The Beacon CE (VA) Primary School, Exmouth

Barbara Capper

Year 6 children are:

• confident in expressing thoughts and feelings,
• familiar with their local church
• have spent two terms studying Christianity, Islam and Hinduism.

The children by using Microsoft Word can:

• word process
• import pictures from clip art
• use different fonts and text boxes

Using the Internet they can:

• complete simple searches
• save favourite sites.

 

The project was planned for six hours of R.E time, in addition to this another 8 hours of Art and ICT time was also used. It also linked with work in PSME, Textiles and aspects of Citizenship.

 

We began our work by:

• discussing feelings and how we show them,
• this lead to the importance of colour, textures, pattern and form.
• producing 2D and 3D-art work using different media to show one emotion.

The children then:

• Brainstormed how God could be shown, for example, through pictures, music and dance
• for homework they drew how Jesus would look today
• discussed their pictures of Jesus.

 

Using our local church as a resource particularly the stained glass windows we:

• explored how images in some faiths help people learn about and express their faith.
• made notes and used digital and a 35mm cameras to record aspects of the church, which the children felt, symbolised God in some way.
• wrote poems, using Microsoft Word, and imported digital pictures.
• hand wrote the poems using photographs to illustrate the work.
• designed lectern cloths.

 

The religious significance of colour and pattern in Islam was explored through:

• the Muslim creation story
• patterns on prayer mats.
• the Internet, to investigate a Muslim mosque.
• designing prayer mats using art package and paper methods.

The importance of models to some faiths was discussed

• using the Hindu deities.
• the Internet to explore a Hindu temple.

 

This work was concluded by:

• a good quality discussion about how we as individuals visualise God.
• the children finding pictures, models etc to illustrate their thoughts.
• ideas being recorded using paper and non-paper media.
• the children presenting a summary of their work in a whole school assembly.

This unit of work has enabled;

• the children to revisit the areas of R.E and ICT listed above and also extend their understanding and skills.
• most children to be able to import images from the Internet into Microsoft Word.
• some children to be able to put images from the digital camera into Microsoft Word.
• most children to identify different emotions connected with the religions studied and how they are interpreted.
• the children to express their own view of God

Issues arising form this project.

• The starting point of each child was completely different. A climate of confidentiality and trust had to be built to enable children to talk openly.
• Sufficient time needed to be given for quality discussion as a class, in groups and individually with children who are not confident to express ideas openly.

Quality of children’s work.

• The work encouraged good quality discussion.
• It stimulated an imaginative use of artwork drawing on skills developed through the Primary years.
• Children used good descriptive writing and presentation techniques.
• The children’s understanding of different faith perspectives of God was increased and they were able to verbalise this at a suitable level.

About this Unit

Children will have the opportunity to recognise that every individual has personal feelings, values and ideas. They will use their knowledge of Christianity, Islam and Hinduism to explore examples of art, which express religious feeling and belief.

Estimated time for this unit – 6 hours.

Expectations

Assessment in this unit will be focused in attainment target 1 on knowledge and understanding of religious language, and in attainment target 2 on the skills associated with issues of identity   At the end of this unit Most pupils will: Understand that faith can be expressed through art Understand that expressing faith can involve feelings and emotions; identify the emotions such as awe, peace, joy and wonder and the significance and symbolism of these emotions to believers. Some pupils will not have made so much progress and will: Understand that art can be used to express religious feelings. Make some simple links between religious beliefs and the feelings, which underlie them. Some pupils will have progressed further and will: Understand that aspects of faith, which are difficult to verbalise, can be expressed through art. Compare and contrast some of the ways believers express their principle beliefs, ideas and teaching through art.   In addition, pupils should have the opportunity to: Explore the use and development of imagination resulting in creative responses. Develop respect for the importance of the beliefs and values of others. This will not be assessed.