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By Mark Roncace

This source permits bible study teachers to facilitate attractive school room reviews by way of drawing at the arts and pop culture. It deals short overviews of 1000s of simply obtainable examples of paintings, movie, literature, track, and different media and descriptions concepts for incorporating them successfully and concisely within the school room. even though designed essentially for school and seminary classes at the Bible, the guidelines can simply be tailored for periods equivalent to Theology and Literature or faith and artwork in addition to for nonacademic settings. This compilation is a useful source for an individual who teaches the Bible.

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Teaching the Bible through Popular Culture and the Arts

This source allows religious study teachers to facilitate enticing lecture room stories via drawing at the arts and pop culture. It deals short overviews of 1000's of simply available examples of paintings, movie, literature, song, and different media and descriptions innovations for incorporating them successfully and concisely within the school room.

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Following this, the Cash song could be played as an example of one person’s religious plea for mercy from God, and as such illuminate the emotional depths of these works, so that students might feel better about sharing their psalms with the class or anonymously online. ” Admittedly, Coltrane is no poet. However, the personal imagery in the poem, as well as the deeply felt emotion of the music, can serve as an example for students who might feel the psalms are dated, or who might like to write their own psalm.

Students can be asked to compare their reaction to the biblical text with their response to the song. How and why does the metaphor “work” for the biblical prophets? Does it “work” today? It may also be interesting to consider the implications of a male singer taking the perspective of a “whoring” female. This can open up discussion on the gendered nature of the biblical text and how male Israelites may have heard the metaphor and identified (or not) with the woman. Are similar issues in play for men today who see themselves, as the song suggests, as the bride of Christ?

But then there is a shift to Pauline concepts, asserting that Christ died to absolve human guilt, was raised, and through belief in Christ one can gain life. Students might reflect on how belief in Christ’s death and resurrection may, or may not, help a person confront the meaningless struggles of this life that the song so aptly describes at the outset. Like Paul, the song focuses exclusively on the significance of the resurrection of Jesus rather than, say, Jesus’ teachings. If God “molded man’s flesh and soul,” then one might ask of both Paul and the song why humans are guilty and in need of the redemptive violence of the cross.

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