Beauty - Dialogue Australasia Network

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Religious and Values Education
Unit Planner
Title: Beauty, Places of Worship, Religious Objects, Wonder and Awe, Jesus in the
Desert, Magic Spots, Stillness and Silence
Key Learning Area(s): Religious and Values Education – Affective, Bible, World
Religion strands
Year Level: Years 6,7
Teacher(s): Nan Williamson, Lynda Polain, Joy Magain, Dwayne Todd, Bianca
Ludvigsen, Deb Dalwood, John Reddan
Proposed duration:
1.Outcomes / Objectives:
For the students:
1. To define their understanding of beauty … ie what makes something
beautiful
2. To identify and respond to aspects of beauty in different forms (paintings,
structures, sounds, human, physical environment, etc)
3. To recognise and demonstrate how people can have different perceptions
of beauty
4. To examine different aspects of beauty in religious objects, literature,
music and structures
5. To express their emotional response to different aspects of beauty
6. To recognise that there are physical environments that are conducive to
stillness, silence, reflection and prayer
7. To develop the ability to construct or identify their own special place
8. To experience stillness and silence
2.Resources:
Art works
Music – environmental and classical
Enya Cds
Personal objects
Religious objects
Local excursions – Kent Town Church
Places of Worship / Chapel
Botanic Gardens
Where the Forest Meets the Sea
My Place – Nadia Wheatley
American Beauty – Plastic Bag scene
Everything is Beautiful – song
What a Wonderful World – Louie Armstrong
The Rainbow Connection
Favourite Things – song
Beautiful Boy – John Lennon
Beautiful in my Eyes – Joshua Kadison
Quotes
Poetry – My Country (Dorothy McKellar)
Posters
Beauty and the Beast
World Heritage Sites
National Geographic magazines
All Things Bright and Beautiful
Angela Fisher book (African adornments)
Photos
Cameras
3.Key Questions:
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What is beauty? What do you think makes something beautiful?
Where can you find beauty? Do all people find beauty in the same things?
Why / why not? How do you know when something is beautiful? Can the
beauty of something change? How?
What is a religious object / structure / place of worship? What could
make them beautiful? How can cultures affect people’s perceptions of
beauty?
How do you feel when you experience beauty?
Where are some of the places that could be good for stillness, silence,
prayer and reflection? What makes them good for such experiences?
Where is a place that you could go to have some quiet time? What would
make this place good for such an experience? How do you feel when
you’re in this place? Why?
Are there times when you have stillness and silence in your life? Do you
think it’s important to have such time? Why? Can people of all ages have
quiet time in their daily lives? How?
4. Activities:
1. Students view Beauty and The Beast
2. Students discuss the term ‘beauty’ … brainstorm synonyms, proverbs,
sayings and titles containing references to beauty … students draft
their own definitions of beauty and compile into a class dictionary …
(homework task – students bring in an item or object containing an
aspect of beauty)
3. Students break into pairs … each predicts the aspect of beauty in their
partner’s object … students shares object and outlines aspects of
beauty with peers.
4. “It’s a beautiful day today” … represent this statement with text and
illustrations … students are given role description cards (eg You’re on
holiday at the beach / surfer on the board / farmer waiting for rain to
plant crops / spectator at the Olympic Opening Ceremony / getting
married outdoors / firefighter fighting a fire / etc) … students complete
their own perception of a beautiful day. Share and discuss.
5. Students attend the ‘Gallery’ in the classroom representing five
examples of paintings, structures, humans and the physical
environment … prioritise in each category and identify the aspects of
beauty they perceive in each image. Discuss the concept of
subjectivity.
6. Students listen to different sounds / music … students respond to each
using De Bono’s Six Thinking Hats
7. Students in circle view and experience different religious objects …
select one that appeals to them, identify aspects of beauty in it and
visually represent … students research and share the meaning and
symbolism of each object.
8. Students become Photojournalists … collate a ‘Personal Beauty
Portfolio’ … identify and represent different items they perceive to
contain different aspects of beauty … present to peers.
9. Students read the story of Jesus in the desert students visit Chapel,
Cathedral, other Churches … students identify different aspects of
beauty within these structures – sketch. Discuss the relationship
between these aspects of beauty and the practice of worship as well as
its function as a place of retreat.
10. Students identify different places within the school that could be
conducive for some stillness and silence … represent and describe
what would make them so good for such an experience … indicate
these places on a school map if possible … compile a walk around
school grounds for other students to complete (eg Go to Adventure
Playground and listen to the birds … go to the Chapel and what do you
see in the stained glass windows …)
11. Students survey parents and complete a diary entry indicating their
movements including any periods of stillness and silence. Students and
parents identify locations within the home environment that could be
conducive to periods of stillness and silence … students represent and
share.
12. Students define their understanding of beauty.
5. Assessment:
Student Work Samples:
Beauty Portfolio
Students define their understanding of beauty.
And samples according to selected objectives.
6. Evaluation:
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