By Mark Roncace
This source allows religious study teachers to facilitate enticing school room reviews via drawing at the arts and pop culture. It bargains short overviews of hundreds of thousands of simply available examples of paintings, movie, literature, track, and different media and descriptions recommendations for incorporating them successfully and concisely within the school room. even if designed essentially for faculty and seminary classes at the Bible, the information can simply be tailored for sessions equivalent to Theology and Literature or faith and paintings in addition to for nonacademic settings. This compilation is a useful source for someone who teaches the Bible.
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Sample text
Does the word “hallelujah” on David’s lips ring true? Momus, “King Solomon’s Song and Mine” (Alternative, 1986) Momus describes a man who is conscripted to work for King Solomon in the construction of the temple and palace (1 Kgs 3–9). Solomon prospers mightily at the expense of his laborers, though the singer, at least, finds the work tolerable. The song highlights the disparity between the wealthy king and his servants—compare Samuel’s warning about the nature of a monarch (1 Sam 8)—witnessed, for example, when the Queen of Sheba visits Solomon.
The conclusion to the book of Job, of course, is more optimistic, but is there a sense in which Job too, or perhaps the reader, cannot be saved from the trauma? Seatrain, “Song of Job” (Rock, 1970) This song retells the biblical story of Job, but with some key omissions. , Job 16) or the fact that Job holds God accountable for his sufferings and demands a response to his plight (Job 31). ” The song helps to highlight the challenging aspects of the biblical book precisely because it glosses over them.
S. and world history, including the killing of the Native Americans, the Spanish American War, the Civil War, and both World Wars. In each case, he notes, people killed in the name of God, believing that the deity sided with them and opposed their enemies. According to the lyrics, people fight bravely, ask no questions, and do not bother to count the dead when God is on their side. The song, of course, stands in opposition to the Holy War ideology of Joshua, thus helping students to contemplate the rhetoric of the biblical book.