1. Romantic Lyrics study: Replicate the qualitative study from this chapter among those around your class—on campus and in local churches. Select several teams assigning various age groups and genders and compare your findings. Prepare sheets as the original study describes and follow the same procedure without lending any bias in your questions or explanations. Compare your findings with the chapter’s. Did your young adults respond differently? What else did you discover that is similar or different? Why might these responses be different? What factors go into a person’s responses to a question like this? 2. Worship Leader Interview. Assign students to interview a worship leader or pastor in a local church asking these questions: 1) How do you find out how worshippers are responding to the songs you select? 2) When you discover negative responses from worshippers how do you handle them? 3) What percentage of the worshippers does it take to trigger change—to eliminate some songs or even styles? 4) Do some worshippers “carry more weight” then others? If so which ones and why? 5) If I became a new worship leader in a church what advice would you give me in song selection? Bring a short paper to class summarizing your findings. In class have the students compare the findings in small groups as each group makes a poster summarizing their collective findings of the first four questions. Wrap up the class with a whole-class discussion of the final question by making a whole-class consolidated list of the best advice to new worship leader. 3. Bridal Mysticism study. Assign two teams to investigate some of the classic writings of bridal mysticism to report to the class. The first team should present the movement including its history, theology and biblical basis. The second team should find actual examples of bridal mysticism writing which illustrates romanticizing of the relationship with Jesus—especially in personal journaling. After both groups present open a discussion of the subject. Is there anything wrong with making a relationship with Jesus romantic or even erotic like this? Why or why not? What Scriptures would you use to support your position? 4. Romantic lyrics check: During one single week make a record of all the phrases in worship songs used in your local church and in campus settings that could be construed as having romantic or sexual double entendre. Bring your examples written down to class and compile them into a master list as a class. Have the class sit as a worship committee (in a larger class do a fishbowl with six students sitting as the committee). Pick two members of the class to argue against using these songs and two others to support and defend their use with everyone else taking whichever side they wish. Debate the issue as a worship committee and finally call for a “vote.” Then debrief the discussion by moving beyond the subject area and making a list of “insights on leading a divided committee.” Have one student copy the list of insights and email it to the entire class.