When I taught
grade 12 religious education classes I asked my students to reflect on what
the church building expresses about our understanding of the Church with
a capital "C". As Catholics, words are not the only media we have used over
the centuries to express our faith. Our music, our rituals, our religious
art speak volumes about what we believe. That also applies to religious
architecture. Since Vatican II there have been a number of changes in the
way we celebrate the eucharist and the way we set up the environment in
which we do so. You may remember the uproar that erupted when statues or
pews were removed from churches. Even if people did not express it in these
terms, this was one of the symptoms of a collision between two different
conception of what the Church (the people/institution) was meant to be and
how that should be reflected in a church building. The way we build and
set up churches "speaks" about our understanding of what we are/should be
as Church. I believe that it is important for us as religious educators
to challenge our students to thinks about such matters. Newman wrote about
a "faith that seeks understanding." We need to invite our students to have
such a faith.
Submitted by:
Gilles Côtée-mail:
Lesson Title:
The Church Building/Body
Course:
Church History (cathedrals) or
in the context of an initiation to ecclesiology.
Grade Level or Age Group:
I have used this approach only
with grade 12 students. With proper adaptation and questions suited
for the age level, it could certaily be done in younger grades.
Lesson Objectives:
The students will reflect on "the language" of faith expressed
through church architecture and liturgical environment.
Materials Needed:
floor plan of a "traditional" cruciform church;
a glossary of terms related to church architecture;
pictures of various churches with a variety of architectural
features
pictures of the inside of a few cathedrals/basilicas
Activities/Lecture Topics:
This
activity could be done in four stages:
1. Drawing
the Parish Church: Ask the students to draw a floor plan of their
parish church. If students are from a different Christian denomination
or are non-Christians, have them do it on their own church/shrine/temple.
Ask the "atheists" in your class to do some research ;-).
2. Comparing Floor
Plans: Post the plans so that all can see them. Ask the students who
drew them to say a few words about the structure of their church. Start
asking some questions to get them thinking about why churches are built
the way they are (even "obvious" questions can be helpful - see suggestions
below). Use the pictures of churches, cathedrals, basilicas you have found
to broaden the scope of the process.
Sacred art is true and beautiful when its form corresponds to its
particular vocation: evoking and glorifying, in faith and adoration, the
transcendent mystery of God...
My Christianity
and Architecture page links to 26 virtual tours of Cathedrals and
Basilicas as well as to other useful sites on church architecture.
3.
Glossary of Church Architectural Terms: Provide the students
with a glossary of terms relating to church architecture. Knowledge
of proper terminology is part of the process of growing in appreciation
(and respect!) for the object of our knowledge.
4. Have the students
re-draw the floor plan they drew originally, making changes that
they feel would "improve" it. What would they take away? What would they
add? How would they arrange things differently? Ask them to justify in
writing why they would make these changes. How would these changes help
the assembly? How would it better express the faith of the people? When
this assignment is finished, you could have the students present their
finished product to the class, or simply post them up for the others to
see.
Possible
questions to guide the students' reflection
Why
are so many Catholic Churches in the form of a cross?
Why
the similarities between Catholic churches? Why the differences?
What
differences do you notice between Catholic churches and other
Christian churches? Why those differences?
Some
churches have all the pews one behind the other from the front
to the back of the church. Other churches have a horse shoe or
semi-circular seating arrangement. How does that affect the community?
Some
churches have a tiny vestibule that does not allow people to linger
there on their way in or out of the church? Churches built in
recent years have much larger vestibules? Why this change? Is
the change "saying" something about what should be important for
us as Church?
Does
it make any difference whether the choir is completely seperated
from the assembly or whether it has a place close to or even among
the assembly? Is there a "message" being sent to the community
in both arrangements?
Some
churches have little boxes with a separation between the priest
and the person confessing. Others have confessional rooms. How
is the sacrament of confession seen differently in these two settings?
Some
churches have small baptismal fonts. Others have baptismal pools?
How is baptism seen differently in these two settings.
Other questions can be used adapting them to the group you have.
Additional Comments:
This
project could be expanded into a wonderful collaborative effort
integrating Religious Education, Art, and Social Studies (a unit
on medieval history for example)!?
If
you would like to expand the scope of the project to include religious
symbolism in churches, you might want to take a look at Walter
E. Gast's excellent site: Symbols
in Christian Art and Architecture. Walter is presently a high
school teacher and an elder in the Presbyterian Church(USA).