Ritual Celebrations in the Catholic School
By Clare Schwantes
There are several occasions throughout the school year which call for ritual celebration in a Catholic school – Easter or Mothers Day, Anzac Day or end of year. When planning a Mass or a Liturgy of the Word within a school setting, there is no need to start from scratch. The Church has provided structures, rites and texts for the liturgy in the Missal, and has chosen readings which can be found in the Lectionary. This is a powerful sign that the liturgy belongs to the whole Church.
Careful preparation is nonetheless required for a school liturgy since children’s faith grows through liturgical experience appropriate to their developmental level. As emphasised in the Directory for Masses with Children (DMC), each liturgical celebration with children should be carefully prepared beforehand, especially with regard to the prayers, songs, readings, and intentions of the general intercessions (DMC 29).
Careful preparation is nonetheless required for a school liturgy since children’s faith grows through liturgical experience appropriate to their developmental level. As emphasised in the Directory for Masses with Children (DMC), each liturgical celebration with children should be carefully prepared beforehand, especially with regard to the prayers, songs, readings, and intentions of the general intercessions (DMC 29).
Preliminary Steps
♦ Consider whether it is most appropriate to celebrate a Mass or a Liturgy of the Word. Where a significant number of people would not be able to partake of Communion, a Mass may seem to divide people rather than unite them. In such cases, a Liturgy of the Word (without Communion) may be preferable.
♦ Consult the liturgical calendar when choosing the date for your class or school liturgy. The chosen liturgical day will belong to a liturgical season and have a particular liturgical colour. When scheduling school events such as commissioning ceremonies, it is best to avoid significant days such as Ash Wednesday which have their own associated ritual celebrations.
♦ If a Mass is to be celebrated, it is important to consult the DMC which contains fundamental principles for celebrating liturgy with young people. It offers possibilities for teachers, clergy and lay leaders, not just for celebrating Mass with children but also for other experiences of prayer and liturgy in schools, parishes and homes. The directory is a formal liturgical document approved by Pope Paul VI in 1973 and serves as a supplement to the General Instruction of the Roman Missal (GIRM).
♦ It is important to talk with the presiding priest at the outset of liturgy planning and then towards the end when things are being finalised. Share with the priest the things that are of interest to the children at present so that his preaching may engage them at the appropriate developmental level. For celebrating with young children, it is advised that the priest use the Eucharistic Prayers for Masses with Children which is composed in language that is readily understandable. The texts have been approved by the Australian Catholic Bishops Conference and confirmed by the Holy See.
♦ Consider whether it is most appropriate to celebrate a Mass or a Liturgy of the Word. Where a significant number of people would not be able to partake of Communion, a Mass may seem to divide people rather than unite them. In such cases, a Liturgy of the Word (without Communion) may be preferable.
♦ Consult the liturgical calendar when choosing the date for your class or school liturgy. The chosen liturgical day will belong to a liturgical season and have a particular liturgical colour. When scheduling school events such as commissioning ceremonies, it is best to avoid significant days such as Ash Wednesday which have their own associated ritual celebrations.
♦ If a Mass is to be celebrated, it is important to consult the DMC which contains fundamental principles for celebrating liturgy with young people. It offers possibilities for teachers, clergy and lay leaders, not just for celebrating Mass with children but also for other experiences of prayer and liturgy in schools, parishes and homes. The directory is a formal liturgical document approved by Pope Paul VI in 1973 and serves as a supplement to the General Instruction of the Roman Missal (GIRM).
♦ It is important to talk with the presiding priest at the outset of liturgy planning and then towards the end when things are being finalised. Share with the priest the things that are of interest to the children at present so that his preaching may engage them at the appropriate developmental level. For celebrating with young children, it is advised that the priest use the Eucharistic Prayers for Masses with Children which is composed in language that is readily understandable. The texts have been approved by the Australian Catholic Bishops Conference and confirmed by the Holy See.
The Liturgical Space and Environment
♦ Consider where the liturgy will be celebrated. A classroom or school hall can help to link liturgy and life but it can be difficult to create and maintain a sense of the sacred. Outdoor settings highlight the wonder of God’s creation but can be distracting and make it difficult for readers and musicians to be heard. The parish church offers a sacred space and is usually to be preferred if Mass is being celebrated. Whichever space is chosen, ensure there is room for processions to move through the gathered assembly for the entrance procession, for readers approaching the front, for the procession of bread and wine, and for people to move up for communion.
♦ The worship space can be decorated with reference to the liturgical colours of the season. Since everyone celebrates the liturgy, it is advisable to decorate the whole worship space with colour.
♦ Creative use of sacred symbols (cross, candles, water, flowers, incense) and seasonal colours stimulates an appreciation of ‘the wonderful works of God’ (DMC 35).
♦ It is not appropriate to adorn the altar with school colours or to place school mascots around the altar. This applies equally to the school crest, motto and flag.
The Scripture Readings
♦ Readings are to be selected from the Lectionary for Masses with Children (LMC) which uses the Contemporary English Version. The Children’s Lectionary provides a simpler translation of the same passage from the adult Lectionary for Mass for Sundays, feasts and solemnities. However, the LMC does not assign specific readings to weekdays. Instead, it offers various themes to choose from for each liturgical season. There are 43 themes for Ordinary Time, 9 themes for Lent, 8 for Easter and 4 for Advent.
♦ If your liturgy is being celebrated during Lent, you will also notice that Gospel Acclamations do not use the word ‘Alleluia’. This is something to check in the chosen musical setting.
♦ Introductory comments may precede the readings and help the children to listen more fruitfully, either by explaining the context of the reading or by foreshadowing the story itself.
♦ Readings are to be selected from the Lectionary for Masses with Children (LMC) which uses the Contemporary English Version. The Children’s Lectionary provides a simpler translation of the same passage from the adult Lectionary for Mass for Sundays, feasts and solemnities. However, the LMC does not assign specific readings to weekdays. Instead, it offers various themes to choose from for each liturgical season. There are 43 themes for Ordinary Time, 9 themes for Lent, 8 for Easter and 4 for Advent.
♦ If your liturgy is being celebrated during Lent, you will also notice that Gospel Acclamations do not use the word ‘Alleluia’. This is something to check in the chosen musical setting.
♦ Introductory comments may precede the readings and help the children to listen more fruitfully, either by explaining the context of the reading or by foreshadowing the story itself.
The Prayers of Intercession
♦ Write prayers of intercession that arise out of the children’s experience and reflect the life and concerns of the school community.
♦ Ideally, the children are involved in this process (DMC 29).
♦ Write prayers of intercession that arise out of the children’s experience and reflect the life and concerns of the school community.
♦ Ideally, the children are involved in this process (DMC 29).
Symbol and Ritual
♦ Items or symbols that represent the community are best brought forward in the entrance procession and placed near the altar or at another suitable place. These symbols are not to be brought forward in the procession of gifts with the bread and wine.
♦ The visual elements (especially the sacramental symbols) of the liturgy are also given great prominence in liturgies with children (DMC 35). Introducing other visual elements that are meaningful for the children and which allow them to perceive the beauty of God’s creation will support them in their prayer. Creating links between liturgy and life is vital. The liturgy should never appear as something dry and merely intellectual (DMC 35).
Symbol and Ritual
♦ Items or symbols that represent the community are best brought forward in the entrance procession and placed near the altar or at another suitable place. These symbols are not to be brought forward in the procession of gifts with the bread and wine.
♦ The visual elements (especially the sacramental symbols) of the liturgy are also given great prominence in liturgies with children (DMC 35). Introducing other visual elements that are meaningful for the children and which allow them to perceive the beauty of God’s creation will support them in their prayer. Creating links between liturgy and life is vital. The liturgy should never appear as something dry and merely intellectual (DMC 35).
Preparing Children to Celebrate the Liturgy
♦ Teach children about the Mass prior to their experience of it. Explain that the purpose of the liturgy is to offer thanks and praise to God, and so they are invited to join in the spoken responses and in the singing with full voice.
♦ A good children’s Mass book such as Lift Up Your Hearts, published by Liturgy Brisbane, will be invaluable in preparing children and in helping them to respond and participate at Mass.
♦ Talk about rituals in everyday life, explain how we use symbols and ask them to look out for particular symbols or events during the liturgy.
♦ Talk about the readings that will be proclaimed in the liturgy so that children can more easily pay attention to making meaning of the texts.
♦ Rehearse the various postures of kneeling, standing, processing with all students.
♦ Rehearse the hymns and other sung parts of the Mass so that children can sing confidently throughout the liturgy. They can also be reminded that they are joining in a group activity of praising God, leading the community of parents and other visitors who may take part in the celebration – but it is not a concert.
♦ Teach children about the Mass prior to their experience of it. Explain that the purpose of the liturgy is to offer thanks and praise to God, and so they are invited to join in the spoken responses and in the singing with full voice.
♦ A good children’s Mass book such as Lift Up Your Hearts, published by Liturgy Brisbane, will be invaluable in preparing children and in helping them to respond and participate at Mass.
♦ Talk about rituals in everyday life, explain how we use symbols and ask them to look out for particular symbols or events during the liturgy.
♦ Talk about the readings that will be proclaimed in the liturgy so that children can more easily pay attention to making meaning of the texts.
♦ Rehearse the various postures of kneeling, standing, processing with all students.
♦ Rehearse the hymns and other sung parts of the Mass so that children can sing confidently throughout the liturgy. They can also be reminded that they are joining in a group activity of praising God, leading the community of parents and other visitors who may take part in the celebration – but it is not a concert.
♦ Rehearse with children who will proclaim the readings. Review the pronunciation of words and give them an opportunity to practise at the ambo. Children should read from a Lectionary or a binder that contains the readings, rather than a loose piece of paper.
♦ Rehearse the sign of peace, demonstrating appropriate ways for children to smile and shake hands without becoming overly energetic and finding it hard to resettle.
♦ Remind children that during the times when they are not joining in the spoken responses or singing, they are to remain in prayerful silence to create a sense of reverence and respect. Some children find it especially difficult to be still and may need personal attention to help them focus on the liturgy and take part.
♦ Holy Communion is a particularly sacred time in the liturgy that invites stillness and prayer. To prevent chatter arising during this time, children can be reminded that the assembly participates throughout the communion procession by either singing the Communion Hymn as they process up to receive Communion and after they return to their places or saying a quiet prayer to God (GIRM 86).
♦ Teachers and parents have a key role in modelling reverent silence and active participation throughout the liturgy.
♦ Rehearse the sign of peace, demonstrating appropriate ways for children to smile and shake hands without becoming overly energetic and finding it hard to resettle.
♦ Remind children that during the times when they are not joining in the spoken responses or singing, they are to remain in prayerful silence to create a sense of reverence and respect. Some children find it especially difficult to be still and may need personal attention to help them focus on the liturgy and take part.
♦ Holy Communion is a particularly sacred time in the liturgy that invites stillness and prayer. To prevent chatter arising during this time, children can be reminded that the assembly participates throughout the communion procession by either singing the Communion Hymn as they process up to receive Communion and after they return to their places or saying a quiet prayer to God (GIRM 86).
♦ Teachers and parents have a key role in modelling reverent silence and active participation throughout the liturgy.
Assigning Roles and Ministries
♦ Some students may take up specific roles during the celebration – for example, altar serving, singing, playing musical instruments, reading and bringing up the gifts of bread and wine. These roles are in service of the community and not to be viewed as a performance.
♦ Children who are not Catholics can be members of the music ministry, they can help to prepare the liturgical space, they can come forward for a blessing at Communion, they can be part of a group who consider themes for the General Intercessions, they can listen to the prayers and Scripture readings and join in the singing with other members of the community.
♦ When selecting those who will read from the Lectionary, it is appropriate to choose baptised children who are able to understand the text and proclaim it well.
♦ Altar servers and those who bring forward the gifts of bread and wine will be children who have made their First Communion.
♦ It is important to remember that everyone participates in the celebration but not everyone performs a ministry; ministries are not multiplied needlessly for the sake of involving more students.
♦ Some students may take up specific roles during the celebration – for example, altar serving, singing, playing musical instruments, reading and bringing up the gifts of bread and wine. These roles are in service of the community and not to be viewed as a performance.
♦ Children who are not Catholics can be members of the music ministry, they can help to prepare the liturgical space, they can come forward for a blessing at Communion, they can be part of a group who consider themes for the General Intercessions, they can listen to the prayers and Scripture readings and join in the singing with other members of the community.
♦ When selecting those who will read from the Lectionary, it is appropriate to choose baptised children who are able to understand the text and proclaim it well.
♦ Altar servers and those who bring forward the gifts of bread and wine will be children who have made their First Communion.
♦ It is important to remember that everyone participates in the celebration but not everyone performs a ministry; ministries are not multiplied needlessly for the sake of involving more students.
Liturgical Music
♦ Try to have live music wherever possible which will draw the children into participation. Older children may be able to form part of the music ministry alongside teachers.
♦ Be familiar with which parts of the Mass are designed to be sung, for example, the Responsorial Psalm, the Gospel Acclamation, the acclamations in the Eucharistic Prayer.
♦ In cases where school liturgies or sacramental celebrations are celebrated with the parish community, it can be helpful to introduce some hymns that the children sing into the parish repertoire before the joint celebration, and conversely to teach the children some of the hymns that are familiar to the parish community. A strong parish-school relationship helps to foster the full participation of all at these shared liturgies.
♦ Singing is given great importance in all liturgical celebrations, but it is of particular importance in liturgies celebrated with children given their special affinity for music (DMC 30). Those with musical gifts might lead the community in singing or playing musical instruments.
Things to Consider when Finalising the Liturgy
♦ The DMC emphasises the importance of silence in providing opportunities for children to meditate on what they have heard and to pray to God in their hearts (DMC 37). Set aside specific moments for silence, especially after the homily and after communion.
♦ Ensure that language used in introductory comments and in the Prayers of Intercession is inclusive of those who will gather.
♦ Give consideration to the various cultures represented amongst the children and think about how this might find expression in music, the choice of symbols in the entrance procession, or in the general intercessions.
♦ The presentation of awards, investiture of school leaders or school announcements are best done after the final blessing and dismissal. Then, having been asked to refrain from taking photographs during the liturgy as a sign of reverence for the sacred action, parents may take photos and applaud as appropriate.
♦ As a result of their experience at Mass, a young person may come forward and say, "I want to receive communion too. Why can’t I?" It will be important to talk with this child and their parents after the liturgy at an appropriate time, and to put them in touch with the parish staff who can inform them about the sacramental preparation process.
♦ The DMC emphasises the importance of silence in providing opportunities for children to meditate on what they have heard and to pray to God in their hearts (DMC 37). Set aside specific moments for silence, especially after the homily and after communion.
♦ Ensure that language used in introductory comments and in the Prayers of Intercession is inclusive of those who will gather.
♦ Give consideration to the various cultures represented amongst the children and think about how this might find expression in music, the choice of symbols in the entrance procession, or in the general intercessions.
♦ The presentation of awards, investiture of school leaders or school announcements are best done after the final blessing and dismissal. Then, having been asked to refrain from taking photographs during the liturgy as a sign of reverence for the sacred action, parents may take photos and applaud as appropriate.
♦ As a result of their experience at Mass, a young person may come forward and say, "I want to receive communion too. Why can’t I?" It will be important to talk with this child and their parents after the liturgy at an appropriate time, and to put them in touch with the parish staff who can inform them about the sacramental preparation process.
While planning a school liturgy may previously have seemed a daunting task, liturgy preparation tools such as Liturgy Brisbane’s Liturgia make the process of selecting texts, prayers and readings very simple. Booklets can be prepared with just a few clicks to enhance the participation of the gathered assembly.
An online course offered by Liturgy Brisbane provides basic formation for teachers and APREs and gives them confidence to prepare creative, vibrant liturgical experiences in the primary school.
Ultimately, it is important to remember that a liturgical celebration is not a series of texts. Rather, it is a dynamic event which involves all the senses and invites children into a living encounter with God through their participation in the embodied action of worship.
An online course offered by Liturgy Brisbane provides basic formation for teachers and APREs and gives them confidence to prepare creative, vibrant liturgical experiences in the primary school.
Ultimately, it is important to remember that a liturgical celebration is not a series of texts. Rather, it is a dynamic event which involves all the senses and invites children into a living encounter with God through their participation in the embodied action of worship.
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Clare Schwantes is currently the Director of Liturgy Brisbane and Chair of the National Liturgical Council. She has a PhD from the University of Queeensland, a Masters of Theological Studies (Liturgy), a Bachelor of Education (Primary), a Bachelor of Psychology and diplomas in Editing and Publishing. This article originally appeared in Liturgy News 54(1), Autumn 2024. Images from Unsplash, Pixabay and Freepik. Used under license/with permission. |