Transcript Spirited Music - WordPress.com
Slide 1
Sensory RE
•
•
•
•
•
•
•
See
Hear
Taste
Touch
Smell
Feel
Think
• Lat Blaylock
Slide 2
Fischy Music:
a top resource for RE learning
• Project starting about now
• Aiming to enable musically
creative and dynamic RE learning
for pupils aged 5-12
• Christian communities create
music for worship, and this is a
resource for learning, worship
and enjoyment for children in
schools
• Stephen, Fiona and Lat working
together with trial schools
• Using songs already recorded,
and new ones being written
• England and Scotland,
• Supporting many
teachers in using
creative and
imaginative learning
methods.
• Devising and sharing
excellent classroom
activities and lesson
ideas with teachers.
• Can you volunteer to
do some trialling in
your diocesan schools?
Slide 3
What’s your favourite...
•
•
•
•
•
•
•
•
View
Mountain
Swim
Fish
Bird
Reptile
Wild creature
Tame animal
• Insect
• Feature of a face
(eyes? Smile?
Hairstyle?
• Weather
• Season of the
year
• Flower
• Country
Slide 4
Slide 5
Slide 6
By George, 10:
Spiders, wasps, dung beetles too
Watch the Himalayas in the sky of blue
Sunset over the sea
Cliff tops, snow and ice
All creatures, great and small
Elephants, mice
Slide 7
Spirited Music
About us Join us Courses Projects Free NATRE Resources Developing RE through Music Local Groups Useful Links NATRE Home
Introduction
"If music be the food of love - play on give me excess of it" [Twelfth Night, Act 1: Sc 1]
Music is something that we can all relate to and something that is very powerful. Songs have been
written to cover every emotion and every idea and there are many songs whose lyrics and melodies
can be very powerful in teaching and learning.
This database of songs is divided into 60 different RE themes. Three of these (creation, creeds,
abortion) have songs linked to them, so you can 'click and listen' to an extract. We guess that every
teacher will be able to add some more, and we hope to be able to expand the data over time.
Teachers must, of course, take responsibility for what they show to a class. The links provided here
are to public sites, and may be subject to the rights of the artist. Some of the music videos may be
unsuitable for pupils to watch in class, so please see this site as a helpful starting point, but not a
‘ready-to-use' sequence for learning.
project.
We are very grateful to Lynne O'Grady, RE teacher, for all her commitment to work voluntarily on
this project, and to the St Peter's Saltley Trust for their generous support of our RE Through Music
The REtoday magazine for Spring 2010 had Music as its focus. More support materials, if you are a subscriber, can be found on the
RE Today website. See the Spring 2010 magazine for the access password.
Natre Music
Music Themes Using Music In Primary RE Using Music in Secondary RE
Slide 8
In RE music can be...
•
•
•
•
•
•
•
•
•
•
Inspirational
Background
Culturally enlightening
Spiritually uplifting
Challenging
Participatory
Voluntary
Emotional
Thought provoking
Relaxing
Pupils could:
• Sing
• Listen to music
• Compose a song
• Make a video to go with a
song
• Choose music to go with
words or images, or select
words or images to go with
music
• Judge between...
• Suggest songs for...
All this can be for spiritual
development
Slide 9
Visiting the Place of Worship
Better ideas for the church / mosque /
mandir /synagogue visit in RE
Can better enquiry learning boost RE?
Slide 10
Friendliness, peace, thoughtfulness:
Purposes of sacred space?
• Before the visit, ask pupils to think about the school
building and grounds. Where in school is the friendliest
place, the most thoughtful place, the most peaceful
place?
• When the class rare agreed about this, take them to
these three places, and do something friendly at the
friendly place (Affirmation exercise? Group hug?),
something thoughtful at the thoughtful place (Read out
some poems? Ask big questions?) and something
peaceful at the peaceful place (listen to music? Gaze
into the clouds?).
• Record this activity with a digital camera – get the
children to do this.
Slide 11
Enquiry method: what, how, who, where, why?
• Questions: Plan the visit, to Mosque, Gurdwara, Church or
Mandir, carefully with the pupils. Consider how the five
enquiry questions can be used to get the most out of it that
they can. Build in to the visit as many opportunities to
answer the enquiry questions as possible. It is very valuable
to have a member of the community present for the visit,
to answer children’s questions (even better than having
them give a talk).
• Senses: it works well to ask pupils to record what they see,
hear, touch, taste, smell, feel and think during the visit. A
recording sheet can be provided for this. Make space for
them to notice the atmosphere of the building, for example
by having them sit quietly, or lie on the floor, while a piece
of sacred text is read, or a short piece of sacred music is
played. Notice as well there are some things ‘not to touch’
and that believers might taste, but visitors might not.
Slide 12
• Purposes: make sure that the enquiry is not just into the outward
features of religion. Remind the children of the friendly, peaceful
and thoughtful places in school (above). Ask them to agree which
places in the holy building are the most friendly, peaceful and
thoughtful – this is about the reasons why worshippers come to the
place. Ask them also to think: where would be the best place in the
building for believers to feel close to God? How can you tell? Why?
Again, digital photos of these four places are a great way to record
what the children learned and thought about.
Outcomes from the work done on a visit
• Time to follow up. Teachers might plan to use literacy, art and RE
lessons creatively following the visit. Don’t let the experience go
cold before following up the thinking.
• Creative, thoughtful, written: ask pupils to make a record / recount
of the trip, but also encourage them in every way to do creative
writing and artwork that draws on the experience of the visit. E.g:
suppose the place of worship was destroyed: what the community
do? If you could choose four things from the place of worship to
explain its importance, what would you choose and how would you
explain? Imagine the building is personified (Y6 literacy) What story
could it tell of ‘A week in my life’?
Slide 13
“We chose the old font for a friendly
place because it is where every baby
is welcomed into church
Slide 14
A thoughtful place.
“Because when you look
up to the top it makes
you wonder if God is
there.” Sam, 10.
Slide 15
A peaceful place in
the church: set up
by pupils in year 5.
They were asked:
what seven words
sum up what the
church is trying to
do for its
community? They
said:
“Interdependence
Sharing
Action
Responsibility
Inspiration
Challenge
Response”
The tins of food and the circle of chairs were to represent how the commuinty
takes action to share with people in need.
Slide 16
God’s presence:
“You might feel
close to God if
you look at the
candle because
Christians think
God is the light of
the world” Aiden,
11.
Sensory RE
•
•
•
•
•
•
•
See
Hear
Taste
Touch
Smell
Feel
Think
• Lat Blaylock
Slide 2
Fischy Music:
a top resource for RE learning
• Project starting about now
• Aiming to enable musically
creative and dynamic RE learning
for pupils aged 5-12
• Christian communities create
music for worship, and this is a
resource for learning, worship
and enjoyment for children in
schools
• Stephen, Fiona and Lat working
together with trial schools
• Using songs already recorded,
and new ones being written
• England and Scotland,
• Supporting many
teachers in using
creative and
imaginative learning
methods.
• Devising and sharing
excellent classroom
activities and lesson
ideas with teachers.
• Can you volunteer to
do some trialling in
your diocesan schools?
Slide 3
What’s your favourite...
•
•
•
•
•
•
•
•
View
Mountain
Swim
Fish
Bird
Reptile
Wild creature
Tame animal
• Insect
• Feature of a face
(eyes? Smile?
Hairstyle?
• Weather
• Season of the
year
• Flower
• Country
Slide 4
Slide 5
Slide 6
By George, 10:
Spiders, wasps, dung beetles too
Watch the Himalayas in the sky of blue
Sunset over the sea
Cliff tops, snow and ice
All creatures, great and small
Elephants, mice
Slide 7
Spirited Music
About us Join us Courses Projects Free NATRE Resources Developing RE through Music Local Groups Useful Links NATRE Home
Introduction
"If music be the food of love - play on give me excess of it" [Twelfth Night, Act 1: Sc 1]
Music is something that we can all relate to and something that is very powerful. Songs have been
written to cover every emotion and every idea and there are many songs whose lyrics and melodies
can be very powerful in teaching and learning.
This database of songs is divided into 60 different RE themes. Three of these (creation, creeds,
abortion) have songs linked to them, so you can 'click and listen' to an extract. We guess that every
teacher will be able to add some more, and we hope to be able to expand the data over time.
Teachers must, of course, take responsibility for what they show to a class. The links provided here
are to public sites, and may be subject to the rights of the artist. Some of the music videos may be
unsuitable for pupils to watch in class, so please see this site as a helpful starting point, but not a
‘ready-to-use' sequence for learning.
project.
We are very grateful to Lynne O'Grady, RE teacher, for all her commitment to work voluntarily on
this project, and to the St Peter's Saltley Trust for their generous support of our RE Through Music
The REtoday magazine for Spring 2010 had Music as its focus. More support materials, if you are a subscriber, can be found on the
RE Today website. See the Spring 2010 magazine for the access password.
Natre Music
Music Themes Using Music In Primary RE Using Music in Secondary RE
Slide 8
In RE music can be...
•
•
•
•
•
•
•
•
•
•
Inspirational
Background
Culturally enlightening
Spiritually uplifting
Challenging
Participatory
Voluntary
Emotional
Thought provoking
Relaxing
Pupils could:
• Sing
• Listen to music
• Compose a song
• Make a video to go with a
song
• Choose music to go with
words or images, or select
words or images to go with
music
• Judge between...
• Suggest songs for...
All this can be for spiritual
development
Slide 9
Visiting the Place of Worship
Better ideas for the church / mosque /
mandir /synagogue visit in RE
Can better enquiry learning boost RE?
Slide 10
Friendliness, peace, thoughtfulness:
Purposes of sacred space?
• Before the visit, ask pupils to think about the school
building and grounds. Where in school is the friendliest
place, the most thoughtful place, the most peaceful
place?
• When the class rare agreed about this, take them to
these three places, and do something friendly at the
friendly place (Affirmation exercise? Group hug?),
something thoughtful at the thoughtful place (Read out
some poems? Ask big questions?) and something
peaceful at the peaceful place (listen to music? Gaze
into the clouds?).
• Record this activity with a digital camera – get the
children to do this.
Slide 11
Enquiry method: what, how, who, where, why?
• Questions: Plan the visit, to Mosque, Gurdwara, Church or
Mandir, carefully with the pupils. Consider how the five
enquiry questions can be used to get the most out of it that
they can. Build in to the visit as many opportunities to
answer the enquiry questions as possible. It is very valuable
to have a member of the community present for the visit,
to answer children’s questions (even better than having
them give a talk).
• Senses: it works well to ask pupils to record what they see,
hear, touch, taste, smell, feel and think during the visit. A
recording sheet can be provided for this. Make space for
them to notice the atmosphere of the building, for example
by having them sit quietly, or lie on the floor, while a piece
of sacred text is read, or a short piece of sacred music is
played. Notice as well there are some things ‘not to touch’
and that believers might taste, but visitors might not.
Slide 12
• Purposes: make sure that the enquiry is not just into the outward
features of religion. Remind the children of the friendly, peaceful
and thoughtful places in school (above). Ask them to agree which
places in the holy building are the most friendly, peaceful and
thoughtful – this is about the reasons why worshippers come to the
place. Ask them also to think: where would be the best place in the
building for believers to feel close to God? How can you tell? Why?
Again, digital photos of these four places are a great way to record
what the children learned and thought about.
Outcomes from the work done on a visit
• Time to follow up. Teachers might plan to use literacy, art and RE
lessons creatively following the visit. Don’t let the experience go
cold before following up the thinking.
• Creative, thoughtful, written: ask pupils to make a record / recount
of the trip, but also encourage them in every way to do creative
writing and artwork that draws on the experience of the visit. E.g:
suppose the place of worship was destroyed: what the community
do? If you could choose four things from the place of worship to
explain its importance, what would you choose and how would you
explain? Imagine the building is personified (Y6 literacy) What story
could it tell of ‘A week in my life’?
Slide 13
“We chose the old font for a friendly
place because it is where every baby
is welcomed into church
Slide 14
A thoughtful place.
“Because when you look
up to the top it makes
you wonder if God is
there.” Sam, 10.
Slide 15
A peaceful place in
the church: set up
by pupils in year 5.
They were asked:
what seven words
sum up what the
church is trying to
do for its
community? They
said:
“Interdependence
Sharing
Action
Responsibility
Inspiration
Challenge
Response”
The tins of food and the circle of chairs were to represent how the commuinty
takes action to share with people in need.
Slide 16
God’s presence:
“You might feel
close to God if
you look at the
candle because
Christians think
God is the light of
the world” Aiden,
11.