Engaging Faith

Although icons are often associated with the Eastern Church, the rich history and spirituality of these sacred images can help students better understand abstract theological concepts. It should not be forgotten that art helps develop cognitive and analytical skills in student development (Eisner, The Arts and the Creation of Mind, 2002). The following lesson topic will help students explore the beauty and theological significance of Icons, as well as offering resources for educators. Directions Break the students into groups of 3 or 4. Search for an icon that would best match the concept, vocabulary, or Scripture story that is the focus of a topic you are covering in class. Supply students with an icon (relating to your chosen topic), such as Rublev’s The Trinity when discussing the story of Abraham in Genesis 18:1-8 and the Holy Trinity Have the students explore and describe the visual representation of the icon (explain the use of color, body posture, eye contact, size of characters or objects, the nature of time or progression in the icon, etc.). With their groups, have the students compare and contrast the icon with the chosen topic searching how the icon depicts and provides additional meaning to the icon. Call on representatives from each group to share a summary of the discussion. Note common and different points of discussion on the board. Resources Helpful resources on approaching Icons for classroom use and exploration: Jim Forest. (2017). Praying with Icons. Orbis Books. Alfredo Tradigo & Stephen Sartarelli. (2006). Icons and Saints of the Eastern Orthodox Church. Getty Publications. Jeana Visel, OSB. (2016). Icons in the Western Church: Toward a More Sacramental Encounter. The Liturgical Press. There is also a fascinating seven-part documentary about the purpose and spirituality that can offer more background of Icons entitled: The Icon by The Ostrog Monastery and the Academy of the Serbian Orthodox Church for Fine Arts and Conversation, 2011. Submitted by Thomas Malewitz, M.T.S., Ph.D. St. Xavier High School (Louisville, KY)

Racism is a deeply embedded and terrible part of the American consciousness. Since its inception the Americas have been plagued by the commodity of objectifying other human beings, buying and selling them for a price. It is essential to reclaim and acknowledge the dignity of the human person in the midst of aggression and violence that continue today. Although racism is still present today, in obvious and physical actions, it is more often present in opinions that we hold in our hearts, directly or indirectly affecting our thoughts and actions. The following lesson can help adolescents recognize traumatic experiences of racism in the past, through a tangible example and the lens of Thomas Merton. The Birmingham Bombing On September 15, 1963, a bomb exploded at the 16th street Baptist Church in Birmingham, Alabama. The timed explosive device injured more than twenty and killing four young girls between eleven and fourteen years old. It is chronicled that the Cistercian monk and popular twentieth century author Thomas Merton was so haunted by a photo of one of the girls who was killed that he kept a magazine clipping of her picture in his journal – as a constant reminder of someone who never learned how to hate (Merton, The Road to Joy: Letters to Old and New Friends, 1989). Merton was also so moved by the horrific attack that he wrote a letter directly to the McNair family (who lost their daughter Denise in the bombing), as well as two poems inspired by the event (Merton, The Collected Poems of Thomas Merton, 1980). Preparation Have the students develop a contextual understanding of the Birmingham Bombing by researching several credible resources about the event (such as, but not limited to): Have the students develop a contextual understanding of the Birmingham Bombing by researching several credible resources about the event (such as, but not limited to): Huie, W. B. (1964). Death of an innocent: What kind of mind could have planted the bomb that killed four children in Birmingham? Read/listen to Dr. Martin Luther King Jr.’s eulogy for the martyred children. Activity Have students choose a contemporary example of racism or stereotyping in culture (offer examples of groups/communities affected by racism, if necessary). Then commission the students to create an artistic response to explain and address that situation or event of racism such as through: a poem, song, short film, eulogy, digital painting or online blog/article. Submitted by Thomas Malewitz, M.T.S., Ph.D. St. Xavier High School (Louisville, KY)