Peter and the Wolf

Grandma and Grandad visited last week for a few days before setting off on a month long cruise. While they were here they entertained the kids with a CD of Dame Edna telling the story of Peter and the Wolf, complete with the orchestral score. They had quite a bit of discussion about what the different parts of the music represented, and how the speed, volume and other characteristics of the music helped us to imagine what is happening in the story.

This morning, Abi asked if she could make a book, (5 sheets of folded A4 paper, bound with string):Once we had made the book she decided she would write the story of Peter and the Wolf. I promptly opened Word and transcribed her narration:

Peter went into the thicket. You shouldn’t go into the thicket because a wolf or a fox might eat you. There was a wolf in the thicket. But just in time, Peter’s grandpa realised that Peter should not have gone into the thicket because there could be a wolf. So Peter’s Grandpa rushed outside because he knew there was a wolf going to come. So he got Peter before the wolf came.

After they were inside, Peter saw the wolf and decided to save the cat, because the wolf had eaten the ducky.

But bad hunters came. Not to kill the little boy, but to kill the wolf. They tried to kill the wolf, but the little boy called Peter told the hunters to not kill the wolf but take him to the theatre show, to sell him for lots of pieces of gold. Golden gold!

Before the hunters could find the wolf, Peter got a good idea. He told the birdie to fly around the wolf’s head so that Peter could tie the wolf’s tail to the tree. After the hunters came, they told him to untie it and hold the string. But Peter said “No, don’t kill him. Take him to a theatre.” So that is what they did.

Getting Up

Neither Jeff nor I are morning people. I used to think Jeff was, but the truth is, it's just in comparison to me. If I had no job and no kids and no conscience, I would be happy to stay in bed until after noon every single day. The problem is, three of our four kids love to be up early.

So we are trying out yet another new method for keeping them in bed longer in the mornings. I am sure if we had been diligent in teaching them to stay in bed in the mornings when they were younger, this would not be a problem now. But the truth is, we like our morning snuggles with whoever climbs into bed with us. And no matter how many mornings we are woken up at 6:40am, they are worth the snuggles. But we still need a method of letting the non-snugglers know when they can get up and about.

Since we are not about to get wall clocks (their rooms are too dark in the morning to read them, it being the middle of winter) nor spring for digital alarm clocks, I have decided to be their alarm clock for them. I am putting on a CD each morning at 7:30am, which is the latest we can get up and still get Joshua to school on time. I have told them that whenever they wake up, they are allowed to go to the toilet, but then they have to go back to bed, unless they can hear the music. If they can hear our morning song, they can put on their clothes and come out for breakfast. The wake-up signal is easy to recognise, hard to ignore, and difficult to argue with. So far (two mornings down) it seems to be working. This morning, Samuel even stayed in his room!

The first song I play a few times. It is a tune they all know from the BSF Pre-School program: "Good morning, God". The words are very simple:

"Good morning, God. This is your day.
I am your child. Show me your way."

It is a lovely way to begin our day.

Salvation by God Alone pt 2

In reflecting upon God's role in accomplishing my salvation, I have been singing the song Heavenly Father, Beautiful Son a lot.

It is from the CD Valley of Vision by Sovereign Grace Ministries. The subtitle of the CD is Songs for worship inspired by the classic book of Puritan prayers. You can buy this "classic book" (or read a few sample prayers) here. According to my sources, it is OOP, so currently unavailable through Koorong.

I have particularly appreciated this song because it speaks of the role of each of the three Persons in the Trinity in bringing sinners to salvation. At different times in my Christian life, I have tended to focus on one of these three, perhaps to the detriment of the others. But
God, who is one substance (character, nature; HOLY) is also three persons: Father, Son and Holy Spirit. This song helps me to remember that all three have been at work in my salvation. It was not sufficient that the Father should send, His Son also had to go. My salvation was not only accomplished through the act of Jesus' death and resurrection, but also applied to my life when the Holy Spirit regenerated my heart, enabling me to turn in repentant faith to the Father for the one and only way He has made for me to be saved.

Heavenly Father, Beautiful Son

Verse 1
Father, You loved me
Sent Your Son to redeem
Jesus, You washed me
By Your blood I am clean
Spirit, You’ve opened these blinded eyes
And brought me to Christ

Chorus
Heavenly Father
Beautiful Son
Spirit of light and truth
Thank You for bringing sinners to come to You

Verse 2
Father, You gave me
To Jesus to keep
And Jesus, You love me
As a shepherd, his sheep
Spirit, You’ve given me faith in the Son
And made our hearts one

Verse 3
Father, You’re waiting
To hear my requests
Jesus, Your loving
Open hand is outstretched
Spirit, You’re in me, You intercede
And help in my need

“Heavenly Father, Beautiful Son” words and music by Mark Altrogge. © 2005 Sovereign Grace Praise (BMI).

[I wasn't sure about the ethics of posting the full lyrics online, but the publishers have made them available for free online here, and I own the CD, so I think it is okay. The image comes from here.]

I know he won't want to see this when he's 18

But I thought it was absolutely gorgeous.Here are Samuel and Abigail, dancing to A Very Very Very Big God. (Abigail got dressed up first. Samuel just chose his dress up costume to be like her.)

Looking forward to Saturday

The CCOWA Perth Children's Ministry Convention is happening this Saturday afternoon and at the moment there are 51 people registered for the workshop Ann and I are running on Integrating children's music and church music. There are around 120 people registered to attend the conference plus speakers and helpers etc. Awesome! And also nerve racking!

Kids' Singing in the Congregation #5

At the end of March next year I will be co-presenting a workshop at the CCOWA Perth Children's Ministry Convention. The topic for the 2009 conference is "Music with Meaning" and my workshop is titled "Integrating children's music and church music".

This is the last Tuneful Tuesday. I am posting my workshop draft in dribs and drabs in "Tuneful Tuesdays" and whoever wants to comment and help me improve the draft before it becomes the final version will be welcome and appreciated for their efforts. (See here for previous Tuneful Tuesday posts.)
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II. Making congregational music understandable and meaningful

2. Children from different backgrounds will come to church with vastly different levels of biblical and theological understanding.

A) Children of Christian families may have been brought up by parents who diligently work to discipline them in the Christian faith. They may have been taught knowledge of biblical stories and also had Christian words explained so that they may already understand many of the lyrics. On the other hand, children of Christian families may also have been brought up with little or no deliberate discipling.

> Try not to use too many Christian words in any one sentence. If a child does not understand more than one part of the explanation, they won't understand the whole explanation either. The meaning of some words can be worked out from the context, but the more unknown words there are, the harder this is.

> Don't be afraid to re-explain a word that was explained a few weeks ago. Words such as sin might need to be explained many times with different words before they are grasped well by children, even if they are in common use in family conversation.

B) Children from non-Christian and unchurched families will often have little familiarity with Biblical events and perhaps no understanding whatsoever of theological terms. Have you ever heard the word “manger” used other than in a re-telling of the Christmas story or in the song, Away in a Manger?

> Try not to use Christian words other than God and Jesus in any explanation, except for the word you are explaining. This is very, very hard! So make sure you plan exactly what you will say before hand, and do not try to add to the explanation on the day. You will probably just confuse the issue.

-> HAVE A GO:
Think about the first verse of the well-known song, Give Thanks (with a grateful heart) by Tony Williams.
First, introduce this song to the person next to you in the way you would if you knew most of the children in your congregation had been actively discipled in the Christian faith, such as an Easter Friday service. Remember not to use any words longer than three syllables.
Now, introduce the same song to the person next to you in the way you would at a service where there will probably be many unchurched families with children who have little or no biblical knowledge, such as an Easter Sunday service. Remember not to use any words that are only ever used by Christians, and especially not those you would only use at church.

Kids' Singing in the Congregation #4

At the end of March next year I will be co-presenting a workshop at the CCOWA Perth Children's Ministry Convention. The topic for the 2009 conference is "Music with Meaning" and my workshop is titled "Integrating children's music and church music".

Tuneful Tuesday's are back! I am posting my workshop draft in dribs and drabs in "Tuneful Tuesdays" and whoever wants to comment and help me improve the draft before it becomes the final version will be welcome and appreciated for their efforts. (See here for previous Tuneful Tuesday posts.)
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II. Making congregational music understandable and meaningful

1. Children can understand the words of songs when they are familiar or have been explained adequately.

A) In order to explain the words of a song, the Song Leader must first understand the words themselves!

> Song Leaders need to spend time reading the Bible for themselves and with others. The importance of this cannot be emphasised enough.

> One tool for personal Bible study is to try to summarise the passage that has just been read in a sentence of no more than 8-10 words. This skill of summarising will greatly help in explaining Christian terminology briefly – words like “faith”, “gospel”, “righteousness” and “justification”; and titles such as “Christ”, “Lord”, “Messiah” and “Saviour”.

> Song Leaders would also greatly benefit from some further study in theology itself. You could take The Framework, one of the eight Trinity@Night courses offered each year by Trinity Theological College, or you could work your way through a book on systematic theology such as Know the Truth by Bruce Milne. Ask your Pastor for more suggestions of books to read or courses you can enrol in.

> Having heard and read the words explained a few time, the Song Leader will be much better equipped to explain them clearly to others, including the children in the congregation.

B) Children, and adults, will benefit from having the words of songs explained.

> When a song is introduced, it can help if the Song Leader gives a brief, simple explanation of one important word or phrase from the lyrics. The explanation should not include more long, difficult words that also need explaining!

> The Song Leader will need to prepare this explanation ahead of time and not expect to be able to do it “off the cuff”. This is particularly important with children, who have limited attention spans especially when it comes to things they don’t immediately understand. An explanation of no more than 8-10 words, not including any words longer than two syllables (or, at the most, three) would be ideal. It would be wise for the Song Leader to check their explanation with their Pastor before presenting it to the congregation, to make sure they have it correct.

-> HAVE A GO:
Explain the following words in words suitable for primary-aged children to the person sitting next to you: glory, sin and forgiveness.
Now try hosanna, hallelujah, praise and worship.
And finally, Lamb of God.

> In order to maximise the benefits of the explanation, no more that one song should have this explanation given on any one Sunday. This helps the children as they only have one thing to learn at a time.

> Some churches would prefer to have the Pastor or Minister provide this explanation, rather than the Song Leader. In this case, the Song Leader would be wise to ask for the Pastor’s help in the matter, and make sure to include a time slot for the Pastor to speak at the appropriate time within the song schedule.

C) Careful selection of songs for each session can help children to understand the words better by providing additional explanation through lyrics of other songs.

> The Song Leader may choose several songs with a common theme, and explain the theme word at the beginning of the singing. Then, as each song is sung, the lyrics will provide a context for the children to understand the word further, as they hear the word used correctly and appropriately.

> The Song Leader can order the songs with thought to how they address this theme, with the simpler, clearer songs first and the more complicated songs later.

> It is even better if this theme can be aligned with the children’s talk and/or the Sunday School lessons as well as the Pastor’s sermon for that day. This would ensure that children get extra explanations and parents are also equipped to talk further with their children about the words of songs they have sung together with the congregation.

> Try your hardest to work closely with the other servants in your church!
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Next Tuneful Tuesday: II.2 Helping children with different backgrounds

[Image courtesy of CCOWA.]

Kids' Singing in the Congregation #3

At the end of March next year I will be co-presenting a workshop at the CCOWA Perth Children's Ministry Convention. The topic for the 2009 conference is "Music with Meaning" and my workshop is titled "Integrating children's music and church music".

I am posting my workshop draft in dribs and drabs over up-coming "Tuneful Tuesdays" and whoever wants to comment and help me improve the draft before it becomes the final version will be welcome and appreciated for their efforts. (See here for previous Tuneful Tuesday posts.)
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I. Helping children participate in music with the entire congregation

2. Choosing songs with Kids in the Congregation in mind

Songs which have a simple rhythm and a tempo that is upbeat but not too fast for children to sing along to, and which are easy to clap along to, or can involve other movement are both easier and more enjoyable to sing for children and adults.

A) A catchy tune will help everyone in the congregation remember the words, especially the children.

> Hymns and songs with multiple verses sung to the same tune are easier for children to learn and sing along with than songs which have multiple elements such as verses, chorus, bridge and musical interlude.

> Tunes should be in major keys (C, G, D) rather than minor keys.

> Tunes should have a strong, simple rhythm (4 4) and not be syncopated.

B) It is great to occasionally include a song typically considered a “Children’s Song” within the congregational singing time. This shows the children that music they might well consider to be “theirs” is part of the musical repertoire of the wider congregation, just as the children themselves belong to the wider congregation. It can help the children to understand that they belong in the wider congregation, and it can also help the adults to realise that the children belong there as well.

> Children’s Songs used with the whole congregation, which may be appropriate, could include something from the popular EMU Music kids’ CDs or by Colin Buchanan. Some of these, while written with children in mind, have lyrics that are great for teaching and reviewing basic doctrines or for hearing the words of Scripture aloud.

> Traditional Children’s Songs (the Christian music equivalent to nursery rhymes), such as Jesus Loves Me and Trust and Obey are also great if used sparingly. These in particular can also be appreciated by the elderly members of the congregation who will often recall them with fond memories of when they used to sing them as children.

C) Children will benefit from being involved with the music as well as with the singing.

> Children can join in with some musical accompaniment to some songs if they are given suitable instruments as they enter for church, such as maracas, tapping sticks or tambourines. This can go a bit crazy, particularly if there are too many instruments handed out or if the instruments are overly noisy ones.

> An alternative is to have one or more of the Musicians play “children’s instruments” in a position where they are visible and audible to the congregation. This will present the children with sounds they are familiar with from home, kindergarten and school situations, and help them to recognise that the music belongs to them, as well as to the adult members of the congregation.
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Next Tuneful Tuesday: II. Making congregational music understandable and meaningful

[Image courtesy of CCOWA.]

Kids' Singing in the Congregation #2

At the end of March next year I will be co-presenting a workshop at the CCOWA Perth Children's Ministry Convention. The topic for the 2009 conference is "Music with Meaning" and my workshop is titled "Integrating children's music and church music".

I am posting my workshop draft in dribs and drabs over up-coming "Tuneful Tuesdays" and whoever wants to comment and help me improve the draft before it becomes the final version will be welcome and appreciated for their efforts. (See here for previous Tuneful Tuesday posts.)
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I. Helping children participate in music with the entire congregation

1. Children can participate in singing when they know, or at least are familiar with, the tune and words of songs.

A) Tune: Children generally sing with a higher range of notes than adults. They are capable of learning to sing to the tune just as easily, if not easier, than adults. Just as with adults, they will need to be given prompts as to when the words begin within the tune.

> It is helpful for children to hear the tune before it is sung. A short musical prelude to the singing can help them (and the rest of us) to sing along with the tune rather than along with what they think the tune might become. This is especially important with songs which are unfamiliar to the congregation.

> It is helpful to have a Song Leader or Singer whose voice will be audible to the congregation above the volume of their own singing and for at least one of such persons to be female, as women have a voice range more comparable to a child’s than men do. On the other hand, a lot of music for church use is written in a key that is too high for most of the adult congregation, so this needs to be balanced. The Song Leader must be able to sing well and comfortably in the key that is used, so that children can sing higher if they need to but everyone in the congregation has a suitable example to follow.

> It is helpful to have a Song Leader or Singer who will stand in a position where they are visible and for them to give obvious cues as to when the singing will begin and end (at the beginning of the song and at the beginning and end of each verse, after a musical interlude, etc). Examples might include raising and lowering the microphone to/from their mouth.

B) Words: Young children are good at memorising repeated words, so even if they cannot read well, they can learn the words to songs quickly, especially the words of a chorus which is repeated a few times in the song.

> It is of great help to children for there to be songs that are repeated in the congregational setting. For example, a congregation might only sing songs from a limited repertoire when the whole congregation are together, with the Play List being changed every quarter. Congregations may also have a “Song of the Month” which is sung every Sunday for a month so that they children (and adults!) can learn it thoroughly.

> If such a Play List is used by the church, it would be of great help for a Song List to be provided to parents for use with their children at home. According with the rules of copyright, a Church Song Book with words and simple tune line for the song list may be photocopied for those parents who wish to sing these songs together with their children during the week, as part of family worship times and to help the whole family learn the words. Parents who feel unsure of their own singing ability can be encouraged to purchase individual songs online so that a CD of Church Songs may be made for use in the car or at home to reinforce knowledge of songs.

> Likewise, the words and tune line of the Song of the Month could be included in the weekly bulletin handed out to people as they enter for church. This can be especially helpful for non-readers and beginning readers. I have found my children can learn one verse or more in a week; it took my four year old daughter two weeks to learn Amazing Grace and my five and four year olds learnt the verses of In Christ Alone easily one week at a time.

> The people in charge of the congregation’s Play List should always be on the look out for good new songs, which are based soundly in Scripture. However, no more than one new song should be sung while the children are present with the congregation, to avoid confusing them too much.

> New songs can be sung as a demonstration just by the Song Leader / Singer without the congregation joining them, the first time they are used in the congregational setting. (Songs which have not been sung at least once in the past 6-12 months should be considered “new” again.) For some churches, during the offering or while Holy Communion are taken can be suitable opportunities for this to occur. Alternatively, the Musicians could play the tune of upcoming new songs immediately prior to the service beginning. Another good time to introduce new songs to the congregation is at a time when the children are not present. This has the added benefit of ensuring at least some of those singing in the congregation the first time the children join in to sing it already know the words as well as the tune.

> When a song is introduced, if it has a chorus, it can help if the Song Leader recites the words of the chorus once to the congregation to give children advance warning of words they might be able to join in with, even if they can’t read or can’t read fast enough to read and sing in tempo.

> Children who are too young to sing along with the words or do not know them should be encouraged by the Song Leader and the adults sitting near them to hum or “la la la” along with the tune, or in the parts of the tune where they are unfamiliar with the words.
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Next Tuneful Tuesday: I.2. Choosing songs with Kids in the Congregation in mind

[Image courtesy of CCOWA.]

Kids' Singing in the Congregation #1

At the end of March next year I will be co-presenting a workshop at the CCOWA Perth Children's Ministry Convention. The topic for the 2009 conference is "Music with Meaning" and it is aimed at those involved in Music or Children's Ministry with their church, school or beach mission. (The 2010 conference will be aimed at parents.) My workshop is titled "Integrating children's music and church music" and I am writing it at the moment, working with another lady who is experienced in the music side of things to supplement my knowledge of and experience with children.

Having noticed that I don't seem to post too much of anything on Tuesdays for some unknown reason, I have decided to post my workshop draft in dribs and drabs over the up-coming "Tuneful Tuesdays" and whoever wants to comment and help me improve the draft before it becomes the final version will be welcome and appreciated for their efforts. So here is the introduction...
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Matthew 21:15-16
15 But when the chief priests and the teachers of the law saw the wonderful things he did and the children shouting in the temple area, "Hosanna to the Son of David," they were indignant.
16 "Do you hear what these children are saying?" they asked him.
"Yes," replied Jesus, "have you never read,
" 'From the lips of children and infants
you have ordained praise'?"

This workshop is about making music with the entire congregation:
I) easier for children to participate in with an attitude that honours God; and
II) more understandable and meaningful for children as they participate in worship and are edified.

I. Helping children participate in music with the entire congregation

When children join in with congregational singing, they are joining in with the body of the church in a powerful way. Singing songs with well-chosen lyrics helps the congregation verbally express their thoughts and feelings about God and to God. When children sing along in the presence of adults who are also singing Christian songs, they to learn how to express their own emotions about and towards God in a manner that honours God: in praise, thanksgiving, repentance and yearning. When children are able to sing along with the wider congregation, they learn from experience that they belong to the church as important members along with the adults; they are not merely part of some separate group who happened to come to the church building together.

II. Making congregational music understandable and meaningful

When children join in with congregational singing, they are exposed to words and phrases that enable them to both clarify and express theological thoughts in a clear acknowledgement of Biblical truth. In their use of specifically Christian words, which may not be familiar to them from their Children's Ministry or family's discipleship, they are being given entrance to one part of the Christian Life, that of using words to relate and respond to God Himself. When well understood, these words can later be used by the child in the context of spoken prayer and discussion, and need not be restricted to their use in song. Of course, this is only true insofar as the words are either explained or used in the lyrics in a way that enables their meaning to be grasped by the children as they sing them.
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Next Tuneful Tuesday: Helping children in the congregation sing along with a tune

[Image courtesy of CCOWA.]