ApproachinApproaching Islam g Islam through through the Artsthe Arts

eudaemonia eudaemonia conferencesconferences

Charlotte FowlerCharlotte Fowler

The Purpose of The Purpose of the Artsthe Arts

Education Education from ‘from ‘educareeducare’ > to bring ’ > to bring

outout In the ancient world, education was a lifelong In the ancient world, education was a lifelong process; its structure was based on that worked out process; its structure was based on that worked out by the Greeks.by the Greeks.

Before specialising all scholars had to complete the Before specialising all scholars had to complete the TRIVIUM TRIVIUM (Grammar, Logic and Rhetoric) and then the (Grammar, Logic and Rhetoric) and then the QUADRIVIUMQUADRIVIUM (Arithmetic, Geometry, Music and (Arithmetic, Geometry, Music and Astronomy) before going on to study Astronomy) before going on to study Philosophy and Philosophy and TheologyTheology..

Students should first become expert communicators in Students should first become expert communicators in their own and classical languages, then develop an their own and classical languages, then develop an understanding of the four ‘understanding of the four ‘universal languagesuniversal languages’ ’ before beginning to process accumulated wisdom about before beginning to process accumulated wisdom about the world and God.the world and God.

The Arts were the languages of knowledge; tools The Arts were the languages of knowledge; tools through which to seek out truth and communicate it. through which to seek out truth and communicate it. The Arts are the processes of good education.The Arts are the processes of good education.

Master of the ArtsMaster of the ArtsAn Educated Person > Fully An Educated Person > Fully

HumanHuman We still refer to those We still refer to those holding university holding university degrees as ‘bachelors degrees as ‘bachelors of arts’ or ‘masters of of arts’ or ‘masters of arts’.arts’.

In the USA most In the USA most students study ‘students study ‘the the liberal artsliberal arts’ before ’ before specialising specialising

This goes back to the This goes back to the ancient belief that the ancient belief that the literary, mathematical, literary, mathematical, musical and natural musical and natural arts liberate us from arts liberate us from subjectivity, and open subjectivity, and open the door to objective the door to objective truthtruth..

Know the truth Know the truth and the truth will and the truth will make you free...make you free...

Islam and the ArtsIslam and the Arts Islam retained this Islam retained this traditional, rigorous traditional, rigorous and ideological and ideological approach to education approach to education for longer than ‘the for longer than ‘the west’.west’.

Although few Arabic Although few Arabic schools (schools (madrassasmadrassas) ) and universities still and universities still aspire to the ancient aspire to the ancient standards, the standards, the relationship between relationship between scholarship and the scholarship and the arts remains in some arts remains in some places.places.

Questions 1Questions 1Sixth Form General Studies / Critical Sixth Form General Studies / Critical

ThinkingThinking"Logic is the anatomy of thought." John "Logic is the anatomy of thought." John

LockeLockei.i. Explain the advantages and disadvantages of a Explain the advantages and disadvantages of a

longer, deeper process of education which longer, deeper process of education which demands that everybody has good common skills demands that everybody has good common skills before specialising.before specialising.

ii.ii. Assess the belief that grammar, logic, Assess the belief that grammar, logic, rhetoric, arithmetic, geometry, music and rhetoric, arithmetic, geometry, music and astronomy are the ‘languages of learning’.astronomy are the ‘languages of learning’.

iii.iii. Would you add or replace ‘languages’ in the Would you add or replace ‘languages’ in the light of the modern world? Why?light of the modern world? Why?

Use a clip from the beginning Use a clip from the beginning

of ‘Dead Poets of ‘Dead Poets Society’ (Peter Weir Society’ (Peter Weir 1987) – first 25 minutes 1987) – first 25 minutes show show different interpretations of education different interpretations of education and its purposes – ultimately showing the and its purposes – ultimately showing the

liberating power of engaging with the liberating power of engaging with the arts.arts.

In Islam, the Arts…In Islam, the Arts…

Are expressions of the truth through Are expressions of the truth through local and universal languages.local and universal languages.

Artists must be deeply spiritual, Artists must be deeply spiritual, philosophers but also musicians, philosophers but also musicians, mathematicians, lovers of nature and mathematicians, lovers of nature and eloquent.eloquent.

If the artist lacks substance or skill, If the artist lacks substance or skill, the art is worthless.the art is worthless.

Art must speak to its audience – and Art must speak to its audience – and must speak of something that really must speak of something that really matters.matters.

The Islamic attitude to artists and the The Islamic attitude to artists and the arts is a direct inheritance from Plato.arts is a direct inheritance from Plato.

‘‘Traditional art asks the Traditional art asks the viewer to look at the work viewer to look at the work

not as a personal expression not as a personal expression of the artist but as the of the artist but as the

artist’s particular evocation artist’s particular evocation of a universal principle.’of a universal principle.’

www.psta.org.ukwww.psta.org.uk

The Prince’s School of The Prince’s School of Traditional ArtsTraditional Artswww.psta.org.ukwww.psta.org.uk

The School is the only one in the world to The School is the only one in the world to specialise in traditional arts.specialise in traditional arts.

The school does outreach work with The school does outreach work with universities in other countries – in many universities in other countries – in many cases re-teaching the traditional arts of cases re-teaching the traditional arts of the host countries.the host countries.

All students start with a course in All students start with a course in geometry which leads them into a broader geometry which leads them into a broader consideration of the philosophy behind consideration of the philosophy behind traditional arts, the real purpose of art.traditional arts, the real purpose of art.

They come to understand that the process They come to understand that the process of producing art is as important – if not of producing art is as important – if not more important – than the end product and more important – than the end product and that the product is only as important as that the product is only as important as the thought and skill that went into it.the thought and skill that went into it.

All the work is done by hand – computers All the work is done by hand – computers are used as a tool but are not enough in are used as a tool but are not enough in themselves – detail and oversight is themselves – detail and oversight is always added by the artistalways added by the artist

HRH The Prince of Wales HRH The Prince of Wales (at the opening of the Jameel Gallery of (at the opening of the Jameel Gallery of Islamic Art at the V&A, 18 July 2006)Islamic Art at the V&A, 18 July 2006)

““It is important, perhaps, to It is important, perhaps, to remember that the beauty of remember that the beauty of form, pattern and colour (as form, pattern and colour (as manifested in Islamic and other manifested in Islamic and other Traditional Arts) is not just Traditional Arts) is not just aesthetically pleasing, but aesthetically pleasing, but representative of a more representative of a more profound universal order. The profound universal order. The point is that the intricate and point is that the intricate and subtle patterns of Nature subtle patterns of Nature transcend the purely decorative transcend the purely decorative realm and embody a profound and realm and embody a profound and timeless beauty.”timeless beauty.”

1)1) What makes art valuable? What makes art valuable? • The time/skill it takes to make, its The time/skill it takes to make, its

rarity, its decorative value, its rarity, its decorative value, its value as a conversation-starter, the value as a conversation-starter, the number of people who want it divided number of people who want it divided by the amount available, by the amount available, status/price?status/price?

2)2) What is art for?What is art for?• Is it purely the self-expression of Is it purely the self-expression of

the artist or commissioner – or is the artist or commissioner – or is there a broader cultural, social there a broader cultural, social even philosophical dimension?even philosophical dimension?

Questions 2Questions 2Y10-11 PSHE or Art, 6Y10-11 PSHE or Art, 6thth Form General Form General

Studies, Philosophy, Critical Thinking, ArtStudies, Philosophy, Critical Thinking, Art

Questions 2 (cont.)Questions 2 (cont.)

3) What is the point of expressing 3) What is the point of expressing something if it only relates to you?something if it only relates to you?• What makes communications from other people What makes communications from other people meaningful, valuable?meaningful, valuable?

4) Think of modern art-forms which seem 4) Think of modern art-forms which seem to speak to an exclusive audience and to speak to an exclusive audience and others which speak more widely – is it others which speak more widely – is it right that only more ‘universal’ art-right that only more ‘universal’ art-forms should be taught and publicly forms should be taught and publicly subsidised? subsidised? • Rank in order of ‘value’ - graffiti Rank in order of ‘value’ - graffiti (pictures e.g. ‘Banksy’), commercial R&B (pictures e.g. ‘Banksy’), commercial R&B music, ‘tagging’, customised trainers/t-music, ‘tagging’, customised trainers/t-shirts, hand-decorated china, nail-art, shirts, hand-decorated china, nail-art, street dancing, unsigned local music, street dancing, unsigned local music, tattoo/body art, free-jumping. Justify your tattoo/body art, free-jumping. Justify your order.order.

Pre-Islamic ArtPre-Islamic Art

In Arabia at least, could be In Arabia at least, could be described as rather primitive, described as rather primitive, childish.childish.

Art was representational, decorative Art was representational, decorative – the material rather than the form – the material rather than the form was often significant.was often significant.

Was a way for the rich to Was a way for the rich to demonstrate their wealth – to be demonstrate their wealth – to be able to buy time to be used for able to buy time to be used for frivolous ends was a luxury.frivolous ends was a luxury.

Mohammed p.b.u.hMohammed p.b.u.h

Rejected expenditure on frivolities while Rejected expenditure on frivolities while people went hungry.people went hungry.

Despised ‘status symbols’ and activities Despised ‘status symbols’ and activities which distracted people from facing up to which distracted people from facing up to and working to resolve the ills of their and working to resolve the ills of their society.society.

Reacted against ‘images’ – superficial Reacted against ‘images’ – superficial representations of things which made representations of things which made people neglect and even be dissatisfied people neglect and even be dissatisfied with reality.with reality.

Mohammed believed that images stand Mohammed believed that images stand between people and true submission to God…between people and true submission to God…

Questions 3Questions 3KS3-4 PSHE, REKS3-4 PSHE, RE

1) What ‘images’ do we worship today? 1) What ‘images’ do we worship today? – Do ‘images’ make us neglect and/or feel Do ‘images’ make us neglect and/or feel dissatisfied with reality?dissatisfied with reality?

– Can we avoid making and worshipping images?Can we avoid making and worshipping images?2) What ‘Status Symbols’ do you have or do 2) What ‘Status Symbols’ do you have or do you aspire to? you aspire to? – How do/will they make you feel? How do/will they make you feel? – Is it true that the business of chasing after Is it true that the business of chasing after status symbols and the anxiety caused by not status symbols and the anxiety caused by not having them is a distraction from more having them is a distraction from more important things?important things?

3) What decorative ‘frivolities’ do we 3) What decorative ‘frivolities’ do we spend money on today? spend money on today? – What effect might giving them up have on us What effect might giving them up have on us and on our ability/willingness to help others?and on our ability/willingness to help others?

Islamic ArtIslamic Art

Was initially much simpler.Was initially much simpler. The prophet’s message of reform had later The prophet’s message of reform had later parallels in the Christian movements of parallels in the Christian movements of Protestantism and Puritanism. Protestantism and Puritanism.

He may have approved of the Shaker/Quaker He may have approved of the Shaker/Quaker approach to the arts, which was later approach to the arts, which was later advocated by the Arts and Crafts movement.advocated by the Arts and Crafts movement. ‘‘Have nothing in your house which Have nothing in your house which you do not know to be useful or you do not know to be useful or believe to be beautiful’believe to be beautiful’

Buddhists teach a similar message – Buddhists teach a similar message – pointing out that attachments to objects pointing out that attachments to objects are a cause of suffering ‘dukkha’.are a cause of suffering ‘dukkha’.

AttachmentsAttachmentsKS2-3 PSHE KS2-3 PSHE – could be used with older groups – could be used with older groups

as a starter.as a starter.

This statue by Anthony This statue by Anthony Gormley (called Gormley (called ‘Capacitor’) evokes the ‘Capacitor’) evokes the many connections or many connections or attachments we all have attachments we all have – and their effects.– and their effects.

i. What attachments do i. What attachments do you have?you have?

ii. Why might the Buddha ii. Why might the Buddha have said that have said that ‘suffering comes from ‘suffering comes from our attachments’ (tanha)our attachments’ (tanha)

iii. What could you do to iii. What could you do to reduce this suffering?reduce this suffering?

iv. Which attachments iv. Which attachments should go first? Last?should go first? Last?

Attachments (2)Attachments (2)KS4-5 PSHE, Philosophy, General KS4-5 PSHE, Philosophy, General

StudiesStudies In 1832-4 Henry David Thoreau left his job In 1832-4 Henry David Thoreau left his job

as a teacher to lead a simple life by Walden as a teacher to lead a simple life by Walden Pond (near Concord, Boston, Massachusetts) Pond (near Concord, Boston, Massachusetts)

He built a tiny cabin and then only worked He built a tiny cabin and then only worked to pay for what he really needed – about 25 to pay for what he really needed – about 25 days per year.days per year.

He famously said He famously said ‘I went to the woods ‘I went to the woods because I wanted to live deliberately, because I wanted to live deliberately, to live deep and suck out all the to live deep and suck out all the marrow of life…’marrow of life…’ he observed that he observed that ‘‘the the mass of men live lives of quiet mass of men live lives of quiet desperation’,desperation’, enslaved by their belief enslaved by their belief that they need things and to work for that they need things and to work for things. He concluded that things. He concluded that ’I want to crow ’I want to crow like chanticleer in the morning, if like chanticleer in the morning, if only to wake my neighbours up…’only to wake my neighbours up…’ and did and did so in effect by demonstrating the simple so in effect by demonstrating the simple alternative…alternative…

There is a great parallel with Mohammed’s There is a great parallel with Mohammed’s quest to make life simple and honest, to quest to make life simple and honest, to free people from their enslavement to free people from their enslavement to property and maintaining an image.property and maintaining an image.

Attachments… An ActivityAttachments… An ActivityKS4-5 PSHE, CitizenshipKS4-5 PSHE, Citizenship

Spend 15 minutes writing Spend 15 minutes writing a personal budget – note a personal budget – note your income and its your income and its sources and what you sources and what you spend your money on.spend your money on.– Consider how long it Consider how long it takes you to earn the takes you to earn the money to sustain your money to sustain your current lifestyle – current lifestyle – note that you may have note that you may have to do certain things to do certain things even to ‘earn’ pocket even to ‘earn’ pocket money…money…

– Do you really need all Do you really need all the things you buy? the things you buy? Are these things worth Are these things worth the time you put into the time you put into earning them?earning them?

Now go on to consider how Now go on to consider how you might budget when you you might budget when you leave University…leave University…

Start by noting down what you Start by noting down what you expect to be able to do and expect to be able to do and afford at this stage in your afford at this stage in your life…life…– How much would you expect How much would you expect to earn after earning a to earn after earning a good degree? good degree?

– Where would you live? Where would you live? – Would you drive, what? Would you drive, what? – How much would you spend How much would you spend on clothes and going out?on clothes and going out?

Your teacher will give you Your teacher will give you some facts and figures – do some facts and figures – do they change your expectations? they change your expectations?

You will be pleased to hear You will be pleased to hear that having a degree means that having a degree means that you will have a that you will have a reasonable chance of earning a reasonable chance of earning a lot more after 5-10 years than lot more after 5-10 years than you would otherwise!you would otherwise!

The earliest visual The earliest visual expression of Islamic expression of Islamic

belief…belief… Was distinctive and Was distinctive and unadorned dress for both unadorned dress for both men and women…men and women…

Simple communal housing Simple communal housing and empty worship-and empty worship-spaces…spaces…

Clear kufic calligraphy Clear kufic calligraphy in copies of the Qur’anin copies of the Qur’an

As Islam ExpandedAs Islam Expanded

Things got rather more Things got rather more complicated, but Islam complicated, but Islam did not lose the idea did not lose the idea that decoration for its that decoration for its own sake was own sake was unnecessary.unnecessary.

Islamic Arts, though Islamic Arts, though rich and developed in rich and developed in time, were employed to time, were employed to explore and express the explore and express the truths of Islam rather truths of Islam rather than to obscure or than to obscure or sweeten them.sweeten them.

The Visual The Visual ArtsArts

Muslims believe that the universe, in all its Muslims believe that the universe, in all its infinite variety and complexity, was created by infinite variety and complexity, was created by and is sustained by a single eternal God, and is sustained by a single eternal God, Allah.Allah.

The Cosmological Argument - the Universe seems The Cosmological Argument - the Universe seems infinite and yet rationally actual infinity is infinite and yet rationally actual infinity is impossible and God is necessary.impossible and God is necessary.

There is a gap between how things seem There is a gap between how things seem superficially and how we can come to understand superficially and how we can come to understand that they really are.that they really are.

Vision must be understood, extended, supported Vision must be understood, extended, supported by reason.by reason.

Art is not duplicating superficial images or Art is not duplicating superficial images or decoration for its own sake – it aims to decoration for its own sake – it aims to communicate insight, understanding of the communicate insight, understanding of the Universe.Universe.

Allah – The WorldAllah – The World

PatternPattern

Islamic Art is characterised by a Islamic Art is characterised by a use of pattern.use of pattern.

Pattern is not just decorative, it Pattern is not just decorative, it is designed to draw our eyes and is designed to draw our eyes and minds into a deeper understanding minds into a deeper understanding of reality. of reality.

Islamic Art is not about Islamic Art is not about representing the superficial representing the superficial appearance of things, trying to appearance of things, trying to capture normal experience – it is capture normal experience – it is about exploring the foundations of about exploring the foundations of our reality, the level which is our reality, the level which is closest to its creator, God.closest to its creator, God.

Islamic patterns often feature a Islamic patterns often feature a deliberate mistake – to show that deliberate mistake – to show that the artist is not seeking to be a the artist is not seeking to be a God in producing perfection.God in producing perfection.

Pattern Pattern Mathematics through Mathematics through

IslamIslam Examining and discussing patterns can Examining and discussing patterns can raise some interesting, open raise some interesting, open philosophical questions…philosophical questions…– What is real and how do we access the real?What is real and how do we access the real?– Why is the natural world underpinned by Why is the natural world underpinned by mathematical pattern?mathematical pattern?

– How do we explain the fact that humans can How do we explain the fact that humans can understand this level of reality?understand this level of reality?

– Do the abstract patterns we use to Do the abstract patterns we use to represent the world we see do its reality represent the world we see do its reality justice?justice?

Doing some basic geometry can be a way Doing some basic geometry can be a way into considering the bigger questions in into considering the bigger questions in Mathematics Mathematics – What are numbers? What are numbers? – How do we explain the presence of rules in How do we explain the presence of rules in nature?nature?

Making Time for Making Time for Reflection: Reflection: Learning from Learning from

PatternPattern The process and experience The process and experience of constructing patterns can of constructing patterns can be a real learning be a real learning experience for children.experience for children.

Our children have so little Our children have so little opportunity to focus on opportunity to focus on doing one thing perfectly.doing one thing perfectly.

Reflection at the end of a Reflection at the end of a period spent making a period spent making a pattern can draw out their pattern can draw out their experience into an experience into an understanding of the understanding of the satisfaction that focussed satisfaction that focussed work can bring.work can bring.

Activities…Activities…

Making a pattern inspired by a natural object. Try a Making a pattern inspired by a natural object. Try a pom-pom chrysanthemum or sunflower, pointed broccoli, a pom-pom chrysanthemum or sunflower, pointed broccoli, a snail shell, photographs of fish-scales or of light snail shell, photographs of fish-scales or of light filtering through leaves. filtering through leaves.

Display the patterns next to their inspiration – ask…Display the patterns next to their inspiration – ask…– How are the two connected together? How are the two connected together? – Do the abstract patterns really exist in the Do the abstract patterns really exist in the object, or is it just how we are looking at the object, or is it just how we are looking at the object? object?

– Do the patterns make the object easier to Do the patterns make the object easier to understand?understand?

– How do we explain the existence of these patterns How do we explain the existence of these patterns in natural objects?in natural objects?

EXTENSION: Draw in some information about Fibonacci EXTENSION: Draw in some information about Fibonacci Numbers – evidence of design or evolution? If Numbers – evidence of design or evolution? If evolution, what does the existence of such pattern evolution, what does the existence of such pattern say about the nature of our world and of numbers?say about the nature of our world and of numbers?

Architecture and Architecture and Garden DesignGarden Design

Submission to AllahSubmission to Allah

The business of being a The business of being a Muslim begins with the Muslim begins with the declaration of faith, the declaration of faith, the ‘shahadah’, and is a ‘shahadah’, and is a continual process of continual process of exploring and experiencing exploring and experiencing its truth.its truth.

‘ ‘Ashaduan la ilaha il-Ashaduan la ilaha il-allahu wa Muhammadar allahu wa Muhammadar rasulullahrasulullah’’‘I believe there is no God ‘I believe there is no God but Allah, and Mohammed is but Allah, and Mohammed is the Messenger of Allah’the Messenger of Allah’

Awe and Awe and wonder…wonder…

Although the Shahadah seems Although the Shahadah seems simple, understanding it, simple, understanding it, meaning it, is the most meaning it, is the most difficult thing of all.difficult thing of all.

Much Islamic Art explores Much Islamic Art explores the connection between the connection between complexity and an complexity and an underlying onenessunderlying oneness

Look at examples of Look at examples of Islamic Architecture and Islamic Architecture and try to see how this is try to see how this is being worked out.being worked out.

An Islamic Design???An Islamic Design???

Islamic Garden Design…Islamic Garden Design…One creation in all One creation in all

its complexityits complexity The overall garden should have a The overall garden should have a sense of unity, often achieved sense of unity, often achieved through colour, repetitive planting through colour, repetitive planting and the use of a simple palette of and the use of a simple palette of materials.. materials..

Within the Garden, the elements of Within the Garden, the elements of earth, air, fire and water are earth, air, fire and water are displayed – usually through clever displayed – usually through clever use of sunlight and shade, filters use of sunlight and shade, filters for the air and winds in terms of for the air and winds in terms of carved screens and screens of carved screens and screens of plants, trellises etc and plenty of plants, trellises etc and plenty of water features – both moving and water features – both moving and still.still.

The garden may be laid out like a The garden may be laid out like a maze in a medieval cathedral – maze in a medieval cathedral – showing a complex path through to a showing a complex path through to a focus, which suggests contemplation focus, which suggests contemplation and looking up to God. and looking up to God.

Islamic Design Islamic Design ActivityActivity

KS2, 3 or 4 Art, DT or KS2, 3 or 4 Art, DT or RSRS

((Ideal for a cross-curricular, Ideal for a cross-curricular, off-timetable event)off-timetable event) Ask students to work in a Ask students to work in a

small group to produce a small group to produce a design for a local park.design for a local park.

The space should include a The space should include a garden and a pavilion, garden and a pavilion, providing a covered space providing a covered space which could be used for which could be used for art and sculpture art and sculpture exhibitions concerts and exhibitions concerts and poetry readings - and for poetry readings - and for people to sit quietly at people to sit quietly at other times.other times.

The Council has asked that The Council has asked that the space should be the space should be inspired by Islam and inspired by Islam and should encourage people to should encourage people to think and spend time being think and spend time being quietquiet

The plot is rectangular – 100 The plot is rectangular – 100 meters by 250 meters. The meters by 250 meters. The pavilion should be no more pavilion should be no more than 150 meters squared and than 150 meters squared and only 1 storey.only 1 storey.

As well as an overall plan As well as an overall plan for the space the group for the space the group should produce a detailed should produce a detailed design for the pavilion, a design for the pavilion, a ‘mood board’ explaining the ‘mood board’ explaining the theme for planting and the theme for planting and the materials to be used for materials to be used for walls, paths etc. walls, paths etc.

The group should finally The group should finally prepare a 10 minute prepare a 10 minute presentation of their ideas presentation of their ideas to Council officials and be to Council officials and be prepared to answer questions…prepared to answer questions…

Mysterium Mysterium Tremendum…Tremendum…

Believing in a single Believing in a single creator and sustainer creator and sustainer God means putting faith God means putting faith in an unimaginably in an unimaginably great reality.great reality.

Considering the Considering the complexity of the complexity of the world, even within our world, even within our limited experience, is limited experience, is fascinating in the true fascinating in the true sense of the word and sense of the word and leads to a sense of leads to a sense of awe.awe.

It makes us feel small It makes us feel small but part of an but part of an infinitely detailed infinitely detailed creation in which every creation in which every tiny thing matters.tiny thing matters.

Early Islamic Scholars Early Islamic Scholars spent their lives spent their lives studying the stars and studying the stars and the underlying patterns the underlying patterns in nature – the phases of in nature – the phases of the moon, the tides, the the moon, the tides, the winds…winds…

Spend time looking at a Spend time looking at a one detailed aspect of one detailed aspect of nature – the easiest nature – the easiest might be to focus on a might be to focus on a small patch of ground on small patch of ground on a playing field, but a playing field, but alternatively look up at alternatively look up at the night sky or down the night sky or down into a rock-pool.into a rock-pool.

How does appreciating the How does appreciating the detail make you feel?detail make you feel?

The Night of PowerThe Night of PowerLailat al Qadr Lailat al Qadr (27.Ramadan)(27.Ramadan) Islam began with the revelation Islam began with the revelation of the holy Qur’an to Mohammed. of the holy Qur’an to Mohammed.

This powerful religious This powerful religious experience sustained the prophet experience sustained the prophet for the rest of his life.for the rest of his life.

The story and importance of the The story and importance of the word of Allah coming to Mohammed word of Allah coming to Mohammed has inspired many Muslim artists…has inspired many Muslim artists…

A good shorter reflective A good shorter reflective exercise could be to ask students exercise could be to ask students to produce an image of the night to produce an image of the night of power, without using of power, without using representations of people or representations of people or animals. animals.

Art in Art in Life…Life…

The Pattern of Life:The Pattern of Life:The Art of Being a Good The Art of Being a Good

MuslimMuslim Muslims all over the world Muslims all over the world find that they are drawn into find that they are drawn into a meditative, peaceful state a meditative, peaceful state when concentrating on the when concentrating on the detail and rhythm of things.detail and rhythm of things.

Such concentration helps to Such concentration helps to focus the mind and draw it out focus the mind and draw it out of itself, to block out of itself, to block out distraction and suffering.distraction and suffering.

Pattern is a feature of every Pattern is a feature of every aspect of a muslim life…aspect of a muslim life…– Prayer, both marking the rhythm of Prayer, both marking the rhythm of the day and in its own rhythmic the day and in its own rhythmic postures (rakat) and words.postures (rakat) and words.

– Ramadan and Hajj marking out the Ramadan and Hajj marking out the passing of the year.passing of the year.

– Zakat marking the routine of Zakat marking the routine of receiving and giving.receiving and giving.

The Pattern of Our The Pattern of Our LivesLives

A useful exercise, which could draw A useful exercise, which could draw together learning about and from Islam together learning about and from Islam in RE with themes in PSHE and even PE, in RE with themes in PSHE and even PE, would be asking children to describe and would be asking children to describe and reflect on the patterns in their lives.reflect on the patterns in their lives.– Describe your daily routine, the pattern of Describe your daily routine, the pattern of a school week, the things that happen every a school week, the things that happen every year. How do these patterns and routines year. How do these patterns and routines make you feel?make you feel?

– Why might patterns and routines be important Why might patterns and routines be important to religious people? To sportsmen and to religious people? To sportsmen and sportswomen? To all people?sportswomen? To all people?

The StruggleThe Struggle

The true meaning of the The true meaning of the word ‘jihad’ is word ‘jihad’ is ‘struggle’. ‘struggle’.

For most Muslims, the For most Muslims, the struggle is that to make struggle is that to make their beliefs the centre their beliefs the centre of their lives, to make of their lives, to make them real.them real.

Routine – in behaviour, Routine – in behaviour, prayer, pattern of life, prayer, pattern of life, even dress, is important even dress, is important as it continually reminds as it continually reminds the believer of the the believer of the demands of their beliefs.demands of their beliefs.

Islamic Islamic DressDress

Alien to our culture?Alien to our culture? Although Islamic dress, Although Islamic dress, particularly as it relates to particularly as it relates to women, is often portrayed as women, is often portrayed as alien to our culture it is alien to our culture it is worth thinking about things worth thinking about things in a longer time-frame…in a longer time-frame…

Islamic and ‘western’ Islamic and ‘western’ societies shared a demand for societies shared a demand for modest dress for centuries – modest dress for centuries – Indeed English women sought Indeed English women sought out Muslim women in 17out Muslim women in 17thth and and 1818thth Century India because Century India because they felt more comfortable they felt more comfortable with modestly dressed women with modestly dressed women than with Hindu women who than with Hindu women who dressed more casually. dressed more casually.

Have things moved Have things moved on?on?

One suggestion is that One suggestion is that Muslim dress is Muslim dress is Medieval and that women Medieval and that women should embrace the 21should embrace the 21stst century in casting off century in casting off their veils.their veils.

Is 21Is 21stst century century liberalism really about liberalism really about insisting on wearing insisting on wearing less though?less though?

Surely the whole point Surely the whole point of developments in of developments in fashion is to encourage fashion is to encourage individual expression individual expression and challenge ‘rules’ and challenge ‘rules’ about dress?about dress?

Certainly, western Certainly, western liberals have a concern liberals have a concern about women being forced about women being forced to wear Islamic clothing to wear Islamic clothing – or indeed to do – or indeed to do anything…anything…

Yet women often choose Yet women often choose to dress modestly and to to dress modestly and to adopt the cultural adopt the cultural interpretation of interpretation of Islamic standards which Islamic standards which they feel comfortable they feel comfortable with and which expresses with and which expresses their roots.their roots.

Hussein ChalayanHussein Chalayan

Turkish Cypriot, based in Turkish Cypriot, based in London. Graduate of Central St London. Graduate of Central St Martin’s – has own Fashion Martin’s – has own Fashion Label and has worked for Label and has worked for companies such as Asprey’s. Has companies such as Asprey’s. Has courted controversy by using courted controversy by using his work to comment on the his work to comment on the relationship between Islamic relationship between Islamic and ‘western’ culture. His and ‘western’ culture. His work skirts around the work skirts around the psychological and political psychological and political implications of dressing in implications of dressing in certain ways…certain ways…

Rifat OzbekRifat Ozbek

Turkish designer, Turkish designer, based in London and based in London and another graduate of another graduate of Central St. Central St. Martin’s. Well Martin’s. Well known for producing known for producing clothes inspired by clothes inspired by Islamic Cultures – Islamic Cultures – has worked with has worked with Monsoon.Monsoon.

Veils and PartitionsVeils and Partitions

The origins of ‘hijab’ The origins of ‘hijab’ or modest dress as it or modest dress as it applies particularly to applies particularly to women may be said to lie women may be said to lie in the situation that in the situation that the prophet faced in the the prophet faced in the early years of Islam.early years of Islam.

The prophet prayed for The prophet prayed for guidance on how to guidance on how to protect his wives from protect his wives from the intrusions of the intrusions of followers who wanted to followers who wanted to get close to him and get close to him and enemies who wanted to enemies who wanted to get revenge on him by get revenge on him by insulting his family.insulting his family.

Allah revealed the truths Allah revealed the truths that public figures must that public figures must cast a veil or partition cast a veil or partition between their private and between their private and public lives and that public lives and that Muslims should dress Muslims should dress distinctively to be distinctively to be recognisable to both recognisable to both friend and foe – and that friend and foe – and that all Muslims should stand all Muslims should stand up for others as they up for others as they would for memebers of would for memebers of their own family.their own family.

Ummah means ‘brotherhood’ Ummah means ‘brotherhood’ – all muslims, male and – all muslims, male and female, are members of female, are members of this.this.

The veiled Ka’abaThe veiled Ka’aba

The holiness The holiness of the Ka’aba of the Ka’aba is protected is protected with a veil, with a veil, the Qiswa.the Qiswa.

This is This is reminiscent of reminiscent of the curtain the curtain that shielded that shielded the Holy of the Holy of Holies in The Holies in The Jerusalem Jerusalem Temple?Temple?

Islamic Islamic MusicMusic

Islamic MusicIslamic Music

Nusrat Fateh Ali Khan Nusrat Fateh Ali Khan (Pakistani Qawwali)(Pakistani Qawwali)

‘‘Allah, Mohammed, Char, Yah’Allah, Mohammed, Char, Yah’

Abida ParweenAbida Parween (Pakistani female singer, (Pakistani female singer, influenced by influenced by

singing at sufi shrines – setting of a Ghazal, a singing at sufi shrines – setting of a Ghazal, a tradtional love tradtional love

poem)poem)

‘ ‘Tere Ishq Nachaaya’Tere Ishq Nachaaya’

Literature Literature and Poetryand Poetry

Literature and Literature and PoetryPoetry

Arabic Literature and Poetry is immensely rich – Arabic Literature and Poetry is immensely rich – though it does not always translate well.though it does not always translate well.

As a language Arabic, like Hebrew, relies on As a language Arabic, like Hebrew, relies on triconsonental roots and thus the language has a triconsonental roots and thus the language has a regular rhythmic shape and words with related regular rhythmic shape and words with related meanings share sounds.meanings share sounds.

Written Arabic is elegant, formal – and in Written Arabic is elegant, formal – and in ancient times the form of literature and poetry ancient times the form of literature and poetry was of primary importance.was of primary importance.

Odes were the earliest form of literature – they Odes were the earliest form of literature – they were commissioned to celebrate, immortalise and were commissioned to celebrate, immortalise and publicise the achievements of tribes.publicise the achievements of tribes.

Poets were retainers of rulers for the most part Poets were retainers of rulers for the most part – though some went freelance like minstrels and – though some went freelance like minstrels and a few were even known as brigands!a few were even known as brigands!

SufismSufism

Much Islamic Much Islamic poetry comes from poetry comes from the Sufi the Sufi movement, which movement, which encourages the encourages the individual to individual to reflect on the reflect on the experience of experience of faith and express faith and express that experience that experience through the through the creative arts. creative arts.

The GhazalThe Ghazal

A traditional A traditional love poem, the love poem, the ghazal was used ghazal was used within a within a religious as religious as well as a well as a chivalrous chivalrous context.context.

‘ ‘I loved you I loved you before you were before you were born, and when born, and when we die I shall we die I shall hear your hear your echoesechoes…’ JAMIL…’ JAMIL

Rabia al Basri Rabia al Basri (717-801CE)(717-801CE)

I have loved Thee with two loves, a I have loved Thee with two loves, a selfish love and a love that is worthy selfish love and a love that is worthy (of Thee).(of Thee).As for the love which is selfish, I As for the love which is selfish, I occupy myself therein with remembrance of occupy myself therein with remembrance of Thee to the exclusion of all others,Thee to the exclusion of all others,As for that which is worthy of Thee, As for that which is worthy of Thee, therein Thou raisest the veil that I may therein Thou raisest the veil that I may see Thee.see Thee.Yet is there no praise to me in this or Yet is there no praise to me in this or that,that,But the praise is to Thee, whether in But the praise is to Thee, whether in that or thisthat or this

Al Ma’arri (973-1057CE)Al Ma’arri (973-1057CE)Reflecting on the experience Reflecting on the experience

of being human…of being human…I muse, but in my I muse, but in my musing I recallmusing I recall

The days of my The days of my iniquity; we’re alliniquity; we’re all

An arrow shot across An arrow shot across the wildernessthe wilderness

Somewhere within the Somewhere within the wilderness must fall.wilderness must fall.

(Luzumiyyat, a late work)(Luzumiyyat, a late work)

To humankind, O brother, To humankind, O brother, consecrateconsecrate

Thy heart, and shun the Thy heart, and shun the hundred sects that pratehundred sects that prate

About the things they About the things they little know about.little know about.

Let all receive thy pity, Let all receive thy pity, none thy hate…none thy hate…

For my religion’s love and For my religion’s love and love alone.love alone.

These spiritual window-shoppers, These spiritual window-shoppers, who idly ask, 'How much is that?' Oh, I'm just who idly ask, 'How much is that?' Oh, I'm just looking. looking. They handle a hundred items and put them down, They handle a hundred items and put them down, shadows with no capital. shadows with no capital. What is spent is love and two eyes wet with What is spent is love and two eyes wet with weeping. weeping. But these walk into a shop, But these walk into a shop, and their whole lives pass suddenly in that moment, and their whole lives pass suddenly in that moment,

in that shop. in that shop. Where did you go? "Nowhere." Where did you go? "Nowhere." What did you have to eat? "Nothing much." What did you have to eat? "Nothing much." Even if you don't know what you want, Even if you don't know what you want, buy something, to be part of the exchanging flow. buy something, to be part of the exchanging flow. Start a huge, foolish project, Start a huge, foolish project, like Noah. like Noah. It makes absolutely no difference It makes absolutely no difference what people think of you. what people think of you.

Rumi, Rumi, 'We Are Three', Mathnawi VI, 831-845'We Are Three', Mathnawi VI, 831-845

"Before" does not outstrip Him,"Before" does not outstrip Him,"after" does not interrupt Him"after" does not interrupt Him"of" does not vie with Him for "of" does not vie with Him for precedenceprecedence"from" does not accord with Him"from" does not accord with Him"to" does not join with Him"to" does not join with Him"in" does not inhabit Him"in" does not inhabit Him"when" does not stop Him"when" does not stop Him"if" does not consult with Him"if" does not consult with Him"over" does not overshadow "over" does not overshadow Him…Him…

Al-Halaj (influence on Al-Halaj (influence on Rumi)Rumi)