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.
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.
1
Featured Religions / Beliefs
Christianity
Areas of Enquiry
AT 1: Learning ABOUT religion and belief
A. Beliefs, teachings and sources
AT 2: Learning FROM religion and belief

B. Practices and ways of life
D. Identity and belonging

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
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.
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):
A4 make links between the beliefs teachings
A3 describe what a believer might learn from a
and sources of different religious groups and
religious story.
show how they are connected to believers’
C3
use religious words to describe some of lives.
the different ways in which people show their
beliefs.
C4
express religious beliefs (ideas,
feelings, etc) in a range of styles and words
used by believers and suggest what they
D3
compare some of the things that
mean.
influence me, with those that influence other
people.
D4
ask questions about who they are and
where they belong, and suggest answers
which refer to people who have inspired and
influenced themselves and others.
Some pupils:
A5 suggest reasons for the variety of beliefs
which people hold, and explain how religious
sources are used to provide answers to
important questions.
C5
use a wide religious vocabulary in
suggesting reasons for the similarities and
differences in forms of religious, spiritual and
moral expression found within and between
religions.
D5
give own and others’ views on
questions about who they are and where they
belong, the challenges of belonging to a
religion and explain what inspires and
influences them.
These statements are taken from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/
4
Key Question: How do people express their beliefs and identity?
Learning
objectives
Pupils should
learn:
Suggested activities for teaching and learning
Introduce the key question.
Pupils listen to a piece of music that supports
Pupils will:
thoughtful listening. Share with talk partners what
 express
they were thinking about as they were listening.
personal
Discuss and record class ideas on white board.
reflections and Ask pupils:
responses to
Are there some feelings that can’t be expressed in
music
words? Consider how these thoughts and
 explore a
emotions could be communicated to others. What
variety of ways medium could be used?
in which
ACTIVITY 1
people
Play a range of worship music from different
respond
religions. Ask pupils as they listen to each piece
religiously to
to either sketch a picture or write key words about
experiences
how the music makes them feel.
both verbal
Feedback to whole class.
and non-verbal Ask the questions:
What emotions and feelings do you think the
composers want you to feel?
Question:
What is it in this music that makes it for worship?
Why have faith
Draw out idea that the music supports the
groups used music religious life and can be an expression of joy,
to help their
sorrow, awe etc.
believers?
Explain how music and lyrics are used to help
people remember religious ideas/stories etc.
ACTIVITY 2
How and why are
‘universal’ symbols Pupils compose a piece of music which reflects
such as song used their own emotions
PLENARY:Return to key question and draw out
in religion and
the use of music in religions for similar purposes.
belief?
Lesson 1/2
Outcomes
Pupils:
 understand
how emotions
are expressed
through music
 express their
own thoughts
and opinions
about sacred
music
 create their
own piece of
expressive
music and
explain its
purpose to
others.
5
References and points to note
Suggested music may be taken from these websites or
others as required.
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
Musical instruments
Lesson 3
Pupils will:
 express personal
reflections and
responses to sacred
art
 explore a variety of
ways in which people
respond religiously to
experiences both
verbal and nonverbal
Questions:
How do people
communicate their
beliefs and values
through art?
Why have both faiths
used art to convey
belief?
Put pictures of Buddhist and Islamic art around the
room.
Ask pupils to look at all of the examples and stand by
the one that speaks to them the most, then with a talk
partner explain the reasons.
Take feedback and explain that the artwork is from two
faiths, Buddhism and Islam.
Watch the drawing of Buddha’s face in fast play.
http://www.cleo.net.uk/resource/dbf
Ask pupils why they think Buddhists might want to draw
the face of Buddha.
See notes for a possible explanation.
Then show the patterns on the following website and the
explanation about Islamic art, how it is non-figurative.
Ask pupils to look at how geometric the patterns are and
explain how the art has developed in the Islamic religion.
http://atschool.eduweb.co.uk/carolrb/islam/art.html
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.
PLENARY:
Pupils share artwork with others and explain their
reasoning.
6
Pupils:
 respond to a
piece of art
 express own
thoughts and
opinions about
religious art
 create own
piece of art
and explain its
purpose to
others.
Buddhists don’t worship Buddha as a god. He is
a representation of the possibility of the
enlightenment. Buddhists look at him and
remember that they would like to be enlightened
like him.
Buddhist and Islamic artwork
Resources and teacher notes through the
websites
Variety of art resources as decided by the
teacher
Lesson 4
Pupils will:
 hear the story
of the parable
of The Sower
 analyse a
painting
depicting the
story
 begin to
explore
different
responses that
people may
have to the
word of God
Question:
How does the
artist express her
beliefs through her
painting?
(This lesson is based on The Sower parable)
Remind pupils about the nature and purpose of
parables
Read the parable from any chosen version
Display the picture (on IWB from downloadable version
or hard copies if available)
Introduce the question.
Explain that the painting represents the artist’s
response to the parable. Draw the pupils attention to
the main features – heart, mouth, the cross, the
contrast between the 2 sides of the heart.
ACTIVITY 1:
Give pupils a small version of the picture and in groups
ask them to discuss and note responses to the
question:
What has this painting got to do with the parable?
Take feedback and check understanding.
Explore the painting further through class discussion
using the following questions:
1. Can you see the four types of soil in the painting?
Where are they?
2. Why do you think the artist painted the soils like
this?
3. Why is there a mouth at the top of the heart?
Listen to the artist talking about her work.
ACTIVITY 2:
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.
Pupils:
 understand the
key events of
the parable
 recognise the
links between
the story and
the artwork
Download The Parables Project “Down to Earth” booklet. It is
recommended that teachers read 04 & 05 to understand
what the parable is about, key points to note and a transcript
of the artist (Anne House) talking about her work
Bible references: Matthew 13 1-9, Mark 4: 1-9, Luke 8, 4-8
http://www.exeterccyp.org/schools/parables-project/theparables-project
Bible references: Matthew 13 1-9, Mark 4: 1-9, Luke 8, 4-8
(Parable - a story used to illustrate a moral or spiritual lesson
as told by Jesus in the gospels)
(In Q3 note the symbolism of the seed as the word of God)
7
Lesson 5/6
Pupils will:

hear the story
of the parable
of The Sower
ACTIVITY 1:
Complete the following:
The pathway might represent people who…
The rocky place might represent people who…
The thorns might represent people who…
The good soil might represent people who…
Feedback responses from the pupils
Questions:
How does the
artist express her
beliefs through her
painting?
How can I express
my response to
the parable
(including my
ideas, feelings and
beliefs)?
ACTIVITY 2:
(Possible Assessment Activity)
Complete the following:
How might this parable challenge hearers today?
and
This parable helps me to think about…
ACTIVITY 3:
Create a piece of art to show the meaning of the
parable for me
Resources as for yesterday’s lesson
Pupils:
 understand the
artist’s use of
symbolism in
The Sower
painting
 consider own
responses to
the parable
through
reference to the
painting
 create own
artwork to
illustrate their
interpretation of
the parable
ACTIVITY 4:
Explain the artwork, including the symbolism
8
Materials for artwork
Lesson 7
Pupils will:
 express
personal
reflections and
responses
 consider how
people
express
information,
ideas, feelings
and beliefs in a
variety of
ways.
Question:
How can symbols
be used to remind
people of
important
messages?
Show pupils a photograph of ‘The Angel of the
North’ by Antony Gormley e.g.
www.angelofthenorth.org.uk
Ask pupils whether they like or dislike the
sculpture and why. Ask them to discuss:
When you look at the ‘Angel of the North’, what do
you think of?
Why do you think Antony Gormley chose an angel
for his sculpture?
Explain that the word ‘angel’ means messenger.
In the Bible, angels are servants and messengers
of God, who are also sent to help and protect
people, but not all angels are good.
Refs: Luke (1:11-19, 1:26-38) and Matthew (28:17) – stories of angels bringing messages from
God.
Jews and Christians are not alone in mentioning
angels in sacred texts. In Islam, angels are
believed to be ‘unseen’ creatures who act as
‘intermediaries’ between God and humanity.
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.
Pupils:
 share opinions
and consider
the effect of a
sculptor’s work
 know that for
Christians,
angels are
servants and
messengers of
God
 understand
that, for
Muslims,
angels are
‘unseen’
creatures who
act as
‘intermediaries’
between God
and humanity
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?
9
For background information only:
GOOGLE ‘Angels in Art in Judaism…
www.feedback.nildram.co.uk/richardebbs/essays/angels.htm
...and Islam’- http://en.wikipedia.org/wiki/Azrael link to
Angels in Islam
For this lesson:
‘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
Use the following sections
Pictures of…
Introducing…
What people are saying…
What is an Angel?
http://www.steliart.com/angelology_what’s_an-angel.html
Lesson 8
Pupils will:
 Explore a means of
expression used in religion
Question:
Can I make a 3D piece of art
to show that I understand the
concept of an angel?
Show pupils a selection of Angel of the North pictures
and review ideas discussed in the previous lesson.
Read the poem “Talking with the Angel of the North”.
While the poem is being read, the pupils could note
down any important messages they think are being
conveyed.
Highlight parts of the section “Reflections on the Angel
of the North” and share with the pupils as appropriate
for the class.
Explain the task
ACTIVITY 1:
Create a sculpture to show understanding of the
concept of ‘angel’
(The work may be either one with moving parts, one
made from round objects, a synthetic sculpture or a
natural sculpture.)
The pupils could transform their object in a number of
different ways: by squashing it, folding it or cutting it,
gluing things to it, tying things to it, wrapping things
around it, changing the colour, creating different
textures.
ACTIVITY 2:
Either orally, in prose or in a poem, describe the
message of their sculpture and where they would like it
to be situated.
10
Pupils:
 create their
own angel
sculpture
 describe the
message of
their
sculpture,
making links
with their
religious
learning
(Level 3)
 some could
suggest the
meaning of
their
sculpture,
applying their
ideas and
their learning
on this topic.
They may
say where
they would
like their
angel to be
situated and
why. (Level
4)
‘The Angel of the North’ by Antony Gormley
in RE Today – Spirited Arts: Exploring and
Expressing Through Arts in primary RE.
Provide something from each of these
categories for pupils to work with to turn into
a sculpture:
e.g. a coat hanger, a branch, an empty
washing-up liquid bottle, an orange. Ask
pupils to choose an object and handle it,
exploring possibilities: Which way up could it
go? What could be added to it to change the
shape/texture/colour? What could it be used
for? Let them explore their object and sketch
possible designs.
Provide materials for them to use as they
transform their object into a sculpture:
e.g. chicken wire, paint, newspapers and
magazines, bin liners, kitchen roll tubes,
stones and pebbles, pieces of wood, foil,
matchsticks, acorns and conkers, elastic
bands, plasticine, empty coke cans, empty
water bottles, coloured beads, paper clips,
leaves, copper wire, feathers, sequins, glitter,
candles, cling film, string, fabric, glue, sticky
tape, scissors and craft equipment…
(DT link)
Lesson 9/10
Pupils will:
 appreciate that artists from
different cultures express
their beliefs in different
ways
 appreciate that works of art
can be interpreted in many
ways
Questions:
What are the similarities
between the paintings?
Which painting best captures
the meaning of the parable?
Read the Good Samaritan story (p34) or tell in own
words.
Tell pupils that they are going to look at two paintings of
the story.
Give the two key questions for the pupils to reflect on
during the lesson.
Look at Bassano’s ‘The Good Samaritan’. Give
background information.
Ask pupils the questions: ”Whose perspective is the
story told from?” (The wounded man)
“Was the Good Samaritan sensible?”
Look at Rodolfo Arellano’s version of the story. Give
background information.
Ask pupils to discuss the question in pairs,
“Who is the extra person in the painting and why do you
think he/she is there?”
(Perhaps evil, but no explanation is given)
Return to the key questions and take suggested
answers.
ACTIVITY
Create own piece of art to express ideas, feelings and
beliefs about the story
(Carry on for 2nd lesson. Then pupils should write an
explanation of their work.)
11
Pupils:
 know that the
Good
Samaritan
story can be
represented
in different
ways
 have looked
closely at two
paintings
illustrating the
same story
and begun to
interpret the
artists’
intentions
 express their
own ideas
and feelings
through
creating their
own piece of
art based on
the story
Book ‘Jesus Through Art’ (p33 – 36)
Margaret Cooling
NB The teacher’s notes are very supportive
for this lesson.
Resources for pupils own piece of artwork
(If it hasn’t been used in the “What can we
learn from the life of Jesus?” module, the
painting from the Parables Project “What
must I do?” could be used in addition to the
two examples already given)
Lesson 11/12
Pupils will:
 reflect upon the
importance of stained
glass windows to
Christianity
 explore some stories and
messages told through
stained glass windows
Question:
How were stained glass
windows used to teach people
about Christianity?
PART 1
Put copies of various stained glass windows around the
room.
Ask pupils to look at them in pairs, one at a time and for
each picture to write a question they would like to ask.
Share questions with another pair.
Tell pupils that Bible stories were often told through
stained glass windows to remind worshippers of such
stories that they may not have been able to read for
themselves.
Ask pupils to look again at the selection of pictures and
see if they can tell which stories are depicted.
Refer to Bibles as needed (teacher will need to know
where to direct pupils to find stories!)
PART 2
Visit the church and look at the windows, listening
carefully to the explanations of the Bible stories that are
illustrated
PART 3
On return to school ask each pupil to choose a Bible
story, read it carefully and create a “stained glass
window” of an aspect of the story
They can then tell their story to a partner or group on
another occasion.
PLENARY:
Ask some pupils to tell the story behind their work
saying what is the important belief/message that they
tried to convey.
12
Pupils:
 know why
stories and
messages
were told
through the
medium of
stained glass
windows
 visit a church
and seen
examples of
stained glass
windows
 illustrate a
Bible story of
their choice in
the style of a
stained glass
window
Photos of stained glass windows preferably
ones telling Bible stories
Copies of children’s Bibles
Pre-arranged visit to a local church to look at
windows and have explanation of the stories
told through them by vicar or other volunteer
Art materials as decided by the teacher for
the “stained glass window”
(Muslim children will not be allowed to draw
Jesus, Moses, Abraham or other Biblical
prophets referred to in the Qur’an)
EXTRA SUGGESTION
Pupils will:
 identify aspects of others’
identity/personality/experie
nce, including religious
aspects.
Read: An Angel Just Like Me, by Mary Hoffman.
Discuss how Tyler felt when he couldn’t find a black
angel to put on top of his Christmas tree.
How did he feel when he received his special gift?
Why do you think all his friends wanted an angel like
his?
Question:
How does Mary Hoffman
communicate her beliefs and
values to others?
13
Pupils:
 share
thoughts and
feelings that
the story
provokes
 discuss
identity and
why it is
important to
understand
someone
else’s
perspective
An Angel Just Like Me, by Mary Hoffman.
(Literacy link)
Further lessons were considered on examining
Angels in Art in different religions, which are
referenced in the Resources section.
Gloria Ojulari Sule, a local artist, depicted black
angels on Christmas cards.
Find Gloria Ojulari Sule on:
www.breazshare.net
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):
A4 make links between the beliefs teachings
A3 describe what a believer might learn from a
and sources of different religious groups and
religious story.
C3
use religious words to describe some of show how they are connected to believers’
lives.
the different ways in which people show their
C4
express religious beliefs (ideas,
beliefs.
feelings, etc) in a range of styles and words
D3
compare some of the things that
used by believers and suggest what they
influence me, with those that influence other
mean.
people.
D4
ask questions about who they are and
where they belong, and suggest answers
which refer to people who have inspired and
influenced themselves and others.
14
Some pupils:
A5 suggest reasons for the variety of beliefs
which people hold, and explain how religious
sources are used to provide answers to
important questions.
C5
use a wide religious vocabulary in
suggesting reasons for the similarities and
differences in forms of religious, spiritual and
moral expression found within and between
religions.
D5
give own and others’ views on
questions about who they are and where they
belong, the challenges of belonging to a
religion and explain what inspires and
influences them.