<p> Awareness, Mystery and Value (AMV) 2011: Sample Schemes of Learning Key Stage 2 Unit 7: How do people express their beliefs and identity? [C&D] This unit explores how religions and beliefs employ signs, symbols and the arts to express aspects of human nature About this example This example is intended to provide a set of learning activities on The Arts in Religion for a Year 5 or 6 class. It could be used in RE lessons or as part of a ‘creative curriculum’ approach. It was written by Emily Guest, Marie Harrison, Becky Quant and Sue Thompson The focus here is on expression of belief through the arts both by artists from different faith groups and through pupils’ own ideas. The programme of learning aims to engage pupils through activities that will promote their spiritual, moral, social and cultural development. Pupils will be encouraged to engage their imagination through communicating beliefs through the arts. </p><p>Where the example fits into the new primary curriculum This example connects with Areas of Enquiry C (Forms of Expressing Meaning), D (Identity, Diversity and Belonging) and A (Beliefs, Teachings and Sources) It makes cross-curricular connections with Art, History and PSHE. It may also be used as a ‘stand-alone’ sequence of learning within a discrete unit of learning for RE. Essentials for learning and life. This sample scheme will support pupils to learn how to: listen attentively, talk clearly and confidently about their thoughts, opinions and ideas (Literacy); investigate and communicate (learning and thinking skills); work collaboratively towards common goals (social skills). Prior Learning In RE through studying Signs and Symbols, will have explored various symbolism in a range of faiths. They will have experienced dance, drama, poetry, music and art in RE lessons. In PSHE they will have explored questions of identity and feelings and self-awareness. In Art lessons they will have developed skills using a range of media. They will have had experience of creating artwork and explaining their work to others.</p><p>1 Featured Religions / Beliefs Areas of Enquiry Christianity AT 1: Learning ABOUT religion and belief AT 2: Learning FROM religion and belief A. Beliefs, teachings and sources  D. Identity and belonging  B. Practices and ways of life E. Meaning, purpose and truth C. Forms of expression  F. Values and commitments Key Question: How do people express their beliefs and identity? Supplementary Questions (a) How do people express their beliefs, identity and experiences using signs, symbols and the wider arts, e.g. art, buildings, dance, drama, music, painting, poetry, ritual, and story? Why do some people of faith not use the arts to represent certain things? (b) How and why are ‘universal’ symbols like colour, light, darkness, wind, sound, water, fire and silence used in religions and beliefs? (c) Why are the arts really important for some religions and beliefs? (d) How might I express my ideas, feelings and beliefs in a variety of different ways? (NB This module mainly focuses on questions (c) and (d) and some of (a). The rest of (a) and (b) may/could have been covered in Y3/4) Resources The following texts and e-resources have been used for the sample learning activities below. Teachers are of course, free to vary the resources suggested here to suit their pupils. Sikh music: http://fateh.sikhnet.com/gurbani The Taizé Community: http://www.taize.fr/en_rubrique12.html Christian music: http://www.request.org.uk/main/dowhat/music/music00.htm Hindu music http://hinduism.iskcon.com/lifestyle/804.htm ‘The Angel of the North’ by Antony Gormley in RE Today – Spirited Arts: Exploring and Expressing Through Arts in primary RE www.angelofthenorth.org.uk and www.kenfinn.demon.co.uk/angel/ (satellite view) are good photograph resources for use in the classroom. An Angel Just Like Me by Mary Hoffman (1997) – ISBN 978-1-84507-874-4 (Story, related to Christmas, exploring lack of black angels.) 2 Background Info: GOOGLE ‘Angels in Art in Judaism and Islam’- Azrael (Wikipedia) http://en.wikipedia.org/wiki/Azrael link Angels in Islam What is an Angel? http://www.steliart.com/angelology_what’s_an-angel.html and Angels - Art of the imagination http://www.booksillustrated.com/index.pl? id=2448; which lists history of angels and their names and religions Angels in Art by Belinda Wilkinson (1994)– ISBN 1-85891-170-2 (Plate Paintings of angels with explanations) Who was Mohamed? http://www.bbc.co.uk/learningzone/clips/314 Introducing Muslim Beliefs http://www.bbc.co.uk/learningzone/clips/8347 GOOGLE ‘Angel History’. http://www.anewbelief.com/Angels/history.htm This gives a general overview of ‘Angels’ in most religions. Jesus Through Art Margaret Cooling http://www.exeterccyp.org/schools/parables-project/the-parables-project reference Down To Earth</p><p>3 Learning Outside the Classroom Pupils should have the opportunity to visit a local church to see some stained glass windows and to hear from at least one Christian point of view, e.g. from the minister at the local church, the stories depicted in the windows. </p><p>Expectations: A, C& D refers here to the focus areas of enquiry identified on the previous page By the end of this sequence of learning: All pupils: Most pupils (majority class expectation): Some pupils: A3 describe what a believer might learn from a A4 make links between the beliefs teachings A5 suggest reasons for the variety of beliefs religious story. and sources of different religious groups and which people hold, and explain how religious show how they are connected to believers’ sources are used to provide answers to C3 use religious words to describe some of lives. important questions. the different ways in which people show their beliefs. C4 express religious beliefs (ideas, C5 use a wide religious vocabulary in feelings, etc) in a range of styles and words suggesting reasons for the similarities and differences in forms of religious, spiritual and D3 compare some of the things that used by believers and suggest what they mean. moral expression found within and between influence me, with those that influence other religions. people. D4 ask questions about who they are and where they belong, and suggest answers D5 give own and others’ views on which refer to people who have inspired and questions about who they are and where they influenced themselves and others. belong, the challenges of belonging to a religion and explain what inspires and influences them.</p><p>These statements are taken from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/ </p><p>4 Key Question: How do people express their beliefs and identity? Learning Suggested activities for teaching and learning Outcomes References and points to note objectives Pupils should learn: Lesson 1/2 Introduce the key question. Pupils: Suggested music may be taken from these websites or Pupils will: Pupils listen to a piece of music that supports  understand others as required.  express thoughtful listening. Share with talk partners what how emotions Sikh music: personal they were thinking about as they were listening. are expressed http://fateh.sikhnet.com/gurbani Discuss and record class ideas on white board. reflections and through music The Taizé Community: Ask pupils: responses to  express their http://www.taize.fr/en_rubrique12.html music Are there some feelings that can’t be expressed own thoughts in words? Consider how these thoughts and Christian music:  explore a and opinions emotions could be communicated to others. What http://www.request.org.uk/main/dowhat/music/music00.htm variety of ways about sacred medium could be used? music Hindu music in which ACTIVITY 1 people Play a range of worship music from different  create their http://hinduism.iskcon.com/lifestyle/804.htm respond religions. Ask pupils as they listen to each piece own piece of expressive religiously to to either sketch a picture or write key words about Musical instruments experiences how the music makes them feel. music and both verbal Feedback to whole class. explain its and non-verbal Ask the questions: purpose to What emotions and feelings do you think the others. Question: composers want you to feel? Why have faith What is it in this music that makes it for worship? groups used Draw out idea that the music supports the music to help their religious life and can be an expression of joy, believers? sorrow, awe etc. Explain how music and lyrics are used to help people remember religious ideas/stories etc. How and why are ACTIVITY 2 ‘universal’ Pupils compose a piece of music which reflects symbols such as their own emotions song used in PLENARY:Return to key question and draw out religion and the use of music in religions for similar purposes. belief? 5 Lesson 3 Put pictures of Buddhist and Islamic art around the Pupils: Buddhists don’t worship Buddha as a god. He is Pupils will: room.  respond to a a representation of the possibility of the enlightenment. Buddhists look at him and  express personal Ask pupils to look at all of the examples and stand by piece of art remember that they would like to be enlightened reflections and the one that speaks to them the most, then with a talk  express own like him. responses to sacred partner explain the reasons. thoughts and art Take feedback and explain that the artwork is from two opinions about  explore a variety of faiths, Buddhism and Islam. religious art Buddhist and Islamic artwork ways in which people  create own respond religiously to Watch the drawing of Buddha’s face in fast play. piece of art Resources and teacher notes through the experiences both http://www.cleo.net.uk/resource/dbf and explain its websites verbal and non- purpose to Ask pupils why they think Buddhists might want to draw verbal others. the face of Buddha. Variety of art resources as decided by the See notes for a possible explanation. teacher Questions: How do people Then show the patterns on the following website and the communicate their explanation about Islamic art, how it is non-figurative. beliefs and values Ask pupils to look at how geometric the patterns are and through art? explain how the art has developed in the Islamic religion. http://atschool.eduweb.co.uk/carolrb/islam/art.html Why have both faiths used art to convey belief? ACTIVITY: Pupils choose one of these types of religious art and create their own piece of religious art in a similar style, expressing their feelings and emotions. Extension: write a definition of the artwork to explain reasoning behind it.</p><p>PLENARY: Pupils share artwork with others and explain their reasoning.</p><p>6 Lesson 4 (This lesson is based on The Sower parable) Pupils: Download The Parables Project “Down to Earth” booklet. It is Pupils will: Remind pupils about the nature and purpose of  understand the recommended that teachers read 04 & 05 to understand parables what the parable is about, key points to note and a transcript  hear the story key events of Read the parable from any chosen version the parable of the artist (Anne House) talking about her work of the parable Display the picture (on IWB from downloadable version of The Sower or hard copies if available)  recognise the Bible references: Matthew 13 1-9, Mark 4: 1-9, Luke 8, 4-8  analyse a Introduce the question. links between painting Explain that the painting represents the artist’s the story and response to the parable. Draw the pupils attention to the artwork depicting the the main features – heart, mouth, the cross, the story contrast between the 2 sides of the heart. http://www.exeterccyp.org/schools/parables-project/the-  begin to ACTIVITY 1: parables-project explore Give pupils a small version of the picture and in groups ask them to discuss and note responses to the different Bible references: Matthew 13 1-9, Mark 4: 1-9, Luke 8, 4-8 responses that question: people may What has this painting got to do with the parable? (Parable - a story used to illustrate a moral or spiritual lesson Take feedback and check understanding. as told by Jesus in the gospels) have to the Explore the painting further through class discussion word of God using the following questions: 1. Can you see the four types of soil in the painting? (In Q3 note the symbolism of the seed as the word of God) Where are they? 2. Why do you think the artist painted the soils like Question: this? How does the 3. Why is there a mouth at the top of the heart? artist express her Listen to the artist talking about her work. beliefs through her ACTIVITY 2: painting? Pupils answer the questions posed by the artist: What do the seeds represent? Why do you think the artist (Anne House) did not depict the sower in the painting? Why do you think she placed the various types of soil in a heart shape? PLENARY: Show the painting again, briefly retell story if needed and recap on the pupils’ answers to the previous lesson’s question: How does the artist express her beliefs through her painting? Direct pupils to look again at the four different types of soil and ask them in pairs or groups to consider what they might represent. 7 Lesson 5/6 ACTIVITY 1: Resources as for yesterday’s lesson Complete the following: Pupils will: Pupils: The pathway might represent people who…  hear the story The rocky place might represent people who…  understand the Materials for artwork of the parable The thorns might represent people who… artist’s use of of The Sower The good soil might represent people who… symbolism in The Sower Feedback responses from the pupils painting  consider own Questions: ACTIVITY 2: responses to How does the (Possible Assessment Activity) the parable artist express her Complete the following: through beliefs through her How might this parable challenge hearers today? reference to the painting? and painting This parable helps me to think about…  create own How can I express artwork to my response to ACTIVITY 3: illustrate their the parable Create a piece of art to show the meaning of the interpretation of (including my parable for me the parable ideas, feelings and beliefs)? ACTIVITY 4: Explain the artwork, including the symbolism</p><p>8 Lesson 7 Show pupils a photograph of ‘The Angel of the Pupils: For background information only: Pupils will: North’ by Antony Gormley e.g.  share opinions GOOGLE ‘Angels in Art in Judaism… www.angelofthenorth.org.uk  express and consider www.feedback.nildram.co.uk/richardebbs/essays/ angels .ht personal Ask pupils whether they like or dislike the the effect of a m sculpture and why. Ask them to discuss: reflections and sculptor’s work ...and Islam’- http://en.wikipedia.org/wiki/Azrael link to responses When you look at the ‘Angel of the North’, what  know that for Angels in Islam  consider how do you think of? Christians, Why do you think Antony Gormley chose an angels are people For this lesson: express angel for his sculpture? servants and ‘The Angel of the North’ by Antony Gormley in RE Today – information, Explain that the word ‘angel’ means messenger. messengers of ideas, feelings God Spirited Arts: Exploring and Expressing Through Arts in In the Bible, angels are servants and messengers primary RE and beliefs in a of God, who are also sent to help and protect  understand www.angelofthenorth.org.uk variety of people, but not all angels are good. that, for ways. Muslims, Use the following sections Refs: Luke (1:11-19, 1:26-38) and Matthew (28:1- angels are 7) – stories of angels bringing messages from Pictures of… ‘unseen’ Question: God. Introducing… creatures who How can symbols Jews and Christians are not alone in mentioning act as What people are saying… be used to remind angels in sacred texts. In Islam, angels are ‘intermediaries’ people of believed to be ‘unseen’ creatures who act as between God What is an Angel? important ‘intermediaries’ between God and humanity. and humanity http://www.steliart.com/angelology_what’s_an-angel.html messages? Gabriel (Jibril) is the angel who revealed the Qur’an to the Prophet Muhammad (pbuh). Ref: Surah 50.18 in the Qur’an – everyone has two guardian angels who record the person’s good and bad deeds.</p><p>ACTIVITY Ask pupils to imagine an angel bringing a message from God today. What might the angel say and who might the message be for: Themselves? The school? The world’s leaders? Someone else?</p><p>9 Lesson 8 Show pupils a selection of Angel of the North pictures Pupils: ‘The Angel of the North’ by Antony Gormley Pupils will: and review ideas discussed in the previous lesson.  create their in RE Today – Spirited Arts: Exploring and Expressing Through Arts in primary RE.  Explore a means of Read the poem “Talking with the Angel of the North”. own angel expression used in religion While the poem is being read, the pupils could note sculpture Provide something from each of these down any important messages they think are being  describe the categories for pupils to work with to turn into conveyed. a sculpture: Question: message of Highlight parts of the section “Reflections on the Angel their e.g. a coat hanger, a branch, an empty Can I make a 3D piece of art of the North” and share with the pupils as appropriate sculpture, washing-up liquid bottle, an orange. Ask to show that I understand the for the class. making links pupils to choose an object and handle it, concept of an angel? exploring possibilities: Which way up could it Explain the task with their religious go? What could be added to it to change the learning shape/texture/colour? What could it be used ACTIVITY 1: (Level 3) for? Let them explore their object and sketch Create a sculpture to show understanding of the  some could possible designs. concept of ‘angel’ suggest the Provide materials for them to use as they meaning of transform their object into a sculpture: (The work may be either one with moving parts, one their e.g. chicken wire, paint, newspapers and made from round objects, a synthetic sculpture or a sculpture, magazines, bin liners, kitchen roll tubes, natural sculpture.) applying their stones and pebbles, pieces of wood, foil, ideas and The pupils could transform their object in a number of matchsticks, acorns and conkers, elastic their learning different ways: by squashing it, folding it or cutting it, bands, plasticine, empty coke cans, empty on this topic. gluing things to it, tying things to it, wrapping things water bottles, coloured beads, paper clips, They may around it, changing the colour, creating different leaves, copper wire, feathers, sequins, glitter, say where textures. candles, cling film, string, fabric, glue, sticky they would tape, scissors and craft equipment… like their (DT link) ACTIVITY 2: angel to be Either orally, in prose or in a poem, describe the situated and message of their sculpture and where they would like it why. (Level to be situated. 4)</p><p>10 Lesson 9/10 Read the Good Samaritan story (p34) or tell in own Pupils: Book ‘Jesus Through Art’ (p33 – 36) words. Margaret Cooling Pupils will:  know that the Tell pupils that they are going to look at two paintings of Good  appreciate that artists from the story. NB The teacher’s notes are very supportive Samaritan different cultures express Give the two key questions for the pupils to reflect on for this lesson. story can be their beliefs in different during the lesson. ways represented in different Resources for pupils own piece of artwork  appreciate that works of art Look at Bassano’s ‘The Good Samaritan’. Give ways can be interpreted in many background information. ways Ask pupils the questions: ”Whose perspective is the  have looked (If it hasn’t been used in the “What can we story told from?” (The wounded man) closely at two learn from the life of Jesus?” module, the “Was the Good Samaritan sensible?” paintings painting from the Parables Project “What Questions: illustrating the must I do?” could be used in addition to the What are the similarities Look at Rodolfo Arellano’s version of the story. Give same story two examples already given) between the paintings? background information. and begun to Ask pupils to discuss the question in pairs, interpret the Which painting best captures “Who is the extra person in the painting and why do artists’ the meaning of the parable? you think he/she is there?” intentions (Perhaps evil, but no explanation is given)  express their own ideas Return to the key questions and take suggested and feelings answers. through creating their ACTIVITY own piece of Create own piece of art to express ideas, feelings and art based on beliefs about the story the story (Carry on for 2nd lesson. Then pupils should write an explanation of their work.)</p><p>11 Lesson 11/12 PART 1 Photos of stained glass windows preferably Put copies of various stained glass windows around the Pupils will: Pupils: ones telling Bible stories room.  reflect upon the Ask pupils to look at them in pairs, one at a time and for  know why importance of stained each picture to write a question they would like to ask. stories and Copies of children’s Bibles glass windows to Share questions with another pair. messages Christianity Tell pupils that Bible stories were often told through were told Pre-arranged visit to a local church to look at  explore some stories and stained glass windows to remind worshippers of such through the windows and have explanation of the stories messages told through stories that they may not have been able to read for medium of told through them by vicar or other volunteer stained glass windows themselves. stained glass Ask pupils to look again at the selection of pictures and windows see if they can tell which stories are depicted.  visit a church Art materials as decided by the teacher for Question: Refer to Bibles as needed (teacher will need to know and seen the “stained glass window” How were stained glass where to direct pupils to find stories!) examples of windows used to teach people stained glass (Muslim children will not be allowed to draw about Christianity? PART 2 windows Jesus, Moses, Abraham or other Biblical Visit the church and look at the windows, listening  illustrate a prophets referred to in the Qur’an) carefully to the explanations of the Bible stories that are Bible story of illustrated their choice in the style of a PART 3 stained glass On return to school ask each pupil to choose a Bible window story, read it carefully and create a “stained glass window” of an aspect of the story</p><p>They can then tell their story to a partner or group on another occasion.</p><p>PLENARY: Ask some pupils to tell the story behind their work saying what is the important belief/message that they tried to convey. </p><p>12 EXTRA SUGGESTION Read: An Angel Just Like Me, by Mary Hoffman. Pupils: An Angel Just Like Me, by Mary Hoffman. Pupils will:  share (Literacy link)  identify aspects of others’ Discuss how Tyler felt when he couldn’t find a black thoughts and Further lessons were considered on examining identity/personality/experie angel to put on top of his Christmas tree. feelings that Angels in Art in different religions, which are nce, including religious How did he feel when he received his special gift? the story referenced in the Resources section. provokes Gloria Ojulari Sule, a local artist, depicted black aspects. Why do you think all his friends wanted an angel like angels on Christmas cards. his?  discuss Find Gloria Ojulari Sule on: Question: identity and why it is www.breazshare.net How does Mary Hoffman important to communicate her beliefs and understand values to others? someone else’s perspective</p><p>13 Expectations: A, C & D refers here to the focus areas of enquiry. By the end of this sequence of learning: All pupils: Most pupils (majority class expectation): Some pupils: A3 describe what a believer might learn from a A4 make links between the beliefs teachings A5 suggest reasons for the variety of beliefs religious story. and sources of different religious groups and which people hold, and explain how religious C3 use religious words to describe some of show how they are connected to believers’ sources are used to provide answers to the different ways in which people show their lives. important questions. beliefs. C4 express religious beliefs (ideas, C5 use a wide religious vocabulary in D3 compare some of the things that feelings, etc) in a range of styles and words suggesting reasons for the similarities and influence me, with those that influence other used by believers and suggest what they differences in forms of religious, spiritual and people. mean. moral expression found within and between D4 ask questions about who they are and religions. where they belong, and suggest answers D5 give own and others’ views on which refer to people who have inspired and questions about who they are and where they influenced themselves and others. belong, the challenges of belonging to a religion and explain what inspires and influences them.</p><p>14</p>