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THE TRAINING INSTITUTE FOR THE U.K.

ARTS MANUAL FOR TUTORS June 2007

Promoting the Arts at the Grassroots: Creative Exploration in Study Circles


Unit 3 of Book 7 is called Promoting the Arts at the Grassroots. Section 1 of this unit clarifies the role of artistic endeavour in study circles: You should not think of it as entertainment or as an extracurricular activity; 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 and storytelling. But it also includes crafts of every description, from pottery to puppet-making, carving to crochet. Bahullh said: "One of the names of God is the Fashioner. He loveth craftsmanship. Therefore any of His servants

who manifesteth this attribute is acceptable in the sight of this Wronged One. Craftsmanship is a book among the books of divine sciences, and a treasure among the treasures of His heavenly wisdom. This is a knowledge with meaning, for some of the sciences are brought forth by words and come to an end with words." (Cited in Extracts from the Writings concerning Arts and Crafts, published in The
Compilation 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 assist with 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 the participants; to develop a deeper appreciation of art and crafts among your participants; to help the participants discover in themselves some of the gifts and talents bestowed on them by God. Bahullh said:

"The one true God, exalted be He, loveth to witness handiworks of high craftsmanship produced by His loved ones. Blessed art thou, for what thy skill hath produced hath reached the presence of thy Lord, the Exiled, the Wronged. Please God every one of His friends may be enabled to acquire one of the crafts, and be confirmed in adhering to what hath been ordained in the Book of God, the AllGlorious, the All-Wise." (Cited in Extracts from the Writings concerning Arts and Crafts, published in The
Compilation 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 and spiritually in their resolve to tread a path of service in the Cause and to humanity, so your use of the arts must 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 can use the suggestions as described here, or you can allow them to spark your own creative initiative. Many of 2

the ideas in this manual can be used in the different courses of the Institute. The manual doesnt include the many 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 study circles, please write to england.training@bahai.org.uk and let the Regional Training Coordinator know of them. They can then be added to the arts manuals in regular updates and other tutors around the country and beyond can benefit. Also, if you have any pictures of artistic expression used in study circles, please send them to the same address, as these can be shared in the Institute newsletter, Living Nation magazine and with other tutors to inspire them and encourage an ever-increasing number to explore spirituality through creativity 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 circles http://www.painterskeys.com/quotations.asp - for some interesting quotations about art from thinkers and famous writers

ARTS IDEAS FOR BOOK 1: REFLECTIONS ON THE LIFE OF THE SPIRIT


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 their meaning in order to fulfil the obligation of studying the Writings every day. If you have participants who are not yet Bah you may want to supply them with some of the Writings so that they can fulfil both the purpose and the practice of this Unit. This can be done creatively. Idea 1 Print off some extracts from the Writings on to A4 sheets. Invite your participants to pick some that appeal to them. Then encourage them to beautify their sheets using crayons, markers, paints, rubber stamps, glitter glue, or other art and craft materials. Be prepared to give the lead yourself, since many of your participants may not have used art and craft materials since childhood, and may be shy about doing so now. You could prepare by doing a little research into the ancient art of illumination, using perhaps illustrations from the Book of Kells to stimulate ideas and inspiration. (see www.aon-celtic.com for ideas and a gallery)

Idea 2 In section 5 you are asked to memorise some quotations. You can use this opportunity 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 to music 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 to come 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'lBaha, cited in The Importance of the Arts in Promoting the Faith, comp. Cited also in Book 7)

Idea 3 Section 6 of Understanding the Bah Writings asks you to carry out a number of exercises. You could use the arts in Exercise 2 by having the participants read dramatically the sentences Dont bother 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 tone and pace (as actors change their voices to engender differing emotions).

Idea 4 Ask the participants to research stories from different cultures and historical periods about truthfulness. It is a theme that has run throughout the history of mankind. Alternatively, you as the tutor 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 from http://www.special-ideas.com/products.php?id=2429 website) has a wealth of stories about truthfulness as told by the Master of all story-tellers! Idea 5 Exploring the consequences of back-biting can be very powerful, and drama is especially suited to do so. You could ask the participants, perhaps in 2s or 3s, to create a dialogue, or series of short scenes that 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 attitudes of prayer. To memorise 5 prayers and understand their meaning. Idea 1 Make simple prayer beads by bringing along a selection of colourful beads and some string. These can be purchased easily and cheaply at any arts and crafts shop.

Idea 2 Use art and craft materials (glue, glitter, coloured paper, stickers, crayons, paints, threads etc) to create prayer cards a decorated card on which you include the text of a prayer. You may give these 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 card with the text of a Healing Prayer, which the participants can mail to a friend or family member who may be ill. Idea 4 Read 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 what prayer 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 true significance is found in the development of the soul. Idea 1 Having read the purpose, but before studying the unit, invite the participants to write a poem about their own soul. Or, you could ask them to depict their soul in an image that they feel best captures it.

Idea 2 Invite the group to create a simple mandala inspired by their study of this unit. This can either be done as an individual exercise or as a group exercise. If its done as an individual exercise, using a compass or small plate draw a circle on a sheet of paper. Then divide the circle up into sections. In each section, a word or phrase can be written, or nothing at all. Invite the participants to fill it with colour 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 participant is responsible for filling his section of pie with colour and design. Although the design must represent the inspiration of his own soul as he studies the quotations on life and death, in executing his design he must take notice of the designs adjoining his and attempt to harmonise with them, so that a unified whole is created. The group project creates such a sense of unity, and the finished product is always breathtakingly beautiful. This one was created at an animator training in France. Idea 3 Using the quotation in Section 6 as your inspiration, assist the participants to create a mime (silent, dramatic movement) showing the drama of embryonic development. 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 in which a teacher helps to reveal a gem of great value within one of his or her pupils (or a parent helps to reveal a gem within the mine of their child).

ARTS IDEAS FOR BOOK 2: ARISING TO SERVE


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 the Word of God, independent of immediate results. The first section of Unit 1 introduces the concept of service, and asks you to pause and think systematically about your future service to the Cause. After the more introspective experience of Book 1 with only a small amount of action, this book looks outward through acts of service to humanity. Idea 1 Having completed Section 1, Unit 1, and consulted on the concept and implications of service, supply the participants with paper and art materials 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 group exercise supply large sheets of paper flip chart paper or the back of old wallpaper will work and let them design a path of service based on the groups vision. The group exercise is always lighter and more fun. The exercise helps to fix the idea of a path of service in the minds of the participants. Idea 2 Inspired by the Ocean quotation from section 3, arrange for a group and community outing to the seashore or a nearby lake. As well as spending sociable time together, take the time to gather sea shells, drift wood, coloured pebbles etc., and when you next meet for study do a group collage or some other art/craft project using the materials you have collected. One thing might be to make necklaces or bracelets with the shells. Another could be to create a sand picture by gluing sand onto paper and then colouring it with paints. (If not time or opportunity to go to the sea, you could supply the shells, pebbles, sand etc for the group to make their collage/craft items). Since using sea shells for decoration was once a popular craft, see if you can identify somebody locally (perhaps by asking at a local craft supply shop) who could come in to talk to your group about this craft. Idea 3 The Joy of Teaching is rich in metaphor. Section 4 of this unit mentions that the Word of God may be likened unto a sapling. There is much that can be done creatively to explore this quotation. The following are some simple ideas. The point is that the participants understand that the sapling of the Word of God must be firmly rooted in the heart and that it needs to be fostered in order to grow. - Arrange for the participants to plant and nurture their own tree cuttings in pots (the art of gardening) 7

- Invite the participants to collect tree twigs, leaves and other tree things to make a collage illustrating the tree of the Word of God. It is particularly interesting to paint pictures onto dried leaves and then set them into a tree on a piece of large card. You could also write the words of Bahullh onto the leaves. Idea 4 In 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 that the following week each participant brings something that brings them joy to 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 your study circle friends. If being with your children brings you joy, you could bring 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 to them that they choose an active rather than a passive joy: for example, seeing a beautiful sunset may bring great pleasure, but it is a passive pleasure. The exercise calls for doing joys rather than being joys. Idea 5 It is suggested that the participants memorise all of the quotations in Sections 7 and 9 of Unit 1. As an aid 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 study circle party, as Naw Rz cards, as gift cards for AyymiH, or as messages of encouragement and love 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 enrolled believers and sharing with them a number of deepening themes. Idea 1 From time to time throughout their study of Unit Two help the participants to explore traditional means of passing on information and stories orally. This was the way learning was communicated in the 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; cave drawings; 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 own country, as well as helping them to come to an understanding that they are part of a great global tradition common to all cultures which is being reborn. Some of the participants may know of unusual oral traditions from their own or other countries which they could share. They may use some of the techniques they learn about to assist them to learn the sequence of ideas in each deepening theme. They may also use some of the techniques to deliver the deepenings when they come to do the practice of Unit 2. And they may share some of what they learn with the community in general, at the Feast, Holy days, Reflection meetings, or other community gatherings.

Idea 2 Section 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 story doesnt lend itself to being acted out, consider inviting the participants to depict the story in some other 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 by Hand 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 most eloquent of all those we met was an illiterate .... He wanted so sincerely to be a Bah. We had come to determine 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 killed him because they liked it to be dark. But it needed to be brighter like hot day-time to see they are wrong to hate. This was Bah'u'llh. See everybody, He said, how nice they are. Love, don't hate. He died. Not really death because he left His son `Abdu'1-Bah. Not so bright, but good like afternoon sun to see us safe home before it is black. `Abdu'l-Bah said good things. People are alike even if they look different. All belong to God, so don't do what God wouldn't do. Be good men. Then He died. But he told us to go to the Guardian (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. I can'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? I told him what I believe, but always he defeats me what I say. He defeats me with words.' Suddenly he looked up and smiled happily. `But he only defeats my head, not my heart. This,' he said, touching his heart, `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 you don'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 3 In section 2, it says let these words be engraved on our minds and hearts in reference to the quote, The Ancient Beauty has consented To engrave means to impress deeply, as if by carving or etching, and it may help the participants to reflect on this concept in trying to understand why we are asked to memorise the Words of God. This is in preparation for the study of Unit Three, when they will be asked to engrave on their minds and hearts many words of Abdl-Bha and Bahullh. 9

It is possible to buy a type of card from art and craft supply shops that has a black wax coating on it and 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 carve images or patterns into it with small carving tools would also drive home this concept. Idea 4 As 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 some suggested actions. Or indeed have some of the children from the community who have learned the song visit your study circle to sing and teach it for you! (This also may have the added effect of inspiring the participants to move on to train in Book 3). Idea 5 Section 5 of Unit 2 deals with the Nineteen Day Feast. The quotation from the Universal House of Justice on p.46 says: Important aspects of the preparation of the Feast include the proper selection of readings, the assignment, in advance, of good readers, and a sense of decorum both in the presentation and the reception of the devotional program. Since good readers are important, suggest to the participants that you invite a person in the community who is noted for his skill in reading aloud to come and give them some tips; or perhaps somebody 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 if doing 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 by such an activity, then of course you will not choose to do it. Idea 6 Open, 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 at the 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 on top of a Torse. Torse- Twisted fabrics make up a Torse that contains the same colours as the shield 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 or helmet 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 as Bards, Earls, and Peers. Supporter- Typically the supporters are humans or animals that hold the shield on either side. Compartment- The compartment is the area on the coat of arms at the bottom of the shield. The compartment is there to hold the shield up and in many cases it is made to look like the ground. 10

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

UNIT THREE: Introducing Bah Beliefs


The purpose of this unit is to help the participants acquire the ability to introduce Bah ideas into conversation. Idea 1 Section 2 of this unit begins the process of teaching those who study it to acquire the habit of looking to Abdul-Bah as an example of how to teach the Faith. Paragraph 3 mentions that Abdul-Bah is the 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 to reinforce their understanding. You could create a group mandala inspired by the Covenant. A very large sheet of paper is needed, which is then divided into sections rather like a pie. Each participant is responsible for filling his section of pie with colour and design. Although the design must represent the inspiration of his own soul as he reflects on the Covenant, in executing his design he must take notice of the designs adjoining his and attempt to harmonise with them, so that a unified whole is 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 explored creatively. They could choose any way they feel moved write a short poem, paint a picture, create puppets 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 which can be used in a variety of ways in the community: hung as an exhibition as part of a teaching project or at summer school; decorate the walls for the next Reflection meeting; given as a gift to the Local Spiritual Assembly; used by the participants at their celebration upon completion of Book 2 to describe what theyve learned to their friends and family; and so on. Idea 3 As you move through Unit 3, you could find Bah songs related to some of the topics, and teach them to your participants to remind them of the ideas about which they have been learning. 11

For example you could learn one of the many songs about Abdul-Bah or Bahullh; the song Peace 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 for study of that course. If no song comes to mind, and you have a good singer/musician in your group begin to put some of the 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.shtm http://www.ambaile.org.uk/en/sub_section.jsp?SectionID=3&currentId=402 http://www.mrdowling.com/609ancafr.html http://www.change.freeuk.com/learning/relthink/hebtrad.html http://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.htm http://members.tripod.com/~thedragonkeep/create.html About patchwork: http://planetpatchwork.com/beginners.htm About Bah Songs: http://www.bahaibooksonline.com/musicindex.html http://bahai-library.com/books/biblio/music.html http://www.geocities.com/SoHo/7795/ General: http://www.bahaindex.com http://applemachine.com/artsforpeace.com/ 12

ARTS IDEAS FOR BOOK 4: THE TWIN MANIFESTATIONS


UNIT ONE: The Greatness of This Day
The purpose of The Greatness of this Day is to gain spiritual insights into the significance of this Day and the promises it holds for humanity. Idea 1 Although not technically artistic exploration but fun and useful none the less, it can be interesting before studying Unit One to gather quotations from different religions scripture about the prophecy of 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 to work out which religion the prophecies come from. When they finish, you can let them know if they are correct! Idea 2 In section 8 of unit 1 we are asked to memorise the quotation from the Guardian. As an aid to memorisation, 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 the movement while saying the words. Each time someone adds a new movement, the group say the quote 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 can prompt them by doing the movement associated with the phrase. Idea 3 The quote in section 4 is very visual and lends itself nicely to graphic presentation. Take a large piece of paper and fold it into 4. Each section of the paper relates to a section of the quote, depicting the ocean, the sun (or day-star), the clouds, and the wind (or breeze). As a whole group, create a wall frieze that can be presented to the local Feast, or displayed at a storytelling evening, or even taken with the participants on their home visit!

UNIT TWO: The Life of the Bb


The purpose of The Life of the Bb is to learn to narrate the story of the Bbs life and gain an appreciation of the potency of His ministry. Idea 1 Before beginning to read the stories, you might invite the participants to brainstorm the elements of good story-telling and discuss why each element is necessary. Then, when they practise telling the stories in this unit, they can refer to the list of points to remember, know what they need to work on 13

and give each other clear feedback.

Idea 2 After reading a little about the life of Qudds in section 4 (and more in the Dawnbreakers if the group want to read more), you might want to read a few poems by/about other well-known believers and then invite participants to spend some time composing a poem about Qudds, his relationship with the Bb and his sacrifice. For poetic inspiration, you might like to browse the following links to find poetry by Bahs and inspired by the Baha teachings. http://www.upliftingwords.org/Bahaipoetry.htm http://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 the mounted escort in section 4, you might like to invite the participants to actually create a short 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 a scene, 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 the participants feel confident and inspired enough to share their work, they could perform it in the 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 4 After reading about the martyrdom of the Bb (in section 8), you could ask the participants to write a short story from the point of view of an eye-witness who was present on that day in Tabriz, describing in detail the sights, sounds, smells etc that might have been heard at the time. You could begin the activity by playing some Eastern music quietly and encouraging the students to close their eyes and allow their imagination to take them away to that time and place. Then they can simply write what they saw in their minds-eye. Some like to share what they have written, others dont. It is important to be sensitive to this. Idea 5 There 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 way of helping the participants memorise them. Idea 6 Also in section 11, the group is asked to memorise at least part of the Bbs Address to the Letters of the Living. This can be daunting for them! However, you can lessen their anxiety by presenting the passage not as a huge chunk as in the book, but by photocopying it and cutting it up into smaller sections. Each section can then be read with some meditative music in the background. Another way to assist them to memorise the Bbs Address is by printing off small sections onto A4 paper and then inviting them to illumine it, sticking the resulting beautiful picture and Writings on their 14

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.aonceltic.com. You might also like to research and share a little about the tradition of illumination in English and Celtic cultures. Idea 7 In section 15, the concept of crisis and victory is introduced. Thinking about how Abdul-Bah so often used physical items to relay spiritual truths in his talks and presentations, it can be very enlightening and refreshing to try to the following activity when discussing this concept (and others elsewhere in the course). Divide the participants into groups of 3. Briefly explain how Abdul-Bah used physical objects to illustrate 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 area where they find some items to use in their presentation of the concept of crisis and victory in the history 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, a clock, a Bible, a copy of the Holy Koran, a porcelain bell, seashells, etc. The list is endless, and the only 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 as many 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 very different way about concepts/a story. Some of the participants may find it a great help to have the items to hold while talking it gives them courage. The use of metaphor while actually seeing the object is a very powerful element in getting a concept across. And this activity works well as a mental 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 the magnitude of the spiritual forces released by Him. Idea 1 In section 1, after reading the story of the puppet show, there is obviously quite a lot of scope to explore puppets and the art of puppetry. You could practise telling the story of the puppet show using the puppets your make, or choose another story from the course that can be told using them. They could become very effective props to help the participants tell stories when they do their home visits. See the 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 clear instructions on making different kinds of puppets. Idea 2 In section 7, when reading about Tahirih and her unveiling, to stimulate discussion and understanding about the veil in Islamic culture, you could bring in long black cloaks and sheets and invite your 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 a very powerful experience. Some people may find this activity 15

uncomfortable, especially those who have lived in a society that forced women to cover up, so it is necessary to be sensitive to this. Idea 3 In section 12, the participants read about the experience of the Bbis and Bahullh in the SiyhChal. It can be a very effective to attempt to try to re-create the conditions of the prison for them. An outdoor shed which can be closed to create darkness is ideal, with a clean carpet or mat on the floor for people to sit on. Encouraging the participants to sing God is Sufficient Unto Me as they sit in the cold darkness can be very moving. It is important to discuss with the participants afterwards how they felt and link it with the experience of the Bbis. Again, some people may not be comfortable with this, and it is important to be sensitive to this. Idea 4 In section 14, the Maid of Heaven is mentioned Who visited Bhaullh in the Siyah-Chal and told Him of His Revelation. You could ask the participants to draw/paint/create an image of the Maid of Heaven. 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 5 In section 20, the Hidden Words are mentioned. There are many CDs and tunes 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 feel confident teaching a song, you might like to ask another of the participants who feels confident to do it for the group, or (failing this) another member of the community to come and visit your group. You could also ask the participants to find their favourite Hidden Word and create their own tune for it. Idea 6 Also in section 20, the story of the clergymen trying to create a test for Bahullh is introduced. It can be quite fun to attempt to re-create the silly conversation they might have had and encourage the participants to come up with ludicrous ideas for tests of Bahullhs miraculous power.

Idea 7 Re-create the Garden of Ridvan for the reading of sections from the Ridvan Tablet in section 23! Simply put a white sheet on the floor and some beautiful cushions in a circle round lots of roses, candles and plants. There are some CDs available with sounds of water and birdsong, which when played in the background can give the impression of being in a peaceful and delightful garden. You could invite family and friends to this uplifting experience. Idea 8 To help the participants get clear in their minds the series of places that Bahullh was exiled to, it can be useful and fun to create the map shown in section 29 as a large life-size map. This can be done simply by writing the names of the cities and the dates that Bahullh arrived and left them onto bits of card and having the participants lay them on the ground in relation to each other, perhaps on a lawn outside. They can then walk from city to city, recounting briefly the story of Bahullhs life as they go! 16

ARTS IDEAS FOR BOOK 7:


WALKING TOGETHER ON A PATH OF SERVICE
Unit 1: The Spiritual Path
The purpose of this unit is to gain increased awareness of the spiritual dynamics of advancing along a path of service 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 this unit many dynamics are identified, in particular the dynamics of faith, hope and longing desire. Introduction Our 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, and the movement of the violinists arm; a piece of pottery is made through the dynamic relationship between the spinning of the potters wheel, the clay and the movement of the potters hands; the force of the wind interacting with the tide produces large waves (or swell) in the ocean; and so on.

You might be able to arrange for the participants to experience an artistic dynamic in action. The most effective would be one where motion is visible, therefore pottery is a good example. It would be excellent for them to have a go on the potters wheel if possible. Or, more simply, you could help the participants make percussion instruments and experiment together with producing rhythmic sound (a dynamic created between the different rhythms, showing itself in interesting sounds). Simple percussion instruments can be made by putting pebbles in a tin to make a rudimentary rattle; creating an arrangement of glasses which can be tapped with a chop stick to produce tinkling sound; use two soup spoons back-to-back for a castanet affect; use saucepans as drums; and so on. Section 2 The participants learn here about the concept of polishing the mirror of the heart. Bring in some small mirrors which have been dirtied by grime. The participants can be invited to clean them first. Then, using glass paints (these can be bought inexpensively from arts shops) ask them to decorate the mirrors of their hearts with beautiful colours, representing the virtues they think a tutor will need. 17

Section 5 Participants 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 of the group. Section 6 Participants could be asked to memorise the quotes on the Laws. To make this more fun and interactive, ask them to cut out keys from shiny paper or card, and lamps from coloured textured paper. They could then write the quotes on the shapes, which could 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 by placing blue coloured clothes or scarves on the floor. The participants then create fish by cutting out fish-shapes form card and colouring them in. They then write some of the Laws of God on small pieces of card and place them in the ocean. A short demonstration can be done to a small audience about what happens to the fish when the Laws are disobeyed. Section 7 Participants 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 be to ask the participants to write their statements on small bits of special paper which can be made into scrolls and tied with a small piece of beautiful ribbon. Section 9 To liven things up if the participants need to be encouraged to move around more and involve their whole body instead of just their mouths and brains, the list of desires could be broken up between them and each one is acted out. The rest of the group must firstly guess what the desire is, and then decide together if it is worldly or heavenly. Section 11 To be inspired by the sacrifices of the Beloved Master, the participants could be invited to find examples or stories that exemplify His life and tell them to the 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 of introducing joyfulness into the group!

The End of Unit 1

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By the end of the first Unit the participants will have an increased awareness of the spiritual dynamics of advancing along a path of service to the Cause, and will have acquired an understanding of the forces 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 invite them 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 return to it again later on in the book. Section 12 The final section of Unit 1 focuses on the concept of joy and on Abdul-Bah as the essence of joy. In studying this section consider having a singsong with your group (often a powerful bringer of joy). If you are not a confident singer, you could 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 about Abdul-Bah Look at Me (from Book 3); Behold the Candle; Dastam Begir; and so on. Or other Bah tunes (BK3 songs are great fun!). You might also sing some of the groups favourite songs not necessarily Bah tunes. Another idea for this section might be to tell some of the uplifting and joyful stories from the life of Abdul-Bah (see http://www.bahai-publishingtrust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.html for a full list of books about the Master packed with stories).

Unit 2: Becoming a Tutor of Books 1-6


The purpose of this unit is to explore some of the concepts, and acquire some of the attitudes and skills that contribute to the capability of helping a group of friends go through books 1-6. Section 2 Participants can be invited to share different examples they have heard of people inviting friends to do a study circle. Section 3 After the first statements have been eliminated, divide the remaining statements among the participants, each one writing them onto a piece of paper. They can then be placed on a ladder of motivation (this can be easily made out of brown strips of paper and either lain on the floor or blu-tacked to the wall). Section 4 A prayer is introduced to the participants which is very appropriate for their work as a tutor. The text in BK7 says, You may wish to memorise it and call it to mind each time you take on the function of a tutor of a study circle. A beautiful way of remembering this prayer and of enhancing the feeling of love that the participants of the group have for each other may be to invite them to make prayer cards 19

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

Participants are then invited to meditate on a lengthy extract from a Tablet written by Abdul-Bah. The first paragraph describes how the Ancient Sovereignty has portioned out its own perfection to each created thing so that each may become a symbol denoting the sublimity of the true Educator of humankind; and so that each, even as a crystalline mirror, may tell of the grace and splendour of the Sun of Truth.

To help the participants develop a deeper understanding of this paragraph, you could bring to your study circle a selection of created things e.g. a stone, a gem, a flower, a container-full of water, a live animal (perhaps a family dog, cat, fish or bird), an insect, a handful of earth, a handful of sand, a blade of grass, a feather, a vegetable etc. You may also wish to supply some photographs of Gods creation 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 materials shaped by man for example a piece of sculpted marble. Rather you are looking for natural materials in their natural state. Divide the participants into pairs, and let each pair choose an object from the selection. Working together 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 explain to the group what they found. Then invite each one write a short poem in praise of their chosen object inspired by the quotation from Abdul-Bah. When the poems are finished, the participants could share them if they wish. The extract in from the Writings of Abdul-Bah continues: And from amongst all creatures He hath singled out man, to grant him His most wondrous gift That most precious of gifts is attainment unto His unfailing guidanceThe attainment of the most great guidance is dependent upon knowledge and wisdom, and on being informed of the Holy Words. Exploring the mysteries of the Holy Words is described in the text that follows as a primary source of motivation. Since your participants having previously finished Book 6 are now actively teaching the Cause, suggest that they choose some of the Holy Words which they particularly love, gift wrap them as befits a most wondrous gift, and present it to a person they are currently teaching when the right opportunity presents itself. 20

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 and unusual gift wrapping: scraps of beautiful fabric, ribbon, paper of different descriptions, arts materials, 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.html http://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 of framing 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 in the book Memories of Nine Years in Akk by Dr. Youness Afroukteh. It is spread between two sections of the book pp79-83 (The story of q Mrz Hasan) and pp 96-102 (The effect of the story of q Mrz Hasan.) You could memorise this story and tell it to your participants. The book is available from: http://www.bahai-publishingtrust.co.uk/acatalog/BPT_BOOKS_ABOUT__ABDU_L_BAH__57.html Section 6 There is a beautiful quotation used here that explores the idea of fragrance and perfume. The participants here could be invited to make flowers out of coloured tissue paper and green wire (bought very cheaply from art shops), which they could perfume with rose oil or spray. Another way to enhance this idea might be simply to burn rose-oil in the room while reading the quote and showing 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 to bring 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 to display whatever they bring in and to describe why they think its beautiful and how it makes them feel etc. Section 7 This is a good section to use the sock puppets that the participants have no doubt made in previous courses. If not, see Making Sock Puppets on the Ruhi Resources website. They are great fun to make and dont take long at all. They are highly effective 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, the participants could be asked to do short dialogues or dramatic scenes, which they then perform for the rest of the group, which then discusses the consequences of the right and wrong approach. Section 8 Participants could be asked to draw the images they think are appropriate. When the pictures are displayed, the representations provide good stimulus for discussion. 21

Participants could play charades with the words at the end of this section, instead of just writing them in the list. This can create a livelier and more stimulating atmosphere in the study group if the participants need perking up. Section 10 Write each element mentioned in large letters at the top of an A4 piece of paper, which are then stuck up on the walls of the training venue. Each participant then is given 7 Post-It notes. They write their thoughts on each one and stick it on the corresponding page. After everyone has written on each page, they are read out and discussed. Section 13 Participants could underline the parts of Book 2 where they feel the different virtues mentioned are being displayed. They could choose a different colour for each attribute, which could be useful when they 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 participants review the first six books of the main sequence of courses. The text says, It is hoped that this overview will have provided you with insight into what the Institute means by the phrase walking a path of service. Now might be a good time to produce the art materials once again and invite the participants to create a new path of service, much as they did at the end of Unit 1. 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 their understanding has developed during their study so far of Unit 2. Section 27 Instead of writing about the community, participants can draw a picture depicting how the community could be. This would then be a good stimulus for discussion. Section 28 Having studied and discussed the list of the attributes needed by those set on a path of moral and spiritual empowerment of others, and as a means of fixing some of the attributes in the minds of your participants, you could play Empowerment Charades. Each person simply chooses an attribute from a bag of bits of paper with attributes of God written on them, attempts to demonstrate it without speaking or mouthing any words within 1minute, and the others in their team must guess what it is. If they guess correctly, they get a point! Another way of achieving the same goal, might be to invite the participants to each create small pictures illustrating the different attributes of empowerment. These can be drawn on pieces of paper or card that have all been cut to the same size. Once everyone has completed their bit, they can all be put together in a collage, possibly framed, and then displayed at the next Feast, a Cluster Reflection Meeting, or other community gathering.

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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 a study 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 for displaying works of art or for dancing. Section 2 again offers the opportunity for singing Bah songs, those already known to the participants 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 come and entertain the group. Extra Idea 1 Section 6 is about incorporating music into the educational practice of your study circle. Towards the end of the section you explore the various kinds of music that would be appropriate for different community events. Having identified which songs are suitable for the celebration of the Nineteen Day Feast, put together a programme of song for the next Feast, and request permission to perform your selection for the community. Extra Idea 2 When each of your participants has learned the stories of the seven martyrs of Tehrn and practised narrating it as they are asked to do in Section 7, discuss what aspect of the story would lend themselves to drama. Once the group, either together or in small groups, have worked on a piece and they 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 verse each, 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 they have learned through their study of the Ruhi sequence that might lend themselves either to dramatisation or being performed by puppets. They can then work in small groups to create these. Try looking on the following websites for ideas on making simple puppets: http://familycrafts.about.com/od/puppets/, http://ri.essortment.com/howtomakepupp_rxzy.htm or http://www.ehow.com/how_9760_make-puppets.html The simple puppet show they create could then be performed at a childrens class, the next Reflection meeting or the local Feast, or used as part of the celebrations for the Birth of Bahullh Holy Day. 23

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