Ritual

Religion: general

Purpose: to allow students to reflect upon the elements of ritual activity and create a ritual of their own

Cognitive Skills: application, synthesis, evaluation

Learning Styles: active, sensing, visual, global

Intelligences: visual-spatial, bodily-kinesthetic, interpersonal, linguistic (possibly: musical, naturalistic)

Use: in class

For: small groups

Estimated time: 15 - 20 minutes planning (plus possible outside of class planning & preparation by students), 5 minutes for each presentation

Materials needed: whatever the student groups deem desirable that they will bring in (props, costumes, foods, etc.)

The Activity:  

• Teacher will first discuss or lecture on the various aspects of any ritual activity (as course text might discuss). Teacher might provide outline summary of these aspects to guide student planning (actions, words, music, objects, officiate & recipient, participant response, reenactment, dress, symbolism of color, food, etc.).

• Divide class into groups of 4 - 6. Give student groups about 15 - 20 minutes time to plan an original ritual. Each group will choose a theme or occasion for their ritual (possible themes can be brainstormed as a class before group work). Students should be encouraged to be as creative and original as possible, even in selecting an occasion/theme that does not already have a specified ritual (e.g., there are rituals to recognize marriage but none to recognize the finalization of a divorce). Do, however, encourage the students to take their ritual seriously and make it somewhat formal (as are typical religious rituals). The rituals need not involve recognition of some deity.

• During the planning session, the students will want to determine what kind of props they will need and who will be charged with bringing in various items. They will also want to consider what kind of special words and actions their ritual will use and write a brief script.

• Students can meet outside of class for further planning and rehearsal.

• In a follow-up class session (perhaps the next week), the groups will actually present their rituals to the class.

• After all rituals have been presented, ask the class to make a paper vote for the ritual they think was the best (instruct them to not vote for their own or have them rank all the rituals). The teacher might provide an evaluation form with various questions to consider in light of the kinds of issues discussed regarding the nature and aspects of rituals (consider a chart listing the various criteria with space to evaluate each group's ritual).

Alternative possibilities: Rituals might arise in a history or cultural studies class. This kind of exercise could also be used in the context of a drama class.