Making Music

Music has always been an integral part of religious worship because it unites the believing community in one voice and can often express what words cannot. It can, in religious terms, give a sense of the transcendent. Music also plays an important part in pupils' lives; it is a common language for them and may express and evoke perceptions and feelings that they are unable to express otherwise. In very subtle ways, music can take us beyond the verbal in our understanding of both others and ourselves. So, music is an important tool in RE, both in understanding other beliefs and in the area of spiritual development.

METHOD

a) Appropriate music from the religion can be played as part of a simulation of worship. e.g. songs from Shabbat or Pesach, Christian hymns, Hindu music to accompany puja. Such music establishes appropriate atmosphere and may give an insight into others' faith. Is it loud or soft? Is it gentle or stirring? What message is it giving - both about the worshipper and about the worshipped.

b) The different elements of worship can be studied through the use of music . e.g. praise, thanksgiving, repentance or petition.

c) Music can be used to create an atmosphere; e.g. for a stilling exercise.

d) Music can elicit a response. Pupils can write/draw/talk about the images or emotions music evokes for them e.g. images of God, heaven and Hell, love, hatred. loss, forgiveness. Pupils could bring in their own choice of music and explain what it expresses for them and how.

e) Music can act as a creative stimulus for poetry or drama. What kind of music would they compose to express their ideas of God or to celebrate a festival?

f) Lyrics can be thought-provoking and can engage pupils on a deeper level than the written word because of their relationship with the music. E.g. John Lennon's 'Imagine', Sheryl Crow's 'What if God were one of us?' 'Godspell', 'Jesus Christ Superstar', hymns, choral works.

g) Music can be used in the telling of a story, emphasising the religious questions it poses. E.g. The story of creation in Genesis. A musical collage can use any sounds; natural, vocal or instrumental:

'the earth was without form and void with darkness over the face of the abyss' - The character and atmosphere of the darkness could be established by tone colour or by choice of instrument. Could the lack of form be suggested by a chaotic rhythm? How could a void be expressed?

'and the spirit swept over the waters' - What sort of spirit? Is it a rushing wind or a gentle movement? Should it have a connection with the 'light' music that follows?

'God said, "Let there be light' - How will the pupils represent God speaking? Should the music be loud or soft? Should it grow out of the spirit music already created? How should the music expressing light be contrasted with the music expressing darkness?

'and there was light' - Is it a sudden blaze or a gradual process? Are the sounds of darkness to continue or should they be completely conquered?

'and God saw that it was good' - How can goodness and perfection be expressed musically? Possibly continue the sounds of light and bring them to a satisfactory climax or ending.

The work on this story might be followed by listening to 'The Representation of Chaos' and the first chorus from Haydn's Creation. [Adapted from,' Exploring Sound' by June Tillman.]

POSSIBLE PITFALLS

a) Clearly, some of these activities demand some specialist musical knowledge to choose appropriate music etc. so liaison with the music co-ordinator would be helpful. A personal choice is always the best; music that you find powerful and stimulating will be easier to convey to the children.

b) The division between RE and worship must be carefully observed; the singing of hymns or prayers as part of a simulation would not be appropriate.

c) The use of music in RE must be as a learning experience, not a performance.

d) For assessment and planning purposes, there must be a clear distinction between music and RE e.g. In the musical re-telling of the Creation story, the emphasis should be on the meaning of the words rather than on the use of the music.

RESOURCES

There is an interesting chapter on RE and Music with a useful listening list in:
The Junior RE Handbook. Robert Jackson & Dennis Starkings (Eds). Stanley Thornes. ISBN 187140231X

B. Cass-Beggs. A Musical Calendar of Festivals. Ward Lock Educational.

G. Vulliamy. Pop, Rock and ethnic Music in Schools. CUP.

Contents

• Working with Religious Artefacts
• Drama, Role-Play and Mime
• We Enjoy Playing Games!
• Making Music
• Staging Simulations
• Visits and Visitors
• Engaging With Art
• www.
• Sharing and Celebrating - Food
• Let's Go on Pilgrimage!
• A School Multifaith Audit
• Shrines and Sukkots
• Stilling, Guided Imagery or Scripted Fantasy