Dancing with Prayer in the Early Years
Dance is a wonderful means of expression. Praying with dance involves the whole body and engages
students particularly the kinaesthetic learners. Students work collaboratively to pray as a group
using dance as their language for themselves or as part of a larger liturgical celebration.
The following activities range from a simple dance activities that can be done as a single lesson or be
combined to form a part of a developmental unit of work. Warm-up activities haven’t been included
but it important to include some discussion about safety in dance and also an opportunity to warm
up the body with some movement and isolation exercises. There are many ideas available on You
Tube.
Tools
CD and Player
Teacher Resource – Psalm 100
Teacher Resource Psalm 75
Prayers and Psalms
Large sheet of paper and markers
Optional percussion instruments
Music Suggestions
The music selections are very flexible. Instrumental works best. Many are available on You tube.
Simple percussion instruments can be used as well.

Bill Douglas: Sweet Rain, The Wandering Moon

Gregorian: Master of Chant

Pie Jesu

Enigma : Mea Culpa

Britt Nicole: Set the World on Fire
Activity 1
Early Years
Choreograph
Each child thinks of one thing they are grateful for. Students can draw these and then create a
movement that expresses this. Ask them to form groups of 3 or 4 and they share their words and
movements with the group. In turn each student teaches this movement and word to the group.
Practice this as a group and then share with the class.
To take this to another, level students can think about these movements but vary some of the
elements. For example:
•
perform these using different levels,
•
locomotor movements in varying directions (moving across the ground)
•
using the space to perform
•
Perform these ‘in the round’ to all share what we are grateful for.
•
try a canon of movements (Canon: similar to a musical canon. One group will begin a
sequence of movements and the next group will begin the same sequence of movements at a
different time.)

Don’t forget that the audience will need to feel how grateful you are so think about your
expression and energy.
Perform
These can be practised and performed for the group.
Appreciate
Did the group express their gratitude for these things in their life. What are some words that
describe how they feel?
Activity 2
Dance a Prayer Suitable for Older students
Ask the question why do we pray? Brainstorm ideas and keep these on a word bank.
Some ideas may include: praise, thanksgiving, sorrow, joy, help, welcome, celebration, love, honour,
respect, to say sorry, to forgive.
Choreograph
In pairs, develop a symmetrical, or asymmetrical, pose which expresses one of the words from the
word bank. As the pair demonstrates for the class they can say the corresponding word.
Perform
Music Suggestions: Bill Douglas –Sweet Rain
Play the music and have the group stand in a circle. In turn and in a considered way each pair moves
into their pose as they say the corresponding word. Hold for 2 counts and then relax. Continue these
moves around the circle with each pair gently moving in and out of their shape.
Now move into smaller groups to form a circle of four pairs (8). Using each of the 4 movements the
group performs these in canon.
Students can refine these moves to create a collage of words, music and movement to share with
the class.
Music Suggestion: Bill Douglas ‘The Wandering Moon’
Read Psalm 100.
The LORD Is God
Shout praises to the LORD, everyone on this earth.
Be joyful and sing as you come in to worship the LORD!
You know the LORD is God. He created us, and we belong to him; we are his people, the sheep in his
pasture.
Be thankful and praise the LORD as you enter his temple.
The LORD is good! His love and faithfulness will last forever.
Divide the class into 5 groups and to each group hand out one line of the psalm. (See Teacher
Resource).
Group 1: The LORD Is God
Shout praises to the LORD, everyone on this earth.
Group 2: Be joyful and sing as you come in to worship the LORD!
Group 3: You know the LORD is God He created us, and we belong to him; we are his people, the
sheep in his pasture.
Group 4: Be thankful and praise the LORD as you enter his temple.
Group 5: The LORD is good! His love and faithfulness will last forever.
Each group develops a sequence of movements for each of the lines.
Perform
In a circle each group in order will dance and say their line.
Appreciate
Could a viewer understand the message of this dance without the words? What makes this
effective?
Activity 3
Choreograph
Music suggestions: Here Comes The Sun (Instrumental)
In groups of 4 or 5 use Psalm 75 to create a simple dance. Keep in mind the use of levels, group
formations, locomotor and non locomotor movements.
Psalm 75
Our God, we thank you for being so near to us!
Everyone celebrates your wonderful deeds.
You have set a time to judge with fairness.
The earth trembles, and its people shake;
you alone keep its foundations firm.
Perform
Present these to the group. Discuss similarities and differences in each group’s interpretation.
Now in groups of 4 or 5, students can be given time to write their own prayer of praise or
thanksgiving. This maybe something they have already been working on.
Once the written work is done then groups can begin to develop a sequence of movements which
expresses their prayer.
Teacher Resource
Psalm 100
The LORD Is God
Shout praises to the LORD, everyone on this earth.
………………………………….
Be joyful and sing as you come in to worship the LORD!
…………………………………….
You know the LORD is God He created us, and we belong to him; we are his people, the sheep in his
pasture.
………………………………………
Be thankful and praise the LORD as you enter his temple.
…………………………………………
The LORD is good! His love and faithfulness will last forever.
Teacher Resource
Psalm 75
Our God, we thank you
for being so near to us!
Everyone celebrates
your wonderful deeds.
You have set a time
to judge with fairness.
The earth trembles,
and its people shake;
you alone keep
its foundations firm.
Appreciate
Could a viewer understand the message of this dance without the words? What makes this
effective?
How did the dancers convey their prayers with their bodies?
Drama Strategies for Teaching Religion
Process or Educational Drama embraces a wide range of drama strategies or conventions. These
activities can be adapted for any context.
Some of these include:
Role play
Role play is stepping into the shoes of another, adopting their ideas, opinions, thoughts mannerisms
and characteristics. Early years students play this way very naturally. Teachers can use this strategy
in any story telling or reading. Using role play to predict the ending or alternative endings is a
valuable tool.
Tension
Creating tension in a drama engages the learners in the drama activity. For example: When the lost
son returned the learners could role play being the workers on the farm and they could discuss how
the two sons might be feeling.
Tension can be used as a way to explore the gaps in a text and go beyond the story.
Symbol
The use of one thing to represent another
Human Sculpture
Working in pairs one student becomes the clay for the other. The sculptor needs to position their
partner to represent what they choose. For example, in the story of the calming of the storm one
student can position the other to represent Jesus as he may have stood.
Freeze Frames
These are group sculptures to depict a scene from a story. Group members can think about levels
and using the space well. Avoid everyone being on the same level and in a line. Compose the group
as you would a photo. A story can be read to a point and the group can then create a freeze frame to
show what happens next. Alternatively, one group can compose a freeze frame to show a part of the
story, another group can show what happened before, and another can show what happened after.
Rolling Freeze Frames
These are freeze frames done in a sequence to illustrate key points of a story. For example, break
the story of the Good Samaritan into key points. Symbol can be used to highlight the roles –the
priest could wear a high hat, the Levite could be wearing a sash the same colour as the attacked
man, the Samaritan can be wearing a different coloured sash. Where possible involve the whole
group in the action as bystanders or in other roles.
Group 1: Show a man being attacked by robbers
Group 2: Show the person lying on the ground with a priest walking past looking the other way.
Group 3: Show the person lying on the ground with a Levite walking past
Group 4: Show the Samaritan helping the person
Hot Seat
Hot seating involves placing a person on a chair and they can answer questions in role. For example,
in the story of the Good Samaritan the injured man could be placed in the hot seat and asked how
he felt.
Conscience Alley (older students)
This strategy provides an opportunity to explore multiple perspectives to a situation. Students
become the voices or thoughts of a character as they are trying to make a difficult decision or may
be feeling conflicted in their thoughts. In this activity the person who must make the decision walks
between two opposing lines, as they pass each person speaks the thoughts of the character.
Gossip Mill
This is when the whole group becomes involved in sharing a part of the story. Asking the students to
imagine they have seen a part of the action and then tell others around the room.
Tap and Talk
After teacher has narrated a scene or told a story the teacher can tap a student and they say in role
how they are feeling or what they are thinking at that point in time.
Example Drama Unit
Parables
Teacher will have read and discussed some of the familiar parables.
Conventions: create roles from simple props and costume; whole-group role as expert; build
narrative; use available materials to define drama space (improvisation)
Performance skill: awareness of cues and turn taking; demarcation of and awareness of performance
space; movement-awareness of who needs to be seen and where; voice-volume and pace (for a
classroom setting)
Audience: informal – peers; teacher, small group
Purpose: re-enactment of events
Warm ups and Energizers
Copy Cat
With students in a circle one player begins by making a small gesture and accompanying sound. This
is repeated by players in turn around the circle. Observe the changes which will occur.
Human Sculptures
In smaller groups (4 or 6) give students an object or place that they are to make with their bodies.
Limit the time to 10 seconds. This develops group cohesion, decision making and creative thinking.
Some suggestions: the Eiffel Tower, a skyscraper, a house a car, a bridge, an ice cream, a book.
Postcards
Teacher defines the space and the scene. Students volunteer to enter the space and become a part
of the scene stating what they are as they take their place.
Rolling freeze frames
A familiar scene e.g. a birthday party – before, during, and after
Introducing the Drama
Teacher Background
Parables
Why Jesus used them. Explain that parables and parabolic stories were often drawn from nature or
common life. Jesus used a story telling tradition that was common to the Mediterranean world at
that time. The parables were spoken and therefore the story could change depending on the
audience
The narrative structure
Three features: a parable usually has three components:
-
The Unknown that is being illustrated - e.g. the Kingdom of God.
-
The Known that is compared for illustration - e.g. the Sower, Mustard seed etc.
-
The Point of Comparison between the Known and Unknown.
Discombobulation: this means when the reader’s expectation is turned upside down. This part often
confuses the reader and yet it is where the teaching lies.
Look at picture books of the parables.
Choose pages that the students could ‘bring to life’ by freeze frames to show the story.
Beginning the Drama
After reading one of the parables ask a student to take on the role of one of the featured characters
or someone who knows about or witnesses the story. Take turns to share a piece of information
about the story e.g. what they saw or heard, what they think.
Divide students into groups. Each group is given a part of the story to prepare a freeze frame
Developing the Roles
Students list the characters featured in the story and decide who will represent these characters.
Remind students about working in groups, taking turns, listening to each other, being fair etc.
Allow time for the students to play with their parable. Remind them to use levels to help tell the
story, props or costumes, (keep this very simple). During the development phase you go around
from group to group, challenge them with questions about their performance e.g. Will the audience
see/ hear you in that position?
Dramatic Presentation
Remind students of the following: audience and actor roles and responsibilities:
Movement within the space
Facial expression
Stance/ facing the audience
Use of props
Setting
Clear and expressive speaking voices
Audience responsibility
Resources
Picture Books
Kramer, Janice
Eight Bags of Gold
The Good Samaritan
The Rich Fool
Latourette, Jane
The House the Sat on the Rock
Bessiere, Gerard
Jesus sat down and said…..
Mueller, Virginia
The Kings Invitation
Butterworth, Nick
The Lost Sheep
Sorichetti, Franco
Parables for Kids Volume 1
Parables for Kids Volume 2
Lund, Judy
The Pearl that Changed a Life
Hughes, Vivian
The Unjust Judge
Websites
Parable of the Tenants
www.biblegateway.com/cgibin/webcommentary?language=english&version=niv&book=luke&chapter=19#1(Luke’s version)
www.biblegateway.com/cgibin/webcommentary?language=english&version=niv&book=matt&chapter=25#3
(Matthew’s version)