in a way that nurtures both the individual Christian and the Christian family together. Living the Good News sessions, every Sunday at every age level, are united by a common focus that is derived from the lectionary readings for the day. Sessions for adults generally focus on several or all of the lectionary readings, always including the gospel. Together, adult participants seek to explore the meaning of scripture in both the Church’s tradition and our lives today. Scripture journals encourage adults to take time for more in-depth reflection as, week by week, they encounter the breadth and depth of the Christian message presented in the lectionary. What Is the Lectionary? The lectionary is the set of readings we hear week by week in the Sunday Eucharist. The lectionary has a three-year cycle that focuses each year on a different gospel. In the years 2006, 2009 and 2012 (Year B), most of the readings are drawn from the Gospel of Mark. In the years 2007, 2010 and 2013 (Year C), most of the readings are drawn from the Gospel of Luke. In the years 2008, 2011 and 2014 (Year A), most of the readings are drawn from the Gospel of Matthew. The Gospel of John is read on certain Sundays in all three years. 4 ● Introduction The lectionary is not a chronological approach to reading the Bible, nor is it a book-by-book approach. Instead, each week the scripture readings are closely linked to the seasons of the Church’s life cycle, its liturgical calendar. In the first half of the Church year, we follow the major events of the life of Jesus, including his birth, death, resurrection and the birth of the Church. In the second half of the Church year, we study Jesus’ actions and teachings. Seasonal traditions offer a special joy to a curriculum based on experiential learning. How Does Learning by Doing Work? Proverbial wisdom tells us: I hear and I forget. I see and I remember. I do and I understand. All of us learn best when we make our own discoveries and draw on more than our sense of hearing. In a session where this kind of experiential learning is taking place, there is minimal “teacher talk.” Instead you, the leader, create opportunities for your brother and sister participants to make and communicate their own discoveries. You ask questions, listen, respond and value the participants’ own responses. Reflect on your own experience. Recall a learning experience that excited you. ◆ What first interested you in learning that skill or information? ◆ By what method did you learn? ◆ How have you used your new skill or information? ◆ How did learning it change your life? At all age levels, experiencing scripture has the power to transform. In Living the Good News sessions, younger children are not asked to fill in workbooks; instead they play active games that involve running, jumping or skipping as well as answering questions. Children are not asked to color between the lines; they are encouraged to create art that has meaning for them, using various media. How to Lead Adult Groups ● 5 Youth are not handed scripts for dramas; the fun (and learning) is in developing their own plot, dialogue and props. Adults are not given lectures; they discuss, write poems and reflections, meditate, make music, roleplay and pray. The Arts: Learning by Doing for Today’s Church Today’s Church is changing to reflect more and more the changes of the multicultural society in which we live. With our curriculum, we strive to include materials that will both reflect and nurture this diversity. A Middle Eastern poem, an African-American quilt, a Japanese instrumental: these rich materials shed new light on what the gospel means in and for today’s Church. As Christians, we affirm the goodness of God’s creation. We experience life as beings capable of physical, emotional, intellectual and spiritual response. So in formation, we do not appeal to the intellect alone, but draw structure and activities from several “languages”: The language of movement. The language of art. The language of story. The language of faith skills. The language of relationships. Diverse activities appeal to the different learning styles of individuals, but of even more importance is the way they establish and strengthen relationships. Where discussion can sometimes serve to highlight our differences, a common movement challenge or art exploration offers us a chance to work with the differing gifts of others in a spirit of discovery and respect. We grow in the very gifts needed for our common life in Christ. Our prayer is that the explorations we offer in our arts-enhanced Living the Good News curriculum will nurture both your own Christian journey and the faith formation community you lead, week by week. Participants do not come to us as “blank slates” on which we leaders write our facts and theories. Instead, participants come to us with rich lives and experiences that we, as effective leaders, want to draw out as we work together week by week. Living the Good News will give you the tools you need to become that effective leader. So welcome to Living the Good News! And blessings on your ministry. 6 ● Introduction Chapter One: The Leader In this chapter: reflecting on your goals the role of the leader in implementing Living the Good News’ lectionary-based curriculum ◆ the importance of building good relationships ◆ ways to make this a good experience for you ◆ ◆ What Are Your Goals? We all have different goals for our Christian ministry, even those of us who work with adult participants. Look over this list. Check any of these goals that apply to what you want. Add any goals of your own to the list, too. ■ To grow in my own spiritual journey. I want to follow Jesus Christ more closely. I want to be a better leader. ■ To provide an interesting session for participants. I want to affirm each person’s worth, regardless of race, class, gender or learning style. ■ To explore basic theological concepts. I want to offer discussion leadership consistent with informed biblical interpretation and the theology of the Church. ■ To explore scripture. I want to invite participants to enter more deeply into their biblical heritage. ■ To carry out my pre-session preparations with a minimum of time and exertion. I live a busy life! ■ To share with participants the rich heritage of the Church, including it’s liturgy and prayer. I want to communicate the joy I have in the prayer and life of the Church. ■ ___________________________________________________________ ■ ___________________________________________________________ ■ ___________________________________________________________ How to Lead Adult Groups ● 7 Now look back over the list you’ve made. What are the three most important goals for your leadership ministry? Your Role and Living the Good News Living the Good News wants to support all the goals you set for your ministry. Unlike many programs, which rely on textbooks or “scripts” for the leaders to follow, Living the Good News is committed to ministering to adults by first ministering to their leaders. We want to help you find ways to lead sessions that: ◆ honor individual learning styles and intelligences ◆ explore the weekly lectionary in ways that empower the participants ◆ are easy to prepare and enjoyable to lead ◆ invite you, the leader, into a deeper understanding of scripture, theology and the practical concerns of your ministry Relationships First Session plans take second place to the relationships you build with the members of the group. Much of what participants learn comes not from the content of the session, but from your patience, warmth and respect, shown in each activity, discussion and interaction. Remember, as a leader, you are constantly modeling God and God’s Church for your participants. That makes leading less daunting, since it becomes less critical that every activity is covered, that all questions are discussed or that a pre-selected “point” is communicated. What matters most is your warmth, your openness and your ability to convey to every group member: “Who you are, just as you are, is a precious gift to me, to our group and to God’s Church.” Let God take care of the rest. 8 ● Chapter One: The Leader “Ministering to Me!” You’ve agreed to take on a rewarding, but demanding ministry. We suggest you not try to do it the hard way. What’s the hard way? Not making time for yourself. Not getting together with like-minded people engaged in the same ministry. Getting so bogged down in carrying out ambitious projects that you lose touch with the dreams and vision that led you to this ministry. We encourage you to nurture yourself, to treat yourself like the beloved child of God that you are. Remember, when God calls us to ministry, God intends to meet our deepest needs and respond to our deepest desires. We firmly believe: the first step in ministering to the needs of the participants in your group is to minister to you Working alone or with a group, try these activities to help you recognize your gifts and to set goals for your leadership: ◆ Write a quick reflection on or discuss a memorable teacher, leader or mentor you have had, in or out of school. What were this person’s strengths? ◆ Use your curriculum to meet your own needs for prayer, reflection and study. You can set aside a regular time each week to study the scripture background that comes with your curriculum and to meditate on the week’s gospel. Open yourself to the Holy Spirit who enables us to understand scripture and share it with others. Let the story of God’s people flow into your story. ◆ Draw on your inner resources by thinking of ways in which you have experienced God. Think of answered prayers. Think of the person who came to help just when you most needed someone. Think of a time when you felt hopeless but still knew the “peace that passes all understanding.” Think of your mountaintop experiences. ◆ Write a quick answer or discuss: What strengths do I bring to leading? (If you are working with a group of leaders whom you know well, break into small groups and brainstorm a list of each leader’s strengths.) ◆ Pair up with another leader. Meet monthly for lunch or make a weekly phone call to hear each other’s concerns and to encourage each other in your ministries. How to Lead Adult Groups ● 9 If you had no restrictions on time or money, what would you most like the participants in your group to experience? Discuss with a partner or think silently about your answer. Make a symbol of what you want to accomplish. Shape the symbol using a two-foot piece of aluminum foil and hang it in your office or kitchen. ◆ For your own renewal, plan short times of reflection throughout the year. Visualize yourself sitting with the participants in your group in the presence of God. What does that look like? What questions would you ask? What are God’s answers? ◆ 10 ● Chapter One: The Leader Chapter Two: The Learner In this chapter: ◆ ◆ ◆ ◆ ◆ reflecting on the diverse goals of adult learners an adaptation of Chapter 1’s worksheet for the learners in your group an introduction to learning styles an introduction to multiple intelligences suggested activities for different learners Adult Learners Adult learners are our peers. They want to be treated with respect, want to set and fulfill their own goals for education. We suggest you invite participants in your group to discuss their individual and shared goals during a session. Begin by asking individuals to complete this version of the worksheet given in Chapter 1. Then ask participants to discuss: ◆ How can we best structure our time to meet our goals? ◆ What guidelines might be important for us to observe to help one another meet our individual and shared goals? What Are Your Goals? We all have different goals for our time together. Look over this list. Check any of these goals that apply to what you want. Add any goals of your own to the list, too. ■ To grow in my own spiritual journey. I want to follow Jesus Christ more closely. I want to be a better Christian. ■ To participate in an interesting session; to feel that my contributions to the group are valued, regardless of my race, class, gender or learning style. ■ To explore basic theological concepts. I want to participate in discussions in the context of informed biblical interpretation and the theology of the Church. ■ To explore scripture. I want to enter more deeply into our biblical heritage. ■ To carry out any preparations or follow-up away from the sessions with a minimum of time and exertion. I live a busy life! ■ To share with others the rich heritage of the Church, including it’s liturgy and prayer. I want to communicate the joy I have in the prayer and life of the Church. How to Lead Adult Groups ● 11 ■ To have a safe forum where I can explore the everyday issues that challenge me most deeply: work, family, political values, economic concerns, etc. ■ ___________________________________________________________ ■ ___________________________________________________________ ■ ___________________________________________________________ Now look back over the list you’ve made. What are the three most important goals for our time together? Learning Styles Our learning style is our personal window on the world. This style determines how we think, make judgments and experience people and events. Here we’ll focus on these three typical styles of learning: ◆ learning by hearing and speaking (auditory style) ◆ learning by seeing (visual style) ◆ learning by moving and touching (kinesthetic/tactile style) Each of us, adults as well as children and youth, uses all three styles but favors one. In each session, Living the Good News suggests a range of activities designed to meet the needs of participants with varying learning styles. Those Who Learn by Hearing and Speaking Auditory learners primarily use their ears and voices to learn. They: ◆ remember what they hear and what they say ◆ prefer listening to reading ◆ want to tell and listen to stories ◆ like to respond with words instead of actions ◆ enjoy discussion 12 ● Chapter Two: The Learner ◆ ◆ ◆ ◆ memorize by repeating words aloud rather than writing understand a difficult subject by “talking it through” like to give verbal responses to questions can easily follow oral directions Some appropriate activities for auditory learners include: ◆ listening to a story ◆ recording a story on audiotape ◆ singing songs or making up new ones ◆ completing an unfinished story ◆ roleplaying ◆ narrating a story that others act out ◆ doing a “newscast” recounting a scriptural event ◆ narrating a slide show that others illustrate ◆ discussing the content of a photograph ◆ doing a choral reading or “reader’s theater” presentation of scripture ◆ reading a passage aloud for the group ◆ brainstorming solutions to a problem or dilemma Those Who Learn by Seeing Visual learners use their eyes to help them understand and remember new concepts and skills. They: ◆ like seeing a picture of what is being described ◆ appreciate a bulletin board or display of objects related to a lesson ◆ want to quietly absorb the world around them ◆ like to imagine stories in visual detail ◆ memorize by reading or copying repeatedly ◆ like visual reminders, icons, graphic displays, etc. ◆ want verses and instructions written on board ◆ benefit from a time line of biblical events ◆ use charts, diagrams and pictures to help them remember ◆ like seeing material on a handout or overhead transparency as the leader presents it Activities appropriate for visual learners include: ◆ seeing videos, films, slides, computer presentations or live theater ◆ illustrating stories How to Lead Adult Groups ● 13 making any kind of visual art: murals, slide shows, videos, shadow puppets, posters, masks, costumes, scenery, collages and paintings ◆ creating visual reminders ◆ touring the Church to find symbols, furnishings or works of art ◆ silent, imaginative prayer that invites the participant to visualize; for example, “Close your eyes. We are on a hillside with Jesus. The sun is setting, and there is a crowd of restless people around him...” ◆ devising symbols and representing them with cut-out paper, stitchery or some other art form ◆ creating puzzles or mazes ◆ writing and illustrating booklets or journals ◆ making a poster of newspaper headlines related to a Bible story ◆ research using maps and illustrated commentaries ◆ brainstorming words related to a concept and writing those words around the central word (called webbing) ◆ writing a Bible verse in the shape of an object that symbolizes the verse ◆ Those Who Learn by Touching and Moving Kinesthetic/tactile learners do best when they touch and are physically involved with what they are studying. They want to make, build, move and do. Kinesthetic/tactile learners: ◆ learn and remember concepts through simulation, roleplay and drama ◆ enjoy learning via computer ◆ participate enthusiastically in parades, processions, dances, creative drama and other whole-body activities ◆ memorize by copying words over and over ◆ want to move around during worship (lighting candles, collecting the offering, ushering) ◆ like service projects that involve action (carting donated items for the church sale, serving dinner at a community soup kitchen, taking newspapers to the recycling center, running in a marathon to raise money for a cause, etc.) 14 ● Chapter Two: The Learner Activities appropriate for kinesthetic/tactile learners include: ◆ making sculpture ◆ working with play dough or cornstarch clay ◆ using sign language, charades, mime, creative drama, liturgical dance, etc. ◆ using “body prayer” (slow, silent body movement somewhat like dance, used as a form of prayer) ◆ using art materials with tactile interest, such as, pastels or finger paint ◆ building models of biblical scenes, such as, a vineyard (the setting for several parables) ◆ making clay representations of biblical subjects, such as, the creation story or the stations of the cross ◆ making and decorating gifts (jewelry, pencil holders, note pads, hot pads, wind streamers, etc.) or making a mobile to illustrate a Bible story ◆ playing an oversized version of a board game (Participants become the playing pieces; big, painted boxes become the dice. Movement from start to finish depends on answering questions about a scripture passage.) ◆ moving as if experiencing a particular feeling (sad like the disciples were when Jesus died, happy like they were when he rose) ◆ finding and underlining words or sentences in different colors, highlighting, making written notes in the text as a study aid Multiple Intelligences The theory of multiple intelligences is a formal presentation of what most people have always known by observation: we are all different, and we exhibit different strengths in various activities. You may love to read, and consume books the way some people consume candy. Your best friend rarely reads, but can reproduce a song on the piano after hearing it once on the radio. Your daughter is a natural athlete, picking up any sport after a few tries; your brother, meanwhile, has always felt most at home in nature, and is drawn to environmental causes. You were always amazed at your mother’s natural ease at dealing with and helping people, while your father seemed more in touch with himself and grounded than anyone else in your family. The natural aptitude we demonstrate for given activities or areas of interest reflect our innate “intelligences.” How to Lead Adult Groups ● 15 The theory of multiple intelligences, originally proposed by Dr. Howard Gardner in 1983, suggests there are eight different intelligences (though research continues on the possibility of others, including “spiritual intelligence”). His original eight include: ◆ linguistic (good with words) ◆ logical-mathematical (good with numbers/logical reasoning) ◆ spatial (good with pictures/visually sharp) ◆ bodily-kinesthetic (good with the body/coordination/movement) ◆ musical (good with reading/playing music, but also listening to/appreciating) ◆ interpersonal (relates well to others/listens/understands) ◆ intrapersonal (understands/relates well to self) ◆ naturalist (good with the nature/environment; enjoys/understands the natural world) Historically, our culture has placed greater value on only two of these intelligences—linguistic and logical-mathematical. To “succeed” in our educational system, you’ve needed to be good at either words or numbers. Lots of intelligent kids struggle, not because they’re “not smart,” but because they’re smart in areas other than words or numbers. The theory of multiple intelligences is useful for those who minister to adults for two reasons: One, it helps us recognize the value of everyone in our group, not just those who shine verbally or logically, and to look for and affirm the strengths that every participant exhibits. Two, it emphasizes that there are different ways of knowing, so we can offer a rich variety of activities to the people we lead, addressing a broader range of intelligences and making their experience richer for more participants, more of the time. We especially encourage faith-formation leaders to attempt to include those activities they instinctively shy away from. If you’re a leader who says, “I never do movement..,” try to find one way to include movement activities—even if you need to recruit a helper. Remember, you too have your own mix of intelligences from Gardner’s list, and you’re more likely to choose activities that comfortably fit them. 16 ● Chapter Two: The Learner A Choice of Activities It’s not important that you accurately identify each participant’s preferred learning style or mix of intelligences. What is important is that you provide a choice of activities so that participants can find their own preferred ways to participate in your group. As you watch participants make choices from their unique approaches to learning, you can also better appreciate your unique style. Since the beginning of time, there has never been another you, and in all time to come, there never will be. As Carl Jung said, “We must think of life as developing from within as well as from without... Each child bears within himself the germ of his own personality.” If we put learning style and multiple intelligences theory to use, we recognize that no single approach can meet all participants’ needs. Standardizing our leading methods is a real temptation in our culture, where we standardize everything from intelligence tests to premeasured packets of coffee. When we celebrate diversity instead, we take our pattern from God, who delights in making so many people with so many different gifts to cherish. How to Lead Adult Groups ● 17 Chapter Three: Using the Arts In this chapter: ◆ ◆ a rationale for using the arts in faith formation help you’ll find in your session materials The Arts and Faith Formation As Christians, we affirm the goodness of God’s creation, and we constantly engage with God’s great, good creation in many ways: physically (running, hugging, gardening), emotionally (laughing, crying, creating, loving, standing in awe of a spectacular sunset, expressing our love for family members), intellectually (reading, discussing, analyzing, exploring) and spiritually (worshiping, appreciating, meditating, standing in awe before a magnificent sunset or the intricate beauty of a newborn baby). Faith-formation requires nothing less than this same, whole-person experience. We encounter God (and others and ourselves), not only through the intellect, but also through structures and activities drawn from all of life’s “languages”: The language of movement. The language of story. The language of relationships. The language of art. We choose faith-formation activities for two reasons: First, they communicate content. That is, adults want to know the basic content of our faith. We want to know the meaning of our common worship and the sacred stories of scripture. Second, our faith-formation activities model process. We want to participate fully in Christian community with all our varying gifts and talents. The arts as learning-tools are uniquely suited to both these purposes. The Arts Build a Foundational Spiritual Vocabulary We wouldn’t think of depriving children of language or other basic life skills. We teach children—on purpose—the words, signs and symbols needed to function in the world. At first, we teach the basics: yes and no, hot and cold, 1-2-3, apple, ball. We teach them who Mommy and Daddy are, and that an eight-sided street sign means Stop. With these kinds of basics, they begin to navigate their world, making discoveries and meanings on their own. 18 ● Chapter Three: Using the Arts Learning the language of faith requires similar attention. Children (and teens and adults) need instruction in the basics of Christian vocabulary, along with some kind of roadmap to the world of “practical” Christianity. We need to know what pray and church and Bible mean. We need an introduction to Jesus, his mother, Father and the Holy Spirit—not to mention the whole cast of woolley characters from Adam and Eve to Paul and Silas. Moreover, we need the words to describe our core Christian values: love and help, togetherness and friendship, compassion, truth and forgiveness. The arts can serve as an engaging way to expand on these Christian basics. An artful, authentic rendering of a mother and child is a bridge to Mary and baby Jesus—and the “feeling” in the picture has a name. A piece of poetry-as-prayer becomes an experience of the loving communion of which it speaks—the words God and love come to life in new, richer ways. Consider this: Is it the words or the melody of “Cumbayah” that made our first contact with it not only memorable but, many years later, prayerful as well? “Come by here, Lord. Come by here.” The Arts Honor the Spirit of Creativity We all enter the world as natural artists. Our appreciation for creation— both ours and God’s—is uncluttered and deeply authentic. To a child, a cardboard box is a skyscraper, a city bus or a place to serve tea; a random noise becomes the inspiration for a song; a fragment of song becomes the inspiration for a dance. Children carry the entirety of the possible with them into the next “moment of becoming”—that is, until we train spontaneity out of them. God is Creator. God is creativity, its source and its inspiration. A big challenge in faith formation with children is to help them to remain comfortable and present in the creative process, that is, close to God. Exposing young children to the arts helps safeguard this creative spark by sending the message: Divinity welcomed here. In the true spirit of Christian unity, children can be encouraged to experience the artwork of others for what it really is: an invitation to their own. And by “children,” we also mean adolescents and adults. That divine creative urge remains in us all, even if culturally (including Church culture), it’s only occasionally nurtured or encouraged. To draw close to God is to draw close to creativity. To nurture creativity is to nurture faith. How to Lead Adult Groups ● 19 To view a painting by Marc Chagall or read a poem by Nazik ‘al-Mala-‘ika is to invite God to open your heart and soul to new possibilities, to give God the opportunity to disrupt your thinking, shake up your feelings and usher you into a new space where you find fresh, original ways to perceive the world and your relationship to it. To pick up a pen, paintbrush or ball of clay is to join God in the on-going process of creation. What might come of it? An insight, a connection, a release of emotion…who knows? The process, however, is the thing… you and God joining hands, working together, creating. The Arts and Community Art activities establish and strengthen relationships. Where discussion can sometimes serve to highlight our differences, allowing us to stay in our heads, a common movement or art activity offers us a chance to work with the gifts of others in a spirit of discovery and respect. Art activities build community by allowing participants imaginative ways to communicate who they are, what they feel and what they think about. Art builds relationships by inviting adults to work together to do something they’ve never done before, inviting them to grow in the gifts needed for their common life in Christ. A key message in Christian theology is that we are all one in God’s creation. Fostering understanding in our multifaceted, multidimensional, multicultural world becomes a matter of revelation—seeing beneath what seems to separate. The arts can be a place we discover each other and begin to recognize the voice and vision of every culture as our own. Arts-enriched activities help us find our points-in-common with the larger world. The Arts Help Us Foster Healthy Development Seemingly by divine design, every moment of experience has in it the potential to teach us something wonderful about the world and to help us become more competent in it. One place to learn about the wonders of God and to discover our place in God’s creation is a world rich with color, sound, texture and imagination. God’s abundance—as manifest in the arts—provides the perfect setting to help adults become the full persons God intends them to be. 20 ● Chapter Three: Using the Arts The Arts Break through Routine and Circumvent Our Defenses Another discussion of the raising of Lazarus? Been there; done that. We know the story, and we know how we’re supposed to respond. Nothing new. Nothing uncomfortable. Is that what you want? Is that what God wants? Then you’re looking at a painting of the raising of Lazarus. This isn’t how you pictured it. It’s dark and creepy. There’s a small ray of light falling on Lazarus’s face as he rises from the grave—and he looks like someone half dead, half alive. You feel the hair on the back of your neck stand up. Wow, this is something! And who is that standing in the shadow? Is that a woman? Is that one of his sisters? Whoever it is, they look as bad as he does. You never really thought about what this moment might mean to her—how her life will be forever changed. And that other patch of light— that must be Jesus. What if this hadn’t worked? What if Lazarus had not come forth? How would Jesus have felt then? How is he feeling now? How will this change the way he thinks of himself? How he thinks of his friends and followers? When we engage with the arts, both as observer (who sees/hears/touches/responds to art) and participant (who creates/expresses using the methods of art) we get in touch with what is most authentic in our human (and therefore Christian) experience. We are drawn below the surface of daily life—fast, flashy, distracting—to what matters most—the spirit, the heart, the soul. We slow down and truly see, listen and be. Our culture does not encourage this, but God invites it. God invites us to welcome and experience what we feel, to examine and critique what we think, to stand in awe or sit silently in God’s presence, fully in the moment, attentive to the detail, willing to listen. Using music, literature or the visual arts can do a quick end run around our natural defenses, facilitating a deeper look into the stories we otherwise take for granted. We see with new eyes, hear with new ears, experience scripture, the world, each other and God in fresh, original ways. Throughout your Living the Good News sessions, you’ll find art used to help overcome the inertia of familiarity and repetition. Think you’ve heard the story? Not like this. Suddenly you hear it again—for the first time. How to Lead Adult Groups ● 21 The Arts in the Living the Good News Curriculum Whether you’re an experienced arts educator, or new to either learning through the arts or to faith-formation work, we’ve supplied what you’ll need to use the arts effectively with any age level. Each quarter, you’ll find rich art resources to use with your curriculum: fine art reproductions, musical selections, great literature and ageappropriate arts-based activities combine to draw peoples’ imaginations into the gospel in new and challenging ways. We provide information and tips to help you: ◆ lead activities in effective ways ◆ respond appropriately to the art work of participants ◆ engage the group—and yourself!—with the works of art provided. 22 ● Chapter Three: Using the Arts Chapter Four: Preparing a Living the Good News Session In this chapter: ◆ ◆ ◆ guidelines for session planning preparing a typical session a description of a sample adult session Guidelines for Planning a Session Each week, choose one idea that you plan to focus on with the participants. Choose activities that explore this focus and that offer choices for learners who might prefer different learning styles, quiet or active activities, group or individual work, the familiar and the unfamiliar. ◆ Feel free to explore only a few activities that will fit comfortably into your time together. You do not have to offer every activity in the curriculum to be a success. ◆ We know extra time is hard to find, but try to do as much preparation before the session as you can, so that during the session you have time to communicate the most important messages of all: — “We are glad you are here.” — “We have time for you.” — “You are respected here.” — “You are important to God and to all of us.” ◆ Preparing a Session Let’s look at two possibilities: ◆ Leading participants is your primary Christian ministry. You want to spend at least an hour of preparation time during the week before you meet with your group. You want your preparation time to nourish you as well as the participants you’ll lead. In this scenario, we suggest spending a short time on preparation over several days: — Day one: Take a look at “Session Essentials.” Is there any advance preparation you need to make? Are there any special materials you need to gather? (5-15 minutes) — Day two: In “Session Essentials,” look over the Format of the session. Which Enrichment activities do you want to include or omit? Decide on a schedule for your group. (5-10 minutes) — Day three: In “Helps for Leaders,” read the scripture background. Use the Reflection to meditate on the week’s gospel. (10-20 minutes) How to Lead Adult Groups ● 23 — Day four: Consider the discussion questions in the Core Session. Consider your own responses, and think ahead to what challenging responses participants might give. (10-15 minutes) — Day five: Decide which Enrichment activities to include. Make sure you have the materials for these. (5-30 minutes) — Day six: Expand your knowledge with the rest of the “Helps for Leaders” or material on the Enhanced CD Interactive Disc. (15-20 minutes) ◆ Your ministry is important to you, too, but life is hectic. It’s an hour before you’re supposed to teach, and you don’t have time for reflection, study or practice. You still want to do a good job, though, and you can. We suggest: — Look over “Session Essentials” to find all the information you have to have at a glance. — Skip any optional Enrichment activities and stick to the core session. — Gather together the materials. Omit any materials marked optional. — Keep your quarterly Guide handy during the session to quickly look over activities as you need to. — Before you start, take a deep breath and remember: your most important job is just to be. Be respectful. Be caring. Be present. Know that you and the participants are blessed to be together. What Does a Typical Session Look Like? As participants arrive, friends greet one another. You make time for this exchange of greetings, welcoming newcomers, acknowledging current local, national or worldwide concerns. ◆ You begin with a quick opening activity (a meditation, brainstorming, one thought-provoking question, etc.), then move into discussion of the scripture readings. ◆ You choose discussions and activities appropriate for your group, keeping in mind the group’s size, its shared goals and the time you have available. You might invite participants to make choices: some participants might prefer a Biblical focus, while others want to explore the visual arts, literature or music. ◆ You choose at least one discussion or activity to bring everyone together again. Most often, the group will unify around the gospel message. ◆ You close with prayer based on the session activities, the day’s psalm or the group’s own preference. You look ahead to next week’s session with this group of brother and sister Christians who, together with you, are committed to living the Good News in their daily lives. ◆ 24 ● Chapter Four: Preparing a Living the Good News Session A Sample Session For an example, this is how a Living the Good News adult session might explore the Advent gospel from Luke that contains Mary’s song of joy in the approaching birth of Jesus (Luke 1:39-49). What do we want to keep in mind as leaders of adults during such a session? We know participants are stressed with Christmas preparations. We want to acknowledge their stress, but also to explore the joy of Mary, which represents the joy of the Church in God’s gift of our Lord. Finally, we want to explore the story in the context of the Church’s teaching and worship. First, we invite participants to quickly list all the things that are on their minds as they prepare for Christmas. Then we ask them to fold this page and set it aside for the duration of the session, as a way to symbolize their choice to take time out of their busy lives to reflect on God’s word. Next we read together a prophecy from the Old Testament concerning the coming of a savior. Participants reflect on the prophet’s message for his contemporaries and the relevance of that message to our society today. A discussion of a passage from Hebrews about God’s blessings encourages participants to consider their own blessings. Group members take part in a dramatic reading of Mary’s song, then find ways that Mary’s words become their own words. They see how various artists have interpreted this event over time and perhaps participate creatively by writing haiku or experimenting with a woodcut technique. The session concludes with a prayer of joyful thanksgiving for God’s blessings in the life of the Church and the lives of the participants. An ideal preparation for such a session would not involve gathering materials and supplies—the materials used are minimal—so much as making time to gather yourself. When you come to the session prepared to be present to both God’s word in the readings and God’s people gathered with you, you can trust that God will be present, too. This is the heart of preparation: be present. And trust in God. How to Lead Adult Groups ● 25 Chapter Five: Exploring Scripture with Adults In this chapter: ◆ ◆ ◆ tips for exploring scripture with adults a worksheet about open-ended questions sample discussions from an adult session Bible Study The adult sessions in the Living the Good News curriculum present to participants the fullest exploration of the weekly readings. Younger age levels might explore only one or two readings, but most adult sessions of Living the Good News offer discussions based on all the weekly readings. Adult sessions offer both discussions and “learning-by-doing” activities. These activities involve the whole person—senses, emotions, mind and spirit. We believe a learning-by-doing approach can help participants grasp an idea more fully than they would through intellect alone. We encourage you to incorporate at least some of these activities into your group’s time together. Many adults may feel awkward when invited to work with clay or pipe cleaners, or to create songs or poetry; they may feel these are childish activities. Such concrete experiences, however, can serve to move group members from learning about an idea toward an understanding of the idea. The discussion during the project may also be a valuable by-product. Discussing Scripture At the heart of a Living the Good News adult session is discussion of the week’s scripture. We recommend that most discussion of scripture be based on open-ended questions. We’ve included a worksheet to help you explore this technique. 26 ● Chapter Five: Exploring Scripture with Adults Another common technique we use is to vary the discussion between large group and small group settings. Large groups can be a good way for participants to encounter a diversity of opinion. Small groups can be a good way for participants to explore more deeply a limited question or selection of issues related to the day’s scripture. When possible, we recommend that small groups offer feedback to the larger group gathered together. We encourage leaders to find ways to communicate the group’s explorations to the leadership or membership of the church. Examples: ◆ The group could meet with outreach workers to share a list of brainstormed service options ◆ The group could write an article for the church newsletter ◆ The group could schedule a brief meeting with the clergy and lay leadership to communicate concerns raised during discussions How to Lead Adult Groups ● 27 Open-Ended Questions An open-ended question elicits many possible answers. Examples: ◆ What’s on your mind today? ◆ What do you think tomorrow might bring? ◆ If you could only choose one gospel to read for the next year, which would you choose and why? Some questions elicit limited answers. Examples: ◆ What’s your name? ◆ How old are you? ◆ How many gospels are in the New Testament? We can use limited-answer questions to quickly find information or test knowledge, but richer dialogues begin with open-ended questions: ◆ If you had to pick a new name for yourself, what would you pick? Why? 28 ● Chapter Five: Exploring Scripture with Adults ◆ What do you like best about being just the age you are? ◆ What do you hear Jesus say in this story? Open-ended questions encourage learners to analyze, reflect, dig deeper. Following are several open-ended questions that will work with any scripture story. Read the questions. Reflect on possible answers. What other scripture-study questions could you invent? ◆ What did you hear in today’s story? ◆ What gospel story do you find most challenging? ◆ If everyone in the world heard today’s gospel and took it to heart, how would the world be different? ◆ ◆ ◆ ◆ How to Lead Adult Groups ● 29 Sample Discussions For an example, here are two sample discussions from Living the Good News adult sessions. In Year C of the lectionary readings, participants will explore the Advent gospel from Luke that contains Mary’s song of joy in the approaching birth of Jesus (Luke 1:39-49). Mary’s faith is affirmed and supported by the faith of Elizabeth her kinswoman. Ask for two volunteers to read Luke 1:39-45, one taking the narrator’s part, the other taking the part of Elizabeth. Invite group members to discuss the following after rereading the gospel passage: ◆ Why might Mary have made the trip to see Elizabeth? — What do you think Mary felt when Elizabeth responded to her greeting? — What is your reaction to Elizabeth’s faith-filled announcement? ◆ What part does the Holy Spirit play in this meeting? — What part does the Holy Spirit play in helping us to recognize God’s presence in others? ◆ What kind of support did Mary and Elizabeth give to each other? ◆ Why does Elizabeth call Mary “blessed”? Later in Year C, participants have a chance to respond to Paul’s description of the gospel in 1 Corinthians 15:1-11. Paul emphasizes the meaning of the gospel and his role in proclaiming it. Ask a volunteer to read aloud 1 Corinthians 15:1-11, then discuss the following questions: ◆ What does the word gospel mean? ◆ How does Paul summarize the gospel in this passage? (List the points on the board or newsprint.) — When you think of the good news of Jesus, what seems most significant to you? Why? 30 ● Chapter Five: Exploring Scripture with Adults What personal meaning does Jesus’ resurrection have for Paul according to these verses? — In what way does Paul reinforce his apostolic authority in this passage? Why might this be important for the early Church? — Why does Paul call himself the least of the apostles? What impact does this reasoning have on you? ◆ What does the term “grace of God” mean to us? — What risks did Paul take in order to experience God’s grace? — In what ways have we experienced God’s grace bringing us into faith? ◆ Based on his statement in verse 9, would Paul have been our choice for an apostle? Why or why not? — What does God’s choice of Paul tell us about God’s power to make us new? ◆ Guidelines for Discussion Leaders In the two sample discussions above, note how often open-ended questions are asked. Again, such questions do not have “right” answers, but rather can invite a wealth of creative, thoughtful responses. What happens if we hear a response that we can’t agree with? We can still acknowledge the response, and the person who made it, in positive ways. Consider responses that affirm, such as: ◆ So you feel that... ◆ You see it this way... As we work together with adults, we can be sure of one thing: there is no single way of looking at any aspect of Christian life. A leader who recognizes and values differences is a leader who will elicit wholehearted participation from members of the group. How to Lead Adult Groups ● 31 Chapter Six: Praying with Adults In this chapter: ◆ ◆ ◆ diversity in worship prayer in the Living the Good News curriculum tips for praying with adults Diversity in Religious Experience Just as we have varied learning styles and unique blends of intelligences, we have varied tastes in worship and prayer, too. Some of us like to come to church to hear the music or sing in the choir. Some of us look forward to a thought-provoking sermon, while others prefer time for silence and meditation. Some of us like the beauty of a traditional church building, and almost all of us take pleasure in joining with friends and loved ones for worship. Just as you take into account varied learning styles and multiple intelligences in planning for diverse activities, we would encourage you to take into account these varied tastes as you plan prayer experiences for the group. Praying Together At the end of each session plan, you will find a section called Praying Together. This activity offers, over the course of a year, varied prayer experiences to the group. You might find a prayer based on the day’s psalm, or other liturgical prayers or phrases. Often a session suggests a prayer topic related to the lectionary readings, with suggestions for spontaneous prayer. Sometimes you will find suggestions for active prayer: silent prayer with body movements musical versions of prayer unfinished prayers (You begin by saying, “Dear God, today we pray for...” Each person in your circle finishes the prayer.) ◆ imaginative prayer, when we visualize ourselves with Jesus ◆ writing prayers as acrostics or poems ◆ ◆ ◆ 32 ● Chapter Six: Praying with Adults We’ll help you by giving easy instructions for leading different prayer experiences. Don’t feel you have to stick to our directions or use our words; think of our ideas as recipes that you can change to suit the tastes of your group. A Sample Prayer Time In this session, group members have discussed the relationship between baptism and our call to be God’s servants. They have explored a reading from Isaiah describing the ministry of God’s servant, then compared those descriptions to similar readings in Acts and the Gospel of Luke. During a discussion of baptism, they have identified ways that they have experienced God’s power and call to service. The session closes with this prayer activity: Invite group members to stand as you read sections of the Nicene Creed, a statement of our basic beliefs as Christians. After each section, pause and invite group members to offer thanks for the work of God in them personally and in the community. Close the prayer time by reading the last verse of Psalm 29: “May the Lord give strength to all people! May the Lord bless all people with peace!” Tips for Prayer Whether you adapt our prayers or invent your own prayer activities, you might want to keep these tips in mind: ◆ Plan a session that will leave time for unhurried prayer. ◆ Some groups will want a special place in the room set up for quiet prayer. This place can have sacred art on the wall, fresh flowers on a small table or simply be a roomy, empty space. ◆ Other groups will want to gather together in a prayer circle in the middle of a large, empty space. This arrangement allows for a better sense of community. ◆ Prayer time ends most comfortably with a ritual that’s repeated each week. The ritual can be as simple as exchanging a gesture of peace, or hearing the leader say, “The grace of our Lord Jesus be with us this week.” How to Lead Adult Groups ● 33 Chapter Seven: Using Creative Activities with Adults In this chapter: ◆ exploring creative drama ◆ guidelines to art activities ◆ guidelines to music activities ◆ guidelines to writing activities Creative Drama Creative drama, mime and storytelling offer leaders excellent ways to explore faith and scripture in adult sessions. Another approach is “readers’ theater,” the dramatic reading of a story from scripture by a narrator and others who read the parts of the various characters. (You might want to give the audience a part as well, maybe sound effects or cheering for the hero!) Some of the activities in Living the Good News sessions suggest dramatizations of incidents from scripture, with the players making up their own dialogue. These informal skits provide an enjoyable way for participants to explore the details, as well as the emotional content, of an incident. At other times, groups are asked to plan and present a brief skit on some real-life situation related to a key idea. In a typical adult session, drama in all its forms should be done in a spontaneous fashion—no memorizing of lines or elaborate props and costumes. Encourage participants to project themselves into the scene and to use their own words to express feelings and ideas. If a group chooses to put a biblical event in a modern setting, welcome current idioms of speech and humor. Enjoying a learning experience makes it a memorable encounter. Humor is one key; sometimes laughing at human folly produces that “Ah-ha!” experience, when suddenly we come to a new realization about ourselves. 34 ● Chapter Seven: Using Creative Activities with Adults Dramatized stories, mock biblical “newscasts,” parables enacted in modern settings—all communicate the Word in lively, engaging fashion. Incorporating the dramatic arts in Christian education helps us discover that we are indeed co-creators with God. These methods allow all ages to work, talk, play and create together. They provide an arena in which individuals may express who they really are. Such a shared experience engages us directly with scripture, evoking insights that can inspire significant change and growth. Art The arts are a way of knowing and responding to religious experience. A painting, a poem, a drawing can be a silent reminder of an important encounter or insight. Art can also offer us an important channel through which we express our understandings, beliefs and feelings. In fact, through participation in art, a person’s understandings may deepen and come into focus. Many people can express ideas more readily in a visual way than by verbal means. Not least of all, art in individual or cooperative form can be satisfying and fun. However, even as we firmly assert all these benefits of including art in adult sessions, we need to affirm: many adults do not want to participate in art projects. Many participants have decided at some point in their lives that they are “no good” at art. You will not find the same readiness to tackle any subject that marks the free approach of a young child. Many adults will show more interest if you offer art projects that do not depend on drawing: collage, sculpture, painting, posters, etc. Other adults will be grateful for an alternative activity when you have planned a visual arts project. Be especially sensitive about asking adult participants to show others their work. Allow everyone the option of keeping a response private. Some art projects that adults generally find more inviting than drawing include: ◆ Making a poster that incorporates ads, graffiti writing or newspaper headlines. This allows those participants who strongly prefer verbal expression to contribute to a visual arts project. ◆ Working with clay. There’s something about kneading and molding clay that invites adults into silent, absorbed appreciation of the experience in their hands. Other tactile sculpting materials include pipe cleaners and ordinary kitchen foil. How to Lead Adult Groups ● 35 ◆ Creating art in response to either music or poetry. One leader posted on the board a Langston Hughes poem, “The Negro Speaks of Rivers.” The words “my soul has grown deep like the rivers” prompted a surprising willingness in the participants to draw and paint their responses. Music In music, we experience the joy and wonder of Christian faith. Whether bright or mysterious, soothing or lively, music invites us into the open arms of God, a God eager to sweep us into the dance of Christian community and worship. We urge you to include music, often part of the Enrichment Activities, in your session. Specific songs are included on the Enhanced CD Audio Disc. Listening to recorded music is an activity most groups will easily accept. Creating or making their own music might take more of your time and effort to initiate or sustain. One often-successful activity invites participants to invent lyrics for old tunes. Another is drawing with the non-dominant hand as music plays, to see what shapes emerge freely. You can invite music ministers to teach a song or to lead a hymn-sing. You can ask volunteers to prepare a mime, a movement activity or a liturgical dance to accompany a song sung by the whole group. To encourage singing, use songs familiar to the participants. Try to connect the music used in your sessions with the music used in worship, integrating your whole church community. Writing Writing activities can help adults: ◆ explore and remember Bible stories ◆ tell their own personal stories, exploring feelings and enhancing selfesteem ◆ create imaginative stories Writing, from lists to stories, are activities frequently found in the curriculum. Here are some suggestions drawn from Living the Good News sessions: ◆ Respond to a piece of writing with various art materials. ◆ Discuss similarities between a writer’s experience and personal experience ◆ Work together to write a group poem or prayer. ◆ Create a conversation between pieces of art, literature or music. ◆ Use a prompt similar to a line of literature, and ask participants to complete the sentence. 36 ● Chapter Seven: Using Creative Activities with Adults Two special activities that involve words and writing are “webbing” and “brainstorming.” To “web,” write a word in the center of the board or sheet of newsprint. Then ask participants to write the words that come to mind as they think about this word. Participants connect these new words to the central word with drawn lines, resembling the strands of a spider’s web. As participants continue to define and expand these new words, the “web” grows, revealing a wealth of meanings and associations for the original word at the center of the web. This is a powerful way to open up the meaning of important words that we sometimes use as jargon: ◆ faith ◆ salvation ◆ grace ◆ Jesus Often an activity will say “Brainstorm a list of ways to... “ or “Brainstorm the kinds of feelings you have when...” Brainstorming means having everyone throw out ideas in rapid succession. All the participants need to agree on the basic rules of the game: ◆ do not judge or evaluate ideas ◆ do not wait to be called on; just speak up ◆ add on to what others say One participant should list all ideas on the board or newsprint. The values of brainstorming are: ◆ it encourages everyone to offer ideas, and to hear their voices contributing to a discussion ◆ it presents some “way-out” ideas that often lead to a fresh perspective ◆ it encourages a cooperative, working-together atmosphere where people learn through experience that listening to others and offering their own feedback make for a richer discussion or solution If you need to teach a group how to brainstorm, you might explain the process and then let members try it on a topic such as “How many ways can we use a newspaper?” How to Lead Adult Groups ● 37 Chapter Eight: Ministering TO Adults In this chapter: ◆ ◆ ◆ tips on building community affirming the participants in your group connecting Living the Good News sessions with individual goals Building Community People feel more at ease in a room of friends than a room of strangers. Making time at the beginning of your sessions to build community will give you and the participants a warmer, more connected group of people. This warmth and sense of connection can provide a safe place for people to raise their deepest doubts and concerns about their Christian journeys. At your first session, you may want to spend most of the time in these or similar community-building activities: ◆ Divide participants into interview pairs. At the end of 3-5 minutes, ask each participant to introduce his or her partner to the group. ◆ Ask participants to design personal name tags. Each participant picks a shape and adds details that show the group something about who he or she is. For example, a participant could make a name tag in the shape of a guitar to show that she likes to play music. Know Your Group Make sure that you, too, spend time getting to know the participants in your group. One way you can show respect for group members is by using their names exactly as they want them used. (Some participants still prefer slightly formal address. Others have nicknames that are important to them.) Another way is to listen to group members’ interests and concerns. Each week, jot down notes about each participant. What does each group member like? dislike? feel strongly about? What have you learned about him or her this week? 38 ● Chapter Eight: Ministering TO Adults Other ways to show respectful attention to the learners in your group are: ◆ adapting the schedules and activities chosen to the needs of your group ◆ including activities that appeal to every kind of learner (Read more about this in Chapter Two.) ◆ inviting group members to participate in the planning process. What issues, concerns or activities do they find of most interest? What do they feel would make group time more worthwhile or workable? ◆ seeing your role as that of a “facilitator” rather than a “boss.” Model a spirit of servanthood as Jesus did when he washed his disciples’ feet. Supporting Group Members Jesus teaches us to love others as we love ourselves. Encouraging participants to value themselves, recognizing their individual uniqueness and beauty in all of God’s vast creation, is an indispensable step in supporting their faith journeys. As leaders, we do this best when we offer sessions that appeal to the diverse needs of our participants, and that receive their diverse contributions with respect and appreciation. Revisit the varied goals of adult learners that we explored in Chapter Two. This time, consider the participants in your group as you read. Which participants might benefit from some of the suggestions we offer? We suggested that some possible goals for adult learners are: ◆ To grow in their own spiritual journey; to follow Jesus Christ more closely. These group members will especially appreciate those discussions that focus most on our daily and weekly personal choices. You’ll find at least one such discussion in every session we offer, since our curriculum goal is to empower people to change their lives through shared discussions of the Sunday readings. ◆ To participate in an interesting session; to feel that their contributions to a group are valued, regardless of their race, class, gender or learning style. How to Lead Adult Groups ● 39 These group members welcome the diversity of activities suggested in a typical Living the Good News session. They will especially appreciate those activities that solicit and affirm individual contributions. Examples: — brainstorming activities (see Chapter Seven for more information on brainstorming) — prayers in which group members take turns contributing a sentence or two — posters, murals or other group projects that draw on contributions from each participant ◆ To explore basic theological concepts; to evaluate discussions in the context of informed biblical interpretation and the theology of the Church. ◆ To explore scripture; to enter more deeply into our biblical heritage. All Living the Good News sessions are written to include the insights of both contemporary biblical scholarship and theological concerns. You’ll find the information available in “Helps for Leaders,” particularly the scripture backgrounds (also available in the Adult Journals), of interest to group members who want to explore scripture and theology more deeply. ◆ To carry out any preparations or follow-up away from the sessions with a minimum of time and exertion. People live busy lives! Living the Good News recognizes the many demands on adult Christians today. We offer sessions that are complete in and of themselves, with Adult Journals that fit easily around the group members’ own schedules. Furthermore, instead of presenting adults with a series of scriptures and lessons that compete with the Sunday readings, adults can simplify their study and prayer by centering their efforts on the scriptures they will hear at church. ◆ To explore the rich heritage of the Church, including its liturgy and prayer; to communicate the joy they feel in the prayer and life of the Church. 40 ● Chapter Eight: Ministering TO Adults Just as each session is based on the Sunday readings, so is each quarter based on the Church year, with seasonal prayers, psalms and reflections that enrich participants’ experience of liturgical prayer. In “Helps for Leaders,” you’ll find information on feasts, seasons and saints of the year; use this information for your own preparation, or share it (as appropriate) with the group. The sessions always conclude with shared prayer and frequently include time for meditation and reflection within the session. ◆ To have a safe forum where they can explore the everyday issues that challenge them most deeply: work, family, political values, economic concerns, etc. Again, the discussions of every session of Living the Good News are designed to help participants explore together the implications of their faith for their daily lives. Together, in the light of the faith community’s insights, group members consider their own responses to challenging personal and civic issues. Participants will also welcome the outreach suggestions you’ll find in Chapter Nine. How to Lead Adult Groups ● 41 Chapter Nine: Ministering WITH Adults In this chapter: ◆ ◆ guidelines for outreach ministry suggested outreach projects Ministering Together Throughout the gospel, Jesus teaches his disciples that importance is measured by willingness to serve. As a leader, your ministry includes supporting the participants’ involvement in the servant ministry of Jesus, and helping them recognize their own share in that ministry. When we turn our attention to service projects that reach beyond the session time and place, the first temptation is to offer participants a chance to collect money or food for others. This is valuable work, and we do need to share in the Church’s gathering and distribution of funds to carry out its work in the world. However, collecting money or food for people they never actually meet shortchanges participants from experiencing the full benefits of sharing in the work of the Church. We recommend that as you plan service projects this year, you consider including projects that: ◆ invite participation by members of the church from all generations ◆ bring participants into direct contact with the people being served ◆ are ongoing; giving participants the opportunity to participate throughout the year ◆ allow participants to make choices in how they will participate Beginning Outreach Some early questions you and other participants can explore are: ◆ What outreach opportunities exist now in our community? ◆ What outreach opportunities do we wish were present in our community? ◆ What outreach work do we already do? ◆ What outreach work do we wish we were doing? ◆ How could we support one another in sustaining ongoing outreach work? ◆ How could we support one another in initiating new outreach ministries? 42 ● Chapter Nine: Ministering WITH Adults Take time to explore these questions over more than one session. Be willing to come back to these questions from time to time, as you evaluate the group’s ongoing outreach. After a discussion or activity that encourages participation in church outreach or social justice programs, follow up with practical information participants can use. Consider providing information about the next food or clothing drive, or dates and times for participants to help out at the soup kitchen or homeless shelter. The Beatitudes would provide one natural starting place for such a discussion. Participants might want to list specific ways in which they could put into action the call of the Beatitudes: turn away from consumerism toward a simpler life, seek peaceful resolution of conflict, comfort those who mourn, etc. Another natural starting place would be exploring the commitment to peace and justice of contemporary men and women: Mother Teresa, Oscar Romero, Dietrich Bonhoeffer, Dorothy Day, Gandhi or Martin Luther King, Jr. Outreach Suggestions Serving food, in person, to the hungry is one highly effective way to develop a sense of stewardship and service. Encourage participants to serve in a church or community soup kitchen. If there is a Thanksgiving meal for those in need, try to take part with other members of the group. If no such meal exists in the community, is the group being called to begin one? Group members could “adopt,” for regular visits, rides and help with errands, one or more shut-in members of the church. Inviting these members into participants’ homes would be another possible outreach ministry. Acknowledging multicultural contributions both to the church and to the community can make for a ministry all its own. Consider preceding or following a session with a pot luck featuring ethnic foods brought by participants in the group. These days, many different ethnic groups are represented in a typical group: Hispanics from Central America, Asians from Viet Nam or the Philippines, African Americans, families descended from immigrants from Western European countries, such as, Poland, Ireland, Italy, etc. Welcome their music and enter into their customs. Consider learning a prayer phrase or piece of liturgy in many languages, representing the backgrounds of your group or community. Learn which “heroes” or holidays have special meaning to these cultures. Participate as a group in one such celebration. How to Lead Adult Groups ● 43 Invite a panel of Christians who have experienced life in other countries to talk about similarities and differences in their religious experience. Invite panelists to speak about their experiences in areas such as liturgy, religious education, symbols, celebrations and images of Jesus and God. Find out what special needs immigrants to your community have and consider, as a group, ways to help meet those needs. Finally, consider, as a group, what other populations experience special needs in our churches and communities: ◆ people with disabilities ◆ people with substance abuse issues ◆ gay and lesbian people ◆ the homeless ◆ children and adolescents ◆ single-parent households What difference do we make in their lives? What difference can we make in their lives? What difference should we make in their lives? 44 ● Chapter Nine: Ministering WITH Adults Notes ● 45 Notes 46 ● Notes ● 47 Notes 48 ●
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