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Archives: Christmas Pack #12
What Is a Gift?

Celebrating the Good News of Christmas:
Intergenerational Workshop

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Celebrating the Good News of Christmas

An Intergenerational Workshop

by Kim Wilson

Introduction

Comments like these may often be on our lips during this hectic season. We dream of Christmas seasons tinged with a mysterious grace and a feeling of togetherness. We start into the holiday season determined that this Christmas season won't be so rushed, so secular, or so tense. But somehow, despite our best intentions, expectations snowball and our celebrations begin to control us.

As Christians, many of us are concerned about what we perceive to be the commercialization of Christmas. We want to discover and practice alternative ways of celebrating Christmas which allow Christ to be in the center of Christmas celebration. We seek new ways to celebrate together which express the meaning and value we find in our faith, our relationships, our time, and our earth's limited resources.

On the first Christmas, the angels announced a message of good news which was for all people. We know that this message is also for us and we seek to allow more of this good news to be expressed in our own celebrations. We believe our celebrations really can be different as we take time with each other to become aware of how we celebrate and to intentionally focus on creative alternatives for our celebrations. This workshop is designed to help create a space in which we can cultivate together a deeper awareness of what is important to us in our celebrations and work towards more faithful, richer, and satisfying celebrations.

Design of the Workshop

The experiences in this workshop are designed for intergenerational groups and are organized into three sessions including: Christmas Awareness; Christmas Difference-Making; and Christmas Dancing.

Each experience includes intergenerational group activities as well as small group activities with three age groups: adult, youth (teenagers), and children (first through sixth grade). These groups may be further sub-divided as is appropriate or necessary. Small groups should probably not consist of more than eight to ten participants. A facilitator will be needed for each group.

Each experience includes measurable objectives, a list of materials needed, and a variety of activities. Discussion ideas and Bible study are also included.

Overall Goal for the Workshop

To provide an opportunity for participants to discover alternative meanings and expressions of the Good News in their Christmas celebrations.

Time of the Workshop

Since this workshop is designed for intergenerational use, you will want to find a time which is convenient for families as well as singles. The workshop may be used to expand current church school or other activities or it may be used as a separate three lesson event. Below are some options.

Workshop Planning

RECRUITING FACILITATORS: In planning for this workshop, you will need to recruit facilitators and other workshop assistants. Facilitators will be needed for the adult, youth and children's group(s). Depending on the number of participants, you may need more than one facilitator for each group. Assistance will also be needed to set up the learning area; to bring various materials; and to provide musical accompaniment if you decide to include singing in your group activities. If you are planning to organize the experiences around a shared meal, assistance in meal preparation as well as help setting up and cleaning up will be essential.

BUILDING A LEADERSHIP TEAM: Once you have recruited facilitators and other workshop assistants, you will want to gather together to prayerfully consider the objectives of the workshop. At this point, it might be helpful for the leadership team to watch the video Have Yourself a Merry Little Christmas (available from Alternatives). Be sure to preview the video. The video can be emotional and it will be important to allow the group time to process the material and the questions raised in the video.

Read through the materials in this packet. Look carefully at the objectives of the workshop and brainstorm your own ideas as a group. The workshop activities are intended as a guide and are designed to be flexible. Allow the leaders time to ask questions and share ideas. Remember that effective brainstorming requires that criticism be suspended until all ideas have been expressed.

RECRUITING PARTICIPANTS: Your leadership team will need to decide how you will recruit participants and if you want to include people from outside your church or group. The workshop is designed for intergenerational use and so it is important that your advertising communicate that all ages are welcome. For families with very young children, you may wish to provide childcare. It will be important to let potential participants know that singles of all ages are welcome as well as families.

However you decide to advertise, it is critical that you begin advertising as soon as possible. Calendars at Christmas time fill up fast. Using a variety of advertising methods is ideal with the more personal, such as word of mouth, being the most effective.

Suggestions for advertising include:

GIVING THOUGHT TO SPACE: Space for the workshop needs to be chosen carefully, keeping in mind the needs of each of the age groups involved. Each group will need quiet space as well as an area in which the group can move around. You will also need an area such as a fellowship hall in which the whole group can come together.

Chalkboards or flip charts for recording group ideas are essential. Tables, comfortable chairs, and good lighting are equally critical. Simple decorations which express meaning and respect the earth's limited resources would also be appropriate and add to the celebrative atmosphere. As the workshop progresses, you may wish to decorate your space with the creations of the participants.

SHARING RESOURCES: You may wish to make available a resource table for each workshop event. Books such as To Celebrate: Reshaping Holidays and Rites of Passage and children's books which stress alternative celebrations would be excellent for this table. Alternatives can provide you with Book Service Catalogs that offer books appropriate for different ages, in addition to To Celebrate. During the welcome and registration for the first session, it is important to point out the location of the resource table.

SESSION ONE: Christmas Awareness

OBJECTIVES:

  1. Participants will compare the expectations surrounding the first Christmas to the realities of the first Christmas and identify two instances in which these expectations were or were not met.
  2. Participants will become aware of aspects of their Christmas celebration which are meaningful to them and will share their meaning with the group.

MATERIALS NEEDED:

REGISTRATION AND INTRODUCTION

(INTERGENERATIONAL GROUP TIME)

30 Minutes

1. Arrange the table for registration. Provide nametags for participants.

2. When all have arrived, spend a few moments introducing the leadership team and the objectives for the workshop. Invite participants to share their hopes and expectations for the workshop.

3. If you plan to use music and have recruited musical accompaniment, it would be nice to warm up the group by singing a few Advent and/or Christmas songs.

4. Have participants stand in a large circle and introduce the following intergenerational game. Participants call out the name of another member of the group saying, "Jane, I am throwing you a . . ." and the person throws an imaginary "thingamawiggle." After the "thingamawiggle" is in the air, the participant who has thrown it calls out the identity of the imaginary object. The participant who is catching the "thingamawiggle" must catch it as if it really were that object and the game begins again. Possible imaginary objects include an elephant, cactus, skunk, stuffed teddy bear, etc.

WORKING IN SUBGROUPS

45 Minutes

Group A - Adults

1. Spend a few minutes talking about expectations and hopes. Ask participants to share how they felt when catching the objects in the "thingamawiggle" game. Were there times when the objects they were thrown differed greatly from their expectations and hopes? What adjustments did they have to make? What were their feelings?

2. Explain that differing expectations and hopes played a significant role in the story of the first Christmas. Divide the group into three smaller groups and assign the following scripture references to each group.

Group 1 - Luke 1:5-25 and Luke 1:67-80 (Zechariah and Elizabeth)

Group 2 - Luke 1:26-56, Luke 2:1-7 and Matthew 1:18-25 (Mary and Joseph)

Group 3 - Matthew 2:1-23 (Herod and the Magi)

Ask the groups to read the passages silently and discuss based on the following questions:

3. In the larger group, allow time for each small group to share its findings. Facilitate a group discussion on the role of expectations/hopes in the biblical story. The facilitator may find a chart on newsprint or the chalkboard helpful in recording the group's discoveries.

4. Distribute pieces of sturdy paper cut into rectangles or ovals for placemats. Provide a variety of collage and drawing materials. Direct participants to decorate the placemats with a design, picture, or symbol of what is most meaningful to them in their Christmas celebrations. Explain that the participants will have an opportunity to share some of their placemats in the larger group. If possible, make arrangements to have the placemats laminated and return them to the participants at the next workshop meeting.

Group B - Youth

  1. Spend a few moments talking about expectations/hopes. Ask participants how they felt about the objects they caught in the "thingamawiggle" game. Were there times when the objects they were thrown differed greatly from their expectations? What were their feelings when that happened?
  2. Have each participant draw a slip of paper from a box. There should be a biblical character and passage listed on each slip of paper. Direct each participant to read the passage on the slip of paper and identify one expectation/hope of their particular character. Ask them to decide whether or not this expectation was met. Direct them to keep the identity of their character a secret. More than one person may have the same character. Below is a list of characters and appropriate passages:
    1. Mary - Luke 1:26-56, Luke 2:19
    2. Joseph - Matthew 1:18-22
    3. Zechariah - Luke 1:5-25, Luke 1:57-66
    4. Elizabeth - Luke 1:5-25, Luke 1:39-45
    5. King Herod - Matthew 2:1-18
    6. Magi- Matthew 2:1-18
    7. A Shepherd - Luke 2:8-18
    8. An Angel - Luke 2:8-18
    9. Simeon - Luke 2:25-35
    10. Anna - Luke 2:36-38
  3. After participants have had time to read their passage and discover at least one expectation held by their particular character, have participants share their expectation as if they were the character. The group is to guess who the character is from the expectation. For example, a youth who drew HEROD may say, "I expected/hoped to find the baby king and kill him." The group then guesses the identity of the character.
  4. After all have had their turn, lead the group in discussing how the specific expectations of the characters were or were not met. How did the characters respond to the disappointing or fulfilling of their expectations/hopes? How might we respond?
  5. Distribute pieces of sturdy paper cut into rectangles or ovals for placemats. Provide a variety of collage and drawing materials. Direct participants to decorate the placemats with a design, picture, or symbol of what is most meaningful to them in their Christmas celebrations. Explain that the participants will have an opportunity to share some of their placemats in the larger group. If possible, have the placemats laminated. Return them at the next workshop session.

Group C - Children

  1. Spend a few moments talking with the children about expectations and hopes. Ask children how they felt when they caught various objects in the "thingamawiggle" game. How did they feel when they expected to be thrown a teddy bear and they caught an elephant?
  2. Explain that in the story of the first Christmas, some people were expecting/hoping for one thing and received a very different thing. Some people were expecting a king to be born into majesty and power. Jesus, the King, was born in a humble stable. Use the burlap, manger, hay, wool, etc. to retell the story of Jesus' birth.
  3. Ask children to tell what kind of clothes they think a king would wear. Where would a king live? What would a king do?
  4. Have children feel the crown, velvet, silken material, jewels, etc. Do they think a king would wear these objects and materials? Now, have the children feel the rough burlap, wooden manger, wool, etc. Have the children lay in a pile of hay. Ask them what it feels like. Lead the children in a guided discussion to compare and contrast the kingly materials with the materials surrounding Jesus' birth.
  5. Distribute pieces of sturdy paper cut into rectangles or ovals for placemats. Provide a variety of collage and drawing materials. Direct the children to decorate the placemats with a picture of something they enjoy doing at Christmas time. Explain that their group has discussed the story of the first Christmas. Now, they are to draw a picture from their own Christmas celebrations. If time permits, discuss how their Christmas pictures are different from the objects which symbolize the first Christmas. If possible, have the placemats laminated and return them at the next workshop session.

INTERGENERATIONAL GROUP SHARING AND CLOSING WORSHIP

15 Minutes

1. Allow 5-7 minutes for participants to share their placemats with the group if they wish to.

2. Briefly discuss with the whole group the significance of met and unmet expectations/hopes in the "thingamawiggle" game and in the story of the first Christmas.

3. Ask the group to think about the following questions: "What expectations/hopes do we have for our Christmas celebrations?" Explain that their placemats may help them get in touch with some of those expectations/hopes. Ask the group to bring an object which symbolizes an expectation they have for their Christmas celebrations to the next workshop session.

4. If you have located facilities for laminating, collect the placemats and have them laminated before the next workshop session. Explain that participants may wish to use their placemats during their Christmas celebrations this year.

5. Close with a song or a prayer which may take the following format:

Loving God, in the first Christmas your Son came into a world of broken hopes and disappointed expectations. Instead of worship, your Son's life was hunted. Instead of a warm home, your Son was born in a stable. Instead of a comfortable bed, your Son slept on a bed of rough hay in a cow feeder. We, too, have an abundance of broken hopes and disappointed expectations. We give them now to you, God. (Allow time for participants to express broken expectations.) We, also, have experienced your presence and meaning in our Christmas celebrations. We offer our experiences of meaning to you with joy and thanksgiving. (Allow time for participants to offer thanksgivings of expectations fulfilled.) Transform our expectations that they may be more in line with your expectations, God. Amen.

SESSION TWO: Christmas Difference-Making

OBJECTIVES:

1. Participants will identify and share two expectations/hopes they have for their Christmas celebration.

2. Participants will identify two cultural and/or familial pressure which interfere with the fulfillment of their expectations for their Christmas celebration.

3. Participants will identify one difference they could make in their Christmas celebration with the purpose of enhancing the meaning they find in Christmas.

MATERIALS NEEDED:

INTERGENERATIONAL GROUP TIME

30 Minutes

1. When all have arrived, spend a few moments welcoming the group and introducing newcomers. You may want to begin by singing a few Advent and/or Christmas songs.

2. Introduce the following intergenerational game called "Dragon's Tail." Have players line up behind each other and connect by placing their hands on the shoulders or waist of the person in front. A handkerchief or strip of cloth is tucked in the belt of the last person (don't tie it). At the signal, the head of the dragon tries to secure its tail.

3. Ask the group what things prevented them from capturing the tail of the dragon? How did they feel when they weren't able to capture the tail? . . . when they finally did capture the tail? How is creating meaning in our Christmas celebration like trying to capture the dragon's tail? How is it different?

4. Explain that in their subgroups, they will be looking at their expectations/hopes for their Christmas celebrations and barriers to fulfilling those hopes. They will identify at least one concrete difference they can make in their Christmas celebration to help fulfill their hopes.

WORKING IN SUBGROUPS

45 Minutes

Group A - Adults

1. Remind the group of the question which closed the last workshop session: "What expectations/hopes do we have for our Christmas celebration?" Encourage those who wish to share the objects they have brought which symbolize an expectation or hope they have for their Christmas celebration. How are our hopes for our Christmas celebrations different? the same? How do our hopes compare with those of the biblical characters involved in the first Christmas celebration? Record the groups responses on newsprint or chalkboard.

2. Have the group break into smaller groups of four or five each. Instruct each group to make a list of things, events, feelings which may serve as barriers to fulfillment of our hopes for our Christmas celebrations. Suggest that groups consider a variety of settings in looking for these barriers (e.g. the self, families, church, work, society, etc.).

3. When the groups have finished, call them back together. Discuss what they experience as barriers to the fulfillment of their Christmas hopes/expectations. Compile another list of responses on newsprint. What feelings do these barriers engender? Compare these feelings to the feelings expressed when groups couldn't seem to catch the dragon's tail. Explain that working together and taking small steps may help us to fulfill at least some of our hopes. Compare the list of hopes/expectations to the list of barriers. Explain that we need a "bridge of alternatives" over the barriers.

4. Have the group break up into the same smaller groups. Ask the groups to discuss practical ideas and suggestions for building a "bridge of alternatives." What practical ideas can they think of to put more meaning and less stress into their Christmas celebration? Encourage them to brainstorm difference-making ideas in the areas of gift-giving, decorating, eating, traditions, etc. Encourage them to use the resource table if needed.

5. Distribute brown poster board to each group member. Ask that each member record one difference-making idea on the board and decorate as he or she would like using the crafts materials.

Group B -Youth

1. Remind the group of the question which closed the last workshop session: "What expectations/hopes do we have for our Christmas celebration?" Encourage those who wish to share the objects they have brought which symbolize an expectation or hope they have for their Christmas celebration. How are our hopes for our Christmas celebrations different? the same? How do our hopes compare with those of the biblical characters involved in the first Christmas celebration? Record the groups responses on newsprint or chalkboard.

2. Have the group break into smaller groups of four or five each. Instruct each group to make a list of things, events, feelings which may serve as barriers to fulfillment of our hopes for our Christmas celebrations. Suggest that groups consider a variety of settings in looking for these barriers (e.g. the self, families, church, school, shopping, etc.).

3. When the groups have finished, call them back together. Discuss what they experience as barriers to the fulfillment of their Christmas hopes/expectations. Compile another list of responses on newsprint. What feelings do these barriers engender? Compare these feelings to the feelings expressed when groups couldn't seem to catch the dragon's tail. Explain that working together and taking small steps may help us to fulfill at least some of our hopes for our Christmas celebrations. Compare the list of hopes/expectations to the list of barriers. Explain that we need a "bridge of alternatives" over the barriers.

4. Have the group break up into the same smaller groups. Ask the groups to discuss practical ideas and suggestions for building a "bridge of alternatives." Ask the groups to read the following article.

5. Encourage the groups to think of practical ideas to put the sparkle back into their Christmas celebrations. They can use the resource table if needed.

6. Distribute brown poster paper cut into board shapes to participants. Ask each group member to record one difference-making idea on a board and decorate it as he or she wishes using the craft supplies.

Group C- Children

1. Puppet Show: THE MOST IMPORTANT GIFT

Materials Needed:

Characters:

Preparation:

Handling a puppet is not difficult but it will take some practice to coordinate reading the script with moving the puppet's mouth and making the appropriate actions. The effectiveness of the skit will rely upon the practice of the puppeteer and counterpart.

The Most Important Gift

BILL:
Well hello boys and girls! Did you have fun with the game we played earlier? (listen for the children's responses) Today, I'd like to share with you . . .
JANIE:
(popping up from behind screen singing loudly off key) Oh, you'd better not shout! You'd better not cry! You'd better not pout! I'm tellin' you why, 'cause Santa Claus is comin' to town!
BILL
: (surprised) Wait a minute. Who are you?
JANIE:
My name's Janie. I'm a kid and I'm comin' to this workshop! This is my first night. I couldn't come last time.
BILL:
Welcome Janie. I'm really glad to have you with us tonight. My name is Bill and this is (introduces children).
JANIE:
(to children) Hi! It's nice to meetcha! (to Bill) What did you say your name was?
BILL:
My name is Bill, Janie.
JANIE:
You must come around our house a lot - 'specially at this time of year!
BILL:
No, I don't think I've ever been to your house. Why do you say that, Janie?
JANIE:
'Cause my Daddy says all he ever sees this time of year is bills, bills, bills!
BILL:
That's a different kind of bill, Janie. But I can sympathize with your Daddy. I see a lot of bills too. What is it you were singing about earlier, Janie? Is someone coming to town?
JANIE:
Yes, Santa Claus, of course! I can't believe you didn't know that! It's the most important thing to know this time of year! Right, kids?
BILL:
The most important thing, Janie? Are you sure about that?
JANIE:
Of course, everybody knows Santa Claus is comin'. I've been making out my Christmas list since Halloween. A girl's gotta be prepared. Wait a minute, I'll get my list.

(Janie disappears behind screen. The audience hears sounds of grunting and straining.)
Oh, I can't lift it!
BILL:
Do you need some help down there, Janie?
JANIE:
No thanks. There, I think I got it!

(Janie comes up straining to carry an enormous list, perhaps written on adding machine tape, with names of various toys all over it. She has a pencil in her hand.)
BILL:
Good gracious, Janie! What is that?
JANIE:
It's my Christmas list. See (begins reading) Sunshine Carebear, Barbie doll, car . . . .
BILL:
(interrupting) Yes, well I can see why you had to start on it at Halloween! Janie, you can't possibly expect Santa to bring you all that!
JANIE:
Well, I like to give him enough to choose from.
BILL:
I think you've definitely succeeded in doing that! You know, Janie, that's an awful lot for any one person to ask for.
JANIE:
I know, but I deserve it! (primping) You should see how good I've been ever since Halloween. I haven't yelled at my brother Elmer once! After all, that's what Christmas is all about - SANTA CLAUS and GETTING PRESENTS! Yippeee!
BILL:
I'm sorry to say Janie, but I think you've missed the real message of Christmas. I don't at all think that Christmas is only for Santa Claus and getting those presents you've asked for. In fact, I'll bet there's one gift, the best gift of all, that you don't even have on that list.
JANIE:
(panic-stricken) What! Which one? You mean I missed one in the Christmas Sears and Doebuck Catalogue? What page was it on? Tell me what it is. I gotta have it!
BILL:
No Janie, I'm afraid you won't find this gift in the Sears and Doebuck catalogue. Actually, this gift is a gift you already have and yet you can receive this gift new again each Christmas. The gift I'm talking about, the most important gift of all, never wears out or breaks like those other gifts you have on your list. You can never outgrow this gift either.
JANIE:
I'm confused! If I already got this gift, how can I get it again?
BILL:
That's a good question, Janie, and I think the answer is part of the wonder and mystery of Christmas. You see, the gift I'm talking about, the most important gift, is the gift of the baby Jesus. Nobody deserves this gift. It's a gift that God gives us just because he loves us. It doesn't cost any money because its value is beyond price. The Bible tells us that God loved us all so much, everyone in the world, that God gave us God's only Son in the form of a tiny baby. Because of this gift, we will live with God forever. That's what we celebrate at Christmas.
JANIE:
Wow, I'd like to live with God. I heard God's gotta pretty neat house!
BILL:
Yes, I guess you could say that. What this all means, Janie, is that God loves us, you and me, and (names the other children there) as well as children all over the world that we don't even know. When we remember that God loves us and we share that love with others, Jesus is born again into our lives. You see, Christmas is really Jesus' birthday!
JANIE:
Wow, that's a pretty neat gift. I didn't know the baby Jesus was for me. And Christmas is really Jesus' birthday? I didn't know that either. Maybe we should have a birthday party for Jesus and sing Happy Birthday. My Momma has a party for me when I have a birthday. She even thanks God. She says, "Thank God, we've survived another year!"
BILL:
That's a good idea, Janie. We're going to talk about ways to make the whole Christmas season a birthday party for Jesus. When Jesus was on earth, he talked about giving a party and inviting all of the people who don't have money for gifts or are sad or who don't have families. Jesus said that when we invite these people, it is the same as if we had invited Him.
JANIE:
That sounds like fun! I love to celebrate!
BILL:
Me too! (Janie begins writing on her Christmas list) What are you doing, Janie?
JANIE:
I'm adding the baby Jesus to my Christmas list.
BILL:
I hope you're putting him right at the top.
JANIE:
I sure am! Merry Christmas, everybody! Bye!

2. Remind the children of the question which closed the last workshop session: "What expectations/hopes do we have for our Christmas celebration?" Encourage those who wish to share the objects they have brought which symbolize an expectation or hope they have for their Christmas celebration. Record the children's responses on newsprint or chalkboard. Facilitate the children's discussion of the puppet show with the following questions: What were Janie's expectations/hopes for her Christmas celebration? How are they similar to or different from our hopes/expectations? How was the gift of the baby Jesus different from the gifts on Janie's list? What suggestions might we have for Janie in planning a new kind of Christmas celebration? How can we include others in our Christmas celebrations?

3. Record the children's difference-making ideas on several board shaped pieces of poster board. Explain that during worship time, they will use these boards to build an imaginary bridge.

4. Explain that children will be making a special gift they can share with someone they feel needs some special Christmas love. This gift is a bookmark made from used Christmas cards. Prepare the used cards for the activity by cutting the decorated side of the cards into bookmark size strips. Direct children to punch a hole in one end of the bookmark and tie yarn through the hole to make a tassel. Children may write a message on the blank side. Decorate the boards with the bookmarks and explain that children may take the bookmarks with them after the closing worship.

INTERGENERATIONAL GROUP SHARING AND CLOSING WORSHIP

15 Minutes

1. Have participants arrange their chairs in a large circle. In the center of the circle, spread a large brightly colored blanket. Explain that the group will be creating a living litany in the closing worship.

2. Ask the group to imagine that the blanket is an island of hope. Pray the following prayer:

"Christ, we set before you our hopes and dreams for meaning in our celebrations of your birth." (Ask individuals place their symbols of hope on the blanket/island.)
"Christ, our hopes are isolated by deep, turbulent waters which prevent us from reaching them. Sometimes our Christmas season feels like the chaos of a stormy sea lashed with waves of financial pressures, too many parties, too much food, and on and on. With your help, working together, we seek to take small steps and build a bridge of alternatives over this chaos to a more meaningful celebration centered on you. Together, we lay the boards of this bridge." (Individuals and groups place poster paper boards to form the bridge of alternatives from the outside of the circle to the center .)

"Make this a living bridge, God. We celebrate the gifts you have given us in each other. We celebrate the gift of the baby Jesus. AMEN."

SESSION THREE: Christmas Dancing

OBJECTIVES:

1. Participants will identify and share feelings, movements, and ideas of Christmas celebration.

2. Participants will take part in a worship service of celebration.

MATERIALS NEEDED:

INTERGENERATIONAL GROUP TIME

15 Minutes

1. Welcome participants and invite them to participate in a dancing game with a new twist. Creatively arrange the groups in pairs and have them stand back to back, locking elbows. Explain that while we like to dance, we never get to watch anyone else dance except our partners so we are going to dance back to back. Dancing in this manner will allow us to see others dancing. Provide a variety of appropriate background music. Different tempos and styles of music add zest to the game. Allow participants to cut in and switch partners.

2. Dismiss to subgroups explaining that participants will be exploring what it means to celebrate.

WORKING IN SUBGROUPS

45 Minutes

Group A - Adults

and Group B - Youth

Although the activities for the adult and youth Groups are the same, the two groups should be divided as usual.

1. Facilitate a discussion regarding the dancing game. Dancing is a movement of celebration. The Bible says that David danced before God to express joy in worship. David celebrated through dancing. What feelings did dancing in this different manner evoke for them? Was it scary, fun, challenging, difficult, etc.? What observations did they make from their new perspective? What advantages or disadvantages did this new perspective offer? Sometimes celebrations become like old dancing patterns. They become so routine that we miss out on new perspectives. We need help to experience celebration with a new twist. We need to learn new dancing patterns for our Christmas celebrations.

2. Break the group into two. Have each group read the Christmas story in Luke (Luke 1:26 through Luke 2:38). Have one group make a list of movements and verbs expressing celebration in the biblical account. For example: leaping, coming with haste, singing, exclaiming, etc. Have the other group list feelings and nouns of celebration found in the biblical account. For example: favored one, greetings, good news, joy, glory, light. Allow sufficient time for the groups to complete their lists. Then, invite the groups to come back together and share their findings. Record responses on newsprint for the entire group. How do the two lists compare? Do the feelings and movements give us new perspectives on celebration? How are they different and/or similar to our Christmas celebration experiences?

3. Guide the group in writing a specific form of poetry especially appropriate for group writing. This poem is called a DIAMANTE. It looks like this:

topic (noun)

two describing words (adjectives)

three action words (verbs or "ing" words)

four words that capture a feeling about the topic

three action words (verbs or "ing" words)

two different describing words (adjectives)

one word (noun, synonym, emotional word)

Using the form, guide the group in writing a poem on the topic of celebration. Follow this procedure with the group:

a. Write down this example of a Diamante from Calliope, an ideal book by Greta Barclay Lipson Ed.D. and Jane A Romatowski, Ed.D.:

Peace

Joyful, free

Caring, sharing, forgiving

World fellowship and brotherhood

Lasting, abiding, never-ending

Quiet, serene

Tranquility

b. Write the topic of "celebration" on newsprint.

c. Encourage the group to select two adjectives, descriptive words for celebration.

d. Encourage the group to select three action verbs or "ing" words.

e. Have the group choose a four word phrase which captures a feeling about the topic. You may wish to brainstorm a list of four word phrases and then choose the one the group likes best. Remember that brainstorming requires that the group suspend judgement until all ideas have been expressed.

e. Have the group choose three additional action words.

f. Ask them to choose two additional describing words.

g. Ask them to choose one synonym, strong emotional word or hyphenated word for the topic.

h. Have the group read the completed poem together.

4. Provide the group with construction paper cut into diamond shapes. Challenge individuals to write their own diamante poems on various topics having to do with celebrations and Christmas. Encourage them to decorate their diamonds as they wish using craft materials. Encourage them to use the lists of movements and nouns of celebrations brainstormed earlier by the group if they become stuck. Leaders should move throughout the group and provide assistance if needed.

Group C - Children

1. Facilitate a discussion regarding the dancing game. What feelings did they have while dancing? (fear, excitement, fun, embarrassment, etc.) Explain that the Bible tells us that David danced before God to express joy. We sometimes call this kind of joy celebration. Ask the children what they think it means to celebrate. What do you do when you celebrate? How do you feel when you celebrate? Can they describe an experience they have had when they celebrated? Make a list of actions and feelings of celebration which the children express.

2. Read aloud Luke 2:1-18 from a children's Bible. This is a short version of the birth of Jesus. Facilitate the children in dramatizing a role play of the birth story. Assign characters and allow children to choose costumes from the prop box. Direct children to conduct the role-play. Afterwards, discuss the elements of celebration and happiness in the role-play. Do they think Mary felt joy? What about the shepherds, the angels, Joseph? Why? How was it expressed?

3. Lead a game of movement with the children. Explain that as a group they will form a circle. One child will draw a slip of paper on which feelings of celebration have been written. The group will move to the feelings. Emphasize that movements are unique to individuals. There is no right way to move. For children who can't read, read the slip of paper for them. Suggest that these movements comprise a dance of celebration. Ask if they would like to share this celebration with the larger group at the worship service and invite them to join.

4. Write a group diamante poem with the children on the topic of celebration. Follow the directions for this found in Groups A and B. Children are surprisingly adept at writing poetry in groups. The leader should serve to guide the discussion and record the children's ideas and suggestions. Brainstorm each step in the procedure. Ask the children for describing or action words (not adjectives or verbs) and provide them with examples of the types of words you are looking for. Remind them of the movements and feelings in their role-play and game if they get stuck.

5. Write their poem on a large piece of poster paper cut into a diamond shape. If there is time, allow the children to decorate the paper.

INTERGENERATIONAL GROUP SHARING AND CLOSING WORSHIP

30 Minutes

1. Ask the group to form a large circle with their chairs. Display the diamantes from all the groups in the center of the circle.

2. Begin by inviting the group to participate in a worship service of celebration. Light candles and provide appropriate background music.

3. Explain that the groups have explored various movements of celebrations and ask participants to name some of those movements. Explain that the children would like to invite the large group to participate in a dance of celebration. Read the children's group poem on celebration and invite the group to stand and respond with movement. Again, there is no right way to move.

4. Direct participants to be seated again but to sit in a different place from where they last sat. If you have musical accompaniment, suggest the singing of some Christmas celebration hymns and songs.

5. Conclude with a time of prayer. Use the diamantes for words for the prayer. Offer prayers of celebration to God. Close with the reading of a Psalm of celebration such as Psalm 100.

6. Close by asking the participants to say to one another, "Christ is born!" and to respond, "Let us celebrate together!"

7. It would be appropriate to provide time for refreshments and fellowship as a time of togetherness and celebration for the workshop participants.

The 12-Day Conspiracy

by Melanie Hoyt

"What a Christmas season," I complained. "It's only the first week of December and I'm already stressed out. I'm broke and tired, and tinsel and Christmas carols just aren't doing anything for me this year."

My friend Lori laughed and agreed. Together we lay on my bed and complained about our holiday blues. We reminisced about childhood Christmases when school pageants and Santa's approaching visit were enough to spark the Christmas magic. But what do you do when you're 17 years old to bring back that special holiday feeling?

We pondered that thought and after some brainstorming came up with a plan. The more we talked about it and the more ideas I scribbled down on my notepad, the more excited we became. Lori and I decided to be Santa for someone else. We decided to give "The Twelve Days of Christmas" anonymously to a person we felt needed some holiday cheer more than we did.

We looked around school the next day, hoping to find the perfect person to receive our Christmas cheer. It was after psychology class when Lori ran up to me in the hall smiling. "I know who," she said.

Brad was a boy in our class whom no one really knew. He was shy and didn't smile much. Lori talked to his friend Ryan and discovered that Brad's parents were ill, so he spent most of his time working to provide money for his family. He was on the wrestling team, and Ryan said that was all Brad had time for.

Before we knew it, December 12 came. With our first gift and poem ready, we jumped in the car and made our way to Brad's house out in the country.

"Turn off your lights," Lori warned. We parked the car down the dirt road from his house and began our trek to his front door. My heart was beating fast. I was excited and a little frightened of being caught! Our first poem read:

On the first day of Christmas
We're bringing you some treats,
We'll be bringing you something for the next 12 days,
Because we think you're neat.
Love, Santa's Elves

Lori and I tucked it into the package on Brad's doorstep, rang the doorbell and then ran back to the car as fast as we could.

Every night our expedition became a little more difficult but a lot more fun. The second night Brad's friend Ryan showed up at Lori's front door with another friend, Damon, and a plateful of fudge. "We made this fudge," he said. "Can we come too?" I was impressed.

Before our project was completed, our parents, Lori's neighbor and several others asked to share in our project. My dad came into my room and handed me a gift certificate to a clothing store in town. "I'd like you to give this to him on the last night," he said. Lori's neighbor gave us a beautiful gift-boxed tie, and her parents loaned us their car when we thought Brad might recognize mine. One night my 14-year-old brother handed me some money to help with the presents and swallowed his cool image long enough to ask if he could come along on the last night. Christmas was looking brighter and brighter.

At school the day before the Christmas break, the wrestlers had an assembly. Lori and I watched for Brad, and when he walked out on stage with the other athletes, we noticed he was wearing two new things, a big smile and the tie we had left him the night before.

The final night, we loaded our gift box with lots of things: the gift certificate, a ham for his family, cookies and other treats. As we made our way down the country road for the last time, I silently reflected on the fact that Christmas had never been quite so meaningful to me. Never in all the years of waiting for Santa had I ever felt this good. We sang Christmas carols on the way home, feeling a special bond of friendship.

We don't think Brad has ever discovered who the elves were, and we hope he never does. Most important, I hope we never forget that special feeling we get inside when we are part of giving true Christlike love. Though we can offer this all through the year, it brings a special magic to the holidays, our celebration of the greatest of all gifts, our Savior.

Reprinted with permission from Guideposts Magazine. Copyright (c) 1990 by Guideposts Associates, Inc., Carmel, New York 10512.

Page pdated 11 Sept. 2013

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