Teaching Ritual Performance

Teaching Ritual Performance was designed to assist students to instruct others in ritual performance. In this course students are required to journal their work directing several rituals. Students do not necessarily need to write the rituals, nor do they need to write all the parts for the rituals. In fact, students may find it more challenging to allow others to write the ritual and then simply teach others how to work with the text they are given or come up with on their own.

The primary goal of this course is for students to enhance their skills for directing group ritual performance.

Course Objectives

  1. Students will increase their knowledge and skill in celebrant selection for assigned ritual roles and develop an awareness of how their selection impacts ritual performance.
  2. Students will enhance their skills for effectively directing ritual performances.
  3. Students will develop the skills necessary to effectively instruct the celebrants in working with ritual text, as well as specific elements of ritual performance, including movement, voice, and the internalization of text.
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Mentoring Matters: Cultivating Trees For Our Forest

Mentoring is essential in cultivating new leaders in an organization.  Those of us who are already in those roles need to become mentors so that those following us can more easily manage the journey.  As mentors, we seek to help our mentees feel welcomed, valued, and part of their own learning process. We walk alongside them, providing support and insight, encouraging reflection, risk-taking, and confidence in their growing skills, and challenging them to continue moving forward on their path.

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Let’s Talk Vocation: Mentoring

It shouldn’t really come as a surprise to anyone who knows me that part of my Vocation, part of my Call, is mentoring. That thread of passion has woven it’s way through many aspects of my life, from coaching to college organizations to my professional life in teaching and into my role as an Initiate and a Priest. Being a mentor can be a tough job, but it is immensely rewarding work for me. It is one of the things that drives me.

I want to be helpful to others, to aid them in their growth, and to give them the tools and skills they need to do the work they want to do. In a way, I want to put myself out of job, though I know that new people, new mentees, will continue to come along. But there is great joy and a sense of accomplishment, in seeing a mentee reach a point where you can step back because they no longer need you.

As mentors, we seek to help our mentees feel welcomed, valued, and part of their own learning process. We walk alongside them, providing support and insight, and encouraging reflection, risk-taking, and confidence in their growing skills. The mentorship relationship will grow and change with time, and that is a good thing. The way that relationship between mentor and mentee develops allows for learning to flow back and forth, and for a guided, yet organic, method of growth to occur.

When I mentor someone I talk with them. I prod them when they need it. I’m a sounding board. They are the team leader and I’m their point person, their support person. When they need something I can’t do, or I don’t know, I find them that resource, or that other person that does know something more, or even different than me, and I make that connection.

When you’re a mentor, you’re in it for the long game, and certainly not for any sense of immediate glory. You start with your mentee, where ever they may be along their path, and you walk with them. Within many organizations, there is this push as a mentor to get your mentee over the threshold of whatever it is that you’re mentoring them for. Whether you’re mentoring them as a prospective leader of your organization, as a student teacher, or as an aspiring priest. The push is to get them to that new position. To get them to and through that Rite of Passage.

But that isn’t enough. It isn’t good enough for the mentor to lead that person, their mentee, up to the threshold of this new position in their life, and then shove them over it. Especially when there may or may not be someone on the other side to catch them, and reintegrate them back into their organization, or society, or church as a person with this new role. When you go through a transition, a Rite of Passage, there is a state of liminality that occurs. And after the state of liminality there is a state of communitas, of being part of the community.

Part of the role of a mentor, and especially for me with how I view my role as an Initiate, is to walk with that person up to the threshold, through the liminal space and time with them, and be there for them on the other side as well, to help them adjust to their new role.

I’ve had some great mentors, especially as I’ve entered the ADF Priesthood. They’ve encouraged me and given me the opportunity to grow and learn and take chances. They’ve been there for me when I struggle, and cheered me one when I’ve succeeded. The best have also been the ones that walked with me at the beginning of my path, and have continued to walk with me at each successive step along the way. These mentors, they’ve helped me navigate these waters and come to grips with my Vocation, my Calling. They’ve become my peers.

So, what are some dispositions and qualities that good mentors have? What does being a good mentor look like? What does a good mentor do, especially internally? Here are some ideas:

Picture on a green background with ADF "Why Not Empathy" logo in the bottom corner that reads: Mentors of New & Aspiring Clergy Should: - Consistently reflect on their practice and performance of ritual to identify areas of potential growth. - Engage in ongoing learning and continually strive to improve their own practice. - Know and use a wide repertoire of effective liturgical and pastoral strategies. - Be approachable, patient, and trustworthy. - Share skills, knowledge, and resources with their community and peers. - Exhibit a positive attitude and passion for clergy work. - Attentively and actively listen. - Be skillful at coaching that generates reflection. - Value the opinions and ideas of others and be able to accept an aspirant priest as a developing member of the clergy. - Invest their time and commit to supporting an aspirant priests spiritual and liturgical growth.