arts manual for tutors

Upload: angela-williams

Post on 03-Apr-2018

216 views

Category:

Documents


0 download

TRANSCRIPT

  • 7/29/2019 Arts Manual for Tutors

    1/24

    THE TRAINING INSTITUTEFOR THE U.K.

    ARTS MANUAL FOR

    TUTORS

    June 2007

  • 7/29/2019 Arts Manual for Tutors

    2/24

    2

    Unit 3 of Book 7 is called Promoting the Arts at the Grassroots. Section 1 of this unit clarifies the role ofartistic endeavour in study circles: You should not think of it as entertainment or as an extracurricularactivity; rather it is an essential element enhancing the spiritual development of the participants.

    The 27th Dec letter also mentions our attitude towards arts in the new 5 Year Plan:

    a graceful integration of the arts into diverse activities enhances the surge of energy that

    mobilizes the believers.

    The term artistic endeavour implies the use of all arts such as drama, painting, poetry, music andstorytelling. But it also includes crafts of every description, from pottery to puppet-making, carving tocrochet.

    Bahullh said:

    (Cited inExtracts from the Writings concerning Arts and Crafts, published in TheCompilation of Compilations [Ingleside: Baha'i Publications Australia, 1991), vol. 1, p. 1)

    In your study circle you may use the arts in a variety of ways: as a tool of learning for example to assistwith a difficult piece of memorisation or to illustrate a particular concept or piece of information; as an

    expression of the joy and harmony developing in your group, or to bring joy to the hearts and spirits of theparticipants; to develop a deeper appreciation of art and crafts among your participants; to help theparticipants discover in themselves some of the gifts and talents bestowed on them by God.

    Bahullh said:

    (Cited inExtracts from the Writings concerning Arts and Crafts, published in TheCompilation of Compilations [Ingleside: Baha'i Publications Australia, 1991), vol. 1, p. 1)

    However ultimately your study circle has a single purpose to empower the believers morally andspiritually in their resolve to tread a path of service in the Cause and to humanity, so your use of the artsmust always have this end in view.

    It is hoped that the ideas in this arts manual will stimulate artistic endeavour in your study circles. You canuse the suggestions as described here, or you can allow them to spark your own creative initiative. Many of

  • 7/29/2019 Arts Manual for Tutors

    3/24

    3

    the ideas in this manual can be used in the different courses of the Institute. The manual doesnt include themany games which can also be used in study circles since these can be found in other sources.

    If you have used (or you hear of other tutors who have used) effective arts activities in their studycircles, please write to [email protected] and let the Regional Training Coordinatorknow of them. They can then be added to the arts manuals in regular updates and other tutors aroundthe country and beyond can benefit.

    Also, if you have any pictures of artistic expression used in study circles, please send them to the sameaddress, as these can be shared in the Institute newsletter, Living Nation magazine and with othertutors to inspire them and encourage an ever-increasing number to explore spirituality throughcreativity with their participants.

    General Arts Resources on the Web:

    There are tons of arts ideas for Ruhi on the excellent website www.ruhiresources.org

    http://www.prayerwindows.com/index.html and go to Creative Activities for some great ideas on simple,

    artistic activities suitable for use in study circleshttp://www.painterskeys.com/quotations.asp - for some interesting quotations about art from thinkers andfamous writers

    mailto:[email protected]://www.ruhiresources.org/http://www.prayerwindows.com/index.htmlhttp://www.painterskeys.com/quotations.asphttp://www.painterskeys.com/quotations.asphttp://www.prayerwindows.com/index.htmlhttp://www.ruhiresources.org/mailto:[email protected]
  • 7/29/2019 Arts Manual for Tutors

    4/24

    UNIT ONE: Understanding the Bah Writings

    The purpose of this unit is to develop the capacity to read the Bah Writings and to meditate on theirmeaning in order to fulfil the obligation of studying the Writings every day. If you have participants who arenot yet Bah you may want to supply them with some of the Writings so that they can fulfil both thepurpose and the practice of this Unit. This can be done creatively.

    Idea 1Print off some extracts from the Writings on to A4 sheets. Invite yourparticipants to pick some that appeal to them. Then encourage them tobeautify their sheets using crayons, markers, paints, rubber stamps, glitterglue, or other art and craft materials. Be prepared to give the leadyourself, since many of your participants may not have used art and craftmaterials since childhood, and may be shy about doing so now.

    You could prepare by doing a little research into the ancient art ofillumination, using perhaps illustrations from the Book of Kells tostimulate ideas and inspiration. (see www.aon-celtic.com for ideas and agallery)

    Idea 2In section 5 you are asked to memorise some quotations. You can use thisopportunity to explore with your participants their attitude to memorisation,and if there is difficulty or anxiety, then simplify it by learning a quotation to

    music. Somebody in your community may have put one of the quotations tomusic already, or there may be a musical person in your group who can lead the

    participants in putting the quotation to music on the spot. Alternatively you may invite a musician tocome to your study circle for the night to assist.

    "Singing melodies will bring animation and happiness to the world of humanity, the

    hearers will be delighted and joyful and their deeper emotions stirred. But this gladness,this sense of emotion is transitory and will be forgotten within a short time. However,

    praise be to God, thou hast blended thy tunes with the melodies of the Kingdom, wilt impart

    solace to the world of the spirit and wilt everlastingly stimulate spiritual feelings."(Abdu'l-Baha, cited in The Importance of the Arts in Promoting the Faith, comp. Cited also in Book 7)

    Idea 3Section 6 ofUnderstanding the Bah Writings asks you to carry out a number of exercises. Youcould use the arts in Exercise 2 by having the participants read dramatically the sentences Dontbother me!, Why dont you understand this?, Would you care to wait, please?. and so on.Encourage them to explore the emotions they feel as they say the sentences with in a different toneand pace (as actors change their voices to engender differing emotions).

    4

    http://www.aon-celtic.com/http://www.aon-celtic.com/
  • 7/29/2019 Arts Manual for Tutors

    5/24

    Idea 4Ask the participants to research stories from different cultures and historical periods abouttruthfulness. It is a theme that has run throughout the history of mankind. Alternatively, you as thetutor could research this and then encourage the participants to prepare to tell the stories to the group.The book Stories Told by Abdul-Baha (compiled by Dr Amir Badiei and available fromhttp://www.special-ideas.com/products.php?id=2429 website) has a wealth of stories abouttruthfulness as told by the Master of all story-tellers!

    Idea 5Exploring the consequences of back-biting can be very powerful, and drama is especially suited to doso. You could ask the participants, perhaps in 2s or 3s, to create a dialogue, or series of short scenesthat demonstrate the effects of backbiting on the backbiter and the person being talked about.

    UNIT TWO: Prayer

    The purpose of this unit is to understand the importance of daily prayer and to develop the required attitudesof prayer. To memorise 5 prayers and understand their meaning.

    Idea 1 Make simple prayer beads by bringing along a selection of colourful beads andsome string. These can be purchased easily and cheaply at any arts and craftsshop.

    Idea 2Use art and craft materials (glue, glitter, coloured paper, stickers, crayons, paints, threads etc) tocreate prayer cards a decorated card on which you include the text of a prayer. You may givethese as gifts to those with whom you study a prayer as part of the practice of this unit.

    Idea 3

    Use art and craft materials to create a different sort of prayer card perhaps a type of greeting cardwith the text of a Healing Prayer, which the participants can mail to a friend or family member whomay be ill.

    Idea 4Read the poem on the website address below about prayer from a Christian angle to the participants(http://www.gracegems.org/12/art.htm) and then invite them to write their own poem about whatprayer is to them. Encourage them to use creative images that appeal to the senses (sight, sound,touch and taste).

    UNIT THREE: Life and Death

    The purpose of this unit is to understand that life is not the changes and chances of this world, and its truesignificance is found in the development of the soul.

    Idea 1Having read the purpose, but before studying the unit, invite the participants to write a poem abouttheir own soul. Or, you could ask them to depict their soul in an image that they feel best captures it.

    5

    http://www.special-ideas.com/products.php?id=2429http://www.gracegems.org/12/art.htmhttp://www.gracegems.org/12/art.htmhttp://www.special-ideas.com/products.php?id=2429
  • 7/29/2019 Arts Manual for Tutors

    6/24

    Idea 2Invite the group to create a simple mandala inspired by their study of this unit. This can either bedone as an individual exercise or as a group exercise. If its done as an individual exercise, using acompass or small plate draw a circle on a sheet of paper. Then divide the circle up into sections. Ineach section, a word or phrase can be written, or nothing at all. Invite the participants to fill it withcolour and design inspired by their study.

    For a group project a very large sheet of paper is needed, which

    is then divided into sections rather like a pie. Each participantis responsible for filling his section of pie with colour anddesign. Although the design must represent the inspiration of hisown soul as he studies the quotations on life and death, inexecuting his design he must take notice of the designs adjoininghis and attempt to harmonise with them, so that a unified wholeis created.

    The group project creates such a sense of unity, and the finishedproduct is always breathtakingly beautiful. This one was createdat an animator training in France.

    Idea 3Using the quotation in Section 6 as your inspiration, assist the participants tocreate a mime (silent, dramatic movement) showing the drama of embryonicdevelopment.

    When they have finished invite them to stage their mime at a Holy Day,devotional, or party to mark the end of their study of the book.

    Idea 4

    In section 13, it can be very effective to ask the participants to work on a short improvised scene/s inwhich a teacher helps to reveal a gem of great value within one of his or her pupils (or a parent helpsto reveal a gem within the mine of their child).

    6

  • 7/29/2019 Arts Manual for Tutors

    7/24

    UNIT ONE: The Joy of Teaching

    The purpose of this unit is to understand that the joy of teaching is in the very act of sharing with others theWord of God, independent of immediate results.

    The first section of Unit 1 introduces the concept of service, and asks you to pause and think systematicallyabout your future service to the Cause. After the more introspective experience of Book 1 with only a smallamount of action, this book looks outward through acts of service to humanity.

    Idea 1Having completed Section 1, Unit 1, and consulted on the concept andimplications of service, supply the participants with paper and artmaterials and invite them to draw their own path of service. This can

    be done as an individual exercise, or as a group exercise. If its a groupexercise supply large sheets of paper flip chart paper or the back ofold wallpaper will work and let them design a path of service basedon the groups vision. The group exercise is always lighter and morefun.The exercise helps to fix the idea of a path of service in the minds ofthe participants.

    Idea 2Inspired by the Ocean quotation from section 3, arrange for a group and community outing to theseashore or a nearby lake. As well as spending sociable time together, take the time to gather seashells, drift wood, coloured pebbles etc., and when you next meet for study do a group collage orsome other art/craft project using the materials you havecollected. One thing might be to make necklaces or braceletswith the shells. Another could be to create a sand picture bygluing sand onto paper and then colouring it with paints. (If nottime or opportunity to go to the sea, you could supply theshells, pebbles, sand etc for the group to make theircollage/craft items).Since using sea shells for decoration was once a popular craft,see if you can identify somebody locally (perhaps by asking ata local craft supply shop) who could come in to talk to your group about this craft.

    Idea 3The Joy of Teaching is rich in metaphor. Section 4 of this unit mentionsthat the Word of God may be likened unto a sapling. There is much that canbe done creatively to explore this quotation. The following are some simpleideas. The point is that the participants understand that the sapling of theWord of God must be firmly rooted in the heart and that it needs to befostered in order to grow.

    7

    - Arrange for the participants to plant and nurture their own tree cuttings inpots (the art of gardening)

  • 7/29/2019 Arts Manual for Tutors

    8/24

    - Invite the participants to collect tree twigs, leaves and other tree things to make a collageillustrating the tree of the Word of God. It is particularly interesting to paint pictures onto driedleaves and then set them into a tree on a piece of large card. You could also write the words ofBahullh onto the leaves.

    Idea 4In Section 5, the participants are invited to list some of things they like to

    do, and to list them in order according to the joy they bring. Suggest thatthe following week each participant brings something that brings them joyto share with the group. So for example if listening to music brings you

    joy, you might bring in your favourite piece of music to share with yourstudy circle friends. If being with your children brings you joy, you couldbring a photo of them and tell a story about something they did that

    brought you joy. And so on. In inviting your participants to do this, suggest tothem that they choose an active rather than a passive joy: for example, seeing a beautiful sunset maybring great pleasure, but it is a passive pleasure. The exercise calls for doing joys rather thanbeing joys.

    Idea 5

    It is suggested that the participants memorise all of the quotations in Sections 7 and 9 of Unit 1. As anaid to memorisation put the quotations on card and have the participants embellish them with colour,learning each one a little better as they colour it in. The cards can be used as invitations to a studycircle party, as Naw Rz cards, as gift cards for AyymiH, or as messages of encouragement andlove to participants in other study circles.

    UNIT TWO: Deepening Themes

    The purpose of this unit is to develop the capability of making periodic visits to the homes of newly enrolledbelievers and sharing with them a number of deepening themes.

    Idea 1From time to time throughout their study of Unit Two help the participants to explore traditionalmeans of passing on information and stories orally. This was the way learning was communicated inthe past in close communities and the Bah world is now attempting to reinvigorate that tradition.For example, information has been passed on through folk tales; dance; puppet shows; drama; cavedrawings; celtic designs; songs and madrigals; paintings, etc.

    The object of the exercise is to assist the participants to connect to the oral traditions of their owncountry, as well as helping them to come to an understanding that they are part of a great globaltradition common to all cultures which is being reborn.

    Some of the participants may know of unusual oral traditions from their own or other countries whichthey could share. They may use some of the techniques they learn about to assist them to learn thesequence of ideas in each deepening theme. They may also use some of the techniques to deliver thedeepenings when they come to do the practice of Unit 2. And they may share some of what they learnwith the community in general, at the Feast, Holy days, Reflection meetings, or other communitygatherings.

    8

  • 7/29/2019 Arts Manual for Tutors

    9/24

    Idea 2Section 2, Exercise 4 (p.29) calls for the sharing of stories that demonstrate firmness in the Covenant.The exercise suggests that some stories may lend themselves to being acted out in skits. If the storydoesnt lend itself to being acted out, consider inviting the participants to depict the story in someother dramatic way: through mime, creating puppets, or being told accompanied by dramatic music.The participants could be invited to stage their dramatic presentation for the friends at the next Feast,for the members of another study circle, or at the next Reflection meeting.

    The following beautiful story was suggested by one of the Australian training institutes. It is told byHand of the Cause Bill Sears:

    Black Sunlight

    "There is a natural poetry in the African speech. It is not dependent on education. One of the mosteloquent of all those we met was an illiterate .... He wanted so sincerely to be a Bah. We had come todetermine his understanding, to see if he were ready to become a believer....Tell us in your own words, we asked him, about the Bb, Bah'u'llh and `Abdu'l-Bah.He nodded. Never taking his eyes from ours, he began to speak.When it is dusk, no one sees good. They fear. They hate what they don't see. Even if it is people. Then the

    sun comes and they do see a little. And things are not so bad. That was the Bb. He was good. They killedhim because they liked it to be dark. But it needed to be brighter like hot day-time to see they are wrong tohate. This was Bah'u'llh. See everybody, He said, how nice they are. Love, don't hate. He died. Notreally death because he left His son `Abdu'1-Bah. Not so bright, but good like afternoon sun to see us safehome before it is black. `Abdu'l-Bah said good things. People are alike even if they look different. Allbelong to God, so don't do what God wouldn't do. Be good men. Then He died. But he told us to go to theGuardian (Shoghi Effendi). He would be strong and guard us. He would take away our troubles. He will,too; I believe in him. `Abdu'l-Bah said, Whatever the Guardian says is right. Do it. And I will.When he had finished, a questioning look came into his eyes. It seemed to say, Please, am I a Bah?'I know I am ignorant,' he told us, `but I want to learn all there is in the world to know about my Faith. Ican't find words for the fullness of my heart.' He sighed sadly, as he made a confession. `I tried to tell a

    religious man what I believe. He stops me sometimes and says, Where are you when it is church? Itold him what I believe, but always he defeats me what I say. He defeats me with words.' Suddenly helooked up and smiled happily. `But he only defeats my head, not my heart. This,' he said, touching hisheart, `belongs to Baha'u'llh and no one can conquer it away from Him.'When they asked us later if we thought the young man should be taken into the Faith, we replied, `If youdon't take him in, you had better put us out because we are learning from him every moment.

    -Sears, `Black Sunlight,' The Bah World, Vol. XIl, 926-2

    Idea 3In section 2, it says let these words be engraved on our minds andhearts in reference to the quote, The Ancient Beauty has consented

    9

    To engrave means to impress deeply, as if by carving or etching, andit may help the participants to reflect on this concept in trying tounderstand why we are asked to memorise the Words of God. This isin preparation for the study of Unit Three, when they will be asked toengrave on their minds and hearts many words of Abdl-Bha andBahullh.

  • 7/29/2019 Arts Manual for Tutors

    10/24

    It is possible to buy a type of card from art and craft supply shops that has a black wax coating on itand underneath a brassy metal. With small scrapers, you can write or scrape pretty images onto it,giving the impression of an engraving.Alternatively, gathering small pieces of wood from a forest and inviting the participants to carveimages or patterns into it with small carving tools would also drive home this concept.

    Idea 4As your participants prepare to memorise the lengthy quotation in Section 3, pg 35, you(having done BK3) could teach the song Be like the Earth (lesson 8) along with somesuggested actions. Or indeed have some of the children from the community who havelearned the song visit your study circle to sing and teach it for you! (This also may havethe added effect of inspiring the participants to move on to train in Book 3).

    Idea 5Section 5 of Unit 2 deals with the Nineteen Day Feast. The quotation from the Universal House ofJustice on p.46 says:

    Since good readers are important, suggest to the participants that you invite a person in thecommunity who is noted for his skill in reading aloud to come and give them some tips; or perhapssomebody will know an amateur actor who could help them to develop their reading skills.However, reading aloud can be an ordeal for some and a great pleasure for others. Its important ifdoing this activity to ensure that nobody is put on the spot, or made to feel uncomfortable in any way.You will know your group well by now and if you feel that some may be burdened or distressed bysuch an activity, then of course you will not choose to do it.

    Idea 6Open, O people, the city of the human heart with the key of your utterance. This sentence features

    in a passage from the Writings of Bahullh on p.52, Section 7.

    Create a Coat of Arms for the city of the human heart.

    PARTS OF A COAT OF ARMS

    Ribbon & Motto- A ribbon could be placed above the entire coat of arms or atthe bottom of the shield. A motto (short goal or idea) is placed on the ribbon.Crest- On some coats of arms a crest is included that almost always sets ontop of a Torse.Torse- Twisted fabrics make up a Torse that contains the same colours as theshield and one colour of metal (gold or silver). The Torse sits on the helm or

    helmet, and some say it is there to hold the Mantling in place.Mantling- (this is usually on a coat of arms only if there is also a helm orhelmet shown)- The Mantling may represent the tattered hooded capes or cloaks

    worn by a warrior after battle and is usually all one colour on a coat of arms.Helm- Helm and helmet are the same thing and different helmets symbolize specific classes such asBards, Earls, and Peers.Supporter- Typically the supporters are humans or animals that hold the shield on either side.

    10

    Compartment- The compartment is the area on the coat of arms at the bottom of the shield. Thecompartment is there to hold the shield up and in many cases it is made to look like the ground.

  • 7/29/2019 Arts Manual for Tutors

    11/24

    Shield and Arms- The shield and arms make up the design on the shield itself. Traditionally, awomans shield would have been in the shape of a diamond.

    UNIT THREE: Introducing Bah Beliefs

    Thepurpose of this unit is to help the participants acquire the ability to introduce Bah ideas intoconversation.

    Idea 1Section 2 of this unit begins the process of teaching those who study it to acquire the habit of lookingto Abdul-Bah as an example of how to teach the Faith. Paragraph 3 mentions that Abdul-Bah isthe Centre of the Covenant. By now those who are studying this book have gained quite a good deal

    of information about the Covenant. The following activity can help toreinforce their understanding.You could create a group mandala inspired by the Covenant. A very largesheet of paper is needed, which is then divided into sections rather likea pie. Each participant is responsible for filling his section of pie withcolour and design. Although the design must represent the inspiration ofhis own soul as he reflects on the Covenant, in executing his design he

    must take notice of the designs adjoining his and attempt to harmonisewith them, so that a unified wholeis created.

    Idea 2

    Unit 3 covers the following 10 topics: The need for a perfect Educator; The independent investigation of truth; God can only be known through His manifestation; Bahullhs life and Mission; Humanitys coming of age; The establishment of peace; The oneness of humanity; Justice; The equality of men and women; Universal education.

    As you complete your study of each topic ask each person to express the ideas and concepts exploredcreatively. They could choose any way they feel moved write a short poem, paint a picture, createpuppets and make a little play, design a patch to go on a patchwork quilt . Anything! Upon

    completion of your study of Unit 3, your group will have completed many little works of art whichcan be used in a variety of ways in the community: hung as an exhibition as part of a teaching projector at summer school; decorate the walls for the next Reflection meeting; given as a gift to the LocalSpiritual Assembly; used by the participants at their celebration upon completion of Book 2 todescribe what theyve learned to their friends and family; and so on.

    Idea 3As you move through Unit 3, you could find Bah songs related to some of the topics, and teachthem to your participants to remind them of the ideas about which they have been learning.

    11

  • 7/29/2019 Arts Manual for Tutors

    12/24

    12

    For example you could learn one of the many songs about Abdul-Bah or Bahullh; the songPeace will Shine; the Justice song from Book 3; any one of a number of Unity songs; and so on.There are songs in BK3 which you could begin now to teach to your participants in preparation forstudy of that course.

    If no song comes to mind, and you have a good singer/musician in your group begin to put some ofthe quotations to music which the entire group can then learn.

    RESOURCES FOR BOOK 2

    Celtic Design/Tattoos:

    http://www.celticlady.com/Oral Tradition Sites:

    http://www.irelandseye.com/aarticles/culture/talk/index.shtmhttp://www.ambaile.org.uk/en/sub_section.jsp?SectionID=3&currentId=402http://www.mrdowling.com/609ancafr.htmlhttp://www.change.freeuk.com/learning/relthink/hebtrad.htmlhttp://www.indians.org/welker/iroqoral.htm

    About Engraving:

    http://www.artlex.com/ArtLex/e/engraving.html

    About Heraldry and Creating Coats of Arms:

    http://www.rarebooks.nd.edu/digital/heraldry/http://www.nps.gov/timu/education_guide/clash_cultures/activities/create_coat%20of%20arms.htmhttp://members.tripod.com/~thedragonkeep/create.html

    About patchwork:

    http://planetpatchwork.com/beginners.htm

    About Bah Songs:

    http://www.bahaibooksonline.com/musicindex.htmlhttp://bahai-library.com/books/biblio/music.htmlhttp://www.geocities.com/SoHo/7795/

    General:

    http://www.bahaindex.comhttp://applemachine.com/artsforpeace.com/

    http://www.celticlady.com/http://www.irelandseye.com/aarticles/culture/talk/index.shtmhttp://www.ambaile.org.uk/en/sub_section.jsp?SectionID=3&currentId=402http://www.mrdowling.com/609ancafr.htmlhttp://www.change.freeuk.com/learning/relthink/hebtrad.htmlhttp://www.indians.org/welker/iroqoral.htmhttp://www.artlex.com/ArtLex/e/engraving.htmlhttp://www.rarebooks.nd.edu/digital/heraldry/http://www.nps.gov/timu/education_guide/clash_cultures/activities/create_coat%20of%20arms.htmhttp://members.tripod.com/~thedragonkeep/create.htmlhttp://planetpatchwork.com/beginners.htmhttp://www.bahaibooksonline.com/musicindex.htmlhttp://bahai-library.com/books/biblio/music.htmlhttp://www.geocities.com/SoHo/7795/http://www.bahaindex.com/http://applemachine.com/artsforpeace.com/http://applemachine.com/artsforpeace.com/http://www.bahaindex.com/http://www.geocities.com/SoHo/7795/http://bahai-library.com/books/biblio/music.htmlhttp://www.bahaibooksonline.com/musicindex.htmlhttp://planetpatchwork.com/beginners.htmhttp://members.tripod.com/~thedragonkeep/create.htmlhttp://www.nps.gov/timu/education_guide/clash_cultures/activities/create_coat%20of%20arms.htmhttp://www.rarebooks.nd.edu/digital/heraldry/http://www.artlex.com/ArtLex/e/engraving.htmlhttp://www.indians.org/welker/iroqoral.htmhttp://www.change.freeuk.com/learning/relthink/hebtrad.htmlhttp://www.mrdowling.com/609ancafr.htmlhttp://www.ambaile.org.uk/en/sub_section.jsp?SectionID=3&currentId=402http://www.irelandseye.com/aarticles/culture/talk/index.shtmhttp://www.celticlady.com/
  • 7/29/2019 Arts Manual for Tutors

    13/24

    UNIT ONE: The Greatness of This DayThe purpose of The Greatness of this Day is to gain spiritual insights into the significance of this Day andthe promises it holds for humanity.

    Idea 1Although not technically artistic exploration but fun and useful none the less, it can be interestingbefore studying Unit One to gather quotations from different religions scripture about the prophecyof the coming of Bahullh (see website http://www.bci.org/prophecy-fulfilled/for lists of these),and jumble them up anonymously. The participants can then work in small groups or pairs to try towork out which religion the prophecies come from. When they finish, you can let them know if theyare correct!

    Idea 2In section 8 of unit 1 we are asked to memorise the quotation from the Guardian. As an aid tomemorisation, ask the participants to stand in a circle and with each phrase or few words of the quote,create a short movement with their hands and/or body. Then everyone in the circle repeats themovement while saying the words. Each time someone adds a new movement, the group say thequote from the beginning. Each person contributes a movement until the whole quote has been done.Then each participant has a go at reciting it. If they get into trouble, the members of the group canprompt them by doing the movement associated with the phrase.

    Idea 3

    The quote in section 4 is very visual and lends itself nicely to graphicpresentation. Take a large piece of paper and fold it into 4. Each section ofthe paper relates to a section of the quote, depicting the ocean, the sun (orday-star), the clouds, and the wind (or breeze). As a whole group, create awall frieze that can be presented to the local Feast, or displayed at a story-telling evening, or even taken with the participants on their home visit!

    UNIT TWO: The Life of the BbThe purpose of The Life of the Bb is to learn to narrate the story of the Bbs life and gain anappreciation of the potency of His ministry.

    Idea 1

    13

    Before beginning to read the stories, you might invite the participants tobrainstorm the elements of good story-telling and discuss why each elementis necessary. Then, when they practise telling the stories in this unit, theycan refer to the list of points to remember, know what they need to work on

    http://www.bci.org/prophecy-fulfilled/http://www.bci.org/prophecy-fulfilled/
  • 7/29/2019 Arts Manual for Tutors

    14/24

    and give each other clear feedback.

    Idea 2After reading a little about the life of Qudds in section 4 (and more in the Dawnbreakers if thegroup want to read more), you might want to read a few poems by/about other well-known believersand then invite participants to spend some time composing a poem about Qudds, his relationshipwith the Bb and his sacrifice.For poetic inspiration, you might like to browse the following links to find poetry by Bahs andinspired by the Baha teachings.http://www.upliftingwords.org/Bahaipoetry.htmhttp://www.kenfinn.demon.co.uk/poems/http://bahai-library.org/?collection=poetry

    Idea 3

    Instead of just sticking to the monologue suggestion as of a way to depict the story of themounted escort in section 4, you might like to invite the participants to actually create ashort play, adding other characters into the story, eg. the wife of the escort and the nasty

    governor. It can be useful to put them into pairs and invite each pair to come up with ascene, which is then put together into a play. Bringing turbans and cloaks can help the

    drama to come alive as the participants can more easily get into character. If theparticipants feel confident and inspired enough to share their work, they could perform it inthe social part of the local Feast, a Holy Day celebration or at a final open celebration of

    the end of their course to which they could invite friends and family.

    Idea 4After reading about the martyrdom of the Bb (in section 8), you could ask the participants to write ashort story from the point of view of an eye-witness who was present on that day in Tabriz, describingin detail the sights, sounds, smells etc that might have been heard at the time. You could begin theactivity by playing some Eastern music quietly and encouraging the students to close their eyes andallow their imagination to take them away to that time and place. Then they can simply write whatthey saw in their minds-eye. Some like to share what they have written, others dont. It is importantto be sensitive to this.

    Idea 5There are many different tunes that the two prayers, Remover of Difficulties and God is Sufficient(in section 11) have been put to. Choose one, or find one on a CD, and teach it to the group as a wayof helping the participants memorise them.

    Idea 6

    Also in section 11, the group is asked to memorise at least part of theBbs Address to the Letters of the Living. This can be daunting forthem! However, you can lessen their anxiety by presenting the passagenot as a huge chunk as in the book, but by photocopying it and cutting itup into smaller sections. Each section can then be read with somemeditative music in the background.Another way to assist them to memorise the Bbs Address is byprinting off small sections onto A4 paper and then inviting them toillumine it, sticking the resulting beautiful picture and Writings on their

    14

    http://www.upliftingwords.org/Bahaipoetry.htmhttp://www.kenfinn.demon.co.uk/poems/http://bahai-library.org/?collection=poetryhttp://bahai-library.org/?collection=poetryhttp://www.kenfinn.demon.co.uk/poems/http://www.upliftingwords.org/Bahaipoetry.htm
  • 7/29/2019 Arts Manual for Tutors

    15/24

    wall. Everyday they can then read it which, in time, will help them to commit the words to memory.For ideas and examples of beautiful Celtic illumination illumination, see the website www.aon-celtic.com. You might also like to research and share a little about the tradition of illumination inEnglish and Celtic cultures.

    Idea 7In section 15, the concept of crisis and victory is introduced. Thinking about how Abdul-Bah sooften used physical items to relay spiritual truths in his talks and presentations, it can be veryenlightening and refreshing to try to the following activity when discussing this concept (and otherselsewhere in the course).Divide the participants into groups of 3. Briefly explain how Abdul-Bah used physical objects toillustrate his presentation of a spiritual theme. (a burning candle = life of service; a glass of water =spiritual nourishment; flowers, chocolates, oil lamp, etc). Each group then goes to their work areawhere they find some items to use in their presentation of the concept of crisis and victory in thehistory of the Faith.Give each group 10-12 items each. These might include: flowers, a candle, a beautiful picture frame,some crystals, a white rounded stone from a beach, a brass candle snuffer, some fir-tree cones, aclock, a Bible, a copy of the Holy Koran, a porcelain bell, seashells, etc. The list is endless, and theonly rule in choosing objects was that they should be items of beauty.The group then could take 30mins or so to prepare a presentation to the rest of the group using asmany of the items as they can.The great thing about this exercise is the way in which it helps the participants to think in a verydifferent way about concepts/a story. Some of the participants may find it a great help to have theitems to hold while talking it gives them courage. The use of metaphor while actually seeing theobject is a very powerful element in getting a concept across. And this activity works well as amental breather if the group is feeling tired.

    UNIT THREE: The Life of Bahullh

    The purpose of this unit is to learn to narrate the story of Bahullhs life and gain an appreciation of themagnitude of the spiritual forces released by Him.

    Idea 1In section 1, after reading the story of the puppet show, there isobviously quite a lot of scope to explore puppets and the art ofpuppetry. You could practise telling the story of the puppet showusing the puppets your make, or choose another story from the coursethat can be told using them. They could become very effective propsto help the participants tell stories when they do their home visits. Seethe websites http://familycrafts.about.com/od/puppets/,http://ri.essortment.com/howtomakepupp_rxzy.htm or

    http://www.ehow.com/how_9760_make-puppets.html for clearinstructions on making different kinds of puppets.

    Idea 2

    15

    In section 7, when reading about Tahirih and her unveiling, tostimulate discussion and understanding about the veil in Islamicculture, you could bring in long black cloaks and sheets and inviteyour participants to put them on in a chador type covering (men too!).Having a mirror there for them to see themselves covered up can be avery powerful experience. Some people may find this activity

    http://www.aon-celtic.com/http://www.aon-celtic.com/http://familycrafts.about.com/od/puppets/http://ri.essortment.com/howtomakepupp_rxzy.htmhttp://www.ehow.com/how_9760_make-puppets.htmlhttp://www.ehow.com/how_9760_make-puppets.htmlhttp://ri.essortment.com/howtomakepupp_rxzy.htmhttp://familycrafts.about.com/od/puppets/http://www.aon-celtic.com/http://www.aon-celtic.com/
  • 7/29/2019 Arts Manual for Tutors

    16/24

    uncomfortable, especially those who have lived in a society that forced women to cover up, so it isnecessary to be sensitive to this.

    Idea 3In section 12, the participants read about the experience of the Bbis and Bahullh in the Siyh-Chal. It can be a very effective to attempt to try to re-create the conditions of the prison for them. Anoutdoor shed which can be closed to create darkness is ideal, with a clean carpet or mat on the floorfor people to sit on. Encouraging the participants to sing God is Sufficient Unto Me as they sit in thecold darkness can be very moving. It is important to discuss with the participants afterwards how theyfelt and link it with the experience of the Bbis. Again, some people may not be comfortable withthis, and it is important to be sensitive to this.

    Idea 4In section 14, the Maid of Heaven is mentioned Who visited Bhaullh in the Siyah-Chal and toldHim of His Revelation. You could ask the participants to draw/paint/create an image of the Maid ofHeaven. Of course, there will be many differing interpretations of this which can be very interesting,and will help them to remember what the entity was that delivered Bahullhs revelation to Him.

    Idea 5In section 20, the Hidden Words are mentioned. There are many CDs andtunes that have been created to illuminate the beautiful words of these texts,and you might like to teach one or two to the participants. If you dont feelconfident teaching a song, you might like to ask another of the participantswho feels confident to do it for the group, or (failing this) another member ofthe community to come and visit your group. You could also ask theparticipants to find their favourite Hidden Word and create their own tune forit.

    Idea 6Also in section 20, the story of the clergymen trying to create a test forBahullh is introduced. It can be quite fun to attempt to re-create the sillyconversation they might have had and encourage the participants to come upwith ludicrous ideas for tests of Bahullhs miraculous power.

    Idea 7Re-create the Garden of Ridvan for the reading of sections from the RidvanTablet in section 23! Simply put a white sheet on the floor and somebeautiful cushions in a circle round lots of roses, candles and plants. Thereare some CDs available with sounds of water and birdsong, which whenplayed in the background can give the impression of being in a peacefuland delightful garden. You could invite family and friends to this uplifting

    experience.

    Idea 8

    16

    To help the participants get clear in their minds the series of places that Bahullh was exiled to, itcan be useful and fun to create the map shown in section 29 as a large life-size map. This can bedone simply by writing the names of the cities and the dates that Bahullh arrived and left themonto bits of card and having the participants lay them on the ground in relation to each other, perhapson a lawn outside. They can then walk from city to city, recounting briefly the story of Bahullhslife as they go!

  • 7/29/2019 Arts Manual for Tutors

    17/24

    Unit 1: The Spiritual PathThe purpose of this unit is to gain increased awareness of the spiritual dynamics of advancing along a path ofservice to the Cause and acquire an understanding of the forces at work.A dynamic is an interactive system or process involving the interplay of forces, elements or objects. In thisunit many dynamics are identified, in particular the dynamics of faith, hope and longing desire.

    IntroductionOur world is characterised by dynamics of every kind:

    The dynamo on a bike produces enough current to power the light:through the cyclists pedalling action, a coil is made to rotate,

    voltage is thus induced which produces the necessary current. sound is created through the

    dynamic of the violin, the bow, andthe movement of the violinists arm;

    a piece of pottery is made through the dynamic relationship between thespinning of the potters wheel, the clay and the movement of the pottershands;

    the force of the wind interacting with the tide produces large waves (orswell) in the ocean;

    and so on.

    You might be able to arrange for the participants to experience an artistic dynamic in action. Themost effective would be one where motion is visible, therefore pottery is a good example. It would beexcellent for them to have a go on the potters wheel if possible.

    Or, more simply, you could help the participants make percussion instruments and experimenttogether with producing rhythmic sound (a dynamic created between the different rhythms, showingitself in interesting sounds). Simple percussion instruments can be made by putting pebbles in a tin tomake a rudimentary rattle; creating an arrangement of glasses which can be tapped with a chop stickto produce tinkling sound; use two soup spoons back-to-back for a castanet affect; use saucepans asdrums; and so on.

    Section 2

    The participants learn here about the concept of polishing the mirror of theheart. Bring in some small mirrors which have been dirtied by grime. Theparticipants can be invited to clean them first. Then, using glass paints (thesecan be bought inexpensively from arts shops) ask them to decorate themirrors of their hearts with beautiful colours, representing the virtues theythink a tutor will need.

    17

  • 7/29/2019 Arts Manual for Tutors

    18/24

    Section 5Participants can make up quotable quotes (like the sort you see on inspirational quotes on websites)for one or two of the forms of love mentioned. They can then be invited to share them with the rest ofthe group.

    Section 6Participants could be asked to memorise the quotes on the Laws. To make this morefun and interactive, ask them to cut out keys from shiny paper or card, and lampsfrom coloured textured paper. They could then write the quotes on the shapes, whichcould then by hung up around the room to remind them throughout their training.

    Another idea to use in this section might be to create an ocean byplacing blue coloured clothes or scarves on the floor. The participantsthen create fish by cutting out fish-shapes form card and colouringthem in. They then write some of the Laws of God on small pieces ofcard and place them in the ocean. A short demonstration can be doneto a small audience about what happens to the fish when the Laws aredisobeyed.

    Section 7Participants could think of real examples of people who showed these different aspects of faith and,where possible, tell stories about their lives for inspiration.

    A lovely way of emphasizing the special nature of statements of the things we have faith in might beto ask the participants to write their statements on small bits of special paper which can be made intoscrolls and tied with a small piece of beautiful ribbon.

    Section 9To liven things up if the participants need to be encouraged to move around more and involve theirwhole body instead of just their mouths and brains, the list of desires could be broken up betweenthem and each one is acted out. The rest of the group must firstly guess what the desire is, and thendecide together if it is worldly or heavenly.

    Section 11To be inspired by the sacrifices of the Beloved Master, the participants couldbe invited to find examples or stories that exemplify His life and tell them tothe group.

    In order to easily memorise the quotation why not put it to music or a tune?The next section introduces the concept of joy, so this is a great way ofintroducing joyfulness into the group!

    18

    The End of Unit 1

  • 7/29/2019 Arts Manual for Tutors

    19/24

    By the end of the first Unit the participants will have an increased awareness of the spiritual dynamicsof advancing along a path of service to the Cause, and will have acquired an understanding of theforces at work.

    Supply them with three or four sheets of flipchart (or similar) paper taped together, along with paints,markers, crayons, glue, crepe paper, and any other art and craft materials you may have, and invitethem to create a path of service based on their new awareness and understanding.

    This will afford them the opportunity to recap on what they have learned in a fun but creative way,and it will afford you as tutor the opportunity to check that they have understood Unit 1 well.

    When they have completed their path of service keep it in a safe place, since you may wish to returnto it again later on in the book.

    Section 12The final section of Unit 1 focuses on the concept of joy and on Abdul-Bah asthe essence of joy. In studying this section consider having a singsong with yourgroup (often a powerful bringer of joy). If you are not a confident singer, youcould ask a participant in the group to lead. Failing this, you could ask someone

    from the local community to come and help. You could sing some songs aboutAbdul-Bah Look at Me (from Book 3); Behold the Candle; Dastam Begir; and so on. Or otherBah tunes (BK3 songs are great fun!). You might also sing some of the groups favourite songs notnecessarily Bah tunes.

    Another idea for this section might be to tell some of the uplifting and joyful stories from the life ofAbdul-Bah (see http://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.html for a full list of books aboutthe Master packed with stories).

    Unit 2: Becoming a Tutor of Books 1-6The purpose of this unit is to explore some of the concepts, and acquire some of the attitudes and skills thatcontribute to the capability of helping a group of friends go through books 1-6.

    Section 2Participants can be invited to share different examples they have heard of people inviting friends todo a study circle.

    Section 3After the first statements have been eliminated, divide the remaining

    statements among the participants, each one writing them onto a piece ofpaper. They can then be placed on a ladder of motivation (this can be easilymade out of brown strips of paper and either lain on the floor or blu-tacked tothe wall).

    Section 4

    19

    A prayer is introduced to the participants which is very appropriate for their work as a tutor. The textin BK7 says, You may wish to memorise it and call it to mind each time you take on the function ofa tutor of a study circle. A beautiful way of remembering this prayer and of enhancing the feeling oflove that the participants of the group have for each other may be to invite them to make prayer cards

    http://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.html
  • 7/29/2019 Arts Manual for Tutors

    20/24

    for each other with this prayer, decorating it and writing some of the qualities that they notice in thatpotential tutor that would make them an effective tutor.

    Participants are then invited to meditate on a lengthy extract from a Tablet written byAbdul-Bah. The first paragraph describes how the Ancient Sovereignty has

    portioned out its own perfection to each created thing so that each ; and so that each,

    To help the participants develop a deeper understanding of this paragraph, you could bring to yourstudy circle a selection of created things e.g. a stone, a gem, a flower, a container-full of water, alive animal (perhaps a family dog, cat, fish or bird), an insect, a handful of earth, a handful of sand, ablade of grass, a feather, a vegetable etc. You may also wish to supply some photographs of Godscreation e.g. a sunset, a picture of the planet Earth from space, etc. The distinguishing feature of the

    materials you supply should be that they are not manmade; or that they are not natural materialsshaped by man for example a piece of sculpted marble. Rather you are looking for natural materialsin their natural state.

    Divide the participants into pairs, and let each pair choose an object from the selection. Workingtogether they examine it and then do the following:

    1. try to identify its own perfection, its particular virtue and special excellence.2. describe how it is a symbol denoting the sublimity of the true Educator of

    humankind;3. How, even as a crystalline mirror, does it tell of the grace and splendour of the Sun

    of Truth?

    When the participants have completed their examination and answered the questions, let them explainto the group what they found. Then invite each one write a short poem in praise of their chosen objectinspired by the quotation from Abdul-Bah. When the poems are finished, the participants couldshare them if they wish.

    The extract in from the Writings of Abdul-Bah continues:

    Exploring the mysteries of the Holy Words is described in the text thatfollows as a primary source of motivation.

    Since your participants having previously finished Book 6 are nowactively teaching the Cause, suggest that they choose some of the HolyWords which they particularly love, gift wrap them as befits a mostwondrous gift, and present it to a person they are currently teaching when the right opportunitypresents itself.

    20

  • 7/29/2019 Arts Manual for Tutors

    21/24

    To help them do this you might supply them with books from which they can choose the Holy Words,paper on which they can write them (if appropriate) and materials which could make beautiful andunusual gift wrapping: scraps of beautiful fabric, ribbon, paper of different descriptions, artsmaterials, glitter glue, etc. If you need any creative ideas, try the websites below:

    http://www.diynetwork.com/diy/pa_invitations_wrapping/0,2024,DIY_14157,00.htmlhttp://www.ehow.com/how_8022_make-unique-wrapping.html

    Perhaps somebody in your group or with whom you are acquainted has experience in the art offraming and might like to teach your participants how to frame their precious gift of the Holy Words.

    The quote in this section mentions the eminent Sadrus-Sudr. The story is his conversion is told inthe book Memories of Nine Years in Akk by Dr. Youness Afroukteh. It is spread between twosections of the book pp79-83 (The story of q Mrz Hasan) and pp 96-102 (The effect of thestory of q Mrz Hasan.) You could memorise this story and tell it to your participants.The book is available from:http://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.html

    Section 6There is a beautiful quotation used here that explores the idea of fragranceand perfume. The participants here could be invited to make flowers out ofcoloured tissue paper and green wire (bought very cheaply from art shops),which they could perfume with rose oil or spray. Another way to enhance thisidea might be simply to burn rose-oil in the room while reading the quote andshowing pictures of beautiful flowers on a screen or computer.

    In advance of studying this section invite the participants to share some thoughts about beauty and tobring to the group something which they consider to be beautiful: it can be anything from the

    photograph of a grandchild to a beautiful painting, a piece of clothing, a piece of music or song,something from the Writingsanything at all which they consider to be beautiful. Invite them todisplay whatever they bring in and to describe why they think its beautiful and how it makes themfeel etc.

    Section 7This is a good section to use the sock puppets that theparticipants have no doubt made in previous courses. If not, seeMaking Sock Puppets on the Ruhi Resources website. They aregreat fun to make and dont take long at all. They are highlyeffective in exploring the good and bad responses of the tutor

    to the participants in the exercise on P50+51.

    Alternatively, to explore the scenarios and the appropriate/inappropriate responses of the tutor, theparticipants could be asked to do short dialogues or dramatic scenes, which they then perform for therest of the group, which then discusses the consequences of the right and wrong approach.

    Section 8Participants could be asked to draw the images they think are appropriate. When the pictures aredisplayed, the representations provide good stimulus for discussion.

    21

    http://www.diynetwork.com/diy/pa_invitations_wrapping/0,2024,DIY_14157,00.htmlhttp://www.ehow.com/how_8022_make-unique-wrapping.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.bahai-publishing-trust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.htmlhttp://www.ehow.com/how_8022_make-unique-wrapping.htmlhttp://www.diynetwork.com/diy/pa_invitations_wrapping/0,2024,DIY_14157,00.html
  • 7/29/2019 Arts Manual for Tutors

    22/24

    Participants could play charades with the words at the end of this section, instead of just writing themin the list. This can create a livelier and more stimulating atmosphere in the study group if theparticipants need perking up.

    Section 10Write each element mentioned in large letters at the top of an A4 piece of paper, which are then stuckup on the walls of the training venue. Each participant then is given 7 Post-It notes. They write theirthoughts on each one and stick it on the corresponding page. After everyone has written on each page,they are read out and discussed.

    Section 13Participants could underline the parts of Book 2 where they feel the different virtues mentioned arebeing displayed. They could choose a different colour for each attribute, which could be useful whenthey go on to tutor Book 2.

    Instead of writing a paragraph about the joy of teaching, participants could be asked to write a poem.These could then be read out to the group (or not, if they do not wish to)

    Section 18

    This section comes at the end of a series of sections in which the participantsreview the first six books of the main sequence of courses. The text says, It ishoped that this overview will have provided you with insight into what theInstitute means by the phrase walking a path of service.

    Now might be a good time to produce the art materials once again and invite theparticipants to create a new path of service, much as they did at the end of Unit1. When they have finished, compare this new path of service with the earlier

    one, and give the participants an opportunity to explore what they have learned and to see if theirunderstanding has developed during their study so far of Unit 2.

    Section 27Instead of writing about the community, participants can draw a picture depicting how the communitycould be. This would then be a good stimulus for discussion.

    Section 28Having studied and discussed the list of the attributes needed by those set on a path of moral andspiritual empowerment of others, and as a means of fixing some of the attributes in the minds of yourparticipants, you could play Empowerment Charades. Each person simply chooses an attribute froma bag of bits of paper with attributes of God written on them, attempts to demonstrate it withoutspeaking or mouthing any words within 1minute, and the others in their team must guess what it is. Ifthey guess correctly, they get a point!

    Another way of achieving the same goal, might be to invite the participants to each create smallpictures illustrating the different attributes of empowerment. These can be drawn on pieces of paperor card that have all been cut to the same size. Once everyone has completed their bit, they can all beput together in a collage, possibly framed, and then displayed at the next Feast, a Cluster ReflectionMeeting, or other community gathering.

    22

  • 7/29/2019 Arts Manual for Tutors

    23/24

    Unit 3: Promoting the Arts at the Grassroots

    The purpose of this unit is to help the participants appreciate the role of artistic endeavours in the activity of astudy circle. The unit already includes much in the way of using the arts:

    Section 1 has people singing, reciting poetry/storytelling, and affords ample opportunity fordisplaying works of art or for dancing.

    Section 2 again offers the opportunity for singing Bah songs, those already known to theparticipants and perhaps some new ones.

    Section 3 calls on the participants to dramatise some scenarios.

    Section 4 describes 5 considerations in the narration of a story, and affords the opportunity to have an

    evening or interlude of storytelling; or to invite a person known for their story-telling skills to comeand entertain the group.

    Extra Idea 1Section 6 is about incorporating music into the educational practice of your studycircle. Towards the end of the section you explore the various kinds of musicthat would be appropriate for different community events. Having identifiedwhich songs are suitable for the celebration of the Nineteen Day Feast, puttogether a programme of song for the next Feast, and request permission toperform your selection for the community.

    Extra Idea 2When each of your participants has learned the stories of the seven martyrs of Tehrn and practisednarrating it as they are asked to do in Section 7, discuss what aspect of the story would lendthemselves to drama. Once the group, either together or in small groups, have worked on a piece andthey feel comfortable, they might present it at the next Feast or Reflection Meeting.

    Alternatively, read the poem inspired by this story on the following website to your participants:http://www.kenfinn.demon.co.uk/poems/7martyrs.htm, or you might like to ask them to read a verseeach, or even simply take verses from the poem (it is quite long).Then invite them to try to write their own poems about this stirring story.

    Extra Idea 3

    Section 8 of this unit focuses on drama and puppetry. Invite the group to think of a few stories theyhave learned through their study of the Ruhi sequence that might lend themselves either todramatisation or being performed by puppets. They can then work in small groups to create these. Trylooking on the following websites for ideas on making simple puppets:http://familycrafts.about.com/od/puppets/, http://ri.essortment.com/howtomakepupp_rxzy.htm orhttp://www.ehow.com/how_9760_make-puppets.htmlThe simple puppet show they create could then be performed at a childrens class, the next Reflectionmeeting or the local Feast, or used as part of the celebrations for the Birth of Bahullh Holy Day.

    23

    http://www.kenfinn.demon.co.uk/poems/7martyrs.htmhttp://familycrafts.about.com/od/puppets/http://ri.essortment.com/howtomakepupp_rxzy.htmhttp://www.ehow.com/how_9760_make-puppets.htmlhttp://www.ehow.com/how_9760_make-puppets.htmlhttp://ri.essortment.com/howtomakepupp_rxzy.htmhttp://familycrafts.about.com/od/puppets/http://www.kenfinn.demon.co.uk/poems/7martyrs.htm
  • 7/29/2019 Arts Manual for Tutors

    24/24