Lynn Johnston 和 Kaytie Holdstock reflect on the pilot of their primary school project, 把宗教教育和艺术联系起来.
冰球突破的职业是小学教师, 现在是教育学院初级团队的艺术和RE学科专家. 冰球突破在小学的时候, we are both convinced that something very powerful can happen when Art 和 Religious Education come together, 和 we are passionate about supporting our trainee teachers in developing the knowledge, 他们需要的技能和能力，以拥抱再造艺术.
艺术和信仰在人类历史上有着丰富的联系, for many, complex reasons. Leroi-Gourhan suggests the spectacular Palaeolithic cave paintings at Lascaux, dated c.公元前15000 - 13000年是宗教性质的，用于入会仪式:
The m和alas used in Tibetan Buddhism are believed by followers to transmit positive energies 和 effect purification.
在基督教传统中, there is a long history of using paintings to share 和 reflect on Bible 和 saints’ stories – think of the paintings in the Basilica of San Francesco d'Assisi, painted by Cimabue to share the story of the saint’s life with the poor 和 illiterate, 正是弗朗西斯服侍过的人.
We have both used religious art 和 artefacts to support 和 develop children’s underst和ing of religious ideas 和 concepts, as well as giving them a safe space to ask questions 和 express their ideas 和 reflections about spirituality. 冰球突破还以宗教艺术为跳板, 鼓励孩子们创作自己的艺术品, 表达他们对精神思想和概念的深刻的个人反应, 使他们能够参与到认知活动中, 学习的情感和精神运动领域.
Here are a few examples of the profound ways in which children respond when bridges are built between Art 和 RE:
林恩分享了一段关于卡拉瓦乔的对话 The Taking of Christ 与一群KS2学习者一起学习. 一个10岁的孩子对耶稣的脸的绘画方式做出了深刻的评论, 以一种被动和顺从的态度, 而就在他身后，一个门徒激动而恐惧:
“They’re wearing the same colour robe, 和 it’s like that’s how Jesus is really feeling inside. 他知道上帝要他做什么，他不想表现出害怕.”
A class of KS2 children in a Worcestershire school created their own artworks responding to discussions in their RE lessons about “right 和 wrong.在众多原创且发人深省的回答中, 一个小组创作了一件他们命名的雕塑作品 The Rainbow of Justice.
“It’s representing if people work together for justice, it will make the world a better place.”
随着新教区教学大纲的引入.E, “了解基督教,” Kaytie was tasked with producing a whole school artwork to represent the different facets of this new curriculum for the school’s library. 190 children each contributed a part of this artwork inspired by “The Big Frieze” - a pictorial representation of the story of people’s relationship with God.
Religion 和 Art
艺术和信仰在人类历史上有着丰富的联系.
We have piloted a project working with children to support them in engaging with artwork from different religious traditions 和 responding with their own creative output. 冰球突破为试播集选的画是斯坦利·斯宾塞的 莎拉·塔布和天堂访客 (1933).
To English artist Stanley Spencer, the village of Cookham, Berkshire was “the holy suburb of heaven.他的许多宗教画都是以他的家乡为背景的.
莎拉·塔布和天堂访客 tells the story of when Sarah left her house 和 was terrified by a sunset rendered exceptional by the tail of Halley’s Comet. 相信世界末日即将来临, 萨拉跪下来祈祷, 在库克姆大街的人行道上. 斯坦利·斯宾塞派天使来安慰莎拉, 通过给她带来“她是什么样的人的象征”和“所有她爱的东西”.”
冰球突破选择这幅画作为冰球突破的试点项目，因为它的形式很简单, 以及它背后故事的直接性和相关性. 冰球突破问了5岁的孩子, 7岁和9岁，说出他们对这幅画和背后的故事的看法, 和 to create their own artwork reflecting “emblems of what they are like” 和 “the things which they love” which might comfort them.
We were fascinated by the abstract frames on the ground in front of Sarah in the original painting, 所以这些似乎是一个显而易见的起点. Using washi tape, 冰球突破在卡片上制作了不同尺寸的框架，并询问Azraea, 5岁，看看她是否能用她喜欢的东西来填补空白. 尽管很简单，但结果让人想起了彼得·蒙德里安(Piet Mondrian).
阅读更多关于原画的内容, we discovered that the pictures on the right-h和 side are representative of the postcard rack that used to be situated outside the newsagents in Spencer’s hometown of Cookham. Artemis, 7岁, was inspired by this to create her own postcards that depict the things that she believes would give her comfort. She used ink 和 watercolours to produce her images which we then threaded together with ribbon to achieve a vertical display like that presented to Sarah Tubb.
KS2 children Artwork
A class of KS2 children in a Worcestershire school created their own artworks responding to discussions in their RE lessons about "right 和 wrong."
Ophelia, 9岁, was keen to respond to the painting in a more literal way by creating a painting of her own. 在尝试了几次虚构的构图之后, 欧菲莉亚对结果感到沮丧. Best practice in art teaching always encourages working from real life observation where possible, 所以冰球突破开始在前花园创作冰球突破自己版本的画作. 阿尔忒弥斯跪在中间, 从她最爱的人那里得到安慰:她的姐妹们, 爸爸, Rory the lion, 油漆, her guitar, 还有一大块银河巧克力!
然后奥菲莉亚把这张照片变成了自己的一幅画. We encouraged her to think of the painting in terms of blocks of colour to avoid becoming caught up in the detail. 结果是一幅很像斯宾塞本人作品的松散的手势画. Using the strategy of creating photos to work from in the classroom is a highly effective way of supporting children’s artwork 和 encouraging high quality observation.
Finally, 冰球突破决定对斯宾塞的画进行更抽象的诠释, 创造这些充满活力的拼贴画. We cut words out of magazines; carefully chosen to represent the things the girls love the most. 然后冰球突破在上面涂上火红的颜色, imagining what the sky would have been like the day that Sarah Tubb saw Haley’s comet. The girls then took photos of special things around the house 和 added them to other pictures they had found in newspapers 和 magazines. The final addition was a photo of themselves as they imagined they would react if they were to see something unusual 和 amazing in the sky.
If you would like to know more about the Primary UG 和 PGCE teacher training courses then contact the Head of Department, Dan Hughes. The programmes provide opportunity to explore RE 和 art alongside other curriculum subjects in a meaningful 和 interactive way to prepare new teachers for the classroom. 冰球突破很乐意听到你的消息.