Using paintings in Religious Education
The Maries at the Sepulchre, imitator of Andrea Mantegna, National Gallery
(Matthew 28:1-10; Mark 16:1-8; Luke 24:1-12)
http://www.nationalgallery.org.uk/paintings/imitator-of-andrea-mantegna-the-maries-at-the-sepulchre
Background information for teachers ((This information will not necessarily be shared with children.
These interpretations are only one viewpoint and children should be given an opportunity to form their
own opinions about the picture)
This picture depicts the scene where three women go to the tomb on Easter morning, only to discover
that it is empty. Although the painting is called the Maries, in the scripture text the identity of the women is
uncertain. In Matthew’s account it is Mary of Magdala and ‘the other Mary’ (the mother of James and
Joseph), who go to the tomb. In Mark’s gospel it is Mary of Magdala, with Mary the mother of James and
Salome, who take spices to the sepulchre. Luke, however, in his version of the story, names the third
woman as Joanna.
The artist seems to have based the painting on Matthew’s gospel, which describes an angel rolling away
the stone and sitting on it. In the accounts of Mark and Luke the women enter the tomb before they see a
young man, or men. The angel in this picture is seated on a tomb, which would have been in a style
familiar to the artist.
A photograph of what the tomb might have been like can be found on:
http://www.sacred-destinations.com/categories/biblical-sites - (see photograph of ‘Garden tomb’)
There is more information about the painting and the artist available on the National Gallery website.
Ensure that the children realise:
o The picture is not historically accurate. The setting and architecture reflect Sixteenth Century Italy
o The painting is the artist’s imaginative reconstruction of a Gospel story so not all of the details are
scripturally accurate
o Angel in Hebrew can be translated as ‘messenger’ so the wings of the angel are symbolic.
The painting provides a starting point to stimulate the children’s imagination but discussion and outcomes should
always return to the scripture story.
Approach
The picture might be displayed on the interactive board and reflective music played. It is helpful to allow the children
to express their own responses to the picture before any general discussion takes place.
When discussion and practical activities have taken place, create a prayerful atmosphere and return to the picture
so that the children are given an opportunity to reflect quietly on their own insights. You might read the story again
while the children look at the picture.
Some possible activities – these suggestions are only intended to be starting points. The year groups are
approximate and questions and activities should be adapted to the needs of the children.
Year 1
Year 2

Ask the children to talk about the picture and describe what they can
see
http://www.nationalgallery.org.uk/paintings/imitator-of-andrea-mantegna-themaries-at-the-sepulchre
 Listen to a simple version of the story, keeping closely to the Gospel
text. (Matthew 28: 1-10)
 Set up a corner of the classroom with a tent as the tomb and allow the
children to explore the story in small groups. Ask the children to draw a
picture of the Scripture story and then tell the story orally.
 Discuss the picture in talk partners.
http://www.nationalgallery.org.uk/paintings/imitator-of-andrea-mantegna-themaries-at-the-sepulchre
 Who do they think the figure on the tomb is? Why? What do they think
the women are doing? What might they be saying or thinking?
 Listen to a simple version of the story, keeping closely to the Gospel
text. (Matthew 28: 1-10)


Role play or mime the story in small groups
Retell the Gospel story as a story board.
Year 3 and 4
 Discuss what is happening in the picture in talk partners.
http://www.nationalgallery.org.uk/paintings/imitator-of-andrea-mantegna-themaries-at-the-sepulchre
 Read or listen to (Matthew 28: 1-10)
 Look carefully again at the picture. Be a detective – how accurately
has the artist followed Matthew’s account? (Use the zoom to study the
details)
 What do Christians believe about this story? As a class activity, record
these beliefs in a simple mind map.
 Ask the children to use the gospel account to write the story in their
own words. Why is this story important for them?
Year 5 and 6
 Discuss the picture, using the zoom to study the details.
http://www.nationalgallery.org.uk/paintings/imitator-of-andrea-mantegna-themaries-at-the-sepulchre
 Read (Matthew 28: 1-10)
 In pairs ask the children to compare the painting with the Gospel
account. What is the same? What is different?
 Look at the photograph of what we think the tomb may have been like:
http://www.sacred-destinations.com/categories/biblical-sites - (see photograph
of ‘garden tomb’) Compare it to the tomb in the picture.
 Now read Mark and Luke’s account. Discuss in partners, using small
white boards to record answers. How are the accounts the same as
Matthew’s? How are they different? Which account do they think the
painter used for this picture?
 Why is this Resurrection story important for Christians? As a class
activity, record the beliefs linked to the story in a simple mind map.
Discuss in pairs where we might find out about these beliefs (e.g.
Christians believe that Christ is present with us today in the
Sacraments, Scripture, our own prayer experience)
 Ask the children to write a pamphlet for someone who is not a
Christian, using at least two sources to show how they understand the
meaning of this Resurrection story. (N.B. ‘sources’ refer to Scripture,
Tradition, Creation, Experience)
 Building on the activities above - look at the way another artist, has
painted a Resurrection scene.
http://www.nationalgallery.org.uk/paintings/imitator-of-andreamantegna-noli-me-tangere
 What do they notice about this picture? Why do they think the artist
has only painted ‘one Mary’? (This picture was based on John 20:1 18)
 Compare this story to the accounts of the other three gospel writers
(Matthew 28:1-10; Mark 16: 1-8; Luke 24: 1-12) Discuss in pairs why
they think the accounts were different (e.g. these were originally oral
accounts; gospel writers were not all writing at the same time; the
writers were emphasising different aspects of the story)
 What other Resurrection stories can they remember/ research? Why
do they think Jesus appeared several times? Why do they think the
disciples still needed the experience of Pentecost to be able to share
the good news?
High ability Year 6 –
extension activities