Welcome — Diocese of Salisbury



Islam; the Journey

|Theme |This theme . . . Islam the Journey |

|Key Questions for RE |Raises these important questions . . . |

| |What is it like to be a Muslim growing up in the UK? How Muslim have’s continued to follow their |

| |faith in a western country? |

| |What is the role of music in religious identity? |

|Six areas of enquiry (conceptual |So we’ve selected this concept and content in order to address the question . . . |

|strands) |Strand B Practices and ways of Life: The Hajj |

|(a to f at least two ) |Strand C Forms of expression: Nasheed Music |

| |Strand D Identity and belonging :The Ummah and the importance of going on Hajj to British Muslims |

| |Content may be taken from more than one religious tradition |

| |Music Curriculum KS2: a range of live and recorded music from different times and cultures |

|Skills and Attitudes |We want pupils to develop these skills and attitudes. . |

|From the syllabus list and more |Engagement |

|generic i.e. ICT |Investigation |

| |Evaluation |

| |Expression |

| |Others |

| | |

| |the ability to see the world through the eyes of others, and see issues from their point of view. |

| | |

| |knowing how to use different types of sources as a way of gathering information; |

| |Having a willingness to examine ideas, questions and disputes about religious and spiritual |

| |questions |

| | |

| |Explaining the significance of aspects of religious belief and practice; |

| | |

| |The ability to respond to religious issues through a variety of media. |

| | |

| |Music Responding and reviewing apprising skills |

| |ICT Skills |

| |Creative thinking skills |

| |Enquiry Skills |

| |Reasoning Skills |

| | |

|Leveled learning outcomes taken from |Specifically we want them to be able to . . . |

|I can statements |Strand b level 4 use the right religious words to describe and compare what practices and |

| |experiences may be involved in belonging to different religious groups |

| |Strand c level 4 express religious beliefs (ideas, feelings, etc) in a range of styles and words |

| |used by believers and suggest what they mean |

| |Stand D Level 4 ask questions about who we are and where we belong, and suggest answers which |

| |refer to people who have inspired and influenced myself and others |

|Teaching and learning activities |And we have devised these engaging teaching and learning activities to enable pupils to explore |

| |questions of religions and beliefs . . . |

|A good balance in planning between AT1|[pic] |

|and AT2 will ensure a interaction of |The three E’s approach to using Music in RE (REThinking21 Stapleford centre) |

|religious and secular views |Explore: The meaning and significance of the music: What is the music trying to say? |

| |Engage: Community of Enquiry/Questions to explore/Research: What is the cultural background here? |

| |Why this style, these instruments? How does this compare to other religious music? |

| |Express: Make a creative response to the music used. Chose music that has similar meaning for them|

| | |

| |Start within the Christian faith community and the use of music to express religious identity a |

| |suggested song is |

| |Jesus Freak: DC Talk. This is available on iTunes inc music video |

| |(There are so many individual versions and responses of this song on youtube some could be |

| |downloaded and used as sources) |

| |Contrast this with Contrast with music from the Islam community Islamic hip hop ie ‘Not afraid |

| |to Stand Alone’: Native Deen Music video is on youtube song on ITunes |

| | |

| |Explore: What is each song trying to say? |

| |Engage: What questions would you like to ask about each song? What emotions do you feel coming |

| |through the songs |

| |Express: Chose a song that you think has a powerful message. What is that message? Why does it |

| |work as a song? |

| |Nasheed Music |

| |Play an example by Zain Bhikha (youtube Mountains of Makkah, |

| |Use 3E’s approach |

| |As part of the engage questioning Bring out instruments used explain Nasheed Music and background |

| |of Zain Bhikha |

| |Also that this song was written whilst he was on Hajj |

| |For express: Chose a piece of music that they feel expresses praise..may be religious or secular |

| |Music in Islam Haram? |

| |Play a recent song By Yusuf Islam (The Rain on Roadsinger) |

| |Potted History on Cat Stevens to Yusuf Islam . In particular. This could be done as research |

| |skills task |

| |Discuss issue/ debate in Islam about music being Haram (prohibited). Some articles are included in|

| |the resources section. |

| |There is also scope to look at the Sufi music tradition and to listen to the sounds of the Daf |

| |drum |

| |The Journey |

| |Task : Play The Journey by Zain Bhikha. |

| |They are to produce a video for Nasheedtube (yes it does exist). |

| |For this they will need to do use ICT (Photostory 3 for windows etc). I have included an example |

| |to give you the idea use google images for pictures of Hajj. |

| |You will need to research/teach Hajj. This could also be done by inviting a British Hajji (someone|

| |who has completed Hajj) to talk to students. |

| |Consider the difficulties for a British Muslim going on Hajj |

| |Consider the value for a British Muslim in going on Hajj. Stress the concept of the Ummah, of |

| |being part of a wider brotherhood especially when living in a society that is not Muslim. This |

| |could be contrasted with the concept of the Kingdom of God in Christianity for more able students |

| |(level 5) |

| | |

| |Resources |

| |The Journey is on CD ‘Towards the Light: Zain Bhikha available through RE Today Services or from |

| | all music is available as downloads from iTunes and the ‘Mountains of |

| |Makkah’ is best viewed on Youtube. The CD can be sourced through |

| |Rethinking 21 RE and Music Education from the Stapleford centre. |

| |General resources on Hajj plus internet research. |

| |Photostory3 for windows is a free download just google! |

| | |

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Expressing our own beliefs and values

Evaluating questions of religion and belief

Investigating questions of religion and belief

Engaging with questions of religion and belief

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