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Okf"Kzd Fooj.K Annual Report 2015-16

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Okf okf"kZd fooj.k Annual Report 2015-16 lkaLÑfrd lzksr ,oa çf'k{k.k osQUæ Centre for Cultural Resources and Training ANNUAL REPORT 2015-16 REPORT ANNUAL Contents Introduction ........................................................................................................................... 4 Training ................................................................................................................................. 10 Evaluation and Feedback ........................................................................................................ 44 Extension Services and Community Feedback Programme ........................................................ 60 Collection of Resources .......................................................................................................... 64 Production of Educational Material ......................................................................................... 66 Publications ........................................................................................................................... 70 Cultural Talent Search Scholarship Scheme .............................................................................. 72 Initiatives in the North-Eastern States ..................................................................................... 78 Cultural Exchange Programme ................................................................................................ 78 Annex .................................................................................................................................... 82 Financial Statements and Audit Report .................................................................................... 94 2 2015-16 okf"kZd fooj.k fo"k; lwph ifjp; -------------------------------------------------------------------------------------------------------------------------------- 5 çf'k{k.k -------------------------------------------------------------------------------------------------------------------------------- 11 ewY;kadu rFkk iqufuZos'k--------------------------------------------------------------------------------------------------------- 45 foLrkj lsok,¡ rFkk leqnk; iqufuZos'k dk;ZØe ---------------------------------------------------------------------- 61 lzksrksa dk laxzg.k ------------------------------------------------------------------------------------------------------------------- 65 'kSf{kd lkexzh dk mRiknu ---------------------------------------------------------------------------------------------------- 67 çdk'ku -------------------------------------------------------------------------------------------------------------------------------- 71 lkaLÑfrd çfrHkk [kkst Nk=ko`fÙk ;kstuk ------------------------------------------------------------------------------- 73 mÙkjiwohZ jkT;ksa esa igy --------------------------------------------------------------------------------------------------------- 79 lkaLÑfrd fofue; dk;ZØe ------------------------------------------------------------------------------------------------ 79 ifjf'k"V ------------------------------------------------------------------------------------------------------------------------------ 83 foÙkh; fooj.k ,oa ys[kk ijh{kk çfrosnu ----------------------------------------------------------------------------- 95 3 Introduction stablished in 1979, pioneered by Smt. Kamaladevi Chattopadhyay and Dr. Kapila Vatsyayan, the Centre for Cultural Resources Eand Training (CCRT) functions as an autonomous organization under the aegis of Ministry of Culture, Government of India. It is one of the premier institutions working in the field of linking education with culture. CCRT conducts a range of training programmes for in-service teachers, educators and administrators from across India to foster their creative potential. It also organizes special training programmes for the physically and mentally challenged children. The training programmes provide an understanding and appreciation of the philosophy, aesthetics and beauty inherent in Indian art and culture and focus on formulating methodologies for incorporating a cultural component in curriculum teaching. The training programmes are tailored to introduce the participants to various art forms and focus on development of their observational skills, enhance their writing and verbal skills and develop their powers of deduction and conclusion. They help to make learning informative, interesting and fun. ANNUAL REPORT 2015-16 REPORT ANNUAL At the philosophical core of the CCRT lies a commitment to holistic education, encompassing the cognitive, emotional and spiritual development of children. To this end the CCRT conducts education grounded in cultural knowledge and understanding as conducive to clarity, creativity, independence of thought, tolerance and compassion. In sensitzing students, teachers and others to the arts and cultures of India, the CCRT aims to encourage local communities to take the lead in the preservation of their cultural and natural heritage, promote respect for diversity and reinforce cultural identity. The underlying emphasis is on imbibing architectural, aesthetic, historic, environmental, archaeological and even spiritual and symbolic values embedded in our heritage. The CCRT has its headquarters in New Delhi and three Regional Centres at Udaipur in the west, Hyderabad in the south and Guwahati in the north-east to facilitate the widespread dissemination of Indian art and culture. Main Functions Organizes theoretical and theme based academic programmes on Indian art and culture for teachers and students. Conducts Workshops to provide practical training and knowledge in crafts to be incorporated in school curriculum. Various art activities like drama, music, narrative art forms, classical dances, etc. are organized to create an awareness of the regional variations and richness of cultural expressions of our country. Organizes various educational activities for school students, teachers and children belonging to governmental and non-governmental organizations under its Extension Services and Community Feedback Programme, to create an awareness of the need for conservation of the natural and cultural heritage. Collects and develops a library of resources in the form of scripts, digital photographs, audio and video recordings and films with the objective of producing culturally-oriented educational aids to encourage the art and craft forms of rural India and their revival. Prepares publications and other audio-visual material which attempt to provide an understanding and appreciation of the different aspects of Indian art and culture, such as, architecture, music, drama, dance, painting, crafts etc. They explore many intertwining threads of tradition, values and culture present in our rich heritage. Implements Cultural Talent Search Scholarship Scheme for providing facilities to young talented children in the 10-14 age group to study one or the other art form and Scheme for Award of Scholarship to Young Artists in different cultural fields for advance training of various art forms. Junior and Senior Fellowships focussing on in depth study/research in various facets of culture including New Emerging Areas of Cultural Studies are also awarded. 4 ifjp; lkaLÑfrd lzksr ,oa izf'k{k.k osQUnz (lhlhvkjVh)dh LFkkiuk ebZ] 1979 esa Jherh deyknsoh pV~Vksikè;k; rFkk MkW- dfiyk okRL;k;u }kjk dh xbZ A lhlhvkjVh laLÑfr ea=kky;] Hkkjr ljdkj osQ iz'kklfud fu;a=k.k osQ v/hu ,d Lok;Ùk'kklh laLFkku esa :i esa dk;Zjr gSA ;g ,d vxz.kh 2015-16 laLFkku gS] tks f'k{kk dks laLÑfr osQ lkFk tksM+us dk dk;Z dj jgk gSA lhlhvkjVh ns'kHkj osQ lsokjr f'k{kdksa] f'k{kkfonksa rFkk iz'kkldksa osQ fy, mudh jpukRed izfrHkk dk fodkl djus gsrq fofHkUu izf'k{k.k dk;ZØeksa dk vk;kstu djrk gSA ;g osQUnz 'kkjhfjd o ekufld :i ls det+ksj cPpksa osQ fy, Hkh fo'ks"k izf'k{k.k dk;ZØeksa dk vk;kstu djrk gSA izf'k{k.k dk;ZØeksa osQ varxZr fofHkUu xfrfof/;kas osQ vfrfjDr n`';&JO; lkexzh }kjk ikB~;Øe&f'k{k.k esa lkaLÑfrd rRoksa osQ lfUuos'k osQ fy, izfof/&izfriknu ij fo'ks"k cy fn, tkus osQ lkFk&lkFk Hkkjrh; laLÑfr esa fufgr n'kZu] lkSan;Z'khyrk dh le> o cks/ Hkh fodflr fd;k tkrk gSA izf'k{k.k dk;ZØeksa esa izfrHkkfx;ksa dks fofo/ dyk 'kSfy;ksa ls ifjfpr djkus osQ lkFk&lkFk muesa fufgr lexz dkS'ky dks foLrkj nsus ,oe~ mudh deh dks nwj dj mUgsa l{ke cukus gsrq cy fn;k tkrk gSA bl osQUnz dk eq[; lS¼kfUrd mn~ns'; cPpksa dks lkfRod f'k{kk iznku dj mudk HkkoukRed o vkè;kfRed fodkl djuk gSA bl mn~ns'; okf"kZd fooj.k dh izkfIr osQ fy, lhlhvkjVh laLÑfr ij vk/kfjr 'kSf{kd dk;ZØeksa dk vk;kstu djrk gS vkSj muesa fopkjksa dh Li"Vrk] LorU=krk] lfg".kqrk rFkk laosnukvksa dk lekos'k fd;k tkrk gSA Nk=k&Nk=kkvksa] f'k{kdksa RkFkk lekt osQ vU; yksxksa dks Hkkjr dh dyk ,oa laLÑfr osQ izfr laosnu'khy cukus osQ fy, lhlhvkjVh dk mn~ns'; LFkkuh; leqnk; dks viuh lkaLÑfrd ,oe~ izkÑfrd /jksgj osQ laj{k.k gsrq vkxs ykus osQ fy, izksRlkfgr djuk gS] rkfd muesa fofo/rk osQ izfr lEeku dh Hkkouk fodflr gksA gekjh /jksgj esa varfuZfgr LFkkiR;] lkSUn;Z] ,sfrgkfld] i;kZoj.kh;] iqjkrkfRod] vkè;kfRed ,oa izrhdkRed ewY;ksa dks Hkh vkRelkr djus ij cy fn;k tkrk gSA bl osQUnz dk eq[;ky; ubZ fnYyh esa gSA blosQ rhu {ks=kh; osQUnz gSa] tks Hkkjrh; dyk rFkk laLÑfr esa O;kid izpkj&izlkj gsrq if'pe esa mn;iqj] nf{k.k esa gSnjkckn rFkk iwoksZÙkj esa xqokgkVh esa fLFkr gSaA eq[; dk;Z f'k{kd@f'kf{kdkvksa vkSj Nk=k@Nk=kkvksa osQ fy, Hkkjrh; laLÑfr ij çf'k{k.k dk;ZØe vk;ksftr djukA fo|ky;hu&ikB~;Øe esa f'kYidyk osQ O;kogkfjd Kku dks lekfgr djus osQ fy, çf'k{k.k o dk;Z'kkyk,¡ vk;ksftr djukA vius
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