I want to recommend this piece for anyone who is in need to doing something a little different for the Christmas Program.

From an educational perspective, this is a solid piece of curriculum that fairs well when held up to analysis using Vella’s Twelve Principles. Because this is a program that I used for a worship setting, I am reviewing it according to the learning that happened in that setting. I believe that this piece really adheres to Vella’s principles, numbers five through twelve as a piece, standing alone. Because this is acting, our youth were engaged in “praxis”. The learners became the characters, engaged in the feelings of their character which they were accountable to displaying in worship the following Sunday. They directly applied their learning which they practiced and then performed. Because this is a play format, they did indeed have clear roles and they have to work together as a team to make it happen The first four principles have more to do with the leadership and setting through which our event happened. Our own group building made this a safe event for all participants to be in relationship with each other after which they helped to discern what they might like to do for the program in a brainstorming situation. From a sequencing standpoint, the liturgical calendar provided a sense of sequencing that will get carried on during the remainder of the year as they provide different worship experiences for the community.

According to Bloom’s List of Verbs, this curriculum offers a great deal of experience that lends itself to the psychomotor list of verbs such as “practice, recite, play and prepare.” There would be several words from both the cognitive and affective lists depending how each person choose to work with their character. Some possibilities from the affective list include: revise, respond to, change, reframe, rank, resist, evaluate, notice and relate to.” Words from the cognitive list include: “select, define, identify, distinguish, and read.”

According to the Boys Grid, this material was rich. To embody this story is to take on a sense of incarnation through the living and written word. This curriculum did prompt the coming together of teens in a way that resulted in reconciliation. The theology happened in the conversation between the practices. It was clear on the role of the curriculum – to meet the Christmas Story Characters intimately so that the social sciences and the political elements were revealed through conversation. The script was the teaching piece. It was a springboard for conversation,

I continue to be amazed at the power of learning that happens in youth led worship. I saw love, commitment and honor for worship and the tradition out of which it is expressed. I saw group honoring and courage in proclamation that was inspiring. I saw youth entering into their role and wondering how to best portray the character. They acted and then reflected and then acted again to see how their changes would work. This play was an example of how powerful the Word is in the lives of God’s people.