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            From Marvel to Mary: Creative Hooks for Teaching Theology


Welcome to my second blog post! In this post, I’ll be sharing creative methods for engaging students with Religious Education, focusing on an activity I tried with my students to make the concepts of typology and foreshadowing in the Bible accessible and engaging.

This method was used in a lesson part of a scheme of work on worldviews and disciplinary knowledge, with a particular focus on theology. One of the activities required the students to explore how Christian theologians interpret the Annunciation story in Luke's Gospel. Firstly, they were asked to read the passage and identify key details, such as Mary's reaction to the angel’s message, how she became pregnant through the power of the Holy Spirit, and how she visits her cousin Elizabeth.

Next, I introduced an unexpected analogy: a slide featuring chocolate Easter eggs and a clip from the Marvel film Iron Man, where Captain America's shield can be spotted in the background. I explained that Easter eggs, hidden details in films and shows, are often subtle hints or clues about future events or secrets. I admitted to the students that I had only recently learned about Easter eggs in films, having been confused by discussions of them in Bridgerton—I couldn't spot any chocolate eggs! To further solidify the students' understanding, I showed a short YouTube clip on Pixar Easter eggs. The students enjoyed spotting hidden details and connections between different films.

This analogy worked surprisingly well with the students. Many were already
familiar with Easter eggs in films, which helped bridge the gap to understanding foreshadowing and typology in the Bible. I explained that the Bible contains Easter egg-like hints that link Old and New Testament events, and these can be seen as examples of both typology and foreshadowing (typology referring to Old Testament events or figures being prefigurations, or “types,” of New Testament realities, and foreshadowing, on the other hand, involving subtle clues or symbolic details that point to future events).

For example, I pointed out a reference in the Old Testament, from the Book of Numbers, about a star and a king. I asked the students to identify which New Testament event this foreshadowed. The answer, of course, was the story of the wise men following the star to find the baby Jesus, as recorded in Matthew 2:1-2 and 9-11.

Once they understood the concept of foreshadowing and typology, we returned to the Annunciation story, discussing how to interpret the text like a theologian by looking beyond the surface to uncover its deeper meanings.

Next, the students read a short information fact sheet about the Ark of the Covenant. It described how the Ark, a gold-covered box symbolising God’s presence, was considered so holy that it had to be carried using poles to avoid touching it. The fact sheet also explained that the Ark was originally housed in the Tent of Meeting, which was overshadowed by the Holy Spirit when Moses spoke with God. Additionally, it mentioned that when King David brought the Ark to the Temple, he danced with joy before it, and highlighted the Jewish tradition holding that the return of the Ark would herald the coming of the Messiah.

We then compared this account of the Ark with the Annunciation in Luke’s Gospel, using the Easter egg analogy to help the students spot connections. Here’s how typology and foreshadowing both came into play:

Typology:
Typology focuses on how Old Testament events or figures are fulfilled in a theological sense in the New Testament. In this case, the Ark of the Covenant can be seen as a "type" of Mary:

  • Mary as the New Ark of the Covenant: Just as the Ark was considered too holy to touch, Mary’s virginity and purity reflect her holiness as the bearer of Jesus.
  • The Overshadowing of the Holy Spirit: The Tent of Meeting was overshadowed by the Holy Spirit, paralleling how Mary is overshadowed by the Most High during the Incarnation.

Foreshadowing:
Foreshadowing involves hidden clues that point to future events. In the case of the Annunciation:

  • David’s Joyful Dance: King David danced in front of the Ark, a symbol of God’s presence, just as John the Baptist leaped in Elizabeth’s womb at the sound of Mary’s voice, recognising the presence of Jesus.
  • The Ark Hidden in the Hills: Just as Jeremiah hid the Ark in the hills, Mary travels into the hills to visit Elizabeth, reflecting the hidden, sacred nature of both the Ark and the unborn Jesus.
  • The Return of the Ark and the Messiah: Jewish tradition holds that the return of the Ark would signal the coming of the Messiah. This is echoed in Mary’s role as the bearer of Jesus, the Savour.

This activity encouraged students to explore the layers of meaning in the Bible and how theologians interpret its deeper connections. It helped them see the story of the Annunciation not as an isolated event but as part of a broader narrative fulfilling God’s promises. By making these connections, students deepened their understanding of the theology behind the passage while developing their analytical skills in interpreting texts and uncovering hidden meanings—much like discovering Easter eggs in a film or game.

The lesson effectively bridged the concepts of typology and foreshadowing by first introducing students to foreshadowing through relatable examples, such as Easter eggs in films, and then guiding them towards recognising typological interpretations. By comparing the Ark of the Covenant with Mary, students saw how Old Testament events prefigure and point toward the New Testament, revealing the interconnectedness and deeper significance of biblical narratives.

When I previously taught this lesson without the Easter egg analogy, students struggled to connect the dots between the Old and New Testaments. However, the connections suddenly clicked by using something fun and seemingly unrelated, like Easter eggs in films. Students were excited to spot the links and understood the deeper theological significance behind them. This approach proved to be an engaging and effective way to teach these complex concepts.

I’d love to hear any other suggestions for making theological ideas easier to understand and engaging for students! 

Happy Teaching!

Dr Kristina Shakeshaft

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