Koran By Heart (2011): Film Viewing Questions
Answer to the best of your ability. Bring to class for discussion.
- Koran By Heart begins by telling us about the International Holy Koran
Competition, and claims on its opening placard that many children hail
from non-Arab countries and do not understand Arabic. As the film
continues, especially with the Nabiollah from Tajikistan, we see more
examples of children and young adults who cannot understand Arabic but
are champion Qur’an reciters. In a few lines, talk about what it might
mean to pray, chant, memorize in a language that you may not (fully)
understand. What does that tell us about prayer? About ritual? About
text? How does the film make sense of the language barrier at a
competition for Arabic language recitation? - Ostad/Master Aboubacar in Senegal tells Djamil, his student, that
correctly interpreting the Qur’an would lead to world peace. This is a
prescriptive statement, of course, and without assessing its truth—do not
write about whether you believe this—please place this comment in
conversation with other folks we’ve read on the Qur’an. What do you
make of this? What might correct interpretation mean, here? - There’s a lot of talk throughout the film about extremism and moderation.
For example, Dr. Salem (the Egyptian deputy minister who oversees the
competition) is positioned by both the directors and himself as “one of
Egypt’s best known Islamic moderates” and is seen across the film talking
about extremists who want to bring Islam back to a mythic beginning of
Islam—to “turn back the clock.” What work does this do for us, the
audience? What does it convey?
REL1230: Introducing Islam
Koran By Heart (2011): Film Viewing Questions
4) We’ve argued in class that the Qur’an is obviously of deep import, but
that Muslims use many sacred sources—namely, hadith, Sunna, legal
reasoning, and cultural knowledge—to interpret it. How do we make sense
of this film’s underlying argument that the Qur’an is all one needs? What
might that tell us about Islam or Muslims? Or this text/ film?
5) What is tajweed? Why does it matter?
6) What, if any, reactions do you have to Tajikistan’s “crackdown” on
religious schools as a part of anti-extremism policies?
7) What rituals did you notice?
8) Tell me something about gender – ideally without getting stuck on fashion
choices (i.e., veiling). How does Rifdha fit into the narratives of the film?
Or, how did gender show up in this film? Did it surprise you? Why or why
not?