Teaching about
Islam in the
Primary School
ISLAMIC ARTEFACTS
Artefacts
Topics
QUR’AN
Muslim holy book revealed to Prophet
Muhammad. It is wrapped in cloth, kept in a high
place with nothing, put on top. It is not left open.
Hands are washed and head covered before
touching ft. It is written in Arabic which is read
from right to left
QUR’AN STAND
(REHL)
A folding book stand made of wood and ornately WOOD
hand carved; used to raise the Qur'an off the BOOKS
floor when reading it.
PRAYER MAT (JASAJJADA)
Used so the place of prayer is clean. The arch
design is laid down feeing towards Makkah. The
2 buildings often portrayed on mats are the
Ka'ba and the mosque in Madinah. The pillars
represent the 5 Pillars of Islam, Includes a
deliberate design error as a reminder that only
Allah is perfect.
COMPASS
Used to find the direction of the Ka'ba so they DIRECTIONS
can face Makkah when praying.
PRAYER BEADS
(SUBHA)
Used for recitation of prayers; the 99 or 33 HANDS
beads represent the 99 names of Allah.
PRAYER
PRAYER CAP (TOPI)
Worn by males when praying to keep the hair CLOTHES
back.
PRAYER
PICTURES OF KA’BA,
MAKKAH and
MADINAH
Pictorial aids to explain Hag-one of the 5 Pillars PILGRIMAGES
of Islam. Every Muslim tries to make a JOURNEYS
pilgrimage to Makkah.
SPECIAL
PLACES
Eid-ul-Fitr is celebrated at the end of Ramadan; FESTIVALS
Eid-ul-Adha at the end of Hajj to remind people CELEBRATION
of Abraham's sacrifice
EID CARDS
SPECIAL
BOOKS
SACRED
WRITINGS
PRAYER
SPECIAL
PLACES
HOMES
PRAYER
ALLAH’S NAME
Display as high as possible
CALLIGRAPHY
HADITH
Sayings of the Prophet Muhammad (pbuh).
BOOKS
HOMES
PATTERNS,
CALIGRAPHY and
CRESCENT MOON
Patterns are used for decoration rather than PATTERNS,
pictorial representation.
SIGNS and
SYMBOLS
ISLAM
There are many Muslims in Britain - about 1 ½ million, mostly from Pakistan,
Bangladesh, India and E. Africa. The first mosque was built in Surrey in 1889.
It is the fastest growing faith, especially in Africa, with about 1 billion Muslims
worldwide mainly in N and W Africa, the Middle East, SE-Europe and SE-Asia.
WHO WAS MUHAMMAD (P.B.U.H.)?
(As a sign of respect, after Muhammad's name is spoken devout Muslims say
Peace be upon him which when written can be abbreviated to pbuh or saw,
the abbreviation for the Arabic.)
Born in 570 CE in Makkah, Muhammad (pbuh) was orphaned while young. He
was brought up by his grandfather and by his uncle. He didn’t learn to read
and write as he had to work-as a shepherd, then helping his uncle trading.
Known for his honesty;-kindness and wisdom, at the age of 25 he married a
wealthy widow Khadijah, for whom he worked. They were married for 15 years
and had 6 children - 2 died young. After her death he married 8 more times.
The people of Makkah believed in many Gods and worshipped idols.
Muhammad (pbuh) believed in one God and frequently went into the desert
hills around Makkah to pray on his own. In 611 CE, in the cave of Hira, he
received the first revelation from God through the angel Gabriel Revelations
continued over the next 23 years. Initially Muhammad (pbuh) was alarmed by
the experience but was reassured by his wife. He preached in Makkah for 13
years but was not well received by most Makkans.
In 622 CE at the invitation of the inhabitants of Madinah, Muhammad (pbuh)
left Makkah (this is known as the HDRA) and established the first Muslim
community - a city state with Arabs, Jews and Christians. The Makkans
repeatedly tried to attack Madinah. In 630 CE Muhammad (pbuh) took control
of Makkah, smashed the idols in the Ka’ba and pardoned the Makkan leaders.
He died in 632 CE.
Muslims believe:
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Muhammad (pbuh) was a human being, not a divine or semi-divine
person. Most would not describe bin as the founder of Islam, that
honour is reserved for God.
God gave messages to many prophets — (25 in the Qur'an are the
same as in the Bible e.g. Abraham (Ibrahim), Adam, David, Isaac
(Ishak), Ishmael (Isma’il), Jesus (Isa), John, Lot, Moses (Musa) and
Noah) who all relayed the same message but people corrupted the
earlier messages. Muhammad (pbuh) was the last and final prophet
sent by God to humankind -after him no other prophet will come.
WHAT IS ISLAM?
The message Muhammad (pbuh) preached is not named after him. It is called
Islam which is Arabic for ‘peace’. Peace is attained through submission to the
will of God after, or through, a thorough examination of his teachings, as
revealed by Muhammad (pbuh).
A follower of Muhammad (pbuh) is called a Muslim, which means 'one who
submits'. Islam is a way of life based on submission and observance to Allan.
It is about how to act, right from wrong and discipline. It entails 5 Pillars
(internal duties or basic rules of practice), which are:
1. Shahadah
1)
2. Salah
3. Zakah
4. Sawm
5. Hajj
SHAHADAH:
Is the act of bearing witness to the unity of Allah and the affirmation that
Muhammad (pbuh) was his messenger. A Muslim becomes a Muslim by
declaring this Shahadah or formula of faith “There is no God but Allah, and
Muhammad is His Messenger”. The Arabic word Allah has no gender or plural
form. Islam is strictly monotheistic and does not accept the Trinity.
2)
SALAH
Is the advice to pray 5 times daily so Muslims are constantly reminded of God.
Worship can be in the home, work place, mosque, or street and usually follows
a set pattern of actions and words in Arabic called RAK'AH. Muslims face the
Ka’ba in Makkah, which stands on the foundations of the oldest shrine of God
and contains the Black Stone, given to Abraham by God.
Salah emphasises the important concept of community. Muslims prefer to
worship together so they back each other up in good actions. They say prayer
is 27 times more powerful done together than alone. The communal prayer
(JIMA) day is Friday. The 5 daily mandatory ritual prayers (RAK'AH) take
about 10 minutes. FAJR is at dawn; ZUHR at midday; ASR in the late
afternoon; MAGHRIB after sunset; ISHA in the late evening.
Salah teaches humility before God hence the use of the bowing positions - in
lines shoulder to shoulder standing to attention with hands near to ears, to
show one is listening to Godand wants God to hear the prayer. Then bowing
and prostrating (SUJUD) to show respect to God, going onto knees and
touching the forehead, nose, palms, knees, and toes to the earth 2 times.
Artefacts connected with Salah are:
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prayer hats (HOPI/caps or DUPATTA/scarves) for covering the head; .
mat (JA-SAJJADA) - because the place of prayer has to be clean;
compass- to find the direction of Makkah which is faced during prayer; .
prayer beads (SUBHAH) with 99 or 33 beads and reflecting Allah's 99
names.
WUDU is cleanliness of body before prayer. Muslims speak the name of God
then
wash their hands 3x; rinse mouth 3x; nostrils 3x, wash face 3x; right arm from
wrist to elbow then left arm, hair and head; ears; neck; and finally the right and
left feet 3x up to the ankles.
HAZZAN is the call for prayers broadcast from minarets by the Muezzin.
MOSQUE means 'place of prostration' and is the place where the worshipper
bows before God. Shoes are removed as a sign of respect. The mosque is
also a place to meet and often an Islamic Community Centre. The entire world
is regarded as a mosque or a sign of God.
Mosques often have:
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sinks or running water
a dome and a tower (minaret);
a Mihrab which is an alcove denoting the direction of prayer;
a Minbar which is a short flight of stairs with a platform at the top for the
Imam, leader of prayers, when he is addressing the congregation.
There are no:
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Seats;
Pictures of heavenly or human beings because Muslims believe Allah
created all things so people shouldn't copy or pray in front of sculptures as
only Allah should be worshipped;
Priests - the community is led by religious scholars;
In some mosques there is no provision for women to worship as they are
expected to pray at home. In other mosques there is a gallery or separate
area for women to pray in.
3. ZAKAH:
is social welfare or purification of wealth. If money remains after everyday
expenses have been met it is obligatory to give a proportion (2.5% of annual
earnings) as charity. In some Muslim countries it is part of the state tax. The
money goes to the poor and needy. Equally all Muslims should practice charity
every day, helping others in any way they can-giving a smile, time etc.
Muslims should give gifts to others as Allah has given gifts to them.
4. SAWM:
is fasting during the 9th month - Ramadan, to The emphasis is on self-control
and exercising will power. Nothing is eaten or drunk between sunrise and
sunset. Children under twelve are exempt but many want to emulate their
elders. Pregnant women, travellers and the sick may postpone their fast till
later.
During Ramadan Muslims try to be celibate; focus on their 5 daily prayers;
read the Qur’an; do honest business; and live in a way that demonstrates
submission to God and concern for others. They are on high moral alert during
Ramadan-no lying, cheating etc. and give to charily. They break their fast with
a finger of salt, water, and fruit. Ramadan ends after 29/30 days with the
celebration of EID-UL-FITR-with presents; new clothes, cards, etc.
5. HAJJ:
is pilgrimage to Makkah. At least once in their life Muslims try to go to Makkah
2 months after Ramadan, during the special week ending with EID-UL-ADHA.
There are 2 million pilgrims at any one time. Men wear IHRAM-2 white unsewn
cloths for the bottom and top part of the body so whether rich or poor there is
no distinction and they are one before God. There are obligatory rites for all
pilgrims including walking round the Rata 7x to show obedience to God and
the unity of worship of the Muslim community. Hajj literally means effort and
involves surrendering one's whole being to God.
WHAT ARE THE BASIC BELIEFS OF ISLAM?
1.
TAWHTD-Belief in the absolute unity of One God, the Creator of the
Universe, with no son, no partners. Since God creates us all, we are all
equal
2.
IBADA-Everything in life, if within the law of God, is worship.
3.
RISALAH-Belief in the prophet hood; 25 prophets are mentioned in the
Qur'an. They believe in the Sacred Books of God (the Torah, Psalms
etc.), in the 10 Commandments and in the Angels of God.
4.
AKHIRAH-Muslims don't believe this is the only life we are going to live;
they believe in a hereafter which will be judged by God as to whether
we have lived well They believe in the Day of Judgement (QAYMAH).
WHAT ARE SOME DIFFERENCES IN BELIEF WITH CHRISTIANITY?
Muslims believe Jesus was an honoured Prophet, not the son of God. They
accept his immaculate conception but the Qur'an denies his death on the
cross and the resurrection so Easter and redemption through Christ are
unacceptable to Muslims. So is the Trinity-they believe God is one.
In the creation story Islam rejects the idea of original sin believing each
individual to be responsible for his or her own salvation. Muslims don't have
Eve tempting Adam, there is no snake and its is a fig not an apple that gets
eaten. Humanity has power because of being made m the image of God
naming everything.
HOW DOES ISLAM AFFECT DAILY LIFE?
Food:
Muslims should only eat Halal - meaning 'lawful' or 'allowed food'. No flesh of
pig (pork, bacon, lard, ham) or carnivorous animal should be eaten. Lamb and
beef should be killed according to Islamic law so that the blood drains from the
body. They shouldn't consume alcohol or drugs such as cannabis or cocaine.
Clothes:
There are no specific Muslim clothes - it depends on the culture, country,
family, and generation. The Qur'an tells Muslims to dress and behave
modestly - to cover their bodies - men from the waist to knee and women from
head to feet except for hands and face. Most British Muslims are from
Pakistan and Bangladesh so many wear shahvar kameez (loose trousers
drawn in tightly at the ankle and a loose shirt). Heads are covered for prayer.
Calendars:
The Muslim calendar is a lunar one in which the beginning of the month is
determined by seeing the new moon. So the Muslim year is about 11 days
shorter than the Gregorian year based on the sun. If Ramadan occurs during
the summer, 16½ years later ft will occur during the cool season. There are
differences as to whether the moon has been properly sighted so Muslim
communities may celebrate Eid on different days. Muslims, count the lunar
years from the year in which Muhammad (pbub) migrated from Makkah to
Madinah (622 CE).
Islamic groups:
Usually Asians from a Pakistani or Bangladeshi background will be Muslims.
In Britain there-are 3 main groups - Sunni, Shi'i and Ahmadiyya, All hold to the
absolute word of the Qur'an but have different practices at festivals.
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90% of Muslims are Sunnis who rely upon the religious community and
scholars.
Shi'ites, mainly from Iran, follow living Imams whom they feel cant make
mistakes.
The Ahmadiyya Muslim community is quite large in Britain after
persecution in Pakistan -its headquarters are in London. It was started
by Mirza Ghulam Ahmad from India, who claimed in the 19th century to
have received a revelation from God that he was the Messiah. Other
Muslim groups reject his writings. Their mosques are the same as other
mosques and they share Muslims belief and undertake all obligations.
HOW ARE RITES OF PASSAGE CELEBRATED IN ISLAM?
Birth:
A child is believed to be a blessing from Allah and born in a state without sin
when body, mind, and soul are in harmony so there is no need for baptism.
The baby is bathed then the ADHAN (call to prayer), which summarises
Muslim belief are the first words the baby should hear. They are whispered,
usually by the father, in the baby's right ear, then the IQAMAT (command to
worship) is whispered in the left ear. The purpose is to drive away evil and to
introduce the ch3d to worship. In some countries honey is put on the babies
tongue to ensure that when it hears prayers it will be happy.
On the seventh day the baby's head is shaved (to remove uncleanness
associated with birth and to encourage thicker hair), money is given to the
poor equal in weight to the hair, and it is named, often by the grandfather.
Male circumcision may be practised.
The chosen name is often one of the 99 names attributed to Allah. For boys Muhammad, Ismail, Isa, Jameel, and Imran are popular; for girls - Nadia,
Sofiya, Mariam, Aateka and Safoora.
Bismallah Ceremony:
At the age of 4 years, 4 months and 4 days this ceremony signifies the
beginning of religious training. The child is taught the correct way to pray and
perform wudu. There is a special meal, new clothes and sweets are received
as presents. In ordinary family life a Muslim child first learns the prayer
positions, then the times and names of prayer and about the history, language
and practice of Islam.
From 7, children are encouraged to get involved so Islam affects their entire
dairy life. Girls and boys from 4 upward are taught separately in the mosque
school (MADRASSAH) for 2 hours Monday to Friday after regular school They
learn Arabic, recitation of the Qur'an, Islamic manners, morality, obligations,
prayers, history and languages-Eke Urdu. They have to pay to attend the
classes and will be taught usually in a rote learning style with strict discipline.
The older children get plenty of homework; there are exams and prizes. It
gives the children a sense of belonging and community.
Marriage:
Marriages were traditionally arranged by the parents; the final decision resting
with the girl Marriage is a civil contract but the feet that the promises are made
in the presence of the Qur'an make it a religious ceremony. The wedding
ceremony is very simple - the couple promise to obey Gods law. The vows can
be made before any 2 Muslim adult witnesses but the focal imam and men
from both families often officiate.
It may take place at the mosque but often in the home of the bride or ma large
hall. It is common for the couple not to meet during the ceremony - the bride
will be in one room with the female guests and the groom in another with the
male guests.
What is worn depends upon where the families originate. Many Muslim brides
in Britain wear a red shalwar and kameez with gold jewellery. They may
decorate hands and feet with mehndi patterns. A legal document contains
anything the couple wish to make a condition of their marriage. The bride must
publicly give her consent to the marriage. The groom gives the bride a gift of
money which is hers for life. A lavish feast follows often with 300-400 guests.
Divorce is permitted in Islam but it is extremely disliked. Islam is not
individualistic - it emphasises responsibility to the family, the community,
Muslims in general and all humanity.
Death:
If possible a dying Muslim declares belief that only Allah is worthy of worship.
He asks for forgiveness, reads the Qur'an and prays. Muslims believe in
resurrection and a Day of Judgement when each person is judged according
to their deeds. The faithful eater paradise - a celestial garden of delights with
rivers of milk and honey. In contrast the unfaithful are thrown into hell -a fiery
place where they are given scalding water to drink and bitter fruit to eat.
Muslims are not cremated because they believe in a physical resurrection of
the body. Friends and relatives wash the body, as if for wudu, then wrap it in a
white cloth, perhaps the one worn on pilgrimage to Makkah. Funeral prayers
are said at home or in the mosque asking that both living and dead find peace.
Burial takes place the day after the death or at the first opportunely, with the
head feeing towards Makkah. No extreme forms of mourning are permitted but
the reading of the Qur'an is encouraged. Mourning lasts from one week to
three months. Alms are distributed on behalf of the dead.
WHAT IS THE QUR'AN ABOUT?
Qur'an in Arabic means the 'reading' or 'that which should be read*.
Muhammad (pbuh) did not claim to have written the Qur'an. Muslims believe
the Qur'an is the word of Allah exactly as Muhammad (pbuh) received it from
the Angel Gabriel and the only Holy Book to have survived unaltered after
1400 years containing Allah's recorded speech.
The first revelation of the Qur'an came to Muhammad while he was praying on
a mountain top. The first message was:
'Read: in the Name of thy Lord who createth,
Createth man from a clot.
Read: And thy Lord is Most Bounteous
Who teacheth by the pen,
Teacheth man that which he knew not.
Surah 96.1-5
This was interpreted as meaning that Allah made man, that he is the giver of
all gifts and .that this new message was to be in writing. This was new to the
Arabs who worshiped idols and didn't read or write. They scorned such skills
and bought foreign slaves to do it so found Muhammad's teaching hard to
take.
Muhammad delivered the message from Allah to anyone who would listen and
taught the words by heart to his friends. Five of Muhammad's companions
learned to recite the whole Qur'an during his lifetime. It is still important to
Muslims to learn it by heart. One who can do so is called a HAHZ and is
respected. Most Muslims know a number of passages by heart.
Revelations kept coming to Muhammad, on and off, for 23 years. The last
message was:
'They ask thee (O Muhammad) what is made lawful for them. Say: (all) good
things are made lawful for you.'
When Muhammad died, Abu Bakr was elected leader or Caliph in his place.
He had the entire collection of Muhammad's revelations from memories and
notes written in one book. The next Caliph, Umar, opened many schools for
learning the Qur'an and students flocked to them. Even the young warriors in
the Arab armies spent their free time learning to recite the Qur'an instead of
heroic poems, and hundreds of them knew it all by heart
As the literal word of God, the Qur'an is the Qur'an only in Arabic. A translation
can not be the Qur'an, only a suggestion of the meaning of the words. So
whatever their mother tongue, Muslims recite it in Arabic. It has 114 chapters
(SURAH), 6236 verses (AYATS) divided into 30 sections. The special
language and structure make it relatively easy to memorise.
The doctrine of the unity and oneness of Allah is central to the Qur'an which
gives 99 beautiful names for Allah. It is regarded as a book of guidance and
teaches how to live in a way pleasing to Allah. It has regulations for daily
living, prayer, charity, inheritance, usury, marriage, divorce, slavery, criminal
law etc. The only story in the Qur'an is that of Joseph (Surah 12).
To show its importance when not in use, the Qur'an is wrapped in cloth, kept
in a high place, and nothing is put on top of it. Hands are washed before
touching it, symbolising the hope that its reading will help 'cleanse' the
reader's life. Water, wet tissues, a clean hankie or sand in the desert are
acceptable for washing. A verse, 'Bismillah-a-rahman, a-rahim' (In (he name of
God, The merciful, the mercy giving) should be recited when opening the
Qur'an It is often placed on a stand for use and is not left open. Menstruating
women shouldn't touch if. It is 'used in the daily prayers, especially during
Ramadan.
Muhammad's (pbuh) own sayings (HADI'TH) and actions in life (SERA) are
collected in 6 books called the SUNNAH which means example or path.
EXTRACTS FROM THE QUR'AN
Devout Muslims repeat this from the opening chapter, at least 10, if not 17
times, a day:
In the Name of God, the Merciful, the Compassionate.
Praise be to God, the Lord of the worlds,
The Merciful, the Compassionate.
King on the Day of Judgement.
Thee do we serve and on Thee do we call for help.
Guide us on the straight path,
The path of those to -whom Thou hast been gracious,
Not of those upon whom anger falls, or those who go astray.
This from Surah 112 describes the Unity of God:
Say: 'He is God, One,
God, the eternal;
He brought not forth, nor has he been brought forth,
Equal -with him there has never been any One’.
This from Surah 93 describes God's care:
By the morning brightness,
By the night when it is still,
Thy Lord has not taken leave of thee, nor despised thee.
The last is better for thee than the first;
Assuredly in the end thy Lord -will give thee to thy satisfaction.
Did he not find thee an orphan and give thee shelter?
Did he not find thee erring, and guide thee?
Did he not find" thee poor, and enrich thee?
So as for the orphan, be not overbearing;
And as for the beggar, scold not;
And as for the goodness of the Lord, discourse of it.
This from Surah 4.40 describes religions duties:
Serve God and do not associate anything -with him.
Show to parents kindness; also to relatives, orphans and the poor, to the
person under your protection whether he is a relative or not, to the companion
by your side, to the follower of the way, and to whoever your right hand
possess. Verity God does not love any crafty boaster.
This from Sarah 82.1-5 describes the Day of Judgement:
When the heaven shall be rent,
when the stars shall be scattered,
when the seas shall be made to boil up,
when the graves shall be ransacked,
A soul shall know what it has sent forward, and what kept back.
This from Surah 2.172 is about true religion:
It is not virtuous that you should turn your faces towards the East or the West,
but virtuous conduct is that of those who have believed in God and the Last
Day, and the Angels and the Book, and (he Prophets; and who, though they
love their wealth, bestow it upon relatives and orphans and the poor, upon the
follower of the way; and the beggars, and for (he ransoming of captives; who
observe tie Prayer and pay the Alms; those who fulfil their covenant when they
have entered into one, who endure steadfastly -under adversity and hardship
and the time of attack — these are the ones who have spoken truth, they are
(he ones who show piety.
These quotes help promote an understanding of Allah:
To Allah belong the east and the west; wherever you turn, there is the
presence of Allah. For Allah is all-pervading, all-knowing. Surah 2:115
If you think you can control your own destinies, then try to stop your souls
leaving your bodies at the-time of your death. Surah-3:168 (also a hadith).
Whoever repents and mends his ways after doing evil shall be pardoned by
God. God is forgiving and merciful. Surah 5:39
Allah has the key of the unseen, the treasures no one knows but he. -Heknows whatever is on land and in the sea; no leaf falls without his knowing it;
there is not a grain in the darkness of earth or a green or dry thing, but it is
carefully noted. Surah 6:59
He is with you -wherever you are. Surah 57:4
Neither slumber overtakes him, nor sleep. He is all that is in the heavens and
the earth Who is there that can intercede with him, unless it is by his
permission? He knows all that lies open before men and all that is hidden from
them, whereas they cannot attain any of his knowledge except that which he
wills (them to attain}. His eternal power overspreads the heavens and the
earth and their upholding wearies him not. And he alone is truly exalted,
mighty. Surah 2:255
A desert nomad was asked about the existence of Allah. He said:
Camel prints point to the existence of a camel. Footprints in the sand tell of a
traveller. The heavens with all its stars, the earth with its mountains and the
valley and the sea with its waves,., do they not point to the maker, all powerful,
all knowing, wise and caring?
These quotes help with moral conduct:
To be charitable in public is good, but to give alms to the poor in private is
better. Surah 2:271
Return evil with good and he who is your enemy will become your dearest
friend. Surah 41: 34
Be good to others as God has been good to you. Surah 28:77
You shall not kill one another. Surah 4:30
INSIDE A MOSQUE
A mosque is a special place for Muslims to go to pray, just as a church or a
chapel is for Christians. It can be a very simple place. All that is necessary for
a place to be a mosque is:
(i)
A clean place, sheltered from the weather, where people can meet
(ii)
A marker on the wall towards Mecca, called a Mihrab so that people
can know which direction to face for prayers
(iii)
Running water so that people can wash before prayers.
1.
Complete this drawing of the inside of a mosque.
2.
Describe some of the things that happen in a mosque.
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MUSLIM FESTIVALS
The ninth month of the Muslim calendar is Ramadan. During this month adults
and older children eat and drink nothing between dawn and dusk. A nourishing
meal is eaten before dawn and in the evening. Their commitment to keep this
fest means the family gets up very early, especially if Ramadan falls during the
summer.
Some Muslims used to tie a black and white thread round their wrists so when
they could distinguish the black from the white in natural light, it was dawn.
When the black could not be distinguished from the white, the day had ended.
Other Muslims used the lines on the palms of their bands as a 'clock’.
The very young the ill and the old do not fest because it might damage their
health. Younger children do without sweets or snacks between meals. The
gradually learn to miss one meal and by the age of atom 12 are ready to
accept the discipline of the fast.
Muslims fast in obedience to Allah's command in the Qur'an and they follow
Muhammad's example. It helps them to avoid excess and identify in a small
way with the poor and to help them. It helps them realize how dependent they
are on Allah andreminds them to thank him.
For the fast to be acceptable money, possessions and kindness must be
shown to less fortunate people. Muslims try to follow Allah's will in all things,
practising kindness, honesty etc.
During the month of Ramadan Muslims celebrate the night when God
revealed the first words of the Qur'an to Muhammad. They call this night
'Lailat-al-Qadr' - the Night of Power. During this month Muslims like to read the
Qur'an - many try to read the whole book reading one thirtieth each day. Most
editions of the Qur'an in this country are about 300 pages long.
In school, younger children can be helped to enter into the spirit of Ramadan if
milk and biscuits or crisps are delayed for ten whole minutes.
EID UL FITR
Eid-ul-Fitr is the Festival of Fast Breaking that celebrates the end of Ramadan.
It begins as soon as the new moon is sighted on the last evening of the month
of Ramadan. Eid means a day of rejoicing marked by an atmosphere of peace
and forgiveness. It is the day on which to make new beginnings, to abandon
ill-will and grudges and make a fresh start at cultivating harmonious
community. Eid prayer occurs between sunrise and noon and is said at the
mosque. The sermon will stress the duty of charity to the poor.
The celebrations last for three days. Everyone dresses in new clothes. Special
food is prepared and sweets and cakes are taken to relatives and friends.
People visit each other and go to parties. Children receive presents and
money. Many Muslims send greetings cards to each other. On the morning of
the first day Muslims visit the mosque. Later there are often fairs and other
kinds of entertainment.
Recipes
Before going to the mosque for morning prayer, many Muslims have a
nourishing milk drink such as Sheer Kuma or Seweea(n):
2 pints milk
Sugar to taste
4 dates
vermicelli 2 tsp. coconut
2 tsp. chopped nuts
Sultanas and saffron may
11/2 tsp fine
Flavouring
be added
Chop the dates finely. Break vermicelli into small pieces. Put milk in pan.
When it boils, add vermicelli and dates and simmer over low heat until cooked.
Add coconut, nuts, sugar and flavouring. Serve in small bowls.
Indian Shortbread
¾ cup castor sugar
2 tsp baking powder
¼ tsp cinnamon
1 cup ghee
pinch bicarb of soda
2 ½ cups flour
1 egg
¼ tsp nutmeg
Put ghee in bowl Add baking powder, sugar and spices. Stir briskly with
spoon. Add egg. Stir till frothy. Add enough flour to make biscuit-consistency
dough. Divide into ping-pong sized balls. Roll each between the palms of
hands, flatten with fingers (1/2 inch thick) leaving finger marks. Place blanched
whole almond in the middle of each circle. Bake in a medium oven until a pale
cream colour. Cool in pan before removing.
EID-UL-ADHA
This Festival of Sacrifice coincides with the completion of pilgrimage or Hajj to
Makkah. It commemorates Abraham who offered his son to God and was
allowed to ransom Mm with an animal The sacrifice of a lamb, goat or sheep
for each household is to be made on this day or the following two days. The
animal must be two years old and must be healthy. If someone can't afford a
sacrifice, he may share with others, or when he returns home, he must fast for
a certain number of days in replacement of the sacrifice, A third of the meat is
kept for the home; the remainder is given away, uncooked, to the poor.
Muslims celebrate Eid-ul-Adha at the same time throughout the world. They
offer a sacrifice and the meat goes to the poor. One's own feelings about the
sacrifice are much more important than the action. The Qur'an says: 'Neither
your blood nor your meat reaches Him, only your pity reaches Him.'
THE DAY OF HIJRAH
Commemorates the day of the migration of Muhammad from Makkah to
Madinah which marked the beginning of the Islamic calendar.
MAULID UL NABI
Is the celebration of Muhammad's birthday 20 th August 570 C.E is the date
marking the most important event in the history of the world to Muslims. It is a
day of great rejoicing on which the fife and teaching of the Prophet are
celebrated.
LAILTAT UL QADR
Most Muslims celebrate the Night of Power or Majesty on the 27th day of
Ramadan. It commemorates the revelation of the Qur'an to Muhammad.
LAILAT UL MIRAJ
Is when The Night Journey and the Ascension of the Prophet are celebrated.
On the night of the 27th-Rajab (the seventh month in the Muslim calendar)
Muhammad was transported by Allah to Jerusalem and saw in a vision some
of the signs of Allah. Muslims commemorate the event by reading the Qur'an
and saying additional prayers.
Mary Stone devised the following work on Hajj:
MUSLIM PILGRIMAGE
Who?
Muslims., at least once in a
lifetime. Women cannot go
without husband, brother or son.
It is physically very demanding.
Why?
It is a religious duty, to obey one
of the five pillars of Islam,
provided health and wealth
permit. Living a good life is also
acceptable. It is a profound
religious
experience
which
strengthens faith, develops unity
and is a sacrificial service to
Allah. 'Pilgrimage there to is a
duty Men awe to God, -Those who can afford The journey.'
Surah 3:97
How?
In groups-each year more than 1
million pilgrims. Travel by any
means possible. The pilgrim
dress, 2 pieces of white cloth,
denotes equality and is put on
before arriving at Makkah.
"Here am I,
O God,
at Thy
Command,
Here am I."
What?
Pilgrims circle the Ka’ba seven
times, kissing, touching; or raising
then: arms towards the Black
Stone as they pray.
Later they run 7 times between the
two hills, Safe and al-Marwa, which
are associated with Abraham, and
drink from the spring unseated by
Hagar's son-the Zam-Zarm well.
Hajj
(pilgrimage)
The Fifth Pillar
of Islam
After sunrise on the 9th day - they
walk/ride to Mt. Arafat, pray and
confess their sins, then continue
their journey to Muzdalifah, to say
evening prayers before camping
for the night.
On the 10th day they go to Mina
for 3 days. Stones (gathered at
Muzdalifah) are thrown at 3 pillars
that represent the devil who
tempted Ishmael. They sacrifice a
sheep or goat as Abraham did
instead of his son and share the
meat, giving some to the poor. This
marks the festival of Eid-ul-Adha
that celebrates the end of Hajj.
What skills and attitudes are you When?
hoping to develop? What new 8-13 of the 12th monthFinally, they circle the Ka’ba again,
vocabulary?
Dhu’l-Hijja preferably.
dress in their ordinary clothes,
wash their pilgrim clothes, collect
bottles of water from the sacred
well and return home.
Teacher's preparation:
1
2.
3.
4.
Read about Hajj in several books, to get the flavour of this very special event.
Decide how much content to include and how you might do this in an interesting way.
What are the aspects that you want children to reflect on?
What activities will you provide? Do these help children to reflect on the meaning?
There are 7 rites to be done in 5 days but these 4 rites are obligatory for
all pilgrims:
1.
Pilgrims must be in a state of ritual purity called Hi ram so they put on
ihram-two unsown pieces of white cloth for men, to cover the lower and
upper part of the body. They also shave their heads.
2.
To go 7 times round the Ka'ba-the House of God and central feature of
the mosque at Makkah (believed to have been built by Adam, rebuilt by
Abraham (Ibrahim) and his son Ishmael after the flood), in an anticlockwise direction, (tawaf alqudum).
3.
To be at Arafat, where Muhammad (pbuh) received his first revelation
of the Qur'an, from midnight to sunset on the ninth day of Dhul Hijjah.
4.
To go 7 times round the Ka'ba after visiting Arafat, (tawaf alqudum)
Pilgrimage is:
An exterior
journey with 2
million others,
very hot, many
sights
and
sounds
An interior
Journey
on one's
own
A geographical journey;
feeling part of the Islamic
world; recognising that
all Muslims are equal
before God.
A spiritual journey willing to
sacrifice everything in order
to obey God feeling sorry
for their failures (prayers at
Arafet).
Preparation necessary for a Muslim before Hajj:
should be free from able to support the have good health;
debt;
family whilst away;
Take
leave,
with prayers at
the mosque.
Pilgrimage starting point for teachers:
Discuss journeys the children have made-to town and to go on holiday.
Discuss the feelings before setting out, during journeys and on arrivalexcitement, anticipation, tiredness, and surprise. What preparations had to be
made? Why take certain things?




Discuss secular journeys to a pop concert or football cup final that may
reflect commitment, fervour and group spirit. Discuss the feelings evoked
by a large crowd gathered for the same purpose.
Discuss the actions and special clothes worn. What messages do they
convey? Do they travel atone to the event? When they return home who do
they tell? Why do they want to share it?
Introduce and brainstorm the word 'pilgrimage', 'pilgrim', "Muslim' and
'Allah'.
To develop awareness that Muslims live in many places and make
journeys from many places children could make a collage from pictures cut
from travel brochures showing people from many countries, different
colours, doing different jobs, some of whom could be Muslim.
2. Questions worth considering:






Why do Muslims hope to go to Makkah on pilgrimage?
What needs to done before they go?
How long might it take to save up to go?
When a Muslim meets millions of other Muslims in Makkah, how might she
feel? Why does each pilgrim wear two unsown pieces of cloth?
What might prevent a would-be pilgrim going to Makkah?
Do you think going to Makkah will make a difference to a Muslim's life
when they return?
3. Give each table group a picture, poster or book containing clear
pictures of Hajj:





What do the children notice? (dress; shared movement; shape of building.)
How do they know it's important?
What in particular interests them in the picture?
What questions do they want to ask?
Each group shares its findings and the rest of the class tries to answer their
questions.
4. Children should become familiar with the following vocabulary:
Muslim
Allah
Mosque
Hajj
pilgrim
rites
ihram
pilgrimage
Islam
Ka'ba/Ka'aba
Mecca/Makkah
Muhammad
5. Refer again to the possible feelings evoked by such a visit. List the words
children offer on the blackboard Suggest that they write simple poems with 1
word in the first line, 2 words in the second etc. ending with 1 word for the last
line.
6. Recap some of the main aspects of Hajj (saving money; paying debts;
providing for the family, travelling to Makkah with other Muslims; dressing in
white cloth; walking around the Ka'ba etc.) Then each group of children could
be responsible for creating one panel in a frieze.
7. Children could pack an imaginary suitcase with all that a Muslim would
need for Hajj and say why they’ve included the items.
8. Children could write and perform a documentary for radio about going on
Hajj and add their, own sound effects and music.
9. Children could write a letter to a Muslim Mend about a pilgrimage to
Makkah.
10. Concluding discussion and assessment possibility:
What makes a pilgrimage different from other journeys? Why do you think
many religious people go on pilgrimage?
11. Use the following stories to reflection the meaning of Hajj:
HAJJ - RELEVANT STORIES
1. In a village in Pakistan the Muslims all very much wanted to go on Hajj, but
they were poor people, and no one could afford ft, however long they worked
or saved up. Then someone had a bright idea. Everybody in the village should
save up as much as they possibly could - all through the year. By the end of
the year there would be sufficient money for one person to go on Hajj with
enough left to look after his family while he was away. So by continually
saving, each year one pilgrim went on Hajj.
Key questions: In what way were the villages 'pilgrims'? (They all made the
sacrifice.) Haw do you think the ones left behind felt?
2. A Muslim family saved and saved until one year they had enough money to
send their father on Hajj. You can imagine how he felt. At long last he was
going on Hajj. Wonderful Before leaving the father visited his neighbours to
say 'goodbye'. They were so poor they were nearly starving. What was the
father to do? (Pause for discussion.) If he gave them money-he wouldn't be
able to go on Hajj. In the end he gave them all the money his family had
saved. When his friends who were pilgrims returned from Hajj, he asked them
what it was like being in Makkah. They laughed at him as if he was joking. 'But
you were there. We saw you there!
Key Question: What is this story telling us?
3. Once there was a Muslim who very much wanted to go on Hajj. He saved
up till the time came that he could travel to Makkah. He dressed in the 2 white
pieces of cloth, walked 7 times round the Ka’ba and kept thinking what he
would tell his friends when he got home He was so excited, so pleased with
himself when be returned home and told his teacher all about it His teacher
said,' You haven't made the pilgrimage'.
Key Question: What did the teacher mean?
PILGRIMAGE TO MAKKAH
Hajj shows the physical and spiritual unity of Islam. The millionaire or the
pauper look alike as all dress simply and concentrate on their worship.
Muhammad (pbuh) said 'All of you are from Adam? There is unity of action
and purpose.
People can cheat in the performance of the other pillars of Islam. They can go
to .the mosque and pray in order to show off as a 'good' Muslim. They can say
they have fasted or make a show of giving to charity. But they can't cheat on
Hajj because it is not worth making so many sacrifices just to be called Hajji
God only asks the Hajj to be done once because it is so difficult. The pilgrim
must be able to afford the journey physically and financially. It must be done at
the pilgrim's own expense so many Muslims save for years. Those who can't
afford it are excused. If in debt they can't go on Hajj. They must leave enough
money for their family to follow their normal life without borrowing or stealing
and leave provision incase they don't return.
If they can't physically do Hajj, they can pay the expenses of someone to go
on their behalf, but they must feel it. The Qur'an says in Surah 2:196: 'Perform
the pilgrimage and the visit (to Makkah) for Allah'. Women can't go alone but
must be accompanied by husband, brother, son or another woman because
the ritual is very hard.
Hajj takes place at a particular time of year and lasts eleven days. Makkah is
normally a small place of 10,000 inhabitants, mainly merchants. For a specific
few days, over 2 million people descend on it at the same time. Every house is
full and marquees cover the surrounding desert. Any Muslim can go to
Makkah at any time of the year and make a private pilgrimage, called an
UMRAH, but this is not the necessary Hajj.
Non-Muslims can't go to Makkah which prevents it becoming a tourist
destination rather than a religious experience. In the past, some adventurers
went by disguising themselves as veiled women so now women are not
allowed to veil their faces when they are on pilgrimage. Bedouin guards keep
constant watch.
Firstly, pilgrims must put on their special clothing (ihram - two large white
pieces of unsewn cloth and sandals) at one of the appointed places, some
distance from Makkah. From Europe travellers by air usually do so at Beirut or
on the plane when flying over the appointed place. After doing so, they cannot
kill, fight, become angry, or cut any green plant, leaf, etc. until the pilgrimage
has been completed.
Few pilgrims know what to do so guides take them round in parties and
explain everything in their national languages. The first visit is to the Black
Stone which they fry to kiss. They go round the Ka’ba 7 times anti-clockwise
reciting prayers. Some pilgrims don't know Arabic so their guide says the
prayer line by line and they repeat it. The first three circuits are taken at a run,
to show devotion and determination. The last four are walked. Each time they
pass the Black Stone they should kiss it but there is such a crush that ft isn't
usually possible. Some pilgrims raise their arms, palms towards the stone and
say they feel a tingling in their hands.
Then they move to the 'praying place of Abraham' where ft is believed
Abraham stood when he rebuilt the Ka'ba. Here, pilgrims say a prayer of
thanksgiving and pray for what is nearest to their hearts. Boys bring them
water to drink from the sacred well 'Zam-zar' where Hagar and her baby
Ishmael, the founder of the Arab people, found water after they bad been left
in the desert by Abraham and were dying of thirst, '(This is like the story of
Hagar and Ishmael in Genesis 1.6.)
The pilgrims remember this by running 7 times along a special course
between the tombs of Hagar and Ishmael as a reminder of how Hagar ran
back and forth looking for water until an angel showed her the Zam-zam well.
These ceremonies are strenuous because of the crowds and heat.
They then travel 13 miles, usually by bus, outside Makkah to Mina, a small
village, empty the rest of the year. When they stop for the night at the
appointed place they must collect 21 small stones. As people have been
doing this for centuries, the stones have gone, so lorries collect the stones
from the stoning places at the end of the day and bring them back to the
desert!
At Mina there are three stone pillars which represent devils who tried to tempt
Abraham. Pilgrims throw their stones at these pillars as a sign that they too
will resist temptation. Each pillar has a high wall behind it and a low wall in
front to prevent pilgrims getting so carried away by their zeal to stone the devil
that they miss the pillar and injure someone on the other side. The same night
the pilgrims camp at Mina and it is very cold. They sit up all night reading the
Qur’an or praying.
Then they go back to Mina for the day of sacrifice and offer an animal - a lamb
or a calf, in memory of Abraham who offered his son to God and was allowed
to ransom him with an animal The animal must be two years old and healthy. If
someone can't afford a sacrifice, he may share with others, or when he returns
home, he must fast in place of the sacrifice.
This day - Eid-ul-Adha, is celebrated at the same time by Muslims throughout
the world who also offer a sacrifice and give the meat to the poor – another
expression of unity. One's own feelings about the sacrifice are much more
important than the action. The Qur'an says: 'Neither your blood nor your meat
reaches Him, only your pity reaches Him’.
Back in Makkah, pilgrims have their heads shaved as a reminder that they
have resolved to live pure lives. Finally, they make farewell circuits of the
Ka'ba and kiss the Black Stone. They get a great sense of the nearness of
God and the community of lslam and return home resolved to be better
Muslims than they were before.
Many pilgrims do not go straight home, but go on to Medina where
Muhammad is buried. They visit his tomb and pray at the famous mosque
with its green copper dome.
Pilgrims are sorry to go home, yet glad they have fulfilled the lifetime ambition.
On arrival home, people call them 'Hajji' (one who has made the Hajj) and
treat them with respect. In some countries they may wear a special green
turban.
Pilgrims bring home many mementoes - shrouds from Makkah for their
funerals; water from the Zam-zam well, which may be used to sprinkle on their
grave; black and white prayer beads from Makkah; prayer caps and rugs, and
pictures of the Pilgrimage. These things are treasures because they are
reminders of the greatest experience in the life of a Muslim - the Hajj.
As one Hajji said: 'The crowds are always very great, but you can't be angry if
someone treads on your foot, you can only say 'God bless you.' Everyone is
relaxed You feel completely at ease. You forget and are unaware of what is
happening around you. You don't bother about it. You cannot really describe
what is happening to you.’
SPECIAL PLACES - THE KA'BA IN MAKKAH
The Ka'ba is the holiest building in the world for Muslims. Situated in the
middle of a huge mosque with many entrances, the Ka'ba is a plain, dark grey
stone cube shape, with no windows and one door, seven feet above ground
level When pilgrims go for Hajj they can't see much of the actual building
because ft is covered with an enormous black cloth. On a wide band around
the cloth are sentences from the Qu'ran, woven-in gold thread.
Pilgrims don't go inside the Ka'ba; they go round the outside 7 times. At one
corner they try to kiss the Black Stone which is about seven inches across,
framed in an arch of silver-gilt. Pilgrims pray and feel very close to God and to
all Muslims while they are doing these things.
The Ka'ba is opened once every year and usually the King of Saudi Arabia
goes inside; washes the floors and dusts the walls.
The Ka'ba is very old. There is a story that Adam built it on the model of the
Ka'ba in Paradise, and that Abraham had it rebuilt. There are different
opinions as to the Black Stone in the wall - some say it comes from heaven.
Others say it is one of the stones left from the house of God built by Abraham.
It seems certain that Arab pilgrims were walking round the Ka'ba and kissing
the Black Stone for 1500 years before the time of Muhammad (pbuh).
During Muhammad's (pbuh) childhood, when his grandfather was in charge of
it, the Ka'ba was a mound of loose stones, not very high, with a dry well in the
middle where pilgrims threw offerings for the pagan idols they worshipped. It
was hard to keep the offerings safe as the building was felling down because
of its age. The best security guard was the poisonous snake that lived down
the well. One day, a thief did steal some of the treasure.
After that, Muhammad's (pbuh) cousin, who was by then in charge of the
Ka'ba, decided to pull down the old building and rebuild it using the same
stones. At first, no one would work there because they were afraid of the
snake which came out of the well to sun itself on top of the wall. Suddenly a
big bird flew down, seized the snake in its talons, took it away and ate it.
There was now no excuse for not getting on with the work but the men said
they were afraid the old building didn't want to be pulled down. Finally, a man
braver than the rest, took a pickaxe and went to the Ka'ba, saying 'O God, we
intend only what is best.' And he hacked away two of the corner stones. That
night the people watched, saying 'We will look out. If he is smitten, we won't
destroy more of it but if nothing happens to him, then God is pleased with what
we are doing and we will demolish it.’ In the morning the man went back to
work. The others saw he was not harmed so believed that God wasn't angry
and from then on worked with him on the demolition and rebuilding.
When they wanted to replace the Black Stone the different clans of workers
quarreled as to who should have the honour of setting it in the wail. This went
on for a week and they could not agree. At last, they agreed that the first man
to come in at the temple gate in the morning should be made to act as umpire
and choose a clan for the honour.
The first man to enter was Muhammad (pbuh). The watchers all knew him and
said: 'We trust him. He shall decide.’ Muhammad (pbuh) thought about the
situation then said: 'Give me a cloak’. He took the Black stone and lifted it
onto the cloak saying: 'One member of each clan should take hold of an edge
of the cloak and lift it together.’ They did this and when they got it into position
he placed the stone and building carried on above it.
After Muhammad (pbuh) had been recognised by his tribe as the Prophet and
had returned to Makkah, he had the idols smashed and allowed people to
worship the one God before the Ka'ba.
EXPLORING HAJJ WITH KS1
1.
Discuss journeys -going to a city centre, visiting Grandma, holidays
abroad etc. Refer to stories and TV leading to an awareness of
countries, far away, which might be visited.
2.
Discuss feelings before setting out on journeys, during journeys, and
what you feel when you arrive at your destination - excitement,
anticipation, tiredness; surprise. What preparations were made? Who
carried the cases? What was in them? Why do we take certain things?
Who made the sandwiches?
3.
Introduce the word “pilgrimage”. Spend time repeating the word, letting
it "roll round your tongues”, thus giving it a 'feel' of importance.
4.
Introduce the idea of people who worship God, people called Muslims.
Introduce the name Allah. Write the 3 new words on three A6 posters,
prepared with decorated borders which can became part of a collage
made from pictures cut from travel brochures showing people from
many countries some will be Muslim, people of different colours, doing
different jobs etc. The children may not grasp the idea of time and
distance, but could develop awareness that Muslims live in many
places and make journeys from many places.
5.
Just as some people visit the Pope in Rome, so Muslims like to go to
Makkah.- another new word. Show pictures, video or slides of a pilgrim
on his journey. Imagine a Muslim family hewing Dad prepare for his
journey. Call your pilgrim Mr Khan.
6.
Imagine you are helping him. He will travel by car, aeroplane and
coach - years ago, many people walked all the way. Imagine buying
tickets, finding out the time of the flight etc.
7.
Pack a travel bag -ordinary things like soap, towel, clothes etc. But also
special things to pack - the two pieces of white material to be worn in
Makkah; prayer beads (team two of the names of God which they
represent); a Qur'an wrapped in a cloth. It will be hot in Makkah and Mr
Khan won't be able to wear a hat - so add a telescopic umbrella.
.Finally count out money for fares, food and presents. Emphasis the
feelings of importance, excitement, anticipation and happiness.
8.
What will Makkah be like? Ask children to watch a blank screen in their
minds. Memorise the pilgrim's cry as he catches his first glimpse of
Makkah - "We are here lord.'
9.
Children enjoy pattern so may remember that Mr Khan walking seven
times round the central building which they can see in the pictures.
Prayer was another focal point Mr Khan saying thank you for his safe
arrival and the communal meal on the last day shared act only by Mr
Khan, but also by his family back home.
The following ideas are from Mary Stone:
INTRODUCTION TO ISLAM USING THE QUR'AN (KS 1 OR 2)
Start by discussing books which are special:
Does anyone have a special book?
What makes the book special?
Where do you keep your special book? Why?
Would you lend your special book to anyone?
How should you care for someone else's book?
Ask if anyone has noticed something new in the room, quite high up. Ask them
to watch what you do. (Take your shoes of£ cover your head with a scarf,
wash your hands then reach for the object wrapped in a silk scarf). Ask - What
do you think is inside? Why is h wrapped? Walk round showing the children
the inside of the book, looking, not touching. Allow children to comment and
ask questions - show you are interested but don’t answer.
Explain that it is written in a language called Arabic; ask them to say that word.
Arabic is written from right to left so the Qur'an opens the opposite way to an
English book. Ask why didn’t I allow any of you to touch the book? It is the
special, precious book of people called Muslims. It is their holy book called the
Qur'an. Ask them to say the name. I tis the holy book of Muslims so they wash
their hands before reading ft. Was any other book in the room as high as this
one? Why do you think ft was the highest? What does this treatment of the
Qur'an tell us about the Muslim attitude to their special book?
Now I want you to be detectives who look for clues. That means you have to
look carefully and ask questions. Each table group win be given a picture. I
want you to be able to tell the whole class about your picture, and you might
want to ask each other some questions about it.
The pictures could be from the Westhill Project Muslim Photo pack. Number 1
has three copies of the Qur'an and carved wooden stands; 2 shows learning to
memorise the Qur'an; 3 shows wall plaques of Arabic calligraphy; 4 is of a
mother reading the Qur'an to her children at home; 16 is 2 men reading the
Qur'an in a mosque. There is also a photo of the Qur'an in Holy Books from
Pictorial Charts Educational Trust, re£ E727 and a poster of men reading the
Qu'ran in the Nelson Photopack.
Conclude the session with each group reporting back, sharing what they had
discovered about their picture and the rest of the class making comments and
asking questions.
USING PRAYER MATS (KS 1 OR 2)
Muslims use mats at home, work or in the mosque so they have a clean place
to perform their 5 dairy prayers (Salah), which involve kneeling with the
forehead touching the ground.
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Most mats are a about 0.5m x 1m because that is the approximate space
needed to pray;
The arch design shows that it should be laid down in the correct direction
for prayer, feeing towards the Ka’ba in Makkah;
Many mats have 2 buildings on them - the Ka’ba and Muhammad's
mosque in Madinah.
The pillars represent the 5 Pillars of Islam which are the duties all Muslims
should follow.
The fringes have no special significance.

Green, blue and yellow are traditional Muslim colours.
1. Show children 2 Islamic prayer mats. Ask them to describe them one at
a time.
2. Challenge them to find as many similarities as they can e.g. both are
like carpets, both have pictures of buildings on them, both show a building
with a dome and a tower, both show what looks like a big box, both have a
fringe at either end, both have pictures of pillars on them.
3. Ask them to describe the differences-one is velvety, the other is plain
cotton; one is mainly green, the other is mainly blue etc.
4. Challenge them - how many questions can you ask about these rugs?
This can be used for assessment purposes - the questions asked help to
indicate the extent of their understanding.
5. One group of children could then be responsible for finding out the
answers using reference books, interviews etc. and report back to the
class. Conclude with 'Aren't Muslim boys and girls lucky to have so many
things to remind them and help them live happy lives?’
USING WUDU - WASHING BEFORE PRAYERS (KS 2)
If possible Muslims always wash before prayer, emphasising physical
cleanliness as well as the cleansing of the heart Washing in Islam is not a
symbolic act, an “outward sign” of an inward experience. Washing is part of
the process, which prepares the Muslim for prayer: body, mind and spirit are
one, not viewed as separate entities.
The stages of wudu are:
1)
2)
3)
4)
5)
6)
7)
8)
9)
First recite “Bismillah rahmanir rahim” (In the name of Allah the most
Merciful, the most Kind) and wash both hands up to the wrists three
times making sure the water reaches up between the fingers.
A handful of water is put to the mouth and it is rinsed three times.
Water is sniffed into the nostrils three times to clean them and the tip of
the nose is washed.
The face is washed three times from right ear to left ear and from
forehead to throat.
The right then the left arm are washed thoroughly from wrist to elbow
three times.
The wet pain is moved over the head from the top of the forehead to
the back of the head.
The ears are cleansed by passing the wet tips of the index fingers into
the grooves and holes of both ears and passing the wet thumbs behind
the ears.
The wet back of the hands are passed over the nape of the neck.
Starting with the right foot both, feet are washed to the ankle making
sure the water has covered all the foot including between the toes.
Learning Outcomes:
• Children will reflect on how physical actions affect how they feel
• Children will understand how ritual can fink the physical and the spiritual.
• Children will increase their understanding of Islam.
Activities:
1)
2)
3)
Ask the children to prepare short dramas or illustrate cartoon strips on
the following sequences: getting ready for supper after playing outside;
getting up and ready for school; getting ready for bed; getting ready to
go and visit Grandma; getting ready to go out to a party. They will
probably include washing in many if not all of the sequences.
Discuss why washing is so often a part of getting ready. Cleansing is an
important part of this but encourage the children to go beyond this. How
does it feel to be clean? Does washing in the morning help you wake
up? Does washing for dinner help you calm down after the excitement
of games? Does a bath before bed help you relax? Does having a
graze washed after a fall help you to feel safer?
Consider the practice of being required to wash their hands before
touching precious objects at home; of washing hands before handling
4)
5)
sacred texts, such as the Qur’an and before touching the images or the
gods in Hinduism.
Tell children about Muslims preparing themselves for prayer by
washing. You could take them through the wudu ceremony in mime or
ask a Muslim to demonstrate, Conclude with “Aren’t Muslim boys and
girls lucky to have this to remind them and help them Eve happy lives?
Brainstorm with the children lots of different things people might be
thinking of before prayer time - e.g. a woman with a baby, a man in a
shop, teenagers at school. Then ask what would these people want to
think about when they are praying?
99 NAMES OF GOD (KS 2)
Learning Outcomes:
•
•
Children will reflect on some of the titles given to God.
Children will understand that these are influenced by what people
believe about God.
Activities:
1.
2.
3.
4.
5.
Explore nicknames children may have and the various names/titles you
are called (Miss, Head etc). Discuss nicknames and stage names for
individuals or groups. What are these people trying to say about
themselves or their stage personae?
Show the children some Muslim, prayer beads and that each bead
represents a name for God. Explain that Muslim, prayer beads are used
to help concentration when praising God. They take each bead
between their fingers and say “God is Good. God is Great. God is one”.
Muslims often carry prayer beads in their pockets or hang them in the
car to use when they have time to spare. Islam traditionally has 99 Most
Excellent Names of God e.g. the Enduring, the Creator, the Recorder,
the Guide, the Destroyer, the Watcher, the Withholder, and the Loving.
In the Qur'an Muslims are advised: “Allah has the most Excellent
Names. Call on Him by his names and keep away from those that
pervert them”.
Use this to introduce some of the attributes given to God. Include the
feet that Muslims use the Arabic word Allah for God. Ask if they know
other titles given to God (e.g. Father, Lord, King, Creator, Lord of Hosts,
Shepherd) and what these mean.
Ask how can God be called both a shepherd and a king. This
introduces the concept of metaphor and figurative language, and the
idea that God can't be fully described in human language, so that many
names are used to express different aspects of God's nature.
Ask them to design symbols associated with these titles e.g. a crook to
symbolise a shepherd, a crown to symbolise king, or food to symbolise
the provider. Avoid drawing human figures as this may cause offence.
MESSENGER OF GOD (KS 2)
Learning Outcomes:
•
•
Children will understand that some people are honoured by titles in
religious traditions.
Children will reflect on the respect given to some people's names.
Activities:
1.
2.
3.
4.
Discuss the use of the words Saint and Holy. Discuss any Saints they
know from church names and the stories of any local saints and people
given titles e.g. 'Solomon the Wise'.
Discuss why Christians call Jesus 'Christ' (anointed or chosen one of
God), Jesus is also called “the Son” because of the relationship
Christians believe he has with God; also 'Good Shepherd', “Lord” and
“Saviour”. Some Christians bow their heads at the mention of his
name.
Discuss with the children that Muhammad (pbuh) is called the “Holy
Prophet” and also the "Messenger of God', Muslims always say “Peace
Be Upon Him” when they say his name, What message did he bring?
What message would children like to receive?
Children could think of affectionate or praising titles in a light hearted
fashion for friends and teachers e.g. James the Reader, Mary the
Footballer, Mrs Smith the Wise One.
EIGHT STORIES ABOUT NASRUDIN
These stories are told mostly for fun. Some Muslim teachers use them to show
bow the mind works. His stories have been translated into many languages.
Turkey has an annual festival at the place where they claim Nasruddin was
born where they act out stories.
It is believed that when Nasruddin was a boy in Isfahan, his school friends
preferred to listen to him rather than to their teacher. The teacher couldn't stop
him, so cast the following spell: “From now on, however, wise you become,
people will always laugh at you. From now whenever one Nasruddin tale is
told, people will feel compelled to tell them until at least seven have been
recited”.
FORGOTTEN HIMSELF
Nasruddin called at a castle to collect-far charily.
“Tell your master,” he said to the doorkeeper, “that Nasruddin is here and asks
for money.”
The man went into the building and then came out again.
“I’m afraid that my master is out”, he said.
“Let me give you a message for him then,” said Nasruddin. “Even though he
has not contributed, he can have this advice, free. Next time he goes out, he
should not leave his face at the window. Someone might steal it.”
EVEN FIRE
Nasruddin tried to get his fire going but the embers would not produce a.
flame, no matter how he puffed on them. Losing his temper, he shouted, “I’ll
bring my wife if you don’t light!” He puffed harder. The charcoal glowed more
strongly, so he snatched up his wife's hat and put it on, to increase the effect.
Suddenly, there was a flame. Nasruddin smiled and said “Even fire is afraid of
my wife.”
HIS NEED IS GREATER THAN MINE
One day Nasruddin brought home a cake of soap. His wife decided to wash
his shirt. No sooner had she started to soap the shirt than a huge crow
swooped down, snatched the soap and flew to perch on a branch nearby.
She gave a furious cry. Nasruddin came running out of the house. “What's
happened, my dear?”
“I was just going to wash your shirt when a huge crow came down and
snatched the soap!”
Nasruddin was unruffled. “Look at the colour of my shirt and look at the
garment of that crow. It is just as well he was able to get some soap, even at
my expense.”
CREEPING UP ON HIMSELF
The night watchman saw Nasruddin prising open his bedroom window from
the outside.
“What are you doing, Nasruddin, locked out?”
“Hush. They say I walk in my sleep. I am trying to surprise myself and find
out.”
SOMETHING FELL
Nasruddin's wife heard a tremendous thump and ran to his room.
“Nothing to worry about,” said Nasruddin, “it was only my cloak which fell to
the ground.”
''What, and made a noise like that?”
“Yes, I was inside it at the time.”
THE FOOL
A philosopher, having made an appointment to see Nasruddin, called at his
house and found him away from home. Angrily, he picked up a piece of chalk
and wrote “Stupid Oaf” on Nasmddin's gate. As soon as he got home and saw
this, Nasruddin rushed round to his friend's house. “I had forgotten,” he said,
“that you were to come to my house. And I apologise for not being at home. Of
course, I remembered the appointment as I saw that you had left-your name
on " my gate.”
WHO AM I?
After a long journey, Nasruddin came, to Baghdad. This was the biggest place
he had ever seen, and the crowds pouring through the streets confused him.
“I wonder how people manage to remember who they are in a place like this,”
he thought. “I must remember myself well, otherwise I might lose myself.”
He hurried to an inn. A man was sitting oil his bed next to the one Nasruddin
was allotted. Nasruddin thought he would have a nap, but thought he would
have a problem of how to remember who he was when he woke up. He told
the problem to his neighbour. “That's easy,” said the man, who was a bit of a
joker. “Here is a balloon. Tie it around your leg and go to sleep. When you
wake up, look for the man with the balloon and that will be you.”
“Excellent idea,” said Nasruddin, and went to sleep. He awoke later and
looked for the balloon. It was tied to the leg of the joker.
“Yes, that must be me,” he thought. Then, in a panic, he started pummelling
the other man. “Wake up! Something has gone wrong. Your idea was no
good!” The man woke up. “What's the trouble?” Nasruddin pointed to the
balloon. “I con tell by the balloon that you are me. But then - Who am I?”
TOO HEAVY
Nasruddin rode his little donkey to the vegetable bazaar. The market was
bright with piles of purple egg-plants, green cabbages, and yellow melons. He
enjoyed bargaining with farmers who were his good friends.
Before he knew it Nasruddin had bought more than his wife had ordered. The
vegetables stretched the shopping bag. He put the heavy beets and melons in
the bottom, the medium weight egg-plant and cabbage in the middle, and the
tender herbs on top. He stooped under the weight of his bag as he staggered
with it towards his donkey.
For a minute he stood beside her, thinking. The donkey braced her small feet,
expecting him to load the saddlebags as usual. Instead, he whispered into her
long, twitching ears, “How tiny you are!”
Then he climbed on to the donkey's back, holding the bag of vegetables out at
arm's length.
He sat, as he often did, feeing backwards, to be polite to the friends he was
leaving in the bazaar. He clucked to the donkey and started jogging through
the village towards home.
He held the vegetables out stiffly at arm's length first with one hand, then with
the other, and then with both. He rode so awkwardly that women peered at
him from behind their veils and boys laughed heartily.
“Why are you carrying your bag like that? Why don’t you put it in the
saddlebag?” asked a boy.
“Oh no” said Nasruddin. “These vegetables are heavy and my donkey is
small. It would be too much of a had for her to carry the bag and me, too. So I
carry the bag and she carries me”. The boy started scratching his head and
trying to understand, while Nasruddin rode on home, holding his heavy bag of
vegetables out at arm's length, feeling tired but happy that he was saving his
little donkey the extra burden.
ISLAMIC DRESS
Dress styles vary across the Islamic world according to climate and custom,
but there are guidelines in the Qur’an - Muslims should cover their bodies
decently. A man should cover at least from navel to knees, and a woman
should be covered from head to feet, leaving hands and face and clothing
should not reveal her figure. Although in Britain she is less likely to cover her
face when outside, in Pakistan the custom of hiding her face from non-family is
a must.
The Burqu
This garment covers the whole of the woman's body, and is common in
Pakistan. It consists of a full robe often attached to a head-piece with two
holes for eyes or a lattice to look through.
The Shalwar and Kameez
The Kameez is a tunic worn over shalwar, which are loose trousers. They are
commonly worn by both sexes in Pakistan, the men wearing plain cotton
garments for everyday use, but sometimes embroidered kameez on special
occasions. Women wear brightly coloured suits which are often ornately
embroidered with sequins and shisha work (embroidery incorporating small
pieces of mirror or other reflective material). A matching dupatta would also be
worn.
Dupatta or Chuni
This is a commonly seen head covering worn by Muslim women in England, It
is a long, delicate scarf, often embroidered and fringed. Although many
Muslim women no longer cover their faces, it would be automatic for a lady to
slip the dupatta over her head before going out.
Garara
These are trousers, worn with a kameez which flare from the knee. These
garments are often worn at weddings and are beautifully decorated and
embroidered.
Vasket
This is a child's garment made of richly coloured velvet or felt with embroidery
and shisha work. Children are often given a new vasket for Eid.
Djibba
This is the traditional cotton dress of Arab men, worn in the hot summer. The
djibba, made of thicker fabric (such as goat hair), is worn during the winter.
Chuppals
Men and women both wear this type of open footwear. They are beautifully
made from leather and are decorated with embroidery.
Topi
This is a small skull cap worn in the mosque as a mark of respect to Allah
during prayer.
Chadhar
This is a special chuni worn by Muslim women when in prayer. It is larger than
a churn, covering the head, arms and hips.
Baranda or Paranda
This is a decorative hair braid used to add length to a woman's plait.
Sari
The sari is worn by Muslim women in Bangladesh and by some in Pakistan.
The cloth is wrapped around and pleated into the waist, and the remainder
arranged over the shoulder.
ISLAMIC ART
Islamic works of art and design are all made to the glory of Allah, whether for
use in the home or mosque. Islamic decoration has 3 main elements which
are often combined in the decoration of one object:
Calligraphy in Arabic script (being it is the language of the Qur’an it has
special significance);
Arabesques, scrollwork and other floral or plant-like designs;
Geometrical designs using a regular division of the circle in many different
ways.
The geometry of Islamic patterns represent universal, harmonious laws that
express the unity within diversity of the world and symbolise the Islamic
principles of Tawhid (the unity of all things) and Mizan (order and balance)
which are the laws of creation in Islam.
Depiction of living things (especially people) is blasphemous because it rivals
the creativity of Allah though in some non-religious settings it may be used.
Repetition and variation are important aspects of Islamic design. A series of
tiles may consist of 1 or 2 shapes but the patterns may all be different.
Symmetry is very important.
The patterns are symbolic. They all develop within the circle which is a symbol
of unity. The circle is also a symbol of heaven, representing the arch of the
sky.
The compass is regarded as a sacred tool because it is used to draw circles
and is symbolic of the rotations of the planets in the heavens.
SUGGESTIONS FOR A UNIT OF WORK FOR ISLAM AT KS 2
When selecting content for this unh of work both AT 1 - Learning about
Religions and AT 2 - Learning from Religion should be covered equally.
Task/Activity
Learning Outcomes
Week 1: Introduction to Islam:
 Show a board game, don't explain
the rules and ask for volunteers to
play ft. When they can't - discuss
the need for rules-in school, on
the road, etc. Explain. that many
people try to follow guidance on
how to make the most of life.
Recap on the rules Christians try
to follow. Today we are going to
learn what guides a Muslim in
their life.
Children will:
 Learn a basic Muslim vocabulary
and become familiar with the five
pillars of Islam.
 Reflect on the things on which
they depend.
 Begin to think about the
community aspects of Islam and
how Islam affects Muslim's lives.

Show a pictorial representation of
the five pillars of Islam. Explain
that each pillar represents an
aspect of Muslim worship and
each supports the 'temple of faith'.
The pillars suggest a way of living
that is effected both dairy and in a
person's lifetime. Emphasis the
sense of community created by
large numbers of people sharing
beliefs and ideals.

Each child could create, in the
style of the pillars of Islam, their
own picture containing 5 things
that are important or 'support' their
lives or 5 things they would like to
achieve in their lifetime. On each
pillar they write a few words about
the 5 pillars or 5 ambitions of their
life - putting their name on the
supported plinth. The activity
should illustrate the importance of
the 5 pillars to Muslims.
Task/Activity
Learning Outcomes
Week 2: Shahadah - faith:
 In groups children to discuss and
decide on a definition of 'faith' e.g.
trust;
total
confidence
in
something.
 Discuss some of these as a whole
class then return to groups to
discuss things they have faith in.
Personal and shared faiths should
surface e.g. that all the children
will be allowed home at the end of
school!
 Remind the class that in Islam
“Shahadah” means faith and it is a
declaration that there is no God
but Allah. Explain that Muslims
have faith in Allah as God and
Muhammad as his final prophet.
Remind the class of the life story
of Muhammad if covered at KS1
or tell it if not previously covered.
 In groups discuss the role played
by Muhammad in Islamic faith.
Whole class discussion of the
qualities that might inspire faith
 Decide which qualities they would
choose for a person they wanted
to follow.
 Each child to draw a picture, or
write a description of this
imaginary person, listing their
good qualities as a border.
Children will:
 Gain
an
understanding
of
Shahadah.
 Reflect on their own faith or lack of
faith, and the importance of faith
both in religion and in everyday
life.
 Rave
basic
knowledge
of
Muhammad's life.
 Understand what is meant by the
word “prophet”
 Be encouraged to think about
qualities which inspire faith.
Task/Activity
Learning Outcomes
Week 3: Salah - prayer:

Children will:
 Have understanding of Salah and
Remind the class that Salah
of why people pray.
means prayer and explain that




Muslims try to pray 5x each day,
at set times and in a set way. Ask
why they think Muslims pray at a
set time and why 5 times Prayer is
a way to remember the presence
of God by praying at set times
Muslims can never forget the
importance of God. “Prayer is a
refreshing stream into which we
dip 5 times a day”.
Ask the children to imagine a dairy
duty like this and the effect it
would have on their lives. In pairs
discuss how many advantages
and disadvantages of praying they
can think of then discuss as whole
class. Remind them that many
people pray.
Listen to the Muslim, call to prayer
and ask what the words might
mean, bearing in mind what has
already been learned.
As a class look at a translation
and discuss the content. Compare
it to Christian prayers.
In groups create their “call to
assembly”. Test the calls in the
playground and see which are the
most effective.




Know details and times of Muslim
prayers.
Consider
advantages
and
disadvantages of daily prayer.
Have heard a Muslim call to
prayer and read a translation.
Have experimented to see how
different sounds carry.
Task/Activity
Learning Outcomes
Week 4: Zakah - charity:
Children will:





Remind the class that Zakah
means charity and explain that
Muslims give Zakah of 2.5% of
any
money
received.
(Not
including money needed for
essentials like food and clothes.)
The money collected goes to help
other
Muslims;
repairs
for
hospitals etc. Zakah is an offering
to Allah and a duty willingly
undertaken. They give gifts to
others as Allah has given gifts to
them. In some places, Zakah is
part of the law.
Muslims should practice charity
every day, helping others in any



Have knowledge of Zakah.
Have thought about charity and
come to some conclusions.
Know some of the implications of
giving money to charity.
Have had a personal experience
of a process similar to Zakah.
Have been introduced to, and
recognise, a moral dilemma.



way they can - giving a smile, time
etc.
In groups discuss 'Is it a good
idea?' 'Should it be obligatory, or
voluntary?' Each group to report
back to class.
Introduce a voucher scheme
whereby each child receives a
“free 1/3 hour voucher” for the end
of the school day. Before the end
of the day offer to exchange each
voucher for a 10p donation to
charity. Each child decides
whether to cash in their voucher. If
they keep the voucher they get ½
hour free class time, if they hand it
in the charity receives 10p and
they could do a special science
lesson e.g. taste testing chocolate.
Next day whole class discussion
about the activity: what did they
feel when told about the
vouchers? Did they feel they had
a choice? Were they disappointed
that something that was theirs was
"taken away? What help did the
charity donation do? What did
they feel during the science
lesson? Relate the activity to
Muslims and Zakah.
Task/Activity
Learning Outcomes
Week 5: Sawm - fasting:
Children will:


Explain that the Muslim calendar 
is based on movements of the
moon; that the months have 
special names and that this pillar
is based around the month of
Ramadan.

Fit and healthy Muslims (aged
over 12) don't eat between sunrise
and sunset during Ramadan.
Discuss how long that is without
food. Explain that because of the
lunar calendar, Ramadan is at
different times each year. What
are the longest and shortest times
of fasting?
Know about Ramadan; when it
takes place; and for how long.
Know of some sacrifices people
are wiling to make for religion and
in life generally.
Know the reasons for Sawm.



Explain that the point of Ramadan
is: 1) to show sacrifice to Allah; 2)
to identify with the starving; 3) as
a reminder of responsibility to help
others; and 4) to learn selfdiscipline.
Discuss what people don’t choose
to go without (houses, education,
health care, playgrounds, and
clothes).
Discuss what we can choose to go
without and what we do with the
things we choose to go without,
however small.
Task/Activity
Learning Outcomes
Week 6: Hajj - pilgrimage:
Children will:








Remind the class that Hajj is 
pilgrimage to Makkah.
All the pillars require a 'breakingoff from normal life, but Hajj is a 
complete suspension of 'normal'
activities.

Divide the class into four
investigation groups.
Group 1 investigates the Hajj
journey; route/time taken/support
for
family
at
home/costs/accommodation/etc.
Group
2
investigates
what
happens in Mecca.
Group 3 investigates the rules of
Hajj: who can go/when it is/any
special
preparations
or
qualifications needed.
Group 4 investigates why Muslims
go/when did it start?
Supply the groups with resources
and ask them to devise their own
way of presenting their findings to
the whole class.
Develop an understanding of Hajj,
what it involves, and the
commitment.
Practice research and group work
skills.
Gain experience in presenting
information and in speaking and
listening skills.
Task/Activity
Learning Outcomes
Week 7: Conclusion - revision:
Children will:

Having explored the 5 pillars 
Will reflect on their understanding


revise the pillars, attempting to
pick out short 'mottoes' or 'morals'
that exemplify each pillar, e.g. 
Shahadah - (faith) - trust or
confidence; Salah -(prayer) dedication; Zakah - (charity) helping others; Ramadan (fasting) - self-control, sacrifice or
perseverance, Hajj - (pilgrimage) commitment.
Explore
examples
Islamic
art/calligraphy/design.
Bring
attention to the lack of human and
animal representation resulting
from the belief that only Allah can
create life.
Ask each child to write their
chosen motto and decorate it to
an Islamic style.
of Islam through determining
mottoes for living.
Know about Islamic design and
practice their understanding when
they decorate their mottoes
Islamic Art
There are n pictures or statues in mosques. This is to make sure that people
do not worship idols. In Islam it is blasphemous to make pictures or statues of
God or the prophets. Some symbolic shapes are used: the shell shape (of the
mihrab in a mosque) is a symbol of the “ear of the heart”. Patterns are often
symmetrical to reflect the order and beauty of nature.
Calligraphy
The art of calligraphy grew from the tradition of writing the Qur’an in the most
beautiful handwriting possible. There are some pieces of calligraphy that are
well-known to many Muslims even if they cannot read them.
Patterns and calligraphy
Because Muslims do not make any images of God or the prophets they have
developed special patterns and styles of calligraphy (writing) which are used
as decoration.
Design a pattern for yourself and if you wish you can include one or more of
the words shown here.
When you have finished designing your pattern, copy it out on to a large piece
of paper and colour it in a similar way to some of the examples you have seen.
(Be very careful that you copy the script accurately so that you do not change
its meaning). When the whole class has finished, the pictures of patterns and
calligraphy can then be mounted as a display.
Geometric pattern
Geometry plays an important part in Islamic pattern making and its presence
reflects concepts of a divine order and harmony underlying the universe. The
basis of Islamic geometric design is the use of a grid, either regular or semiregular. Because each grid lends itself to a particular set of divisions and sub
divisions, exercises can take the form of the exploration of their pattern
potentials.
Randomly Drawn Arabesque
This is an introductory exercise in which the creation of a sinuous pattern can
be enjoyed without concern for structure or pattern systems.
Draw a vase at the bottom of a piece of paper, draw and interlace the stems of
the flowers in the vase to form a network covering most of the paper, add
leaves and flowers at intervals along the stems, keeping them as integral parts
or outgrowths of the stems.
Symmetrical Arabesque
This type of pattern, west often used in panel work, is based on the reflection
of a motif around a central axis, either in two halves or four quarters.
Select a square inch of arabesque pattern from one of the illustrations in this
book and enlarge it into a two inch square. Treat the two inch square as a
quarter of a four inch square, reflect and reverse the pattern in the other three
quarters.