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Cultural Expressions Impart Creative Learning Cultural Expressions Impart Creative Learning CULTURAL EXPRESSIONS IMPART CREATIVE LEARNING CULTURAL EXPRESSIONS IMPART CREATIVE LEARNING RESEARCH AND WRITING Neha Chhetri SUPPORTIVE SUPERVISION Resmi P. Bhaskaran FIELD SUPPORT Sandeep Tirkey Rakesh K Singh G. Puspanadham New Education Group- Foundation for Innovation Published in July 2015 and Research in Education (NEG-FIRE) FOR PRIVATE CIRCULATION ONLY “Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each state, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality” Article 22 of the Universal Declaration of Human Rights Any section of the citizens residing in the territory of India or any part thereof having a distinct language, script or culture of its own shall have the right to conserve the same. Article 29 (i) of the Constitution of India Art covering all four major spheres such as Music, dance, visual arts and theatre should be part of the school curriculum. National Curriculum Framework, 2005 5 CONTENTS ACKNOWLEDGEMENT 7 GLOSSARY 8 INTRODUCTION 9 NEG-FIRE AND CULTURAL EXPRESSIONS 11 CULTURAL EXPRESSIONS 13 CULTURAL EXPRESSIONS PROGRAMME (2011- 2014) 15 1. Approach for the Programme 2. Intervention Model of CE Programme 3. Programme Area 4. Situation of the Project Area 5. Rationale for the CE programme 6. Challenges PHASE I (2011-2013) 21 1. Objective and Design of the project 2. Partnership & Collaboration 3. Process of Project Implementation 4. Project Implementation 5. Learning’s from Phase I 6. Voices from the field PHASE II (2013-2014) 27 1. The continuation 2. Shift to Ashram Schools REFLECTIONS 31 1. Impact of Cultural Expressions Programme STRATEGY FOR THE FUTURE 33 1. Suggestions 7 ACKNOWLEDGEMENT ew Education Group- Foundation for Innovation and Research in Education (NEG-FIRE) is a development support organisation that aims to transform the lives of marginalised children through quality N education. Currently, the organisation supports programs being implemented in 12 States reaching out to 89,000 children, through 34 partners. For NEG-FIRE, education is a fundamental human right that is linked with the ideals of human dignity, respect for all, equity and justice. Thereby, NEG-FIRE has integrated playful learning for primary school children of the marginalised communities. This is done through Cultural Expressions Programme, which is an effort towards creating a holistic educational environment for the children of the marginalised Savara and Jatapu tribes of Vizianagaram District in Andhra Pradesh. The learning materials and methodology for the programme are developed through community participation by bringing in the traditional knowledge of art, craft, music and dance. The integration of this knowledge into the formal school system has led to greater results and success of the programme. According to our experiences from the ground, the programme has achieved the set goals and desired results! Still, the community, schools and cultural groups are continuing with the practice of Adivasi Dhoom, Children’s club meeting and village meetings inculcated by NEG-FIRE. This report showcases the approach, key elements, objectives and the achievements of the programme so that it can be understood in a new perspective and be replicated, elsewhere. I congratulate and appreciate the work of Education and Knowledge Management (EKM) Team, whose role was critical for the report. The feedback and suggestions from the Programme Management and Development (PMD) Team have enriched this document further. We express our sincere appreciation for their efforts! The prompt support received from Finance and Admin Team is also duly acknowledged. Vengatesh Krishna EXECUTIVE DIRECTOR, NEG-FIRE 8 GLOSSARY AP: Andhra Pradesh CCG: Community Cultural Groups CEC: Cultural Expressions Curriculum CE: Cultural Expression FA: Field Associates IL: Integrated Lessons ITDA: Integrated Tribal Development Agency MLE: Multi-Lingual Education NCF: National Curriculum Framework (NCF) 2005 NEG-FIRE: New Education Group- Foundation for Innovation and Research in Education PTG: Primitive Tribal Groups RTE: Right to Education SMC: School Management Committee SSA: Sarva Shiksha Abhiyan VV: Vidya Volunteer CULTURAL EXPRESSIONS 9 IMPART CREATIVE LEARNING INTRODUCTION ndia is a rich repository of culture examples of how art has played a Madhubani and Godana painting and expression fulfilling a human major role in freedom movements and of Bihar; Gond painting and Dokra Ibeing's needs to communicate, to social transformation. sculpture of Bastar; Kalamkari of express and relate to others. Every In India, there are examples Andhra Pradesh; Warli painting of community and region has its own of street plays (nukkad naatak) Maharashtra; Nadodipattukal in means of expression in a variety of developed as mainstream art form by Kerala and various indigenous songs forms and these continue to play Badal Sarkar that has been inspired and dances are vivid examples of art a role, though diminishing rapidly by rural India. Also, there are various as the soul of a community and an in the last few decades, within the other art forms throughout India in expression throughout history. social group. Amongst this, art and terms of theatre, music, dance, visual These art forms have given creative expressions play a key role in art, etc. The Baul singing in West an identity to their respective social transformation and supporting Bengal has a history of 2000 years communities and many of the social this fact is our history that reveals with strong philosophical roots. Also, movements have been strengthened INTRODUCTION 10 and practical life complicated for the marginalised children, forcing many to drop-out from schools. Therefore, the solution lies in bridging the gap between the child’s life at home and at school, specifically for the marginalised tribal children. To do so, the National Curriculum Framework (NCF) 2005 and NCERT 2006 highlights that the representation of child’s life outside the school in classroom processes and curricular material involve inclusion of various art forms which are practiced by the community. One of the paramount systematic matters for educational reforms, this gap between child’s life at home and the school life has to be bridged in such a way that the child learns meaningfully in a context where she/he can apply her/ his skills, construct knowledge and get intellectually curious about her/ his surroundings. Thus, inclusion of cultural expressions in school curriculum is a vital step in this direction. Taking into consideration the state of the schools in the tribal region, how one could create the space by incorporating these expressions been paid to the fact that young for the arts, aesthetics, crafts and into the reformative movements. India children come with so much creative cultural expressions within the school, is rich with treasures of art forms and physical energy that needs to be for the children along with their throughout, be it visual, performing realised in the process of learning, by communities, needs to be explored. or music. The religious traditions, offering them opportunities to explore The inclusion of basic art forms – in particularly the indigenous traditions one’s creative heritage and develop consistence with local traditions — in India can be considered as an interests for leisure and learning for will go a long way in giving a positive amalgamation of theatre, music and life. identity and sense of recognition to art. Today the country is opening its As children possess a natural the tribal groups which have so far eyes to the richness of these traditions, curiosity to explore, therefore it is remained distant from the gamut of realizing that the empowerment of vital for the formal school system to modern institutions, including schools. communities lies in recapturing and provide space for children to express The integration of the art forms with reinforcing the essence of many of their creativity and energy to enjoy the curriculum will make education these traditions. the experience of learning. However, more meaningful, creative and will Being amongst the most vibrant the present model of school education be a vital step in retaining children in in terms of languages and cultural is in complete disjunction to a child’s school. An early start and sustained diversity, India is best judged in the environment, particularly for the programme of cultural expression context of arts, music and dance and marginalised communities whose in elementary grades will enable the concept of ‘unity in diversity’ socio-cultural roots and surroundings children to appreciate and develop draws upon the richness of these are completely different from a school. sensitivity towards art forms. Along artistic expressions. The strength This leads to lack of expression of with a refinement of their aesthetic of local character in every art form their creative strengths in classrooms, abilities, inclusion of arts would makes it so distinct that the regions which adversely affects their self- go a long way in developing their draw their distinct identity from esteem and overall achievements. sensitivities, broadening their ambit them. Nonetheless, school education Moreover, the exclusion of of learning and different ways of has somehow resisted the idea of communal history, language and achieving it. including art
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