One of the things that I find I understand. . . but I don't understand, is the discussion and even angst over Rubrics in worship. There can be this continual focus on what is the best way to *do* the liturgy - how best to read, to even "perform" the liturgy.
Now, this is not to say I am opposed to serious forms and gestures and actions during the liturgy. This isn't to say I don't care which direction I'm facing -- to the contrary, that teaches. But here is the thing - unless the "why" of the Rubrics are taught. . . they don't really teach.
When I teach the liturgy, when I teach my acolytes - I don't just teach the Rubrics, but what they mean. Why do you reverence when passing in front of the altar or changing level? It's a matter of respect for Who will be present on the Altar, and it shows that we aren't just running around in a room, but a room set aside for God's service to His people.
Simple repetition can make and establish a tradition, but unless the importance of that tradition is taught (or becomes obvious). . . it can easily disappear. And not all traditions need be the same -- when I quote from the Scripture in my sermon, my right arm lies flat on the pulpit and I lean over the text, eyes never lifting from the text. Now, the folks here know that when I do that, I am reading Scripture in my sermon. It's useful. They get it. But if the next person, or indeed, no one else does it -- so be it.
Hmmm. . . this is scatter shot in terms of organization. Maybe my focus is more on the Word and what is said or sung. . . what the blind would get from the service as being more important than the specifics of what is seen. Do rubrics make the service, or do they focus and clarify the service? I'd say it's the later. . . .