1. Worship Audit: Step 1: assign students as individuals or in groups to categorize songs sung during a worship service at their local churches. Have them categorize the songs as kerygma, koinonia, and leitourgia using the guidelines provided in the method section of this chapter. Step 2: Then, ask them to present the list of songs sung during worship to the class and describe the number of songs fitting each of the three communication modes. As part of the presentation, students should offer reflections on why a particular mode of communication was more frequent than others. Step 3: Finally, ask students to compare and contrast the results of their worship audit to the findings reported in this chapter. This assignment may also be completed in written form and at the individual level. Also, the audit may be extended to include other musical and performance elements of the service. 2. Worship Leader Interview. Step 1: Assign students to interview someone who works as a worship leader or pastor in a local church. Step 2: Tell students to ask the following questions: How do you select music for worship each Sunday? Students should focus on guidelines or criteria employed during the song selection process. Students should ask the worship leader or pastor whether he/she considers the three communication functions defined in this chapter. It may be necessary for the student to prepare a handout for the worship leader/pastor that includes the definitions of each mode. Students should also ask how the worship leader/pastor determines whether there is a “balance” in the type of songs sung during worship each Sunday. Step 3: Present the conclusions of the interview in a 2-3 page paper. Ask students to focus on whether the worship leader/pastor identified any criteria that resembled the communication functions identified in this chapter. 3. Find that song! Step 1: In groups of 5-7, assign students to find a contemporary worship song they think best represents each mode of communication: kerygma, koinonia, kerygma. Step 2: Have students explain why a particular song is a good representation of a particular mode of communication in worship. Step 3: Report the explanation in oral or written form. Note that a variation of this assignment may be to find a particular song that includes a good balance of each of the three modes of communication. 4. Worship Consultant: Step 1: You are hired by a church to give advice to the worship leader on how to select songs that represent each of the three modes of worship identified in this chapter. Step 2: Write a list of “bullet points” that the worship leader can follow to determine whether a song fits a particular mode of communication. Be specific and offer examples from several worship songs performed today. Note: this may be done in a group setting as well. Step 3: submit the memo for grading, or have students read out loud in class, and have others in the class role-play the rest of the church staff. Have them ask questions and seek additional explanation from the student presenter. 5. Composer 101: Step 1: As students to select a particular mode of communication: kerygma, koinonia, or leitourgia. Step 2: ask student to write lyrics for a song that best represent a particular mode. Focus on the specific defining characteristics of each mode as reported in the Method section of this chapter (chapter 6). If there is enough time, students can be assigned to write music to support the lyrics. Step 3: ask students to present the lyrics (and music) of the song to the class for discussion and critique. Inform students that they should not reveal the particular mode of communication to the class until the lyrics (music) have been presented. See if the class agrees that the lyrics satisfy a particular mode of communication during worship.