Teaching liturgical literacy

By Rita Burns Senseman

“Mom, can I take notes during Mass today?” my nine-year-old daughter, Rachel, asked as we drove to church on August 15, the Solemnity of the Assumption of Mary. Granted, her motive was not some noble study of the sacred liturgy. Rather we had just been shopping for school supplies, and she had a brand spanking new, shiny, pink polka-dot notebook she wanted to use.

Although I told her “No,” she couldn’t take notes during Mass, her question, nonetheless, intrigued me. What might a nine-year-old write about the liturgy? What would strike her as important? What would she notice? What would she learn? Does she even know how to “read” the liturgy? Furthermore, I wondered how I might best teach her to “read” and understand the liturgy.

Thus, this article will explore how we can indeed help children better “read” and understand the liturgy. In other words, this article will discuss the notion of liturgical literacy. First, we’ll consider the meaning of “liturgical literacy” and why it’s important. Second, the article will provide suggestions for developing liturgical literacy in the children we catechize.

Liturgical literacy

Literacy has to do with one’s ability to read and write. It follows then that liturgical literacy has to do with one’s ability to “read” and understand the liturgy. Even though we’re not looking for children to write a response in a notebook, like my daughter wanted to do, we are looking for them to be able to respond in some way to the liturgy. We hope that children will be able to articulate something of the meaning of the liturgy in which they have participated.

But why are we as catechists concerned about the liturgy? Isn’t catechesis our focus? Yes, catechesis is our focus, and the liturgy is the most powerful catechetical tool we have. In reality, however, liturgy is not a “tool” at all. It’s the source and summit of our Christian life (Constitution on the Sacred Liturgy, 10) It’s what sustains and nourishes us as Christians. It’s our primary encounter with the living God. There is no better way to catechize than to actually experience Jesus Christ in the midst of the Christian assembly.

Therefore, as catechists we must teach liturgical literacy alongside biblical literacy and doctrinal literacy. In addition to asking our learners to read chapter and verse from the Bible or from a textbook, we must also ask our learners to read the liturgy. But first they have to know how to read the liturgy. Preparing to celebrate the liturgy is one way to improve liturgical literacy. Children need to be open, prepared, and primed to notice the symbols, the songs, the colors, the prayers—the whole atmosphere and environment of the liturgy (see "Some Ways to Improve Liturgical Literacy" below). Our role as catechists is to enable them to be formed by the liturgy in much the same way they are formed by the Word. Let’s look at how we can better develop liturgical literacy in ourselves and in those we catechize.

Developing liturgical literacy

The liturgy is a sacred ritual which forms us in faith. Through the use of…

• symbol,
• gesture,
• movement,
• song,
• and poetic, prayerful words

…we are formed, nourished, and sustained by the liturgy. The symbols of the liturgy speak to us in a way that is deeper and richer than words alone.

The symbols of the liturgy speak to us of a holy mystery that words, classrooms, and textbooks cannot fully describe.

Though we most certainly need the classrooms and textbooks to educate us, it is the liturgy that best teaches us about God, Jesus, the Spirit, and the church.

Indeed, the liturgy makes present the mystery of God, Christ, Spirit, and church.

What’s even more powerful is that children get to actively participate in the holy mystery we celebrate in the liturgy.

Use a mystagogical reflection process (see "Method for teaching liturgical literacy" below) to help children understand the liturgy. Mystagogy always takes place after the celebration of a liturgy, but it also helps prepare us tune into the next liturgy. It can be used for all liturgies (e.g. a baptism, or a penitential service). Reflecting upon the importance of the main elements of the liturgy leads the children to deeper appreciation, not only of the liturgy, but of the mystery of Christ and the church as well. You can use this method on a small part of the Mass, like the Preparation of the Gifts. Or, you can explore a larger part of Mass, like the Liturgy of the Word. Parents can even use it at home to reflect on the process of getting ready for Mass or on the Sunday family meal—a domestic church echo of Eucharist.

Lastly, it’s important to recognize that none of this will work unless our children are going to Mass. This is an ongoing concern of religious educators. We can’t teach liturgical literacy unless children are participating in the liturgy. If we teach children to better read the liturgy, they’ll be much more involved in the celebration and thereby have more of a desire to participate. Kids will ask parents, guardians, or grandparents to take them to Mass if they are engaged and they know how to “read” it. No one wants to participate in something they don’t understand.

Improving liturgical literacy will help our children not only want to “go to Mass,” it will also help them fully, consciously, and actively participate in the mystery of Christ. Then they’ll have plenty to write about in their shiny, pink polka-dot notebooks—after Mass. Maybe I’ll even let Rachel bring hers to church.  

Some Ways to Improve Liturgical Literacy

• Focus on the major symbols of the liturgy. Use big, robust symbols, but stick to the basics: bread, water, wine, oil, community, Word, light.
• Occasionally, do catechesis around “the basics.”
• Practice singing
• Practice silence
• Practice responses.
• Highlight classroom rituals and rituals in the home. (What do you do just prior to lunch? Why? What do we always do first thing in the morning? Why? Or, mealtime, prayer time, etc.)
• Set the tone for the liturgy prior to the celebration. But don’t talk too much! If you’re having a liturgy on the Feast of the Conversion of Paul, talk briefly about St. Paul prior to going to Mass so children are “tuned in.” If it’s Lent, ask the children to take note of the color, but wait until after Mass to reflect upon its deeper meaning.

A Method for Teaching Liturgical Literacy

This method will help learners better “read” and understand what is happening in the liturgy. If they are taught how to “tune in” to the liturgy, they’ll be more conscious and active participants. (The example below uses the Introductory Rites at Mass.)

1. Reflect for a moment about the gathering rite last Sunday.

         1. Remember what happened.

         2. Reflect quietly on what happened.

2. Name what happened. What did we do?

         1. Everyone stood and sang

         2. Father, the servers, the readers, and other ministers walked up the aisle with a book. The cross was leading the procession.

         3. At the front, everyone bowed to the altar. The book was put on the altar (or ambo).

3. Recall the clearest memory. What sight, symbol, sound, or image stands out for you? (Answers will vary.)

         1. There were lots of people walking up the aisle.

         2. The cross was first. Everyone followed it.

4. What does it mean?

         1. The Mass is a community event.

         2. We follow the cross

5. Identify the catechetical element. (This step is for the catechist. It helps you see how the liturgy catechizes. It’s simply a more formal wording of no. 4.)

         1. We are the People of God. We gather to worship the Living God.

         2. Discipleship means following the cross of Jesus Christ.

Rita Burns Senseman

Rita Burns Senseman is a freelance writer and a catechist in her parish. She has held parish and diocesan positions in religious education. She holds a master’s in theology from the University of Notre Dame.