Teaching Hymns To Children

Hymn education is an essential task of the children's music ministry. Good hymn education must be a carefully planned and intentional process. In this article, the author suggests resources and strategies for the children's choir leader or Sunday school teacher.

A Systematic Approach In a recent issue of The Hymn, Mabel Stewart Boyter outlined a practical approach to "?growing a hymn-loving church?" (Mabel Stewart Boyter, "?Growing a Hymn-Loving Church: An Interview with Mabel Stewart Boyter,?" The Hymn 34:3 [July 1983]: 141–146). Mrs. Boyter makes hymn teaching the center of children's music education. I have been inspired to give some additional thought to this area based upon several personal discussions with Mrs. Boyter. Systematic theology is having a significant impact upon our understanding of worship and hymnody. Two recent books are opening our eyes concerning what and why we sing in worship. (Geoffrey Wainwright, Doxology: The Praise of God in Worship, Doctrine, and Life [New York: Oxford University Press, 1980]; S. Paul Schilling, The Faith We Sing: How the Message of Hymns Can Enhance Christian Belief, [Philadelphia: Westminster Press, 1983]). William Hendricks has applied this same systematic approach in order to understand how children view various theological issues. (William L. Hendricks, A Theology for Children [Nashville: Broadman Press, 1980]). The major thesis of the initial section of this article is that we should intentionally develop a systematic theology through the teaching of hymns to children. The rest of this article gives suggestions in this direction. The selection of resources for hymn study for children given below include approximately seventy hymns. Any list of this nature would need to be adapted in a variety of ways. Consider the following adaptations. (1) Each denomination would want some hymns, which it would consider foundational. Reformed congregations would want additional Psalm paraphrases. Methodists would include additional Wesleyan hymns. Lutherans would need more hymns derived from the chorale tradition and later pietistic hymnody. Baptists would add several gospel hymns. It is very important that these additions be balanced with the more universal hymns suggested below and that they be fitted into a systematic theological framework in order to insure a more complete theological foundation for the child. (2) Tune choices will also vary from congregation to congregation. While it is important to sing the most familiar tune according to local tradition, in some cases the children might learn a different tune to a familiar text, introduce this tune in turn to the congregation, and thus add new musical materials to the worship of a given church. (3) The designations provided with each hymn as to their use with younger or older children are also somewhat relative to context. Much depends on how the children are grouped according to age and what the average age of the group is. Also be aware that individual stanzas of a hymn might be appropriate at a younger age, even though the entire hymn is only appropriate for when the child is older. (4) A given hymn can illuminate and highlight several different theological truths. For instance, I have had a good experience teaching the hymn, "?O Little Town of Bethlehem,?" within the context of the Trinitarian doctrine, with stanza two emphasizing Jesus; stanza three, God; and stanza four, the work of the Holy Spirit today. Others may use the hymn in a different context. Again, the important thing for the teacher to do is to guide the child to perceive the theological significance of the hymn. (5) The teacher needs to be aware of the appropriate time to introduce specific theological concepts to children. This is an area of increasing importance and concern to those who work in spiritual formation of children. The heritage of various denominational traditions can make this difficult. However, most of the hymns I suggest for children are Christological. This is because our worship traditions are influenced in varying degrees by the events of Christ's life. Furthermore, it is much easier for the child to identify with Jesus as "?friend,?" than with other persons of the Trinity. In short, the concrete nature of the Incarnation is most important in the spiritual formation of the child. A second area I emphasize in the selection of children hymns is God's creation and providence. In a world of nuclear armament, it is necessary to emphasize that, in spite of evil, this is God's world. God, the Father, should receive much attention throughout the elementary age, although older children might give this theological area more attention. There are relatively few hymns available on the work of the Holy Spirit. These should probably be reserved for older children except as the Holy Spirit is included as a part of the Trinity. The older child will find hymns on the nature of the Christian life, humankind and sin, the church as a body, and eschatological (last things) themes of increasing importance and interest. William Hendricks' book, A Theology for Children, should provide specific insight into this area for interested leaders of all denominational traditions. (6) Finally, there are newer hymns and hymn writers that need our attention. Look closely at the more recent hymn additions in your denomination's hymnal and include the following hymns. Herbert Brokering's "?Earth and All Stars?" is an example of a recent hymn that falls under the category of God's creation and providence; it captures this theme in contemporary language which would appeal to a child. Other contemporary hymn writers include Brian Wren and Fred Pratt Green (see the resources at the end of this article). Another source of hymns that appeals to children is drawn from traditional American materials. Hymnals are including texts and tunes from the Appalachian, black spiritual, and southern musical traditions in increasing numbers. Third world hymnody should also be a part of the hymnological mix of today's child. Children today are much more aware of other cultures; and therefore, much more open to singing the worship materials from other cultural contexts. Little of this material has found a place in major denominational hymnals, but these hymns are available to those who will take the time to pursue obtaining them. Several sources have been listed at the end of this article. Hymn Education for the Preschool Child The preschool child finds hymns very interesting for several reasons. Hymn singing may be the first meaningful way, in which the preschooler can participate in worship. At this age, the child takes immense pleasure and satisfaction in learning and singing at least a few of the hymns known to the congregation as a whole. There are several hymns about God's world that the preschooler will enjoy, such as the first stanzas of "?All Things Bright and Beautiful,?" "?For the Beauty of the Earth,?" and "?This Is My Father's World.?" At the same time, the preschooler can have contact with the larger body of hymnody by learning hymn fragments. Even knowing part of a hymn allows the child to feel a sense of unity with the congregation. The teacher needs to be aware that the preschool child's best pitch matching range is between D and A, above middle C. By pitching the fragments in this range, the hymn singing experience will also aid the preschooler's vocal development. The following is a brief list of hymn fragments that preschoolers can learn and enjoy. General Hymns

"¢ Come, Christians, Join to Sing (madrid)—first two lines in F major

"¢ For the Beauty of the Earth (dix)—refrain in E flat or F major "¢ Joyful, Joyful, We Adore Thee (hymn to joy)—first two lines in C or D major "¢ Now Thank We All Our God (nun danket alle gott)—first two lines in C major "¢ Rejoice, Ye Pure in Heart (marion)—refrain in C or D major "¢ Sing Praise to God, Who Reigns Above (mit freuden zart)—last phrase in C or D major "¢ There Is a Name I Love to Hear (o how i love jesus)—refrain in D major "¢ When Morning Gilds the Skies (laudes domini)—last phrase in F or G major Advent/Christmas Carols

"¢ Angels from the Realms of Glory (regent square)—refrain from F major (begin on the dominant chord, C major)

"¢ Good Christian Men, Rejoice (in dulci jubilo)—last two phrases in E major "¢ Go, Tell It on the Mountain (go, tell it)—refrain in F major "¢ Hark, the Herald Angels Sing (mendelssohn)—refrain in C major "¢ O Come, All Ye Faithful (adeste fidelis)—refrain in F major "¢ O Come, O Come, Emmanuel (veni emmanuel)—refrain in C# dorian "¢ The First Nowell (the first nowell)—refrain in C major

These are suggestions. Other examples can be found by carefully examining your hymnal. Hymns can also be reinforced in the home of the preschooler by making parents aware of recordings that use children's voices. The finest examples that I know of in this category are two records produced under the direction of Ronald E. Nelson at Westwood Lutheran Church, St. Louis Park, Minnesota. The parents are encouraged to play one side of the record each day for the child. In this way, the child grows up hearing good hymns. The titles of the records are Great Hymns for Children and O Come, Little Children.

Also very useful is a recording of children produced under the direction of Mabel Stewart Boyter entitled A Joyful Sound: Songs for Children (Waco: Word Records, W-3137-LP). By playing such recordings each day, the preschooler will learn both the quality of a child's singing voice and develop a growing knowledge of hymns. Other types of recordings include those that treat hymn tunes instrumentally. (Terry Kirkland, producer, Hymns for Quiet Times [Nashville: Broadman, 1980]). Selected Resources for Hymn Study with Children The following is a modest list of resources that might be helpful in designing your own program of hymn study for the children of your church. Contemporary Hymn Collections Green, Fred Pratt. The Hymns and Ballads of Fred Pratt Green. Carol Stream, Ill.: Hope Publishing Co., 1982. New Hymns for Children. Springfield, Ohio: Hymn Society of America, 1982. Twelve New Hymns for Children. Springfield, Ohio: Hymn Society of America, 1965. Wren, Brian. Faith Looking Forward. Carol Stream, Ill.: Hope Publishing Co., 1983. Collections of Third World Hymnody Colson, Howard S., comp. Lead Us, Lord: A Collection of African Hymns. Minneapolis: Augsburg, 1977. Colvin, Tom. Fill Us With Your Love and Other Hymns from Africa. Carol Stream, Ill.: Agape, 1983. I-to-Loh, ed. Hymns from the Four Winds: A Collection of Asian American Hymns. Nashville: Abingdon Press, 1983. Routely, Erik, ed. Cantate Domino. New York: Oxford University Press, 1980. General Hymn Studies and Collections for Children Boyter, Mabel S. My Favorite Christmas Carols. Chicago: Carl Fisher, Inc., 1961. _____. My Favorite Hymns of Praise. Chicago: Carl Fischer, Inc., 1961. Burdeshaw, Jane. Funbook About Hymns. Nashville: Convention Press, 1983. Harris, Louis. Praise-Hymns. Waco: Word, Inc., 1973. Hunnicut, Judy. All Things Bright and Beautiful: Unison and Two Part Anthems with Handbells. Minneapolis: Augsburg, 1979. _____. "?Teaching Hymns to Children.?" Unpublished paper available from The Hymn Society of America, Springfield, Ohio. Kemp, Helen. Hymns Plus: for Junior Choristers. Chapel Hill: Hinshaw Music, 1980. Ramseth, Betty Ann and Melinda. Take a Hymn: for Unison Voices with Instruments. Minneapolis: Augsburg, 1982. Additional hymn studies are available from the Choristers Guild, 2834 W. Kingsley Road, Garland, Texas 75041. These materials are available on individual sheets with the hymn on one side and a study on the opposite side. Usually, these were initially published in the Choristers Guild Letters. Over ninety hymns, covering the entire range of hymnody, are available.