ROTATION.ORG WRITING TEAM

JESUS RAISES LAZARUS
MUSIC/MOVEMENT

PASSAGE

Story: John 11:1-44
Key/Memory Verse: John 11:25

PURPOSE

Children will use rhythm movements and instruments to interpret the story of Lazarus.

Objectives for Rotation

See Bible Background.

Objectives for Music/Movement Workshop

Children can connect the events of the story to emotions felt by the characters.
Children can sequence the events of the story.

PREPARATION

Review Bible Background.

Materials List

Bibles or Bible storybooks
Cassette tape or compact disk of African drum music
Cassette tape of compact disk player
Chalk
Chalkboard, Marker board, or Newsprint
Information on missions in Africa
Map of Africa [Optional]
Markers
Masks from Africa or pictures of African masks
Rhythm noisemakers such as drums, maracas, rain sticks, rattles, sandpaper blocks, and sticks as well as multicultural instruments.
Stompers

Advance Preparation Requirements

Borrow, buy, or make stompers. You will need something for students to stomp with that will make a pleasingly loud noise. If you are worried about floor damage, or if you have a carpeted space you will also need a few sheets of plywood to lay down. To make stompers, drill or punch four holes in a short, empty can such as tuna. Drill two holes about an inch apart. Drill the other two holes 180 degrees from the first holes. Lace very sturdy string or lacings through the holes. Students will put the cut side down, stand on the flat part, and tie the strings over their normal shoes. Alternatively, you could simply use masking tape to attach the can to their feet, but it will muffle some of the sound.

To obtain a recording of African drug music, try putamayo.com or search the Internet and download free samples.

Pictures of African masks are available from sources such as The Smithsonian Museum of African Art at http://www.nmafa.si.edu/pubaccess/pages/divfrm.htm.

PRESENTATION

Open – Introduction

Talk to the children about the different ways we hear stories. Examples might be: listening/reading books, storyteller, plays, television or movies, through play, musicals, opera, or ballad.

Explain that in many West African cultures, the masquerade is used to tell a story about their people. People put on a mask, and they stomp and dance to the music to tell an important story. People learn about the story from the music and the movement. The masquerade might have been used to celebrate a harvest or before a hunt or battle. They might be used at a birth, naming ceremony, wedding, or funeral. Explain that today’s story is going to be a sort of funeral dance.

Show the pictures/art such as the masks. Listen to a selection of the drum music and ask the children to think of what is happening. What story do they think the people might be telling? What feelings do they hear in the drumbeat? Are they happy, sad, or angry? Listen some more and ask the children to notice when a new instrument or new rhythm appears.

Let the children try out the stompers and rhythm instruments.

Practice making different sounds with different instruments that express different emotions: sad, angry, impatient, worried, happy, and so forth. If time is with you, you can try mimicking some of the rhythms/instruments heard on the recording.

Dig - Main Content

Distribute Bibles and have the children find John 11 in the New Testament. Read, paraphrase, or review the story of Lazarus.

On the board or paper write headings for the different things taking place in the story. These might include: Lazarus falls ill, a messenger looks for Jesus, Jesus is teaching the disciples, Lazarus dies, Jesus reaches Bethany, Martha greets Jesus, Mary greets Jesus, Jesus weeps, the stone is moved, Jesus prays, Jesus shouts for Lazarus to come out, Lazarus comes out alive, wrapped in bandages.

Explain that the children are going to create layers of rhythm for each section of the story. Begin by explaining the base rhythm – Lazarus’ heartbeat. Get one or more stompers to put on the prepared tuna cans. Practice making the sound of a heartbeat. Do it in unison if there’s more than one. Ask them to slow it down and speed it up.

Then ask all the students where in the story the heartbeat should be present. Place the words STOMP in a different color in all the scenes where Lazarus is still living. Ask the children where the stomping should be loud/soft, fast/slow and put those cues in the same color next to the word STOMP.

Help the children fill in places where other instruments should be played. Ideas:

Pick an instrument to represent the other main people: Jesus, Mary, Martha.
Pick instruments to represent feelings. For instance, a rain stick could be used to represent any time there is someone crying.
Pick instruments to represent actions: for instance the stone being rolled away, or the bandages being removed.
For each instrument, fill in under your headings what will be played and the mood/volume/tempo. As much as possible, use a different color for each instrument. Practice with each instrument as you go.

Note for pre-readers: Instead of unreadable words, write each child’s name in a different color when they are to play their instrument, or use colored circles and squares to represent the different instruments. The children can “read” these cues.

First, run through each section of the story individually. Have the children make recommendations and changes.

To put it all together, have the children face the paper/board. Either you or a shepherd will point to each scene and the children will follow by using the instruments marked on the paper/board. An option is to read aloud each heading, read from a Bible storybook, or read from the Scripture as the children make music. Just be sure if you do this that there is still someone pointing to each heading so that children can follow along.

If time permits, the children can change cans/instruments and run through the story again.

Reflect – Closure

When you are done, put all instruments away and gather in a circle. This is a chance for children to be very, very quiet after an hour of great noise – particularly important if they will soon be asked to sit quietly in worship. Ask the children to sit with eyes closed and heads bowed and to think through the events of the story. After thirty to ninety seconds, ask them to keep their eyes closed and to go back in their minds to the one instant of the story that stands out for them imaging the look and the feelings of that moment. After another thirty seconds, ask/discuss: What part of the story were you thinking about? What is important about that part of the story to you?

Journaling

Ask children to pick one person in the narrative and retell the story from their perspective.

To take home

You could send home a rainy day project page for rhythm instruments.

ADDITIONAL SUGGESTIONS

Adaptations -- Younger Children

For younger children, keep the choices down. Keep the stomping for Lazarus and add instruments for each person.

If you have extra time …

A great ending to a drama/dance rotation is always to have someone videotaping the performance and then giving the children a chance to view it either then in class, or later at a fellowship hour, or during next week’s opening.

If time runs short …

Remember, teaching, not performance is the purpose here. If time runs short, practicing each section in sequence is more important than a final “performance.”

Further suggestions

Expand on the multi-cultural/mission aspect of this lesson. For an all-church fellowship hour, have some bread or other foods from the culture you are representing. Use this as an opportunity to support your church’s missionaries by having the children arrange a special offering, or write letters to the people ministering overseas.

CONTRIBUTOR: Lisa Martin