This activity seems to suggest the creation of artistic depictions of biblical narratives as a way to decorate wall in some church or church school building. This activity has potential to be a wonderful project that could be multi-generational in production and long lasting. Beyond the action of DOING this project, it will be around for years to provide a revealing interpretation of biblical narratives and stories.

While the instructions are quite visual and inspiring, it is lacking instructions and hints for the actual application of how to pain wall art. Further, it could be improved by describing the enriching ways to explore how these depictions are created and how they come to life.

That said, this activity could potentially provide a wide range of educational activities of various kinds. It is cognitive in that it causes participants to read the Bible, to synthesize what a story could look like, to crated, name, and illustrate the depiction. To actually draw and paint, and thus exhibit the paintings requires psychomotor activity. The teamwork involved in editing, agree upon, and celebrate together the accomplishment requires affective activity.

The project is also verbal in its creation. It requires participants to write, create, label, and, most importantly, to retell the biblical narratives depicted—all as a team. In order to put the narrative into depiction, the participants must, at minimum, analyze, evaluate, and sort the colors and shapes that will form the depictions. To create teamwork, the participants must discuss, respond to each other and to the process of depicting the narrative, and will likely clarify and affirm each other. It would make sense that active participants will likely engage in intrapersonal activities. To enhance that, there are ways that educational facilities could actively engage in this to be sure that intrapersonal activity is happening during the creation of the depictions, through journaling, meditating, and study.

The bodily and naturalist activities will happen in the process of constructing, sorting, designing, and displaying. Further, the facilities could encourage participants into discovering, uncovering, and observing themselves and each other during the spiritual process of creating the depictions.

During the preparation of the artwork, it would be wise to encourage participants to seek out what God is revealing in the narratives they are depicting. There should also be some among of conversation about the faith belief, and theology.

The goals and curriculum of this activity are manifold. It should be to reveal and uncover what our faith and theology is telling us about what God is doing in our lives and the world. It should also draw upon the diverse talents of the group. Some participants will be good at painting, others at designing and preparing, yet others at choosing colors and supplies. The actual depiction would best be saved for after the theological and faith themes are explored, some time is spent on reflection, and, perhaps, such activities as musical learning through singing, listening, and musical selections are explored for inspiration.

If I were to rewrite this idea, I would add some of these ideas to the description of the activity to more fully realize the potential of this educational activity.

This activity seems to suggest the creation of artistic depictions of biblical narratives as a way to decorate wall in some church or church school building. This activity has potential to be a wonderful project that could be multi-generational in production and long lasting. Beyond the action of DOING this project, it will be around for years to provide a revealing interpretation of biblical narratives and stories.

While the instructions are quite visual and inspiring, it is lacking instructions and hints for the actual application of how to pain wall art. Further, it could be improved by describing the enriching ways to explore how these depictions are created and how they come to life.

That said, this activity could potentially provide a wide range of educational activities of various kinds. It is cognitive in that it causes participants to read the Bible, to synthesize what a story could look like, to crated, name, and illustrate the depiction. To actually draw and paint, and thus exhibit the paintings requires psychomotor activity. The teamwork involved in editing, agree upon, and celebrate together the accomplishment requires affective activity.

The project is also verbal in its creation. It requires participants to write, create, label, and, most importantly, to retell the biblical narratives depicted—all as a team. In order to put the narrative into depiction, the participants must, at minimum, analyze, evaluate, and sort the colors and shapes that will form the depictions. To create teamwork, the participants must discuss, respond to each other and to the process of depicting the narrative, and will likely clarify and affirm each other. It would make sense that active participants will likely engage in intrapersonal activities. To enhance that, there are ways that educational facilities could actively engage in this to be sure that intrapersonal activity is happening during the creation of the depictions, through journaling, meditating, and study.

The bodily and naturalist activities will happen in the process of constructing, sorting, designing, and displaying. Further, the facilities could encourage participants into discovering, uncovering, and observing themselves and each other during the spiritual process of creating the depictions.

During the preparation of the artwork, it would be wise to encourage participants to seek out what God is revealing in the narratives they are depicting. There should also be some among of conversation about the faith belief, and theology.

The goals and curriculum of this activity are manifold. It should be to reveal and uncover what our faith and theology is telling us about what God is doing in our lives and the world. It should also draw upon the diverse talents of the group. Some participants will be good at painting, others at designing and preparing, yet others at choosing colors and supplies. The actual depiction would best be saved for after the theological and faith themes are explored, some time is spent on reflection, and, perhaps, such activities as musical learning through singing, listening, and musical selections are explored for inspiration.

If I were to rewrite this idea, I would add some of these ideas to the description of the activity to more fully realize the potential of this educational activity.

This activity seems to suggest the creation of artistic depictions of biblical narratives as a way to decorate wall in some church or church school building. This activity has potential to be a wonderful project that could be multi-generational in production and long lasting. Beyond the action of DOING this project, it will be around for years to provide a revealing interpretation of biblical narratives and stories.

While the instructions are quite visual and inspiring, it is lacking instructions and hints for the actual application of how to pain wall art. Further, it could be improved by describing the enriching ways to explore how these depictions are created and how they come to life.

That said, this activity could potentially provide a wide range of educational activities of various kinds. It is cognitive in that it causes participants to read the Bible, to synthesize what a story could look like, to crated, name, and illustrate the depiction. To actually draw and paint, and thus exhibit the paintings requires psychomotor activity. The teamwork involved in editing, agree upon, and celebrate together the accomplishment requires affective activity.

The project is also verbal in its creation. It requires participants to write, create, label, and, most importantly, to retell the biblical narratives depicted—all as a team. In order to put the narrative into depiction, the participants must, at minimum, analyze, evaluate, and sort the colors and shapes that will form the depictions. To create teamwork, the participants must discuss, respond to each other and to the process of depicting the narrative, and will likely clarify and affirm each other. It would make sense that active participants will likely engage in intrapersonal activities. To enhance that, there are ways that educational facilities could actively engage in this to be sure that intrapersonal activity is happening during the creation of the depictions, through journaling, meditating, and study.

The bodily and naturalist activities will happen in the process of constructing, sorting, designing, and displaying. Further, the facilities could encourage participants into discovering, uncovering, and observing themselves and each other during the spiritual process of creating the depictions.

During the preparation of the artwork, it would be wise to encourage participants to seek out what God is revealing in the narratives they are depicting. There should also be some among of conversation about the faith belief, and theology.

The goals and curriculum of this activity are manifold. It should be to reveal and uncover what our faith and theology is telling us about what God is doing in our lives and the world. It should also draw upon the diverse talents of the group. Some participants will be good at painting, others at designing and preparing, yet others at choosing colors and supplies. The actual depiction would best be saved for after the theological and faith themes are explored, some time is spent on reflection, and, perhaps, such activities as musical learning through singing, listening, and musical selections are explored for inspiration.

If I were to rewrite this idea, I would add some of these ideas to the description of the activity to more fully realize the potential of this educational activity.

This activity seems to suggest the creation of artistic depictions of biblical narratives as a way to decorate wall in some church or church school building. This activity has potential to be a wonderful project that could be multi-generational in production and long lasting. Beyond the action of DOING this project, it will be around for years to provide a revealing interpretation of biblical narratives and stories.

While the instructions are quite visual and inspiring, it is lacking instructions and hints for the actual application of how to pain wall art. Further, it could be improved by describing the enriching ways to explore how these depictions are created and how they come to life.

That said, this activity could potentially provide a wide range of educational activities of various kinds. It is cognitive in that it causes participants to read the Bible, to synthesize what a story could look like, to crated, name, and illustrate the depiction. To actually draw and paint, and thus exhibit the paintings requires psychomotor activity. The teamwork involved in editing, agree upon, and celebrate together the accomplishment requires affective activity.

The project is also verbal in its creation. It requires participants to write, create, label, and, most importantly, to retell the biblical narratives depicted—all as a team. In order to put the narrative into depiction, the participants must, at minimum, analyze, evaluate, and sort the colors and shapes that will form the depictions. To create teamwork, the participants must discuss, respond to each other and to the process of depicting the narrative, and will likely clarify and affirm each other. It would make sense that active participants will likely engage in intrapersonal activities. To enhance that, there are ways that educational facilities could actively engage in this to be sure that intrapersonal activity is happening during the creation of the depictions, through journaling, meditating, and study.

The bodily and naturalist activities will happen in the process of constructing, sorting, designing, and displaying. Further, the facilities could encourage participants into discovering, uncovering, and observing themselves and each other during the spiritual process of creating the depictions.

During the preparation of the artwork, it would be wise to encourage participants to seek out what God is revealing in the narratives they are depicting. There should also be some among of conversation about the faith belief, and theology.

The goals and curriculum of this activity are manifold. It should be to reveal and uncover what our faith and theology is telling us about what God is doing in our lives and the world. It should also draw upon the diverse talents of the group. Some participants will be good at painting, others at designing and preparing, yet others at choosing colors and supplies. The actual depiction would best be saved for after the theological and faith themes are explored, some time is spent on reflection, and, perhaps, such activities as musical learning through singing, listening, and musical selections are explored for inspiration.

If I were to rewrite this idea, I would add some of these ideas to the description of the activity to more fully realize the potential of this educational activity.