aims

Islam the Journey: IntroductionDerek Holloway Salisbury Diocesan RE Adviser

I have written this as a compelling learning experience rather than ascheme of work. It should be adaptable for either ks2 or ks3.I haveused as learning objective the ‘Later’ breadth of learning statementsfrom the consultation drafts of the new primary curriculumprogrammes of study. That is approx level 3 or 4. The essentialknowledge here is about Hajj and is drawn from ‘practices and waysof life’ and ‘identity diversity and belonging’ strands.

However what I am really interested in is exploring an expression ofIslam that is western and reflects the experience of Islam in the UK.Hence the use of Nasheed music. This can be controversial so ifyou have Muslim parents you might want to check with them first. Ihave checked with the SACRE representatives of both Dorset andWiltshire Muslim communities and they are very happy with the idea

Aims

•Islam in UK

•Community Cohesion agenda

•Cross curricular and Creative

•In line with Agreed syllabus (year 5/6)

•Compelling learning experience

•New Primary Curriculum guidelines

Nasheed Music

•Compelling learning: The Journey By ZainBhikha as Youtube

•Essential Knowledge

b) Practices and Ways of Life : Hajj

c) Forms of expressing meaning: Nasheed

d) Identity diversity and belonging

Learning Objectives : Later

L2. to investigate the significance and impact of

religion and belief in some local, national and

global communities

L3. to consider the meaning of a range of forms of

religious expression, identifying why they are

important in religion and noting links between

them

L4. to reflect on the challenges of belonging and

commitment both in their own lives and within

traditions, recognising how commitment to a

religion or belief is shown in a variety of ways

Cross curricular studies

a. to develop and apply skills of ICT, particularly through representingquestions, information and views through a variety of spoken,

written, and technological media, discussion to generate information and ideas

b. to extend their personal, emotional and social development, particularlythrough sharing ideas, discussing beliefs and reflecting on challenging

questions that develop positive attitudes and dispositions, such as self-awareness, respect for all, open-mindedness, appreciation and wonder. Indoing this, children improve their enjoyment of learning, performance andconfidence

c. To make links to other areas of learning and to wider issues of interest andimportance, particularly through reflecting on stories and their meanings,

Children can enjoy exploring how beliefs and practices are expressed throughlanguage and artistic forms. They can learn to value their own wellbeing anddevelopment through reflecting on inspiring experiences and feelings.

The Three E’s : an approach to using Musicin RE lessons(RE Thinking 21 available from Stapleford Centre )

•Explore: The meaning and significance of themusic : What is the music trying to say?

•Engage: Community of Enquiry/Questions toexplore/Research: What is the culturalbackground here? Why this style, theseinstruments? How does this compare to otherreligious music?

•Express: Make a creative response to the musicused. Chose music that has similar meaning forthem

Identity diversity and belonging (KS3)

Start within the Christianfaith community and theuse of music to expressreligious identity

Jesus Freak: DC Talk

iTunes inc music video

There are so manyindividual versions andresponses of this song onyoutube it is best todownload from Itunes.

Contrast with music fromthe Islam communityIslamic hip hop

‘Not afraid to Stand Alone’:Native Deen

ITunes

Youtube has music video

Use 3E’s For each song

•Explore: What is each song trying to say?

•Engage: What questions would you like toask about each song? What emotions doyou feel coming through the songs

•Express: Chose a song that you think hasa powerful message. What is thatmessage? Why does it work as a song?

Nasheed Music

•Play an example by Zain Bhikha (youtubeMountains of Makkah,

•Use 3E’s approach

•As part of the engage questioning Bring outinstruments used explain Nasheed Music andbackground of Zain Bhikha

•Also that this song was written whilst he was onHajj

•For express: Chose a piece of music that theyfeel expresses praise..may be religious orsecular

Yusuf Islam

•Play a recent song By Yusuf Islam (TheRain on Roadsinger)

•Potted History on Cat Stevens to Yusuf. Inparticular. This could be done as researchskills task

•Discuss issue/ debate in Islam aboutmusic being Haram (prohibited). Somearticles are included in the resourcessection.

The Journey

Task : Play The Journey by Zain Bhikha.

They are to produce a video forNasheedtube (yes it does exist).

For this they will need to do use ICT(Photostory 3 for windows etc). I haveincluded an example to give you the idea

Need to research/teach Hajj use googleimages

Resources

•The Journey is on CD ‘Towards the Light: Zain Bhikhaavailable through RE Today Services or fromwww.TheNasheedShop.com all other music available asdownloads from iTunes and the ‘Mountains of Makkah’ isbest viewed on Youtube. The CD can be sourcedthrough TheNasheedShop.com

•Rethinking 21 RE and Music Education from theStapleford centre.

•General resources on Hajj plus internet research.

•Photostory3 for windows is a free download just google!