Using Visualisation Techniques to Enhance Learning – Emma McVittie

The use of visualisations in RE is not a new concept and was brought to the fore in the 1990s by Mary Stone’s Don’t Just Do Something, Sit There and Hammond et al’s New Methods in RE Teaching. Although the techniques continue to be used in some primary schools, there is far more potential for their use than is currently employed. Visualisations can be used as a form of relaxation, spiritual development and story-telling within RE. The latter is used for developing understanding about religious stories and engaging with the AT2 aspect of ‘learning from religion and beliefs.’ This can be taken a step further when examining visualisations in the context of neuro-linguistic programming (NLP).

“As part of its approach to learning, Neuro-linguistic Programming relates words, thoughts and behaviours to purposes and goals. It is rooted in the practices of everyday life, on a number of levels, including the spiritual.” (Craft,2001:126)

It can be difficult to understand the physical and emotional aspects of belonging to any group that you have not had personal experience of. In terms of Religious Education, we are constantly asking children to reflect on feelings, experiences and concepts, for example: worship, commitment and religious truth. Using visualisations in partnership with chosen NLP techniques highlights these physical and emotional aspects to enable children to have an ‘imagined’ personal experience which enhances their learning and understanding.

The key to an effective visualisation is the ability to guide the children in using their imagination to place themselves in the story. They need to use their senses to explore their surroundings and interact with any characters they may meet. The visualisation should be written in the present tense and should allow children to express their reactions and experiences as a follow up. Preparation for a visualisation is just as important as the follow up work. You may choose to have children on chairs in a circle or on a carpet area but try to create a special space so that children associate this space with this type of activity. Make sure you have time to do a ‘stilling’ activity where children learn to be still and relax their body and mind with breathing exercises for example. Ensure the atmosphere is quiet and respectful and you won’t be disturbed, you could even put a note on your classroom door.

Some ideas for visualisation topics

Key events in a religion’s history:

Hinduism – The colourful stories of Gods and Goddesses

Christianity – The birth of Jesus

Observing worship:

Judaism – Shabbat in a synagogue

Islam – Prayers in a mosque

Sikhism – Observing the reading of the Guru Granth Sahib

Being part of a celebration or festival:

Hinduism – Holi

Christianity – Good Friday and Easter Sunday

Visiting a place of worship:

Islam – Exploring a mosque

Buddhism – Exploring a Buddhist temple

Spending time with a family:

Judaism – Pesach

Buddhism – Worship at a family shrine

Following the visualisation, don’t move straight into an activity, give the children time and space and allow them a short period of quiet time to reflect on their experience before asking them to share one thought with someone next to them. Depending on the topic, you might ask them to think about the most exciting part, how they felt or what they saw at a particular point in the visualisation. Make sure that you have these questions prepared beforehand and that there is no pressure for children to share with the whole class. At this point, children can then return to their tables for the main follow up activity. This can be anything you feel is suitable that will allow them to explore their experience and respond to it. Give the activity a focus through a question, e.g

– Role play the conversation that Joseph had with the innkeeper

– Write a poem about what you saw at the Holi celebrations

– Paint or draw the Pesach meal that you shared with the Jewish family

– Small group discussion about what you saw and how it felt at the mosque.