Islam the Journey: Introduction Derek Holloway Salisbury Diocesan RE Adviser

I have written this as a compelling learning experience rather than a scheme of work. It should be adaptable for either ks2 or ks3.I have used as learning objective the ‘Later’ breadth of learning statements from the consultation drafts of the new primary curriculum programmes of study. That is approx level 3 or 4. The essential knowledge here is about Hajj and is drawn from ‘practices and ways of life’ and ‘identity diversity and belonging’ strands.

However what I am really interested in is exploring an expression of Islam that is western and reflects the experience of Islam in the UK. Hence the use of Nasheed music. This can be controversial so if you have Muslim parents you might want to check with them first. I have checked with the SACRE representatives of both Dorset and Wiltshire 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 Zain Bhikha 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 ofreligion and belief in some local, national andglobal communitiesL3. to consider the meaning of a range of forms ofreligious expression, identifying why they areimportant in religion and noting links betweenthemL4. to reflect on the challenges of belonging andcommitment both in their own lives and withintraditions, recognising how commitment to areligion or belief is shown in a variety of ways

Cross curricular studies a. to develop and apply skills of ICT, particularly through representing

questions, 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, particularly through 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. In doing this, children improve their enjoyment of learning, performance and confidence

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

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

The Three E’s : an approach to using Music in RE lessons

(RE Thinking 21 available from Stapleford Centre )

• 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

Identity diversity and belonging (KS3)

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

Jesus Freak: DC Talk

iTunes inc music video

There are so many individual versions and responses of this song on youtube it is best to download from Itunes.

Contrast with music from the Islam community Islamic 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 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

Yusuf Islam

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

• Potted History on Cat Stevens to Yusuf. 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.

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

Need to research/teach Hajj use google images

Resources

• The Journey is on CD ‘Towards the Light: Zain Bhikha available through RE Today Services or from www.TheNasheedShop.com all other music available as downloads from iTunes and the ‘Mountains of Makkah’ is best viewed on Youtube. The CD can be sourced through TheNasheedShop.com

• 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!