Signs and symbols occupy an important place in everyday life. As social beings we use signs and symbols to communicate with each other through language, gestures and actions. The same may be said of our relationship with God. 1 Signs are usually tangible objects that represent an important, abstract idea, e.g. traffic lights. Their meaning is widely understood and usually unmistakable. Symbols on the other hand, are usually more complex and may have multiple or layered meanings that are closely connected to a particular culture.2 In Scripture God is revealed to us through various signs and symbols that relate to the natural world and the cultural context of the community.3,4 For example, water is used as a sign of cleansing and renewal in stories from the creation of the world and the Exodus to the baptism of Our Lord, and oil is used a sign of someone being set apart and strengthened for a particular purpose from the anointing of the Kings of Israel, to the nativity and the burial of Christ. Many of these are incorporated into the liturgical and sacramental life of the Church.
The Church celebrates the sacraments as divinely instituted signs of God’s grace. They are by no means, though, the only signs by which the community expresses and supports the practice of its faith. Objects that encourage devotions such as images of the saints, rosary beads or a crucifix are known as sacramentals – items that, instituted by the Church and not by Christ, have no power of themselves but point to the reality of the loving presence of God in the world and the lives of the faithful.5
1.1
a) View two film clips from Wingclips, one about ‘signs’ and one about ‘symbols’. Two possible options are listed below, however they are not the only options.
Sign: ‘Some Pig’ from Charlotte’s Web
Symbol: ‘It Will be Peace’ from Geronimo: An American Legend
Students use these film clips to define the difference between a sign and a symbol.
b) Students explore the difference in definition between a ‘sign’ and a ‘symbol’. Students individually list as many Catholic signs and symbols as they can. Conduct a think-pair-share activity to arrive at a confirmed list of 5 signs and 10 symbols found in Catholicism. Note: for schools privileged to be near or have a church or College Chapel on site or nearby, physically visiting the church/chapel and identifying the signs and symbols present could be done instead. Remind students of the tasks they may have done in the B7 unit related to Catholic signs and symbols.
YOUCAT : YOUCAT (Youth Catechism)
Question 181: Why are there so many signs and symbols in the liturgies? p109.
God knows that we men are not only spiritual but also bodily creatures; we need signs and symbols in order to perceive and describe spiritual or interior realities. [1145-1152] Whether it is red roses, a wedding ring, black clothing, graffiti, or AIDS armbands—we always express our interior realities through signs and are understood immediately. The incarnate Son of God gives us human signs in which he is living and active among us: bread and wine, the water of Baptism, the anointing with the Holy Spirit. Our response to God’s sacred signs instituted by Christ consists in signs of reverence: genuflecting, standing while listening to the Gospel, bowing, folding our hands. And as though for a wedding we decorate the place of God’s presence with the most beautiful things we have: flowers, candles, and music. In any case, signs also require words to interpret them
Question 182: Why do the sacred signs of the liturgy need words, too? pp109-110.
Celebrating the →LITURGY means encountering God; allowing him to act, listening to him, responding to him. Such dialogues are always expressed in gestures and words. [1153-1155, 1190] Jesus spoke to men through signs and words. So it is in the →CHURCH, also, when the priests offers the gifts and says, “This is my Body . . . this is my Blood. . . .” Only these interpreting words of Jesus cause the signs to become sacraments: signs that bring about what they signify.
Someone who sings prays twice. ST. AUGUSTINE (354-430)
Sacraments of Initiation Booklet IT to complete activities
c) Students individually conduct a set of interviews of 3 people, ranging from a practicing Catholic to one more secular in their approach to life and faith. The aim of these interviews is to identify the signs and symbols that are of importance to the three people and explore, through questioning, the nature and importance of the signs and symbols, how the interviewee uses the sign/symbol in their faith and/or life and how the sign/symbol came to be of importance.
Some possible considerations in conducting these interviews:
* Students make sure they are organised and have a series of interview questions prepared before the interviews. Consideration might go into how to record the responses, film, voice, written record etc.
* Important signs could be like a “Baby on board” sign on the rear window of their car or a religious/secular/political sticker on their bumper bar.
* Symbols could be a set of rosary beads hanging on the rear-vision mirror or a crucifix around the neck. The presence of an Australian flag in their home or car could be of importance to them.
* Try to discern whether the meaning behind the sign/symbol is connected to the essential meaning of the symbol or does it have multiple meanings for them. E.g. a crucifix worn around someone’s neck could mean that he/she is a practicing Catholic and/or it could also be worn because it belonged to his/her grandmother who died five years ago and it connects him/her to her.
DRP symbols and rituals tasks
1.2
The Sacraments – Before the Program activities
View The Sacraments video
The Sacraments – During the Program activities
The Sacraments – After the Program activities
The Sacraments PPT
Resource – Sacraments to complete
Students use a variation on a scriptural_think_pad (see 4.5, pp82-84. Into the Deep by K.O’Brien, D.White & S.Todd) to explore a series of symbols found in sacred scripture.
a) Students form learning teams of 4 people, preferably with different learning styles if possible.
b) Students use their list of Catholic symbols from 1.2 above, to identify and explore where and how these symbols are used in scripture. For example, water is a significant symbol used in the church and is also present in scripture. ALL learning teams will explore Mark 1:9-11 the Baptism of Jesus , as well as ONE other passage – use an online concordance such as oremus bible to locate other scripture passages that have water and/or other symbols as a significant theme/symbol.
Read Year 8 TKWL Chapter 12 A Closer Look at Baptism
Busted Halo Sacraments 101 Baptism
Our Catholic Journey- Baptism http://www.youtube.com/watch?v=1VWE5CNRxXc
Why do Catholics Baptise infants http://www.youtube.com/watch?v=EiGF3lA7hmY
Sacrament of Baptism http://www.youtube.com/watch?v=4r9AuY1Br1c (Diocese of DublinED)
c) Either using an A3 version of a scriptural think pad (p84 Into the Deep) or one designed online and shared, students are to listen to an explanation of the four dimensions of the Think Pad, namely, that they are to use:
- Words: 1-2 sentence description of the meaning of the passage and the presence and importance of the symbol in the passage
- Pictures: Draw a sequence of pictures depicting the events described in the passage, and the use of the symbol
- Connections to Life: Write or illustrate how the passage and the symbol might apply to a real life situation in the modern world
- Symbols: Draw the symbol and how the symbol is used in the passage.
See Appendix 2
d) Discuss as a team what might be included in each of the boxes, but the focus is that the student with the relevant learning style (language, visuals etc) would complete the relevant box.
e) Post four large sheets around the room with each of the Think Pad headings around the room (or share the responses in a wiki, note though that drawings will need to be photographed and posted), teams cut out their four ‘Think Pad’ panels and paste them to the master sheet.
f) Students read and observe the responses around the room or online and participate in a discussion exploring the use of symbols/water, and the similarities/differences between interpretations of the use of symbols in scripture.
g) Assessment Task Link – Students explore RCIA and the scripture and symbols used/associated with RCIA. Identify possible ideas that could be used in the assessment task.
1.2 Scripture extension activity: Breaking Open The Word : 1 Cor 11: 23-26 one of the earliest accounts of the last supper
a) Enlarge the Scripture passage – 1 Cor 11: 23-26 and place it into the centre of an A3 page for students.
b) Ask the students to read the Scripture passage and reflect upon their understanding of the passage. This could be done individually, verbally or in a written format.
c) As a class break open the Word to identify the persons/ people identified in this scriptural culture and context. Make links to Jewish heritage and story, as well as Jesus’ story by using the following questions. Students will need to write their answers/ reflections using the A3 page:
Verse 23– questions for students:
Who is ‘I’? What does it mean to receive? How does ‘from the Lord ‘ relate to the significance of what is being said? What does it mean to be handed on? Who is the ‘you’? What is ‘ the night when he was betrayed’ referring to? What is the significance and symbolism of the loaf of bread?
Verse 24– questions for students:
Who is the ‘he’? What is the importance of ‘given thanks’? What event does the ‘broke it’ refer to? Who is the ‘my’? What is the significance and symbolism of ‘body’? Who is the ‘you’? What are the two commands that Jesus gives in this verse? ‘ Do this’ and ‘remembrance of me’ relate to the Jewish sabbath- in what ways does this parallel with Jesus life and death?
Verse 25– questions for students:
What words emphasise ritual in this verse? Who is the ‘he’? What would be in the cup? How do you know what is in it? What is the ‘ new covenant’? Jesus refers to ‘ in my blood’. What two stories in the book of Exodus also reference blood and covenant? What repetition does Jesus make in this verse?
Verse 26– questions for students: What are the two Central actions of the Eucharist that are found in this verse? Who is making this statement? Who is the ‘you’? What does it mean to proclaim? What is being proclaimed? What does ‘ until he comes’ refer to?
d) Ask students to reflect upon their understanding of the passage- has it changed from their initial response?
Reference can be made to 10 TKWL 8.4 The Celebration of Passover today pp 160-163.
Coursebook_2_Practices_and_ways_of_life_within_Catholic_Christianity
1.3
a) Students use the Catholic symbols from the lists in activity 1.1 (a) above, from Year 8 TKWL Chapter 10.1: Some Important Catholic Symbols, and any additional Catholic symbols of importance to their College community, to explore the associations and meanings of these symbols. For each of these symbols, examine:
- the symbol’s meaning
- what season/s, events, people etc the symbols are associated with
- how the symbol is used, include multiple ways if relevant.
* Another suitable reference is Together at One Altar- Signs and Symbols: http://www.togetheratonealtar.catholic.edu.au/craft/dsp-content.cfm?loadref=36
b) Research 1-2 symbols (such as the fleur-de-lis and the swastika that have changed meaning over time.
Examine:
- the symbol’s original meaning
- the symbol’s secondary meaning
- how, why and who changed the use of the symbol.
c) Analyse either:
(i) the impact of the power of the symbol as it is used in prayer, liturgy or the College community (e.g. the impact of the use of fire in the Holy Saturday liturgy at Easter e.t.c.)
(ii) the impact of the change in the meaning and association of this symbol/s for people and what affect that might have on the beliefs, practices and feelings of those who hold the symbol of some importance.
Sacraments of Initiation 