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| Lesson 1 | Lesson 4 | Lesson 7 | Lesson 10 | Resources | ||
| Lesson 2 | Lesson 5 | Lesson 8 | Lesson 11 | Appendix | ||
| Lesson 3 | Lesson 6 | Lesson 9 | Lesson 12 |
The main purpose of this unit is for students to fully understand the Way of the Cross-through a variety of arts education experiences. Students will learn about the traditions of Lent and make personal connections to the passion, death and resurrection of Jesus Christ. Through diverse and interrelated arts education experiences, students will have the opportunity to learn to express them creatively.
The culminating activity of this unit is a liturgical collective creation that integrates student understanding of both arts education strands and the Way of the Cross. Students will share this final collective creation as a liturgy for the rest of the school.
FOUNDATIONAL OBJECTIVES:
" Grow in faith, hope, and love
" Better understand Christian beliefs
" Find private, public, and communal expression for their faith
" Develop a respect for all people as created in the image of God
Examine sources of ideas for dance/movement, drama, visual art, music and literature
while making connections between ideas and artistic expressions, and use the
arts for personal expression.
Develop an understanding of the elements of the arts and principles of composition
and apply this understanding to all their artistic experiences.
Develop critical thought and learn to support interpretations and opinions when
responding to artistic presentations.
3 COMPONENTS:
Creative/Productive: Students will be fully engaged in creating original works in the different arts strands that are directly related to the Stations of the Cross.
Cultural/Historical: Students will interpret the Stations of the Cross in artistic ways to express their knowledge of this historical event.
Critical/Responsive: Students will respond to historical events and
faith experiences through all the art strands. Students will use new vocabulary
learned in this unit to respond to their peer's artistic presentations.
TIME-FRAME: The period of Lent (6 weeks). One may want to start a little earlier to ensure the students have enough time to complete each station.
Scheduling Idea: This unit should be taught using block scheduling. In other words, teach Religion and Arts Education back to back. You will need at least one hour per day devoted to this project. Begin the project on Ash Wednesday and carry it through till Holy Thursday.
Curriculum Connections:
Religion and Arts Education interrelated unit.
GRADES: 6-8 (this project was also done successfully with a grades 4/5 class).
CELS: All of the common essential learnings are covered throughout the
entire unit. (http://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6ccae.html)
MATERIALS:
All materials needed for this unit are listed specifically under each station.
Music:
1) "How Can I Ever Let You Go" from the C.D. Moment of Mystery by
Bob Williston (available at Church Supply stores such as Burns-Hanley in Regina
and Universal Church Supplies in Saskatoon)
2) "Hands" by Jewel from the Spirit C.D.
3) "One Last Breath" by Creed from the Weathered C.D.
4) "Ascunsion" by Ennio Morricone from The Mission soundtrack
5) "Miserere" by Allegri from the Escapes II C.D.
LESSON PLANS AND STUDENT ACTIVITIES:
Learning Objectives: Demonstrate purposeful use of language when speaking and writing in role. Demonstrate a willingness to accept the ideas of others. Develop the ability to sustain belief in their own role(s) and in the role(s) assumed by others.
Motivational Set
1.Show Power Point Presentation from the Internet. Click on "Crucifixion
Movie" within website and then save it to disk. www.javaforjesus.com/thecrucifixion.html
Show to students as an introduction to the entire unit.
Student Activities
2. Teacher begins by putting students into small groups. Teacher assigns each
student a "character." Teacher in role. The teacher starts a drama
storytelling activity with the following narrative.
"It is one month after the crucifixion of the man known as Jesus Christ.
You are a group of people near Jerusalem telling stories when someone asks a
question that seeks information:
'Did anyone know about that man Jesus who was crucified in Jerusalem? Why was He crucified? Where did He come from? Who do people say HE was? Has anything out of the ordinary happened since His death?'
Characters: (see appendix A for full description of characters.)
A Roman Soldier
A Shepherd
A Gentile tent-maker
A merchant
A Jewish traveler
One of the Apostles-
A High Priest
A Child of Jerusalem (witness)
A Tax Collector
A Fisherman
A carpenter
A Leper healed by Jesus
Old Person
Traveling Magi
Zealot
***students can double up on characters depending on the amount of students
in the class.
3. Students discuss these questions in character in their small groups. Teacher shares journal entry from child regarding the crucifixion account from the child's point of view.
4. Teacher comes out of role and asks students to write a journal account of
the crucifixion and experiences they've heard or seen up to now. Students write
from the point of view of their character. Sentence starters could include:
I thought…
I couldn't believe…
I heard on the street…
People have been saying…
I heard Jesus was the type of person who…
I felt…
I wonder…
5. Students hand in journals when complete.
What We Did:
Step 1: Explanation of all characters from historical perspective.
Step 2: Role-playing games to help students understand the purpose of
role-plays.
Step 3: Students are given a character and placed in groups.
Step 4: In role, teacher circulates among groups to encourage conversation
and students staying in character.
Step 5: In their journal, students respond to the following prompt from
the point of view of their character.
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| Click for larger image | |
Possible Prompt: I saw a crucifixion today…
Art Strand: Visual Art
Learning Objective: Begin to understand and use various aspects of the creative process when developing works of art (choosing an idea or topic, brainstorming, identifying focus, adapting, reflecting, refining).
Aim: The goal of this lesson is for groups of students to interpret 1
station of the cross in a Florentine Relief style. Students will learn about
important symbols as well as visual art vocabulary as they view a variety of
artistic representations and then create their own original work.
Stations of the Cross Visual Media Representation:
http://www.tcweb.co.uk/stationsofthecross/listings/80.html
What We Did:
Option 1:
Materials:
| Step 1: | In groups, have students draw a rough draft of their station.
Encourage students to think of a symbolic representation of their assigned station. (Make sure you use the link below to help students realize what a symbolic station may look like.) |
| Step 2: | With fine markers, students draw project pieces on styrofoam. (Encourage students to avoid fine detail and too many words.) |
| Step 3: | With jigsaw, teacher cuts out student forms. |
| Step 4: | Cover 45 cm squares with tinfoil. Individually wrap each styrofoam cutout. Cutouts are then glued to 45 cm base. |
| Step 5: | Paint the entire surface with black tempera paint. |
| Step 6: | Use steel wool to buff raised edges. |
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| Click for larger image | |||
Option 2:
Materials
| Step 1: | Show students the Visual Art Representation slideshow of the Stations of the Cross. (http://www.tcweb.co.uk/stationsofthecross/listings/80.html) Cut shapes out of the matte board and heavy paper. Students can use Popsicle sticks and twine as well. |
| Step 2: | Before gluing these shapes down, students can attach pieces of Styrofoam to the cardboard to raise the surface. Glue these shapes down. |
| Step 3: | When composition is complete, students carefully lay a sheet of foil over everything. Foil should be larger than the cardboard edges. Students gently press the foil down onto the design. Students press and rub all over so that the shapes and textures show through the foil. Fold the foil edges to the back of the cardboard and tape down. |
| Step 4: | Paint entire foil surface with tempera paint and let dry overnight. |
| Step 5: | Rub the surface of the foil gently with steel wool to shine up the high spots. Leave the dark paint in the low spots. Then display. |
Option 3: If students have experience with a wide range of visual art media, each student could interpret a station in a different medium similar to the slideshow they just experienced.
Art Strand: Music Soundscape
Learning Objective: Translate feelings and ideas into musical thought through their sound compositions.
Materials:
Student Activities:
-Teacher splits students into 4 groups and assigns each group a soundscape topic.
a) Jesus' thoughts
b) Taunts that Jesus might have heard
c) Taunts that you might hear today
d) Surrounding sounds or emotion (what are sounds that give you the feeling
of being taunted, emotional sounds (sighs, cries, yells.)
What We Did
Option 1
-Tape-record all soundscapes together.
-Add narrative. Could be beginning of Collective Creation Liturgy.
| Step 1: | Split students into groups. Using the soundscape topics, students
created sounds that reflected what Jesus may have heard at the moment He was condemned to die. These thoughts are more than literal thoughts. Discussion in our classroom centered around the idea that Jesus' thoughts at that moment encompassed the present as well as the future. His dying on the cross was also forgiveness for taunts on the playground of today, bullying, violence in today's world. |
| Step 2: | Students notate their soundscapes using their own "created"
notation* (We used a timeline). The goal of this was to be able to re-create the soundscape identically each time it was performed. (*Created Notation: Meaningful symbols that describe for students what sound they are creating.) We used a lot of musical symbols such as rests, repeats, pauses and dynamic markings. |
| Step 3: | Record student soundscapes. Multiple tape recorders can be used to blend sounds from the various groups and background music. |
| Step 4: | During the collective creation, the soundscape was used as background for a narrative created by students. |
Option 2
| Step 1: | One student represents Jesus and stands on a raised surface. The student representing Jesus starts soundscape by saying "my time has come". Four students begin circling Jesus slowly expressing Jesus' thoughts out loud. These are made up by the students. |
| Step 2: | A second group of students come in and start circling Jesus the other way. They point fingers and taunt him and say things crowds people at the time may have thought or said. |
| Step 3: | A third group of students come in and circle Jesus in the same direction as the first group. They taunt Jesus with words that we use to hurt each other today. |
| Step 4: | Jesus repeats "my time has come". All groups express their thoughts at different intervals as well as overlap some of their expressions. |
| Step 5: | Four students stand in front of group facing audience and express an emotion with sound only All other students are silent. Lights off. |
Art Strand - Visual Art, Music
Learning Objective: Become aware of the relationships between music and the other art forms. Generate ideas for art works and manipulate these ideas to achieve meaning and personal expression.
Materials:
| Student Activities: | |
 |
-Wire Crowns on Cross |
What We Did
| Step 1 | Students each received 9 two-foot lengths of copper wire. These were braided into a crown. The ends were bent up or down, representing thorns. |
| Step 2 | Students cut a drop of blood from red felt. On the felt, they wrote one thing for which they asked forgiveness. Another option was for students to write their sin on a piece of satin ribbon with a black marker. This contrasted nicely with the wire harshness of the crown. |
| Step 3 | Use 2 x 4's to create a life-size cross. Put nails, screws or tacks to work as hooks to hang the crowns on. |
| Step 4 | During the collective creation, students walked to the microphone, read what was on their crowns, and hung their crowns on the cross. |
|
Writing prompt: I felt a crown of thorns on my head today. Well, I didn't really feel a crown of thorns, but I imagined what Jesus felt when it was placed on His head. |
Art Strand - Drama
Learning Objective: Begin to recognize that within their dramas the elements of theatre form can be manipulated to help achieve intention.
Materials:
Student Activities:
-Shadow Art Tableaux
What We Did
| Step 1: | Students were placed in groups of about 4-5. |
| Step 2: | Each group used an overhead projector to perfect their three tableaux. |
| Step 3: | During the collective creation, high jump standards and pole, with white cloth draped over top, were used to create a screen. The high jump standards were placed on tables so that the tableaux were visible. Coloured tape was used to mark students' positions so that when the overhead projectors were turned on, students were in the appropriate spots. |
| Step 4: | One student read the narration while shadow play is going on Appedix B |
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Art Strand - Dance/Movement, Music (emotional qualities.)
Learning Objective: Realize that dance is related to the other art forms. Recognize that dances can be inspired in many ways.
Materials:
Student Activities:
-Compression of Time Through Circular Movement
-Dance - students become Mary and mime Jesus growing up while playing song,
"How Can I Ever Let You Go."
-Stop song at crucifixion
-Optional - students can become angels, etc…Also, one can edit the song
and take out the speaking so that students are only moving to the music and
lyrics.
What We Did
| Step 1: | Students were taught choreography that demonstrates Jesus growing up through the eyes of Mary. Appendix C. When possible, it is encouraged that students make up their own choreography. |
| Step 2: | For the collective creation, 3 or 4 students were chosen to perform the piece. |
Art Strand - Drama/ Interpretive Dance
Learning Objective: Use ongoing reflection, decision- making and movement problem solving to develop, sequence and refine their dance compositions throughout their dance-making process. Become familiar with ways the elements can be used to affect expression. Demonstrate a willingness to participate in negotiation in groups of various sizes.
Materials:
Student Activities:
-Start by doing trust exercise (falling and trusting person to catch you.)
-Move from this into a dance. How can we transform this into powerful hand movements?
-Focuses on hands…accentuate hands as helping hands.
What We Did
| Step 1: | Choreography was created with students in the classroom. Appendix D. When possible, it is strongly recommended that students come up with their own choreography. |
| Step 2 | For the collective creation, white gloves (or white gloves painted with fluorescent paint) and black lights were used. Students were arranged in two lines, facing the audience. There was a small, white cross, lying on the floor in front of the students. The whole song can be used or only half of it depending on time constraints. |
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Art Strand - Visual Art Collage and Choral Speaking
Learning Objective: Continue to hone skills of observation and image-making in order to become more aware of the detailed information and stimuli in the visual environment. Translate and interpret feelings and ideas into musical thought through the intentional use of their voices.
Materials:
Student Activities:
-Students make collages referring to this theme
-Groups of students get bible passage to interpret chorally. E.g. Call and echo,
crescendo, decrescendo, dynamics, repetition, unison, etc.
-Students hold up collages in a 3D human tableaux collage form while choral
speaking being read.
What We Did
Option 1
| Step 1: | Discussion with students about this station. Why did Veronica wipe the face of Jesus. |
| Step 2: | Discussion with students about choral speaking. What is it, how does it work? |
| Step 3: | Create choral script with students. |
| Step 4: | For collective creation, all students presented choral script. Appenidx E |
Option 2
| Step 1: | Discussion with students about this station. Students did not make collages. |
| Step 2 | Discussion with students about different choral speaking techniques. |
| Step 3 | Students were split into two groups. One group interpreted the first half of Matthew 25 while the second group interpreted the second half. |
| Step 4 | Whole class had a copy of the passage and presented this bible passage chorally. At the end, the statement "you did it to me" was repeated three times by the class. Each time the statement got louder and louder. One student representing Jesus ended the choral speaking piece by saying "You did it to Me". |
Station 7: Jesus Falls For the Second Time
Appendix F
Art Strand: Drama, Choral Speaking, Thoughts Out Loud.
Learning Objectives: Begin to recognize that drama combines many individual
contributions to form a whole artistic expression. Demonstrate the ability to
use a range of strategies within their dramas. Begin to examine how dramatic
art can transmit or question cultural values, ideas and beliefs.
Materials:
- Computer, data projector, ten various images of disadvantaged people from
the internet (check www.google.ca and click
on "images"), microphone.
Student Activities:
-Students use tapping in/thoughts-out-loud to form groups looking at images.
-Must pay attention to body language and facial expressions of people in images.
-Variety of reactions. Some thoughts are positive, some are uncaring.
What We Did
| Step 1 | Teacher discussed with students the danger of making assumption about people. Everyone has a story and Jesus teaches us not to judge. Related this to Jesus' disappointment with the weeping women. |
| Step 2 | A group of students looked at each image and scripted common assumptions. 3 statements were made about the people in each image. One student responded to these assumptions as the character in the image using thoughts-out-loud technique. Each image was shown via the data projector while the students spoke into the microphone. Students were encouraged to use voice projection and expression. |
Station 9: Jesus Falls for the Third Time
| Appenidx G |  |
Art Strand: Creative Dance
Learning Objective: Begin to gain understanding about the discovery, improvisation, exploration and development of movements. Use their knowledge of varying action, body, dynamic, space and relationship concepts to contrast their movements in their dance compositions.
Materials:
What We Did
| Step 1: | Divide students into groups. (We used three groups) | |
| Step 2: | Allow students to experiment with cloth. Different actions can be explored, including those listed above. | |
| Step 3 | Using created movements, students composed a dance to the music "Asuncion" from The Mission. This station represents Jesus being stripped of His garments. The last movement could be students throwing the cloths up in the air and turning away from the 'figuratively' naked Jesus. | |
| Option: | 1 group of 5 performs their dance composition in the collective creation. | |
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Art Strand: Visual Art Photography, Tableaux, Music Lyrics
Learning Objectives: Become aware of the relationship of drama/theatre to the other arts. Generate ideas for art works and manipulate these ideas to achieve meaning and personal expression. Continue to determine and explore appropriate media, technology, forms and methods for visual expression. Become aware of the relationships between music and the other art forms.
Materials:
-Digital camera(s), Data projector, song, "One Last Breath" by Creed,
PowerPoint Program.
Student Activities:
-Teacher takes lyrics and divides them up giving different verses to groups
of students. Each student group is responsible for interpreting these lyrics
through tableaux and /or photography.
-Teacher uses digital camera to record student work or students takes turns
using camera to document tableaux. Students also must include some images from
the Internet. (www.google.ca click on "images".) Remind students of
citing their sources. Students compose slides to contribute to slideshow. Teacher
or one or two students actually make slideshow. Use lyrics with images in slideshow.
What We Did
| Step 1: | Students were divided into groups and given the lyrics. |
| Step 2 | Students were asked to create tableaux to depict some of what is going on in the song. Digital pictures were taken of these tableaux. |
| Step 3 | Images from www.google.ca
were also imported into a PowerPoint presentation. Images of Jesus on the cross, Jesus as Shepherd, Jesus as Teacher, etc. |
| Step 4 | All images were incorporated into the presentation. |
| Option 1 | This station focuses on the idea that each time we sin, we crucify Jesus all over again. When we worked on this station, we emphasized bullying. One student was the focal point of the presentation, in order to provide continuity |
| Option 2 | The slide show could be completely composed of images from the internet with a focus on what Jesus and Mary had to endure during Jesus' crucifixion. All images related directly to the lyrics which were printed on each slide. |
Art Strand: Drama Tableaux, Tapping In, Journal Writing/Speaking
Learning Objective: Accept and sustain belief in the drama. Make connections among their own experience, their imagination and the roles they assume.
Materials:
-White shroud cloth, spotlight or filmstrip projector lights, music, "Miserere
by Allegri from Escapes II C.D., C.D. player.
Student Activities:
-Split students into 3 even groups. Each group develops tableaux to depict final
three stations. (One station for each group.) Each tableau pose should be clear
and represent each station (3-4 tableaux poses for each station.) The tableaux
should tell a story coordinating with the narration.
-Students could demonstrate death itself, emotion on behalf of watchers, the
soldier's acceptance. Narration reading and reflection going on while doing
tableaux.
-Give students written dialogue to compose poses from.
-3 students do monologues in character that were present in each tableaux. -Monologues
from Mary Magdalene, Salome (Mother of 2 apostles), Nicodemus (the good Pharisee)
AppendixH
End:
- Move from tableaux to movement - procession out of gym with Jesus' body.
Later: In classroom, students return to original characters as beginning of unit and sit around and talk about events that have happened (now that they have gone through whole process.) Is the discussion different? Have characters write in journals again with new perspective on events. This is also a good time for students to do a self assessment and reflection on the entire process.
What We Did
These last three stations used tableaux and were simple and powerful representations
of Jesus' dying moments.
Option 1
| Step 1 | Students were divided into three groups. | |
| Step 2 | Students create tableaux to represent each station. Movements were discussed and one tableau was agreed upon. Each of the three groups presented this agreed upon tableaux in the collective creation. | |
| Step 3 | After Station 14, older students would be able to process out carrying the body of Jesus on their shoulders. Students sang an A Cappella version of "Long live God" from the musical Godspell as they processed out. | |
| Option 2 | ||
| Step 1 | Students were divided into three groups. During the performance "Miserere" by Allegri was playing the whole time. | |
| Step 2 | With the narration provided, students composed a series of three tableaux poses depicting each station. | |
| Step 3 | After each station, one character emerged from the tableaux and gave a monologue to the audience. | |
| Step 4 | After all 3 stations were presented, all students walk slowly to Jesus and surround him. Seven students lift Jesus in the shape of a cross over their heads. Two students drape Jesus with a white cloth. The students carry Jesus in a procession out of the gym. The rest of the students follow slowly. The music becomes louder during this time. | |
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Art Strand: Collaboration of all Strands: Putting it All Together
Learning Objectives: Demonstrate a willingness to participate in negotiation in groups of various sizes. Begin to recognize that co-operative effort is an essential ingredient in realizing satisfaction in drama work. Begin to contribute to the problem-solving, consensus- building and decision-making inherent in drama work.
Technical Notes: You will need all the materials necessary for putting on a production in the gym or theatre of a school. A collective creation can be as modest or elaborate as desired. The focus of the collective is student creation, interpretation and ownership. This collective can be shown to an audience or can remain in the classroom. There is sometimes a different focus when a collective is private or public. Transitions and technical cues must be worked out when performed in public. Material for a public performance would include but not be limited to the following: spotlight, sound system, extension cords, powerbars, black light, duct tape, microphones and stands, laptop with PowerPoint program, data projector, chairs, benches etc. It is also helpful to have 2-3 students or teachers to help as part of a tech crew.
HINT: For a collective creation, if a spotlight is unavailable, use overhead projectors. We used four overhead projectors that were run to the teacher using extension chords and power bars. The on/off switch on the power bars gave the opportunity to turn lights on and off and accentuate different areas in the gymnasium. If one overhead projector is always on, this alleviates the need for the overhead lights to be on. The black lights for Station 4 stayed on at all times. All four overheads were turned off during this part of the presentation.
Collective Creation Script:
See appendix I for a script for the collective creation. This script was adapted from a stations of the cross meditation that can be found at: http://www.lochgilpheadcatholic.com/heritage/station.htm
Evaluation:
- Saskatchewan Arts Education Assessment and Evaluation Examples: http://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6saae.html#assess
-Self-evaluation and reflection (appendix K)
-participation rubric (appendix L)
Allen, James. A Journey With Jesus: Stations of the Cross for School Children.
The Liturgical Press, 1995.
Artwork from the Vatican: (students view for Florentine Reliefs)
http://www.christusrex.org/www2/art/gallery.htm
Crucifixion Movie: www.javaforjesus.com/thecrucifixion.html
Flanagan, Anne Joan. Children's Way of the Cross. Pauline Books & Media, Boston, 1992.
Fogarty, Alison Lynn. Stations of the Cross for Catholic Youth. Creative Communications for the Parish, 1992.
Givens, Steve. By Your Side: Stations of the Cross for Teens. Creative
Communications for the Parish, 1999.
Grade 6 Saskatchewan Arts Education Curriculum: http://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6dfo2ae.html
Lyrics-"Nail in your Hand"-by MercyMe
http://www.lyrics007.com/MercyMe%20Lyrics/The%20Nails%20In%20Your%20Hands%20Lyrics.html
Lyrics - "Hands"-Jewel
http://www.planetadeletras.com/j/19/1.html
Lyrics - "One Last Breath"-by Creed
http://www.lyricsondemand.com/c/creedlyrics/onelastbreathlyrics.html
Stations of the Cross Visual Media Representation:
http://www.tcweb.co.uk/stationsofthecross/listings/80.html
Motivational Set - Opening Lesson - Characters
A Roman Soldier - You are a professional soldier who has served in the Roman Army for many years in different parts of the Roman Empire. You have been given the job of escorting a Jewish prisoner to Golgotha (the hill of execution), to be crucified.
A Shepherd - You are an old man. 30 year ago you witnessed a vision of angels that led you to a stable where the "Saviour of the World" was born. You have come to Jerusalem because you heard this child had grown up to become a great preacher and you wanted to hear Him talk.
A Gentile tent-maker - You are not Jew but a Roman citizen. You have come to Jerusalem to sell your tents to the large crowds during Passover. You were in the crowd that witnessed the trial of Jesus.
A Jewish merchant - You are a merchant in Jerusalem hoping to make a good profit off the large crowds gathered for Passover. You've overheard people in the streets talk about Jesus preaching and performing miracles. You've also heard that He doesn't agree with having merchants and money lenders within the Temple of God.
A Jewish traveler - You are making your annual pilgrimage to Jerusalem during Passover. While making your sacrifice at the Temple, you witnessed Jesus healing a blind man. Later that week as you were leaving the city, you were horrified when you saw that it was Jesus, that same man, who had been left on a cross to die.
One of the Apostles - You have been a follower of Jesus for 2 years and had high hopes that Jesus would be the new leader in Israel. When the guards arrested Jesus, you ran away. You watched the crucifixion from afar and now feel alone and wonder what you're supposed to do now.
A High Priest - You are a Jewish religious leader who was at the Temple when Jesus caused a riot turning over merchant stales and chasing out the money lenders. You didn't believe He was the Son of God and was glad He was executed.
A Child of Jerusalem (witness) - All day long you see crowds of people pass by your house going to the crucifixion of a man who is said to be able to "do magic" is going to take place. You were curious to see this man soyou snuck out to see what was going on.
A Jewish Tax Collector - You are in Jerusalem to turn in your tax profits to the Roman Authority. You are not well liked by many people. You've heard that a man named Jesus was to be crucified so you went to see it to see if it was the same man that was said to be forgiving of tax collectors. It was.
A Fisherman - You have come to Jerusalem to visit your friend, Peter,
a well-known fisherman. While trying to find him, you end up at Golgotha while
Jesus was being crucified.
A Jewish carpenter - You are hired by the Romans to make cross pieces
for crucifixions. You were dropping off finished pieces at the prison when you
saw a prisoner being taken out to be crucified. You recognized Him as the one
called, "Jesus of Nazareth", the son of your friend, Joseph the Carpenter.
A Leper healed by Jesus - Not long ago, you had Leprosy, a terrible skin disease, and no one would come near you. You had heard about Jesus' healing powers and had gone to see Him and He had healed you. You have been traveling around Israel spreading the good news. You just found out that the man that was just crucified in Jerusalem was the same person that healed you.
Elderly Resident of Jerusalem - Your whole life, you have been a faithful follower of the Jewish Religion. You have listened to Jesus when He spoke at the Temple and was very impressed with his message. You were shocked when you heard this Good Man had been crucified.
Traveling Magi - Your have been searching your whole life for the true Saviour of the World. You have come to Jerusalem to see if Jesus of Nazareth is indeed this person. You arrived to find that the Romans and Jewish authorities had condemned Jesus to death and killed Him on the cross.
Zealot - You are a Jewish freedom fighter against the Romans. You were in the crowd at the trial of Jesus because you had heard He was calling Himself the " King of the Jews." You were expecting a great military leader who would overthrow the Roman occupation of Israel. Instead, what you saw and heard was an ordinary looking man talking about a kingdom that was not of this world but was in Heaven. This was NOT what you expected!
***depending on the amount of students in the class, these characters can be played by more than one person. E.g. 2 zealots, 2-3 shepherds, etc.
Station 3-Jesus falls under the cross
Jesus was so weak that he could not stand the weight of the cross./
He fell to the ground. Perhaps as he lay there, weak and in pain, her remembered
the words of Job; "I have rubbed my face in the dust and it is red with
tears . . . My breath grows weak and I can feel that the grave is waiting for
me"(Job 16:6; 17:1)/
But the soldiers have no compassion. They pulled Jesus up and pushed him forward./
If we had been there, Jesus, we would have made sure you didn't fall. We would have walked beside you and given you strong arms to lean on. But we weren't there. We are only here now, remembering./
Time to think and Pray
Would I have wanted to touch Jesus and to get blood and dirt on my clothes?
What if someone had seen me like that? Here and now, what do I do when my friends
laugh at me for helping someone?
Jesus, teach me how to follow you.
| How can I ever let you go |
Choreography |
| Contemplate Mary saying "Yes" to God's plan, that she be the mother of God. |
Opening pose - Hands by side, feet shoulder width apart, looking straight ahead. On the word contemplate, right hand rises upwards, fingers extended towards the Heavens. Head looks towards and past right hand. On the word "yes", left hand rises to right hand, cups right hand to left palm and pulls both hands down to cover heart. |
| She journies to Bethlehem. She gives birth to Jesus. The joy and beauty of a new baby. |
On "She journeys", students turn in slow, tight circle. Half way through the circle, they mime holding the baby. ¾ of the circle, they stop and look lovingly at baby. |
| Angels and shepherds, kings. Simeon's prophecy that a sword would pierce her heart. |
On the word "Angels", right hand extends towards the audience, on "shepherds" left hand extends towards the audience. On the word "sword" hands clasp together. On "heart", mime slowly pushing sword into heart. |
| And Mary treasured all these things, pondering them in her heart. | On "pondering" - hands open up and are placed over the heart as the face looks upward. |
| Where are you going, baby of mine, So fragile, so needful, so Holy a time. |
On "baby" - recreate the mimed image of Mary holding baby in front of her. Start to walk clockwise, slowly in tight circle. |
| Who are these angels, singing Peace on Earth. | At ¾ of the first turn, both arms go up above head, backs of hands touch over head, hands come down miming wings. (The wing movement is repeated three times). |
| Heart of my heart, come to birth. | As hands come down the third time, student once again mimes holding the baby and completes the turn. |
| Contemplate Mary, loving Jesus through His growing years. |
Students go down on one knee, and mime an arm around a toddler. |
| This wonderful and somehow mysterious child. |
Student stands up, starts walking in slow circle, as though holding the hand of the toddler. |
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As the turn continues, the hand rises as though holding an older child. |
| She tries to understand, as Jesus begins to discover his own vocation. | By this line, the hand is over the shoulder of a grown man. |
| And Mary treasured all these things, pondering them in her heart. | Right hand goes up, pulls left hand to heart. |
| Where are you going, little child of mine. | Left hand reaches out and up, fingers extended, head looking towards left hand. Right hand stays over heart. |
| So frightened, so hurried, fearful this time. | Student backs up, the hand waves and lowers at the same time. Look on the face is one of sadness. |
| Who are these angels, with crosses and spears. | Step forward on left foot. Both hands and body lift up. Face shows a look of sadness and fear. |
| Come and I'll wipe away your tears. | Step forward with the right foot, Left hand mimes wiping away the tear of a grown man. |
| Hands |
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| If I could tell the world just one thing | On "one" - raise right hand index finger in symbold for "one" |
| It would be that we're all OK | On "OK" - students make OK sign |
| And not to worry 'cause worry is wasteful | On "not", go back to index finger, wag on the beat of the music to the right, to the left, and back to the right (You finish on 'waste') |
| And useless in times like these | On 'these' both hands open to audience at chest height. |
| I won't be made useless | On won't, right arm extends to right with thumb up. On useless, arm comes in and thumb points to chest. |
| I won't be idle with despair | On won't, left arm extends to left with thumb up. On 'despair', arm comes in and thumb points to chest. |
| I'll gather myself around my faith | On 'around', both arms go out, fists are formed and arms cross in front of chest on the word faith. |
| For light does the darkness most fear | On 'light', right arm extends to side, above shoulder height, open hand. On 'fear' hand comes to chest making a fist. |
| My hands are small, I know |
Chest height, both hands open up in front of chest. |
| But they're not yours, they are my own | On 'yours' hands revolve in circle, palms facing up. On 'own' hands close over heart. |
They're not yours, they are my own |
Repeat |
| And I am never broken | On 'broken', index fingers join, to form a chain in front of face. |
| Poverty stole your golden shoes It didn't steal your laughter And heartaches came to visit me But I knew it wasn't ever after We'll fight, not out of spite For someone must stand up for what's right 'Cause where there's a man who has no voice There ours shall go singing. My hands are small I know But they're not yours, they are my own But they're not yours, they are my own I am never broken. |
On 'poverty' a student in the front centre picked up the cross. On every beat, the cross was passed from student to student. |
| In the end only kindness matters In the end only kindness matters. |
By this point, the cross has come back to the original person. She lifts it over her head and holds it there. All other students raise their hands to the cross on the first 'kindness' and stay there until the 2nd time that the word 'matters' is sung. |
| I will get down on my knees, and I will pray | Student with the cross stays standing with cross over head. On 'knees' all other students kneel. On 'pray' they place hands together in prayerful position. |
| I will get down on my knees, and I will pray | On 'pray' hands are raised to head height. |
| I will get down on my knees and I will pray | On 'pray' hands are raised over head. |
My hands are small I know But they're not yours, they are my own But they're not yours, they are my own I am never broken. |
Repeat actions from previous chorus, this time while kneeling. |
| We are never broken. | All students join hands, while still kneeling. |
Top
Appendix E
All: Look at that woman (4 times)
Boys: That Woman (loud)
Girls: That Woman (loud)
Boys: Kneeling
Girls: Kneeling
All Kneeling (Pause)
All: Why does she wipe the face of God? (Soft)
Why does she wipe the face of God? (Loud)(Pause)
Girls: When she bent over to help?
Boys: To help.
All: (Quiet) She must have been scared, scared, scared.
Girls: (Quiet) The soldiers must have beat her, beat her, beat her.
Boys: The people must have laughed at her.
Girls: laughed.
Boys: laughed.
All: (Quiet) She must have been scared.
She must have been scared. (pause)
Boys: How can we help the people in need?
How can we help the people in need?
How can we help the people in need?
Girls: In need, In need.
Girls: (Quiet) How can we wipe the face of God?
How can we wipe the face of God?
Boys: Of God, Of God.
All: How can we stop the pain in the world?
How can we stop the pain in the world? (Long Pause)
One girl: Love
All: Love?
Girl: Love
Appendix F Station 7-Jesus falls the second time
Jesus fell again under the weight of the cross. It must have been embarrassing to fall down in front of so many people. Maybe Jesus felt like Jeremiah the prophet who cried out: "I am in anguish! I feel great pain. My heart is throbbing" (Jeremiah 4:19). And yet what could Jesus do? The soldiers forced him to get up and pushed him on his way.
If we had been there, Jesus, we would have demanded that the cross be removed from your shoulders. We would have told the soldiers, "Can't you see he's had enough?"
But we weren't there. We are only here now, remembering
Time to think and pray
Would I have made demands in such a dangerous situation? What if the soldiers
had pushed me back? Here and now, what do I say or do when I know that a someone
is doing something wrong?
Jesus, teach me how to follow you.
Station 9-Jesus falls the third time
Once, twice, and now for the third time Jesus falls to the ground. He must have been extremely weak to lose his balance so often. It was only his faith in God that kept him going. In the Garden of Gethsemane he had prayed, "Father, let this pass from me, but your will, not mine be done" (Luke 22:42). Now the soldiers forced Jesus up again and pushed him on his way.
If we had been there, Jesus, you would not have fallen again. We would have held you up and supported you in every way we could. We would have picked up the cross ourselves. But we weren't there. We are only here now, remembering.
Time to think and pray.
Would I have helped carry the cross with the others? What if it had fallen
on me and hurt me?
Here and now, what do I do when someone old or sick could use my help?
Jesus, teach me how to follow you.
Twelfth Station-Jesus Dies on the Cross
Narrative-As Jesus hung on the cross, he cried out, "Father forgive them; they don't know what they're doing. From a crowd of people standing nearby, someone yelled, "You saved others; now save yourself if you are God's chosen one!" The soldiers made fun of him, too. At last Jesus cried out again, "Father, into your hands I place my spirit." After he said this, he died (Luke 23:44).
Monologue
Mary Magdalene
They call me Mary Magdalene. One day, after I heard him speak of love and forgiveness, I went to see him. I began to cry, and I washed his feet with my tears. He forgave me, right then and there! I have never forgotten his love. I was one of the few disciples that stood next to his cross to the very end. I was there when he asked for something to drink. I was there when he cried out: "It is finished." Then he died. My Jesus stopped breathing. I was there to see the death of Jesus. Were you there too?
Thirteenth Station-Jesus is taken down from the cross
A man named Joseph, from the town of Arimathea, went to Pilate and asked for permission to remove the body of Jesus from the cross. He placed Jesus in Mary's arms and together they wrapped the body in a linen sheet (Luke 23:52-53). She had loved and cared for him through his boyhood, and had been at his side when he was a man. Now his life was over.
Salome, the Mother of the Two Apostles
I am Salome, the mother of the apostles James and John. My son James ran away when the soldiers came after Jesus. But John and I didn't' run away. We stayed near the cross with Mary, Jesus' mother. I did not understand why Jesus had to suffer. It was only later on that I saw the light. But on that Friday evening, I knew I had to be there to help them take his body off the cross. I had to be there to comfort his poor mother who had lost her only son. Most of Jesus' friends ran away, but Jesus forgave them. Would you have run away?
Fourteenth Station-Jesus Is Placed in the Tomb
Joseph of Arimathea carried Jesus' body to a grave that had been carved out of a rock-a grave that had never been used (Luke 23:53). After he put the body inside, he rolled a stone to cover the entrance. Slowly and sadly, Mary, who had gone to the tomb with Joseph, left her son there believing that she would never see him again.
Nicodemus
I am Nicodemus. I helped my friend Joseph put the body of Jesus in a brand new tomb in a nearby garden. Joseph was braver than I was. He had the courage to ask the Romans for the body. I was always afraid of something. I became a follower of Jesus, but in secret. I came to him only at night so that no one would know I was on his side. After the crucifixion, I was no longer afraid. I was angry and ashamed of myself for not stepping forward earlier to defend Jesus. I helped lay Jesus' body in the tomb. At the time, I did not know it would be there for such a short time.
Collective Creation
Introduction ___________________________________
Our Lord Jesus begins his journey to the Cross. Today we walk with him, through
the streets of Jerusalem, through the sins and strengths of our own lives. We
walk with him in his Passion; he walks with us through life.
This is a representation of the Stations of the Cross through a series of Arts
Education Activities. Please listen attentively and pray with us.
The First Station: Jesus is Condemned to Die
Pilate judges unjustly, then washes his hands of the whole affair. May we learn
never to judge others unkindly; may we always accept responsibility for what
we do. May we learn to respect all human life, from the womb unto the Tomb.
Spencer Reads I saw a crucifixion today…
Everyone places crosses on cross
Student leads prayer _____________________________
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Second Station: Jesus takes up His Cross
Student reads _________________________
The Second Station: Jesus takes up His Cross. Our Lord takes up his cross
and has asked us to do the same, each and every day of our lives. Yet, so often,
the daily crosses we bear, the lumber of our lives become stumbling blocks rather
than stepping stones upon which to become closer to him.
Katherine & Co. do tableau
Kristina reads. Crown of thorns.
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Third Station: Jesus falls for the 1st time.
The Third Station: Jesus falls for the 1st time. His first fall is the fall
of the young adult. We're reminded of the falls which we are all so likely to
make as we grow up. We pray for our young people, that they will be safe from
the temptations fighting and arguing, bullying and making fun of each other.
Terry's group does tableau
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Fourth Station: Jesus Meets His Mother
Student Reads: ____________________________
The Fourth Station: Jesus Meets His Mother. We give thanks to God for our
own parents, and we entrust them to his care. The image of Jesus meeting his
mother inspires us to pray for moms and dads who are worried sick about their
children, especially parents who seek to protect their children all kinds of
injustice and abuse. And we pray for those who wait and weep for the children
that are no more.
Aliah, Ava, Lucas & Victoria - Liturgical Dance
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Fifth Station: Simon Helps Jesus
Mr. Tonita reads
Simon helping Jesus reminds us to use our gifts of Humility and Charity;
may we accept graciously the fact that we need other people in our lives; may
we be there when other people need us. Both are equally difficult; both are
quite essential.
Everyone does Hands
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Sixth Station: Veronica Wipes Jesus' Face
Mr. Tonita reads
Out of the laughing jeering crowd, one brave wee woman steps forward; she
wipes the blood, sweat and tears from our Saviour's face. The mark of his face
stays imprinted on her towel, leaving an image for all of time, to be copied
throughout two thousand years of artistic impression. Here we see the face of
Christ - but we also see him in the poor, the neglected, in beggars and refugees,
in those who suffer or stand-up, or stand out in the crowd, like Veronica, for
what is right.
Everyone does "Look at this woman"
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Seventh Station: Jesus Falls for the 2nd time.
Student: _______________________
The Seventh Station: Jesus falls for the 2nd time. Our Lord grows weak.
Even with Simon's help, he stumbles again and falls. Our own brokenness, despair,
illness, depression are his. He is with us in ours. We pray for those who suffer
because of mental illness and for their families who have to struggle on, uncomprehending.
Our Lord is exhausted and lonely in his quiet suffering. But still he struggles
on.
Terry's group does tableau.
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Eight Station: Jesus Meets theWomen of Jerusalem.
Student: __________________________
The Eight Station: Jesus Meets the Women of Jerusalem. Blessed are those
who mourn; our Lord shows us that in our weakness we are strong. We remember
the martyrs of the Church who followed in our Lord's footsteps to their own
Calvaries. They were human and they experienced the same weakness as we do.
But God called them and made them strong. May their example challenge us towards
lives full of faith. May we never be afraid of tears. In this Station, Jesus
and the women and children show us how to weep.
I love you Jesus, my love above all things. I repent with my whole heart for
ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Ninth Station: Jesus falls for the third time.
Student: _________________________
The Ninth Station: Jesus falls for the third time. Utterly exhausted, he
falls for the last time. We remember those who have fallen sick, never to recover;
the elderly, the terminally ill. We pray for Eternal Life with our Saviour.
Terry's group does tableau
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Tenth Station: Jesus is Stripped of His Garments.
Mr. Tonita reads:
As we imagine the humiliation of our Lord being stripped of his clothes and of his dignity, we reflect on the masks we wear, the games we play, the pretence we put on and we turn to the one who knows us through and through, and we know that one day we'll stand before him, stripped of all our pretensions.
Everyone does dance.
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Eleventh Station: Jesus is Nailed to the Cross
Kacy reads:
The Eleventh station: Jesus is nailed to the cross. The nails are driven
home; the agony, the searing pain of each blow. We pray for the people we have
crucified by bullying, by making fun, by our criticism, by our comments.
PowerPoint
I love you Jesus, my love above all things. I repent with my whole heart
for ever having offended you. Never permit me to separate myself from you again.
Grant that I may love you always.
The Twelfth Station: Jesus dies on the Cross
Mr. Tonita reads
The Twelfth Station: Jesus dies on the Cross
Tableau
Our Father Who art in heaven
The Thirteenth Station: Jesus is Taken down from the cross
Mr. Tonita reads.
Jesus, the wounded healer, the Suffering Servant, is taken down from the
cross and laid in his tomb. His cold, dead body lies in darkness and those who
loved him felt the darkness and the coldness too.
Tableau
I love you Jesus, my love above all things. I repent with my whole heart for ever having offended you. Never permit me to separate myself from you again. Grant that I may love you always.
The Fourteenth Station: Jesus is laid in the tomb.
Mr. Tonita reads: The Fourteenth Station. Jesus is laid in the tomb
His body is the seed, lying in the earth, waiting for the new birth which
is promised. As we remember our loved ones laid to rest, we join in the waiting
for that day when every tear will be wiped away.
During these forty days of prayer, giving and fasting, we enter into the desert
experience of our Lord Jesus Christ, we enter into his Passion.... if we have
died with him, then we shall rise with him.
Tableau & procession out.
Our Father....Glory be to the Father, to the Son, and to the Holy Spirit.
As it was in the beginning, is now and ever shall be, a world without end. Amen.
We love you, Jesus, our love above all things. We repent with our whole
hearts for having offended you. Help us never to separate ourselves from you
again. Grant that we may love you always .... then your will be done.
May almighty God bless us and those who need our prayers this night. In the
name of the Father ....