Last Monday, I suggested that it’s possible to teach a new song in the vein of group worship. In other words, the activity of learning a new song need not be relegated to some lesser-attended occasion seen as “instructional.” Rather, learning something can be quite worship-filled and inspiring. Now for a description of a methodological mode.
This method is not one that I’ve had much recent opportunity to use, but I have worked like this some in the past, and I’ve been in enough different leadership and worship and assembly situations that I believe this is both valid and viable.
The method, put simply, is to line it out. In other words, break it up into short segments. It’s more than segmenting, though. It’s learning how to infuse “instructions” with exhortations to worship. This doesn’t have to be a pedantic or overly technical activity. Learning a song can actually be simultaneously satisfying on both emotional and spiritual levels. It can enhance congregational esprit de corps.
With a song text that’s as concise (the whole song is pictured here) and full of meaning as “We Praise Thee, God,” nothing is really sacrificed when individual lines or sub-phrases are sung separately. Each expression can stand on its own. (It’s a little different—easier, in a way—when using a song with more regular rhythm; then again, there is more to teach in a song longer than the one used here.)
The instructional time could go something like this (blue/bold is sung by leader; purple/bold/italicized are all-sing lines):
“Listen to the first line. It goes like this:”
We praise Thee, God.
“Now sing it with me:”
We praise Thee, God.
“Great. We can say that together with ease and with heart. Sing it again with me:”
We praise Thee, God.
“Yes. Now here’s the next line:”
We acknowledge Thee to be the Lord.
“This one is a little harder, but not much. The rhythm is a lot like it would be if you simply spoke the words. Listen again:”
We acknowledge Thee to be the Lord.
“Now sing it with me. Don’t worry about missing a note; just sing it to God:”
We acknowledge Thee to be the Lord.
“OK, good. Some of you went up on “acknowledge,” but it actually goes up on ‘be’ instead. Think of it like an emphasis on the fact that He is the Lord—we acknowledge Thee to be the Lord.” Here’s how it goes:”
We acknowledge Thee to be the Lord.
“Hear how it stays on the same note until the word ‘be’?” It’s not a big deal if someone hits the wrong note; I do that sometimes, too. But it’s good if we try to be as ‘together’ as we can be when . . . “
We acknowledge Thee to be the Lord.
“Now let’s sing it again together. We’re saying something important directly to Him.”
We acknowledge Thee to be the Lord.
“Good. Ready to put it together? Even now, we can praise God in a way that’s pleasing to Him. Let’s sing the first two thoughts:”
We praise Thee, God.
We acknowledge Thee to be the Lord.
“Great. Now we go higher, both musically and conceptually, expanding the praise:”
All the earth doth worship Thee.
“You can almost feel the strength of the collective praise in this line. Together now. . . .”
All the earth doth worship Thee.
. . .
You get the idea. One might call this “didactic worship leading,” teaching the music along with the concepts. I would use the method next Sunday if I had the opportunity. Can you do this in your church? Probably . . . although you’ll have to deal with a few naysayers. (Instead, you might deal directly with the purported leaders who are afraid of the few naysayers.) Personally, I had the most “success” with this kind of methodology in working with a) younger Christians in b) settings that were seen as relatively informal. This observation begs several questions:
- What makes a setting “formal” or “informal”?
- Who determines the above, and why?
- Why were young people more likely to experiment freely than older people?
- Am I even correct in asserting that worship occurred in others’ hearts in the “didactic” context?
- Am I right that times intended for “learning new songs” are never as well attended as other assemblies? Am I also right, then, that learning new songs on other occasions could contribute to the further marginalization of some people? In other words, if only those who consider themselves the “singers” of the church learn the new songs, the rest of the people are left out more decidedly. Why do things in such a way as to divide singers from those who consider themselves non-singers?
I’ve never been sure why there seems to be an obsession with the relative newness of songs. As is often said, “at some point, ya learned the songs ya know now.” In other words, everything was new at some point. Why do we need to worry about a little discomfort in learning something new?[1] Obviously, a trained, highly literate, broadly experienced musician will be comfortable with new music, and most others are not. Still, the leadership method and the (sense of the) setting are key factors.
I will say that some songs are more singable than others. Some are more tuneful than others. Some may be introduced with more ease and an instant “catch-on” factor than others. So, some discretion is advisable when bringing new songs to the church in this way. We shouldn’t proceed with a devil-may-care attitude about new songs. On the other hand, with an attitude of comfortable experimentation, perhaps those who are naturally resistant to new songs may be ushered, in a worshipping mode, through new expressions into more comfort.
The idea to “Sing a new song to the Lord” was never about separating the more musical men from the boys, making the less literate feel uncomfortable. To my knowledge, no scripture passage suggest that any times are more, or less, appropriate for singing new songs than other times. The regular introduction of new songs can actually imbue the praising God with newness, energy, and life.
I have long wished I were part of a group characterized by comfortable, purposeful experimentation.
[1] The answer, it seems to me, lies in two areas: a general laziness found in most people, and the over-zealousness of some leaders in pushing too many new songs at once on a group.