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PÀ£ Áðlpàgádå G¥À£ Áå¸ÀP Àg Àcºàðvá ¥Àj Ãpéë(PÉ-¸Ém Ï) PÀ£ÁðlPÀ gÁdå G¥À£Áå¸ÀPÀgÀ CºÀðvÁ ¥ÀjÃPÉë (PÉ-¸Émï) KARNATAKA STATE ELIGIBILITY TEST (K-SET) FOR LECTUERSHIP (Accredited by UGC, New Delhi) Conducted by University of Mysore (as the SET agency) Syllabus, Question Paper Pattern and Sample Questions Subject code: 37 Subject: WOMEN STUDIES University of Mysore, Mysore -570005 ------------------------------------------------------------------------------------------------------------------- University K-SET Center, Pareeksha Bhavan, University of Mysore, Mysore 1 PÀ£ÁðlPÀ gÁdå G¥À£Áå¸ÀPÀgÀ CºÀðvÁ ¥ÀjÃPÉë (PÉ-¸Émï) KARNATAKA STATE ELIGIBILITY TEST (K-SET) FOR LECTUERSHIP Subject: WOMEN STUDIES Subject Code: 37 Note: There will be two question papers, Paper-II and Paper-III. Paper II will have 50 objective Type Questions (Multiple choice, Matching type; True/False, Assertion-Reasoning type) carrying 100 marks. All the 50 questions are compulsory and have to be marked in OMR sheet. Paper III contains seventy five (75) objective type questions (Multiple choice, Matching type; True/False, Assertion-Reasoning type) of two (2) marks each. All the 75 questions are compulsory and have to be marked in OMR sheet SYLLABUS Paper-II & Paper-III [Core Group] Unit-I Concept and need for Women’s Studies-Scope of Women’s Studies-Women’s Studies as an academic discipline Women’s Movements-Pre-independent, Post- independent and Current Women’s Movements National Committees and Commissions for Women-Government Organizations for Women- Dept. of Women and Child Development Unit-II Liberal Feminism-Rationality, Freedom, Education Marxist Feminism-Production, Reproduction, Class, Alienation, Marriage and Family Radical Feminism- Gender, Patriarchy, Reproductive Technology, Motherhood Socialist Feminism- Class and Gender, Division of Labour, Unfiled and Dual System, Exploitation India Women-Family, Cast, Class, Culture, Religion, Social System Unit-III Women’s Education-Gender bias in enrolment-Curriculum content-Dropouts Negative capability in Education-Values in Education-Vocational Education Recent Trends in Women’s Education-Committees and Commissions on Education 2 Adult literacy and Non-formal education for women’s development Unit-IV Concept of Work-Productive and non-productive work-Use value and market value Gender Division of labour-mode of production-Women in organized and unorganized sector Training, skills and income generation New Economic Policy and its impact on Women’s employment-Globalization-Structural Adjustment Programmes Unit-V Concept and meaning-Importance of Entrepreneurship-Entrepreneurial traits-Factors contributing to women Entrepreneurship-Micro Enterprises Gender and Technology- Technology and Production-Technology Transfer-Appropriate Technology-Emerging Technologies Information Technology-Impact on women’s development Unit-VI Gender in Health-Health status of women in India-Mortality and Morbidity factors influencing health-Nutrition and health-HIV and AIDS control programme National Health and Population Policies and Programmes-Maternal and Child Health (MCH) to Reproductive and Child health approaches, Issues of old age Women and Environment-Nature as feminine principle-Basic needs in Rural and Urban Environment-Care and management of natural resources-Depletion of natural resources- Sustainable environment and impact on women Unit-VII Girl child in society-Child labourers-Changing role of women-Marriage-Single parent- Motherhood-Widows Theories of development-Empowerment-Alternative approaches-Women in Development (WID), Women and Development (WAD) and Gender and Development (GAD)-State Policy and Programmes Women Development approaches in Indian Five-Year Plans-Collectivity and Group dynamics-- Self-helf Groups women and leadership-Panchayati Raj-Political Role and Participation-NGOs and Women Development-National and International Funding Agencies. 3 Unit-VIII Indian Constitution and provisions relating to women Personal laws-Labour Laws-Violence against women-Legal protection-Family Courts- Enforcement machinery-Police and Judiciary Human Rights as Women’s Rights Unit-IX Portrayal of women in Mass Media (Cinema, TV, Print media) Role of women in media-Development of communication skills-Alternative media-Folk art, Street play and Theatre-Women as change agents Indecent Representation of Women (Prohibition) Act, 1986-Impact of media on women Unit-X Limitation of methodology of social science, Research for women’s studies, Scope and significance of research in women’s studies Research Design and Methods-Survey-Exploratory-Diagnostic, Experimental, Action Research Qualitative verses Quantitative Research-Case Studies 4 PÀ£ÁðlPÀ gÁdå G¥À£Áå¸ÀPÀgÀ CºÀðvÁ ¥ÀjÃPÉë (PÉ-¸Émï) KARNATAKA STATE ELIGIBILITY TEST (K-SET) FOR LECTUERSHIP (Accredited by UGC, New Delhi) Conducted by University of Mysore (as the SET agency) Syllabus, Question Paper Pattern and Sample Questions Subject code: 39 Subject: PERFORMING ARTS University of Mysore, Mysore -570005 ------------------------------------------------------------------------------------------------------------------- University K-SET Center, Pareeksha Bhavan, University of Mysore, Mysore 1 PÀ£ÁðlPÀ gÁdå G¥À£Áå¸ÀPÀgÀ CºÀðvÁ ¥ÀjÃPÉë (PÉ-¸Émï) KARNATAKA STATE ELIGIBILITY TEST (K-SET) FOR LECTUERSHIP Subject: PERFORMING ARTS Subject Code: 39 Note: There will be two question papers, Paper-II and Paper-III. Paper II will have 50 objective Type Questions (Multiple choice, Matching type; True/False, Assertion-Reasoning type) carrying 100 marks. All the 50 questions are compulsory and have to be marked in OMR sheet. Paper III contains seventy five (75) objective type questions (Multiple choice, Matching type; True/False, Assertion-Reasoning type) of two (2) marks each. All the 75 questions are compulsory and have to be marked in OMR sheet SYLLABUS Paper-II & Paper-III [Core Group] Unit- I General Cultural Aspects Cultural History of India, Knowledge of major epics like Ramayana, Mahabharata, Shilappadikaram in terms of their content, characters and relevance to Indian Theatrical Practice, an acquaintance with Indian mythology. Unit – II The Natyashastric Tradition Thorough knowledge of Bharata’s Natyashastra, and its relevance to an influence on Indian Classical Theatre. Origin, aim and nature of Sanskrit natya according to Bharata and later commentators; the concepts of natya, nritta and nritya- their characteristics in the earliest and medieval theories. The types of theatres and their construction according to Natyashashastric. Unit – III Ancient Practice of Natya The four ‘abhinayas; four ‘vrittis’, four ‘pravrittis’ and two ‘dharmis’: A study of the ‘ nritta karanas’ of the Natyashastra and their importance. Detailed study of nayaka-nayikabheda and all the classification thereof. Unit – IV Indian Aesthetics ‘Rasasutra’ of Bharata and its exposition and elaboration by various commentators, viz., Bhatta Lollata, Sri Shankuka, Bhatta Nayaka and Abhinavgupta. Rasa and its constituent elements, viz., Sthayi, Vyabhichari and Sattvika Bhava, their Vibhava and Anubhava. ‘Dhvani Siddhanta’ of Anandavardhanacharya. Unit- V Post- Natyashastra; Important Texts Relevant for Study of Dance and Drama Dasha Rupaka of Dhananjay, Abhinaydarpana of Nandikeshavara, Bhavprakashana of Shardatanaya and Natyadarpana of Ramachandra- Gunachandra. Unit- VI Tradition of Indian Music General Knowledge of Indian Classical Music – Hindustani and Carnatic and their ‘tala’ patterns. Unit- VII Forms of Indian Dance and Drama in General 2 General Introduction to seven classical dance styles, viz., Bharata natyam, Kuchipudi, Odissi, Kathak, Manipuri, Kathakali and Mohini Attam. Knowledge of Indian dance- drama tradition, both classical and folk. General Introduction to tribal and folk dances of India. Inter-relationship of dance and drama with other plastic arts, e. g., sculpture, iconography and painting in their ancient Indian tradition. Unit – VIII South – East Asian Dance / Drama General acquaintance with the theatre traditions of South-East Asia, Viz., Sri Lanka, Burma, Thailand, Cambodia, Indonesia, Japan and China. Unit- IX Social Relevance of Dance and Drama in Contemporary Indian Scene. Unit- X Pedagogy in Dance and Drama Traditional Dance / Drama training and its relevance today. Dance education at the academic level and its need in the contemporary Indian Society. Dance / Drama research and other components of co-related arts which are relevant; the importance of modern stage technique, the media and technological advances to the study and propagation of dance / drama. PAPER- III (B) [ELECTIVE /OPTIONAL] Dance This Section will consist of four questions which are all compulsory and without internal options. The division of marks and maximum number of words for each question will be as follows: Question 1 Not more than 700 words 40 marks Question 2 Not more than 200 words 20 marks Question 3 Not more than 200 words 20 marks Question 4 Not more than 200 words 20 marks 1300 words 100 words Dance History History and technique of Indian dance from the ancient times till the modern times to be gathered from different sources like literature, epigraphy, sculpture, iconography, painting and religious thought. This entails a thorough study of the Natyashastra and relevant texts. The Contemporary scene and social ambience of dance in India and World History and development of western ballet. Contemporary modern dance in India. Well-known Indian innovators and choreographers. Designing of a stage production: The actual creation of a stage production, i.e., the production
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