Unit: How do people worship?

About this unit: This unit is design to explore the links between Religion and the creative and expressive arts. In doing this it is designed to challenge the pupils to se religion as something that informs all areas of life. Suggestions have been made of ways in which this unit could be approached but teachers are encouraged to use their expertise and the resources that can be found in the school community.

There are considerable cross-curricular links that can be made through this unit. This could be a suitable vehicle to encourage Excellence and Enjoyment!

Prior learning / Technical Vocabulary / Resources
It would be helpful if pupils had:
Experience of listen to different musical styles
Experience of studying works of Art
Read and studied some parables
Know about the last Supper and the Easter Story
Had visited a local church / In this unit pupils will have an opportunity to use words and phrases related to: -
Worship
Hymns
Songs
Psalms
Eucharist
Last Supper
Communion
Denominations
Catholic
House Church
Chapel
Quakers
Methodist
Calligraphy
Parables /
  • ‘This is RE!’ Book 2 by Cath Large, Julia Ingham, Andrea Parker (John Murray) although a secondary textbook this provides a useful source of ideas for the first section of this unit.
The following are just suggestions and can be obtained through larger Christian Bookshops i.e. SPCK. Keith Jones. Alternatively they can be order (often cheaper) through
0870 420 8188
  • CD – ‘The best Worship Songs Ever’
  • Video - ‘Wow Hits 2004’ also available on CD
  • CD - ‘Ubi Caritas’ – Taize chants
  • CD - ‘Do you know’ – Michelle Williams (Gospel music)
  • CD - of Cathedral Choir music (e.g. Salisbury!)
  • Teaching Christianity at Key Stage 2 Lilian Weatherley and Trevor Reader isbn 0 7515 49431 useful for Eucharist
  • ‘Picturing Jesus’ by Lat Blaylock. RE Today Services.
  • Arabic Calligraphy Posters’ by Salah Al-Moussawy
  • The Book of Books Trevor Dennis Lion Books. Useful for tellingof parables

Expectations
At the end of this unit
Most pupils will:
(Level 4) /
  • Develop a religious vocabulary to describe and show understanding of practices, beliefs, ideas, feelings and experiences
  • Make links and describe similarities and differences both within and between religions
  • Describe the impact of religion on religious people’s lives
  • Suggest meaning from a range of expression
  • Apply their ideas to their own and other’s people’s lives
  • Describe what inspires and influences themselves and others

Some pupils will not have made so much progress and will:
(Level 3) /
  • Develop religious vocabulary to describe some key features of religions recognising similarity and difference
  • Identify the impact of religion on believer’s lives
  • Describe some forms of religious expression
  • Identify what influences them
  • Make links between their own and others’ experiences

Some pupils will have progressed further and will
(Level 5): /
  • Use an increasingly wide religious vocabulary to explain the impact of belief on individuals and communities
  • Understand and suggest possible reasons for similarity and difference within and between religions
  • Recognise diversity in forms of religious and spiritual expression within and between religions
  • Explain what inspires and influences them
  • Express their own and others’ views on the challenges of belonging to a religion

Learning Objectives / Possible Teaching Activities / Learning outcomes / Contribution to other Curriculum Areas
Pupils should:
  • Learn how music, colour and materials are used to create an atmosphere of worship
  • Listen to a range of musical styles and are aware of the ways in which religious communities express their beliefs
  • Appreciate a range of different musical styles
/ How do you create an atmosphere for worship?
  • Think about the following words: quiet, joyful, lively, inspiring, holy. For each of these words suggest a piece of music, a colour, a material and a place that would reflect these words
  • Play pieces of religious music that reflect each of these words. Use compilation worship cds e.g. ‘The best Worship Songs Ever’ or video ‘Wow Hits 2004’, ‘Ubi Caritas’ – Taize chants, ‘Do you know’ – Michelle Williams (Gospel music), Salisbury Cathedral Choir, etc
  • Pupils to reflect on how the music makes them feel
  • Write a review of music listened to in terms of how effective the music is in creating atmosphere
  • Visit a local place of worship and explore how material and colour has been used to create a sense of atmosphere e.g. altar cloths, stained glass windows, statues, wooden pews etc
  • Take digital pictures to create a mood board
/ Pupils should be able to:
  • Describe/show understanding/explain a range of forms of musical religious expression
  • Identify/apply/explain their own ideas to their own and other people’s lives
/ Opportunity for Spiritual Development
Opportunity for Cultural development
Music
Art
Design Technology
Pupils should:
  • Learn about a range of Christian denominations
  • Learn about the way in which Communion/Eucharist is celebrated in different Christian traditions
  • Learn to use the internet for research
  • Develop skills of questioning AOTs (Adults Other than Teachers)
/ How do different Christian traditions celebrate Holy Communion/Eucharist?
  • Recap on the story of the Last Supper and the symbolism of the bread and wine
  • Using research how different denominations celebrate Eucharist
  • Present findings to the rest of the class
  • Invite representatives of Christian denominations reflected in the school community e.g. House Churches, Chapels, Quakers etc to talk about the way they worship
/ Pupils should be able to:
  • Describe/show understanding/explain a range of forms of religious expression in connection with Communion/Eucharist
  • Use the internet in order to research information and to present their findings using religious vocabulary
  • Ask important questions/raise and suggest answers in relation to belonging, identity and value
  • Suggest meanings to a diversity of forms of religious expression
/ Research Skills
Citizenship
Pupils should:
  • Learn to appreciate a range of religious art understanding some of the associated symbolism and meaning
  • Appreciate a range of different artistic styles
/ How is Art used in worship?
  • Using a selection of contemporary religious art e.g. ‘Picturing Jesus’ by Lat Blaylock analyse the pictures exploring the biblical background to the picture, what they think the artist is trying to say and their own personal response to the image
  • Using this information, draft and then redraft a short catalogue entry for one of the images chosen.
  • Think about how art might be used in places of worship. Look at Stain glass windows, Icons, banners etc. Visit a local place of worship to see how art is used. (Or in the case of some denominations not used!). Review these different examples of Christian art.
  • This could be expanded to look at the use of Art in other religions e.g. Islam e.g. use of calligraphy ‘Arabic Calligraphy Posters’ by Salah Al-Moussawy
/ Pupils should be able to:
  • Describe/show understanding/explain a range of forms of artistic religious expression
  • Identify/apply/explain their own ideas to their own and other people’s lives
  • Suggest meanings to a range of forms of religious expression
/ Opportunity for Spiritual Development
Opportunity for Cultural Development
Art
Literacy
Pupils should:
  • Learn about the parable of the Prodigal Son
  • Learn how music, art and drama are used to express a range of religious meanings
  • Use a range of art media to explore their ideas on the parable of the Prodigal Son
/ How can we explain the meaning of a parable?
  • Choose a parable e.g. The Parable of the Prodigal Son
  • Discuss its meaning through drawing a character fortune line. Identify the main feelings of each of the characters e.g. forgiveness, love, being sorry, anger, jealousy or you could use Hot seating techniques or explore the story through Dance.
  • In small groups imagine they are film producers making a film from the point of view of one of the characters. Produce a film development plan to sell the idea to investors (suggested assessment task)
/ Pupils should be able to:
  • Identify/apply/explain their own ideas to their own and other people’s lives
  • Describe/show understanding/explain the meaning of the parable of the Prodigal Son through a range of forms of religious expression
/ Drama/role play
Literacy
Art
Music
Design Technology

Suggested Assessment Task:

Choose a parable e.g. The Parable of the Prodigal Son. Identify the main feelings of each of the characters e.g. forgiveness, love, being sorry, anger, jealousy. In small groups imagine that you are film producers making a film from the point of view of one of the characters. Produce a film development plan to sell the idea to investors. Your plan must include:

  • A role play of one of the scenes from your character’s point of view
  • Suggested background music
  • Suggest possible people to play the key parts (not necessarily actors but well known or famous people)
  • Design a poster advertising your film
  • Choose a title for your film that expresses your main character’s feelings