9 Drama and Art in Education 1

Dream and Art in Education
BESL-123 DRAMA AND ART IN EDUCATION

Course Cum Block Introduction
Art and Drama provides opportunities to express creativity and imagination during
the transaction of curriculum. In any class, students differ in their environmental,
cultural, social, economic and psychological experiences; students showcase
these experiences in various forms of art – drama, visual art, theatre, folk art,
music, dance, etc. Therefore, art cannot be segregated from everyday experiences
and ultimately it is through these experiences that art can help develop aesthetic
sensibility in students to appreciate the world around them. This course “Drama
and Art in Education” will help B Ed students appreciate how drama and art
can be incorporated in the everyday classroom activities so as to capture the
varied experiences of their students.
The first unit of this block – Application of Drama and Art in Education
– discusses use of drama and art as pedagogical tools in teaching-learning
process. It highlights how drama and art activities can be integrated in secondary
schools both as a part of the curricular as well as co-curricular activities. It
also discusses strategies that can be used in organisation and assessment of
drama and art activities.
The second unit of this block– Drama and Art for Pedagogy – explains role
of drama and art in providing creative expression opportunities to students, self-
realisation and creating inclusive classrooms. The unit discusses role of drama
as ‘critical pedagogy’ and different techniques of the Theatre of the Oppressed
(TO) such as image theatre, forum theatre and invisible theatre.
The third unit of this block– Drama and Art for Social Intervention – helps
in understanding social and environmental issues through drama and art. It
discusses the role of drama and art in understanding local as well as global
culture. It explains how teachers can organise interactions with local artisans
in schools along with visits of students to local fairs, exhibitions etc. to enrich
their understanding of local culture.
The three units of this course will enable and encourage B. Ed. students to
provide opportunities in their classrooms to foster self-expression and respect
for local/community/ global culture in their learners.
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UNIT 1 APPLICATION OF DRAMA
AND ART IN EDUCATION
Structure
1.1 Introduction
1.2 Objectives
1.3 Need for Drama and Art in School Education
1.4 Drama as a Problem Solving Process
1.5 Types of Drama and Art
1.5.1 Types of Drama
1.5.2 Types of Art
1.6 Art as an Experience: Developing Aesthetic Sensibility

1.7 Integration of Drama and Art in School Curriculum
1.8 Organisation of Drama and Art
1.8.1 Selection of Themes/Content for Art Education
1.8.2 Assessment for Learning of Drama and Art
1.8.3 Assessment of Learning through Drama and Art
1.9 Let Us Sum Up

1.10 Unit-End Activities
1.11 Suggested Readings
1.1 INTRODUCTION
Humans are social beings – which means they live, thrive and interact in the
society. Societal interaction is individualistic or group interactions. These
interactions shape our thinking, values and cultural heritage. Human beings often
express the interactions of the society in various forms of art. The dictionary
defines ‘art’ as the expression or application of human creative skill and
imagination, typically in a visual form such as painting or sculpture, producing
works to be appreciated primarily for their beauty or emotional power. Visual
forms of art or dramatic forms of art are the powerful mirrors of our society
that classroom facilitators can make use of in their classrooms.
In this Unit, we will discuss how art & drama can be used as pedagogical
tools in the classroom. How can art and drama activities be integrated in
secondary schools both as a part of the curricular activities and that of co-
curricular activities? How can we organise and assess drama and art activities?
How can drama be used for problem solving in classrooms?
1.2 OBJECTIVES
After reading this Unit, you should be able to:
 explain need for art and drama in school education; 5
Dream and Art in Education  use drama for problem solving;
 list different types of drama and art activities;
 select the themes/content for drama and art in education;
 appreciate dramatic/art expression in education;
 assess learning through drama and art; and
 carry out assessment for drama and art in education.
1.3 NEED FOR DRAMA AND ART IN SCHOOL

EDUCATION
The inclusion of art education in the curriculum of school as a subject has certain
important purposes apart from contributing to overall development of the child’s
personality. Art education enables students to fully experience the joy of teaching-
learning, appreciate and experience the beauty of the universe and also helps
in their mental development. It also brings students closer to their environment
to learn about their cultural heritage and to inculcate in them respect for each
other’s work (NCF, 2005). Different art forms such as visual arts (drawing,
painting), performing arts (dance, drama, and music) and traditional art and crafts,
puppetry, etc. that are introduced at different stages in school curriculum which
can help students to become confident, balanced and well-groomed citizens
Inclusion of Art and Drama in education is well supported by Howard Gardner’s
theory of Multiple Intelligence. Gardner’s theory of multiple intelligence (1983;1993;
1999) has added new insights to the educationist’s understanding of how students
not only learn but interact in their learning environment. His work has inspired
educationists around the world to dwell deeper into epistemological questions
of how students learn. Why one method of teaching is effective for one student
and not for others? How students interact with various concepts while learning?
In an interesting article, ‘The Happy Meeting of Multiple Intelligences and the
Arts’, Gardner (1999) describes the meeting of Arts and multiple intelligence
as a happy meeting. He says “all of us as human beings possess a number
of intellectual potentials. Schools have generally addressed the linguistic and
logical intelligences, but other institutions and situations can encourage the
nurturance of at least six other intelligences: spatial, musical, naturalistic,
interpersonal, intrapersonal, and bodily-kinesthetic” (Gardner, 1999). The arts
can provide an educational “way through” for many students. Because
everybody’s mind is different, education should be tailored to the individual.
“Kids who have language and logic abilities are going to do fine in school,”
Gardner points out (Gardener, 1999). “But everyone cannot be smart when
you have a single ruler, a single caliber.” He suggests that schools “help kids
discover areas where they do have some strengths— what I call a crystallizing
experience— and to really encourage that.” Many children have strengths in
one or more of the arts that could give them such experience. According to
Eisner (1998), the theory of multiple intelligence supports a much larger role
for the arts in the curriculum. The various kinds of intelligences point directly
to a variety of ‘ways of knowing’. Eisner suggests a balanced curriculum
consisting of fields of study that all students should learn, coupled with subjects
6 for which students have particular proclivities and inclinations: “As long as schools
operate on an essentially linguistic modality that utilises a kind of literal, logical, Application of Drama and
Art in Education
mathematical form of intelligence, it not only delimits what youngsters can know,
but also is an impediment to those youngsters whose intelligences are in modalities
other than the ones that are emphasised (Eisner, 1998).”
The abundance of available research convinces the teachers that art, drama and
multiple intelligence are a happy trinity, but as they say the proof the pudding
lies in its eating. Let us look at two classes – one of Mrs. A and the other
of Mrs. M. Using these classroom examples we will ourselves see how using
Art and Drama across curricular and content areas makes the classroom learning
environment more meaningful and how students with varied capabilities benefit
from such activities.
BOX 1: ART, DRAMA, MULTIPLE INTELLIGENCE IN

CURRICULAR AREAS
Class: IX
Subject: English
Topic: If I were you …..
(A brief synopsis of the story so that students without English can
appreciate the example …. This is a story of an intruder, who enters
the house of the playwright. The intruder, however, does not know that
the owner of the house was a playwright. He knows him as Gerrard
and he had heard about him a few things. The intruder also knows that
Gerrard was something of a mystery man, who lived in the wilds of
Essex. The intruder also knows that Gerrard gave orders for his daily
supplies on phone and never met the tradesmen.
Gerrard, on the other hand is a cultured playwright, who lives in a small
cottage. He is to go out soon, but before he does so, an intruder enters
his cottage. The intruder has a gun in his hand. Gerrard welcomes the
intruder with confidence. The intruder asks many questions to Gerrard,
which he answers with wit, irony and humour.
The intruder, then tells Gerrard that he wants to murder him and live
as Gerrard as they both looked alike. Gerrard at once understood
everything. He told the intruder that he was also a murderer. Therefore,
the police were after him. Gerrard explained that unfortunately one of
his men had been caught. He was expecting trouble that night.
The story then reveals what happens next ... (Interested?? Pick up the
Class IX. NCERT English Textbook - Beehive)
Mrs A’s Class:
Mrs A gets two students to stand up and read the story – one student
reads the lines of the intruder while the other student reads the lines
of Gerrard.
Other students of the class are listening and following what is being
read in their own textbooks.
Mrs A gives explanations as the story progresses.
Mrs A then discusses the unit-end exercises. 7
Mrs M’s Class
Mrs M begins the class by giving the students the synopsis of the
story without revealing the end …. (something like what is given
above). She then divides her class of 35 students into 5 groups of
7. The following tasks were assigned to each group:
1. Read the story
2. Create a visual backdrop of the cottage.
3. Get two students from the group to be Gerrard and the intruder.
4. The group then decides how the story would end and the two
students playing Gerrard and the intruder will depict the end
to the story in front of the class.
5. Students were also encouraged to use music while depicting the

end to the class.
Questions for your reflection:

1. How are the two classes of Mrs A and Mrs M different?
2. Which class is more involved in their own learning?
Now that we have seen with an example how Art and Drama in our classrooms
changes the learning dynamics, let us discuss how does drama help in problem
solving – one of the most important skills needed in today’s times.
1.4 DRAMA AS A PROBLEM SOLVING PROCESS

We are lifelong learners. We learn and use skills continuously to solve problems
on day-to-day basis, and for which we must acquire some basic social and
problem solving skills. Drama is a great way to develop these skills. When
we learn something new, we connect it to prior information already known to
us. The ideas of connecting new information with something we already know
have been affirmed by Robert Vogel, who has studied cognitive science for
fifteen years as it applies to education. “According to research, the human brain,
while learning, strives to make connections. The brain does not learn in isolation”,
says Vogel. “Lessons have to be taught in a way so that the new knowledge
connects to something the student already knows”, he says. Drama can do
that for the brain since it is a way of life. It is a practice we are born with.
We know drama, so we can connect it with new ideas that we learned in school.
Also, drama allows the learner to explore their experiences in using their
imaginations.
Drama, which involves imaginative transformation and reflection on experiences,

helps students expand their ability to act out thoughts in their minds. This skill
is necessary for organising thoughts and problem solving situations in everyday
life. For example, a class is studying the Everest Mountain. The teacher has
informed the class that they are all trained mountaineers. She has already read
8 them some books on the Everest Mountain, so the students have some
background knowledge that will be accessed. The students must work together Application of Drama and
Art in Education
to plan a strategy on how they will eat, cope up with less oxygen at high altitudes
and climb mountain ranges to reach ultimately the peak of Everest mountain
(all these obstacles are set up by the teacher that would mimic real problems
that the mountaineers generally face). When this activity happens, effectively,
each student in this class is creatively problem solving the situation, which can
be represented in the form of a drama, where ultimately students are using their
best judgement and retrieving their schema about the Everest mountain.
The second way problem solving is practiced with drama is in a social context.
Drama in education is done in groups or with the whole class. Students run
into problems where, for example, they do not agree on a solution or action
that the rest of their group takes. There may be many conflicts while working
in a group. Like all group work, students must solve problem of how they
will handle this conflict of interest. This type of problem solving helps students
become lifelong learners. As adults, it is very common to face problems in our
social lives. These problems could occur at home, school or in work place
and we need to use problem solving skills to resolve these issues. As drama
in education involves group work so students get an opportunity to acquire skills
needed throughout their lives.
In the next section, we will discuss different types of drama and art.
1.5 TYPES OF DRAMA AND ART

1.5.1 Types of Drama
There are two types of drama methodologies that are adopted by teachers
depending on the class, the competence of the teacher and the content that
is being taught
1. Linear drama methods – these are designed with a clear beginning, middle,
and end.
2. Process-oriented drama (also referred to as ‘holistic drama’ or simply
‘process drama’) is open-ended, only with a skeletal structure of activities
designed to evolve based on participants’ input throughout the lesson.
1. Linear Drama
Linear approach to drama is generally preferred by a teacher initiating drama
into the classroom for the first time. With this structure, drama activities are
primarily planned and outlined by the teacher before involving the students into
the dramatic playing. This tends to give the teacher a great control while allowing
the students to give their creative inputs. The linear drama session resembles
a recipe, with a series of steps that produce a selected learning outcome.
According to scholars like Vygotsky (1967), Moore (1990) and Frost, Wortham,
and Reifel (2008), people of all ages learn about the world by trying out new
ideas and imitating actions through play, and this imitative behavior forms the
basis of social learning – some of the objectives that teachers can achieve using
Linear Drama.
The core techniques used by teachers through the linear drama approach to
facilitate their student’s learning are discussed here: 9
Dream and Art in Education a) Side-coaching
In this technique the teacher facilitates learning of skills without stopping
the action of the lesson. These skills help the learner gain more awareness
of the drama, the character, the plot. It also helps the learner develop a
certain metacognitive awareness of what she is doing while enacting a certain
part. As a teacher it is important to ensure while using the technique of
side-coaching, students don’t get distracted. A very good example of side-
coaching that we often see while working with students in drama groups
is telling the student to focus their attention on the audience, look to the
audience and not look on the floor. We give these instructions as the drama
progresses and learners process these instructions and adapt to them while
performing the drama.
b) Spotlighting & Sharing
Another technique that is commonly used in linear drama is spotlighting.
This technique allows participants to informally view other participants’
work, take inspiration from other ideas, and safely share moments of work
in progress. The idea of using ‘spotlight’ technique is to help learners learn
from others expressions or techniques. During a ‘spotlight’ all other
participants freeze except the participant on whom the spotlight is on. For
example, in a bazaar scene, the teacher may put the spotlight on a roadside
hawker due to the intensity of expressions that he is depicting; other
performers of the scene are able to either appreciate the performance or
give suggestions to improve.
Another technique used often is sharing. Sharing is similar to spotlighting
as far as the experience is concerned, but the only difference is that
spotlighting happens during the process of drama while sharing happens
at the end of the performance. While using this technique the facilitator
is able to integrate reflective questions into the drama learning experience.
c) Storytelling
Although stories are integral to every drama, using the technique of
storytelling is what makes character unique in the drama. When a learner
is using the art of storytelling in drama she is able to bring life into the
character and ‘get into the skin’ of the character. She is able to make
the whole experience of the drama vivid for the audience. She takes care
to pay attention to pitch, rhythm, pace, volume, gestures, facial expressions,
and eye contact. She allows the voice to set the mood of her expressions
and in the process adds life to the character.
d) Improvisation
Another commonly used technique in linear drama is allowing students to
improvise – adding their own dramatisation at the moment. This means
the students won’t get any rehearsal time and these actions are done at
the spur of the moment. As a teacher it is very important to allow for
improvisations especially when the group of students are in a higher class
or have attained certain mastery – this will enable students to always keep
the excitement of learning alive. Another very interesting point to remember
is that if any student improvises during the drama session, other students
have to learn to adapt to the improvisation. This could be an interesting
activity in itself where one student improvises and other students follow
10 the cue – the result could be an entire new plot.
Teacher as a drama facilitator, it is necessary to decide how much improvisation Application of Drama and
Art in Education
is permitted within a drama and share these guidelines well in advance with
the learner.
Apart from these techniques there are other techniques that are often used in
the linear drama approach, like, pantomime (dramatisation without using words
but relying solely on physical movements, gestures and facial expressions to
convey the idea); starters and building block activities (often used as ice breakers
within groups; link prior learning to current lessons etc); tableaux (a French
word that simply means frozen pictures that people create with their bodies)
etc. For in depth understanding of these techniques, you may refer to Hunt,
Water, and McAvoy (2015).
2. Process-oriented Drama
By now you are aware that linear drama is more about skills related to drama
that not only complement to the curricular areas but also are helpful in our
day-to-day life activities. Process-oriented drama on the other hand focuses on
learning about life through the dramatic methods. It is an extremely participative
method where the participants and facilitators both shape the drama. Process-
oriented drama techniques treat learning as a holistic learning experience without
breaking the experience into activities. Process-oriented drama involves allowing
the learner to experience the entire learning process as a continuum rather than
having a beginning, middle or end part.
Some of the techniques in practice with Process-oriented drama include:
a) Mantle of the Expert - The method was propounded by Dorothy
Heathcote. In this method the participants work in a collaborative
environment and share their area of interest. Once the area of interest has
been identified the group develops a fictional world where each participant
plays a specific part and the group explores their interest collectively. In
this fictional world, each participant generates and takes the ownership of
expert roles. It is generally difficult to use this methodology with subject
areas, but is a wonderful approach for studying social issues. Sometimes
facilitators encourage students to produce tangible material like leaflets,
booklets, and brochures that details their work.
b) Facilitation: Another technique used in process-oriented drama is facilitation.
In this technique, the leader follows a very democratic approach and helps
guide the drama without steering the drama towards a certain direction.
Facilitators basically maintain control and safety in the learning environment.
The technique requires facilitators to possess quick thinking skills, listening
skill, empathetic attitude and flexibility and adaptability in dealing with
contributions of the participants.
c) Role Play: In this technique participants create believable and realistic
characters that have a vested interest in the character. In the process-
oriented approach of drama, role playing involves two components - role
making (preparing for the role) and role taking (embodying the role).
d) Simulation: Simulation is an imitation of the real world experience. In
process-oriented drama, the facilitator can develop simulations either based
on real or imaginary events. For example, simulation can be used for
teaching the concept of ‘Gram Panchayat’ to class VI students. A 11
Dream and Art in Education representative group is selected which must have 1/3 girls. The teacher
can take the role of ‘Sarpanch’. The villagers present a problem (let us
say related to adult education) which the panchayat tries to solve after
a debate. The panchayat members discuss the problem not only amongst
themselves but also the villagers. Once they arrive at a consensus, then
‘Sarpanch’ announces the decision.
1.5.2 Types of Art

The arts — creative writing, dance, music, theater, and the visual arts— serve
as ways that we react to, record, and share our impressions of the world.
 Creative Writing: Creative writing is the bedrock of many art forms
– poetry, fiction, lyrics, play scripts and drama. Creative writing helps
students explore and express their understanding of the world around them.
As a process, creative writing forces the learner not only to think and
express ideas but also question dogmatic principles and find creative
solutions. In schools, creative writing is often associated with language arts,
but if teachers wish they can also use creative writing in their science lessons
to create science fiction - Writings of Issac Asimov is one such example.
 Dance: Dance is an art that engrains discipline, control, rhythm and
graciousness in the learner. It helps develop kinesthetic skills in the students
and provides a medium to experience life in a different form.
 Music: Music can be explored by singing, playing an instrument or
composing on a synthesizer and computer, or listening and learners learn
the art of expression and communication through sound. Students learn to
create, perform, listen perceptively, and analyse music and where technology
is used, it individualises and expands instruction. Today, music education
explores a multitude of musical styles. Students learn to identify the source
of the sound, whether solo or ensemble, the different instruments and voices,
and their combinations into bands, choruses, and orchestras, and a variety
of small ensembles. They also learn the art of musical expression— how
sound can be used to communicate feelings.
Check Your Progress 1
1. Select a topic from your subject area which you would like to teach through
simulation method. Describe the method in detail.
Topic: ............................................................................................................
Subject: .........................................................................................................
Class: ............................................................................................................
Method: .................................................................................................
.............................................................................................................
.............................................................................................................
2. Select a topic from your subject area which you would like to teach through
visual art and why?
Topic: ............................................................................................................
12 Subject: .........................................................................................................
Application of Drama and
Class: ............................................................................................................ Art in Education
Method: .........................................................................................................
.............................................................................................................
.............................................................................................................
Visual and Media: Arts Education in visual and media arts can take many
forms and have several aims. Learners are usually taught a specific technique
in some visual medium— pencil or paint or video imaging or collage
(a combination of bits of objects pasted together on a surface to create an
effect).
1.6 ART AS AN EXPERIENCE: DEVELOPING

AESTHETIC SENSIBILITY
Aesthetics is the branch of philosophy that explores the nature of art, creation
and expression of beauty in various forms of art. Although it is said, beauty
lies in the eyes of the beholder and is an extremely subjective term, yet
aesthetics tries to capture the essence and meaning of the beauty that is expressed
in various forms of art. Like, for example, the aesthetic design of a building,
the aesthetic design of a temple, the aesthetic presentation of a flower
arrangement, the aesthetic presentation of a dish by a chef, the aesthetic
presentation of a mechanics’ final touches to a freshly painted car, the aesthetics
behind the design of a mobile phone – there is beauty in each one of these
activities that is an expression of art in itself. This expression of art is the journey
of the artist - her experiences, her emotions, her joys, her pleasures and her
thought. And in order to produce any piece of art, the artist presents her
experience and journey in reaching that point of continuum of life.
Rabindranath Tagore was one of the first Indian educationists and philosophers
who acknowledged the importance of art in education. In his endeavour to define
art, he acknowledges that: “I shall not define Art, but question myself about
the reason of its existence, and try to find out whether it owes its origin to
some social purpose, or to the need of catering for our aesthetic enjoyment,
or whether it has come out of some impulse of expression, which is the impulse
of our being itself” (Tagore, 1917, p. 16). From his list of possible reasons
for the existence of the arts, as well as from other texts, it is clear that Tagore
does not emphasise the instrumental benefits brought by art, but rather remains
within the framework of private intrinsic benefits, such as captivation, pleasure,
an expanded capacity for empathy, and cognitive growth (McCarthy et al.,
2004).
Just like Tagore, Dewey was among the first western educational philosophers
to write explicitly about art as an experience and how the arts connect to
education. Dewey believes, the photograph, dance, poem or story which the
student creates from looking out of the window “is charged with meanings that
issue from intercourse with a common world” (Dewey, 1980, p. 306) or in
other words is an expression of the experience the student has with the world.
Therefore, Dewey advocated that art education must form a symmetry with life
because this is a prerequisite for having an experience of art that augments the
democratic, liberal and changing values that a student experiences in his daily
13
life. Like for example, earlier in the classroom when students used to put up
Dream and Art in Education paintings they used to be those of a mountain, a river flowing from the mountain
and rising sun, today in classes when you see students work they are more
inspired by their favourite cartoon character rather than the beauty of nature.
This change in expression in art form is a direct reflection of the change in
experience that a student is undergoing.
When we discuss ‘Art as an experience’ we are very consciously accepting
that Art is a sponge and a fountain – sponge where the environmental, cultural,
social, economic and psychological experiences are absorbed by the student
and a fountain where all these experiences are expressed in various forms of
art – drama, visual art, theatre, folk art, music, dance, etc. It is for these very
reasons art cannot be segregated from everyday experiences; and ultimately it
is through these experiences that art can help develop aesthetic sensibility in
students to appreciate the world around them.
Teachers have a pivotal role to play in helping students achieve and express
these experiences. Teachers need to be cognizant of various ways in which they
wish to shape students' experiences inside the classroom and outside the
classroom so as to enable their students become better sponges and fountains.
1.7 INTEGRATION OF DRAMAAND ART IN

SCHOOL CURRICULUM
Integrating drama and art in school curriculum, means making connections
between the school subjects and forms of art expression. There are many ways
in which classroom facilitators can integrate drama, and art in school curriculum.
One such example is given below. Example is based on NCERT English
Textbook – Beehive - Class IX - Chapter 2 – The Sound of Music – Evelyn
Glennie Listens to Sounds without Hearing it and Class IX – Science Textbook
– Chapter 12- Sound.
In this example, we take the case of two teachers of Class IX who were
discussing the performance of their students, when they both realised they were
discussing the same theme in their class – Sound. The English teacher was helping
her students relate to the journey of Evelyn Glennie who lost her ability to hear
at a young age, yet became one of the youngest percussion instrument
performers, whereas the Science Teacher discussing about production of sound,
characteristics and propagation of sound waves, reflection of sound and its uses
in our daily life and the structure of the ear.
Both teachers felt that since they were dealing with a common theme it would
be very interesting to see how their students would react to a multidisciplinary
approach to teaching (a practice commonly witnessed across in all American
schools). In order to fully implement the approach, the two teachers listed the
objectives they wished to cover under their subject area. Each objective was
matched with a particular skill that the students were expected to demonstrate
and the final assessment was a blend both of Science and English content.
Students in the classes used presentations, videos, demonstrations, dramas,
pamphlets and debates to discuss various issues that were raised in the
classroom. As a unit-end exercise, the two teachers divided their students into
3 groups and the students had to present a drama on the theme of sound.
The students out performed their teacher’s expectations by putting up three
themes – Sound in our lives (the clutter in our minds); Solitude of Silence and
14 Lost voices in our society.
What the two teachers of Class IX didn’t expect from their students was the Application of Drama and
Art in Education
ability to integrate social life and social ethos into the prevailing topics of the
classroom. It was with this experience the two teachers understood the benefit
of using a multidisciplinary thematic approach in the classroom where drama,
arts, science, music, language were not treated as parts but treated as an
integrated whole.
1.8 ORGANISATION OF DRAMAAND ART

The syllabus of Art education is prescribed in detail by NCERT (2008). The
time that may be allocated for Art education at upper primary and secondary
stage is given in Table 1.
Table 1: Allocation of time periods for each Art Education Activity
at Upper Primary and Secondary Stage
Stage Number of Suggested Periods per Week
Drawing, Craft Music Dance Drama
Painting and Activities Activities Activities related
Sculpture/ Activities
Clay modelling
Upper Primary 2 2 2 2 2
(VI – VIII)
Secondary At least 6 periods (3 block periods) should be allocated for
(IX – X) practical activities and 1 period should be allocated for theory.
Infrastructure
All schools should have the basic facilities to provide arts education, which will
include trained teachers, resources to provide basic materials, separate space
for conducting visual and performing arts (NCERT, 2008). Some examples
of basic infrastructure include colours, a dholki, chart paper, props of various
kinds, few dupattas, a thalli, a bell, a stick etc. All these basic infrastructures
form the basis of any drama activity that a teacher wishes to integrate in her
classroom. Apart from this the teacher should also get the class to develop
low cost aids that would act as props in the classroom activities. Teachers should
encourage students to make vegetable based colors that are not only economical
but easy to use and handle.
Classroom Organisation
Classroom organisation and the concept of space, especially for the activities
in arts education is an integral part of the teaching-learning process. In an ideal
situation, schools should have rooms especially allocated for art activities, whether
for visual or performing arts.
Number of students in the classroom should be limited (30-35 students) and
manageable. This permits the teacher to pay personal attention to every student.
If the class is large, it is advisable to divide them in different groups. Physical
classroom organisation needs to be supplemented by continuous group interactions
while the group work is in progress.
Practices in classroom and outside
Teachers should try to conduct group activities so far it is possible. This will
15
enable the students to share their resources; materials and a sense of cooperation
Dream and Art in Education and sharing will develop among the students. If during a classroom interaction
session, a teacher finds that her students have done exemplar work, she should
find ways to showcase their talent – one way to do that is during the assembly
time where most schools have now created a time for classes to showcase
their artistic engagements.
Using local resources
Looking at the socio-economic and cultural diversity of the country, it would
be all the more essential for the schools, parents and teachers to be able to
use the local regional arts and craft traditions both visual and performing in
the developmental stages of school education. All the schools should provide
experience to children to work with the community, beyond the four walls of
the school (NCERT, 2008). There are two very interesting ways to do this
– one approach is to utilise the local resources of not only artisans but also
college students with experience in art and the second way to do this is creating
a lesson based on service learning. In service learning, students work on
themes and issues of social relevance. An example of service learning using an
art work is that of Ragland (2002). In his research, Ragland, (2002) cites the
example of a community school which distributed nearly 20 tonnes of food to
the underprivileged and simultaneously developed print based resources for the
workers in fields who help produce this food – these print based resources
focused on methods by which the workers could protect themselves from the
pesticides that were used in fields and also on how one could reduce the
consumption of chemical pesticides and instead use biological pesticides.
Workshops to be organised frequently
Schools may regularly organise workshops for one week or a fortnight where
local artists can be invited to interact with the students and teachers. Workshops
on art and crafts, theatre, music/singing, playing musical instruments, pottery,
leatherwork, folk dance, animation, puppetry, kite making and so on can be
arranged for students’ experiential learning. Workshops may also be conducted
at the artists’ workplace (NCERT, 2008). Like discussed above these
workshops could be on themes related to making and using vegetable colours,
painting folk art, using nukkad nataks as a medium of expression.
1.8.1 Selection of Themes/Content for Art Education
1. Visual Arts
According to (NCERT, 2008), the themes or content can broadly be related
to the following suggested fields to enable pupils to study a range of tangible
and abstract subjects and issues.
Stage Content/Themes Methods Outdoor Exposure/Activities

Drawing, Painting, 1. Field Visits: School garden, public
Visual Arts 1. Objects Printmaking place like a community park,
museum etc.
Upper 2. People Ceramics,
Sculpture/ 2. Outdoor Sketching: like trees,
Primary 3. Traditions Architecture plants, school building etc.
(VI – VIII) 4. Environment 3. Celebration of National Days:
Fibers like weaving like Republic day, Independence
Mixed media: day.
5. Experiences collage, bas-relief
4. Festivals, special days: Festivals,
rituals, holidays, birthdays of
national leaders are important
occasions.
5. Visit to a Museum, Gallery,
Exhibition, Monuments, a
16 Religious site.
Visual Arts 1. Tradition based Art in Education
Two Dimensional Sharing of information by
Arts students on festival/events,
Drawing, Painting, folk dance, tribal dance
Secondary 2. Environment based Collage making, Print
making, Photography
and Computer
(IX –X) 3. Object based Graphics (Wherever
possible) Rangoli/
4. People based Mandna/Wall painting
Three Dimensional Sharing of information by

Arts students on festival/event/
Sculpture (using local event and place of
locally available role of 3-D art forms in
the celebration – Ganesha
materials), Clay Utsava, Dussehra,
modelling, Terracotta, Deepavali, X-Mas, Jatras,
Carving and relief etc
work, Papier mache,
Mask making,
Construction (using
waste materials),
Pottery (If possible)
Table 1.2: Content/ Themes, Methods and Outdoor Exposure/Activities for

Visual Arts Syllabus at Upper Primary Stage and Secondary Stage (NCERT,
2008)
2. Performing Arts
i) Drama: Drama provides a medium through which the individual can express
his/her ideas and reaction to the impressions he/she receives and, by expressing
them, learn to evaluate and experience them (NCF, 2005).
Drama at Different Stages of School Education

I – V Free play (Elements of Creative drama)
VI –VIII Improvisation
IX – X Drama as a Performing art
XI – XII Formal and Organised Drama
Table 1.3: Drama at Different Stages of School Education
(NCF, 2005)
Stage Content Methodology
Upper 1. Different kinds of theatre games 1. Drama involves both
Primary and exercises based on observation, individual and group work,
(VI–VIII) concentration, trust, responsibility, the methodology should
imagination, vocabulary, and be mainly the workshop
language mode, where each child
gets a chance to
2. Local reading of stories and poem participate in all that goes
recitation with expression in a drama class.
3. Narration and Story telling
2. The teacher acts as a
4. Basic understanding of different facilitator and a motivator.
kinds of sounds, rhythms, clappers,
and other local materials, creating 3. Students should be
human sounds with variations of exposed to different
pitch, note etc. independent tasks, which
they take up individually
5. Simple performance of short plays or in groups.
and skits
6. Visit to a local theatre show/
performance; its appreciation and
evaluation. 17
Secon- 1. Body Language: observation and 1. The workshop mode
dary understanding of different gestures should be adopted,
(IX-X) and postures used in different which is participatory
stages of human life and related in nature.
to different areas of human life
and related to different areas of 2. Group work should
society; using body expressively be encouraged for
and as a specific character peer learning and
exploitation.
2. Voice and Speech: exercises for
voice articulation, projection and 3. Group consensus
expression; Speech-related must be strictly
activities (loud reading with adhered to wherever
expressions) to be taken from required.
language texts in English, Hindi,
and mother tongue, etc. interesting 4. Teachers should have
news items and stories from Indian the spontaneity to
classics/folklore, etc,; activities of change their stances
narration and story-telling of the from a facilitator to
traditional kind. a manipulator and
enabler.
3. Aesthetic Appreciation: exposure
to various theatre performances
by different groups; analysis and
review of performances; evaluation
of one’s own growth through daily
reflections; keeping record of one’s
observations and experiences in a
‘journal’.
4. Play Making: creating a short
theatre piece from a text or through
improvisation.
5. Stage Craft: awareness and use
of different stage crafts, viz.
costume and make up, sound and
music, lighting and stage setting,
etc.
6. Theatre Etiquette: exposure to
different stage productions and
local performances; learning certain
rules of self-discipline to be
observed during the play, such as
taking seats before the play starts
and avoiding consumption of food
items, use of pagers and mobile
phones, etc.
Table 1.4: Content, and Methodology for Drama at Upper Primary

Stage and Secondary Stage (NCF, 2005)
1.8.2 Assessment for Learning of Drama and Art

Assessment of learning is ‘summative’, i.e. its main purpose is to grade and
certify students’ achievement, while Assessment for learning is ‘formative’, aiming
to support and advance students in their learning – the following paragraphs
cover both aspects – as using drama and art helps student engage with content
as a continuum of activities and help teachers monitor/ observe each activity
of the student vis a vis the learning objective ( in the lines of formative assessment)
while the final product is the culmination point of assessment (is in the lines
18
of summative assessment)
One of the problems teachers often face is with regard to assessment – traditional Application of Drama and
Art in Education
paper pencil tests are known not to provide a holistic assessment of the learning
nor are those tests capable of providing a stress free environment for the students
– apart from that the traditional assessment schemes only assess the end product
and not the learning experience. By introducing Drama and Art as an assessment
tool, teachers have the capability of providing a stress free method of assessment
which is continuous and is capable of measuring various dimensions in the learning
journey of the student. An interesting case on this point is the Waldorf School
pedagogy based on the philosophy of Rudolf Steiner. Waldorf’s pedagogy
emphasises the role of imagination in learning, striving to integrate holistically
the intellectual, practical, and artistic development of pupils (Waldorf, 2017).
The main highlight of assessments in Waldorf schools is to deviate from traditional
practices of assessments. Teachers rely only on classroom assessments which
are comprehensive and include all domains (areas of development) such as
cognitive, affective, psycho-motor, and also social, character, and aesthetic
development. Therefore, assessment is multidimensional (includes many evidences
over a period of time) and age-appropriate. The purpose of all assessment
is pedagogical (not for grading or ranking).
In this section we will dwell deeper into the various facets of assessment of
learning through Drama and Art.
1.8.3 Assessment of Learning through Drama and Art
Just like assessment itself, the 5Ws of assessment are also non-hierarchical and
non-linear in theory and practice. For example, the “who”, “where”, “why”,
“what”, “how” and “when”
Who – will design, administer, complete, interpret and evaluate assessments?
A teacher/ an art teacher/a teaching artist
Where — will we assess?
Why – are we assessing?
Determining areas of strength and areas for improvement within a group of
students; learning about most effective practices for a given activity/lesson; finding
out whether we have achieved or not stated or required objectives in a specific
curriculum
What – information do we want to know?
For example, we can include diverse skill categories and knowledge groups
which can be identified for drama-based learning and arts learning as a whole
such as:
 Cognitive skills
 Affective/social and emotional/self-system skills
 Creative skills
 Aesthetic skills
 Knowledge society skills
When – will we assess?
All assessments fall into the following three categories related to time of
assessment: 19
Dream and Art in Education  Diagnostic assessment or pre-assessment helps in determining students’ prior
knowledge before planning a lesson. This helps a teacher to find out what
students already know about a topic.
 Formative assessments help monitor learning during a lesson. Formative
assessments tend to be informal. This information helps teachers to modify
their lesson plans to meet the needs of students within the lesson plan.
 Summative assessments help evaluate learning once lesson is over. These
assessments usually measure cumulative knowledge and help teachers decide
whether long-term objectives have been mastered by students or not.
How — to assess?
Which assessment techniques, methods and tools to use for assessments? This
again depends upon the time of assessments i.e. whether it is for diagnostic,
formative or summative purpose. The assessments could be done through
 Rubrics,
 Adoption of various strategies for reflection,
 Adoption of various strategies for thinking skills,
 Portfolios,
Ensuring quality in assessment, validity, reliability, feasibility and fairness is crucial.
SAMPLE OF ASSESSMENT OF LEARNING THROUGH
ART & DRAMA
NOTE: The following example uses an integrated approach to content that
is assessed via Drama and Art methodology. The example blends traditional
classroom approaches with that of Drama and Art – as student teacher you
can try out portions of this sample activity in your classroom or you and your
friends together can do the complete activity to see the benefits of Drama and
Art in your classroom.
Class: VIII
Theme: Agriculture
Subjects Integrated: Mathematics, Hindi, Geography, Science & General
Awareness
Concepts Covered:
1. Mathematics: Data Handling (basically covers pictographs, bar diagrams,
pie charts and other tools that help in graphical representation of data)
2. Hindi: Uth Kisaan Aao (Poem) (that is an inspiring poem for Farmers)
3. Science: Crop Production (documents the entire journey from preparation
of soil to harvesting and preserving the produced crops)
4. Geography: Agriculture (discusses the various agricultural practices across
the world)
5. General Awareness: Newspaper snippets that discuss about the distress
amongst farmers with regard to lack of monsoons and raising debts leading
20 to suicides amongst poor farmers.
Pre-Activity Preparation by Teachers Application of Drama and
Art in Education
Teachers from all the five subject areas will sit and brain storm to produce
this comprehensive table.
Subject Who When would Where What area or Why are we Howwould
Area will the various would the domains are assessing the
assess stages of assessment we interested areas? assessment
the assessments and learning in assessing? take place?
final be done? Like happen?
work? Diagnostic
Assessment /
Formative
Assessment/
Summative
Assessment
Mathe- 1.Summative Depends on Cognitive As a good Assessment

matics & Formative individual Domain with practice it is will be of
Assessment teachers – reference to important two types:
will be done like for thinking skills that teachers 1.
All by all teachers example – discuss the Assessment
teachers based on a the General reason for of Content
will strategy Awareness Affective assessing across each
assess suitable to teacher Domain with each skill subject area
the their subject would take reference to and domain 2. Thematic
final 1. Diagnostic the students empathy with Assessment.
work Assessment to the Cognitive students –
Hindi will be done Multimedia Domain with this
by Centre and reference to transparency
Mathematics show thinking skills in evaluation
teacher before various will help
students news reports Cognitive students be
Science begin to with regard Domain with more aware
represent the to the reference to of their
data with Farmer’s thinking skills learning and
regard to Suicide. The will help
Agricultural teacher can Cognitive students
practices in also show Domain & take onus of
Geo- their state. episode 8 of Affective their own
graphy Season 1 Domain with learning
which talks the goals.
about Toxic understanding
Food – the that students
pesticides in will be able to
our food. see the links
General Following between the
Aware- this there cross
ness could be a curricular
discussion areas of
in the class theme
Ideas for thematic assessment include:

1. “You are Ram Dev who owns 2 acres of land in Madhya Pradesh – in
the last three years you haven’t been able to sustain yourself with your
farming. You get to know about a government project where Agricultural
scientists are sharing new methods to improve crop production for your
area. You need to prepare for the interview with the Agricultural Scientist.
Your daughter Satya is extremely intelligent and you wish to take care of
her help” As a group you need script and execute a drama where you
showcase your day and experience with the Agricultural Scientist as Ram
Dev (Pointers: Your intelligent daughter will gather data about how scanty
the rainfall has been, discuss the relation between how the money and time
21
invested has had no significant impact etc.)
Dream and Art in Education 2. “As Sarpanch Renuka Lal, you realise the farmers in your village are having
a lot of problems. You have just returned from a workshop at the Block
level where you have learnt about various ways by which agriculture can
be done with little water.” As a group you need to plan a workshop for
the farmers of your village where you will share the practices learnt in the
Block Level workshop (Pointers: Make appropriate posters and pamphlets,
find video clips so that your fellow farmers can see results)
3. “You realise that many people you know are suffering from cancer. Your
mother is a scientist and you end up discussing the issue with her. She
tells you how using pesticides on our crops is one of the main factors
contributing to cancer…. Coincidentally you also get an opportunity to visit
your village over the weekend where you realise all farmers are using a
lot of chemicals to increase their crop production. You decide to stage
a nukkad natak with your friends to make the farmers of your village aware
of the hazards of pesticides and also share with them alternatives to
pesticides” As a group prepare the nukkad natak to be staged in the village.
(Pointers: Make pamphlets and write slogans that will help farmers
remember the hazards of pesticides)
Classroom Transactions:
To begin with each teacher will take her class individually as a separate class
– like how it’s done in a traditional classroom. As the topic reaches its conclusion
after 4 teaching periods all the five teachers will have 4 combined double periods
so that students can get to work on the ideas for thematic assessment.
In order to facilitate group learning each teacher will individually interact with
each group at least once in the 4 double period schedule.
Assessment:
1. Content Assessment will be done by respective teachers using formative
assessment tools
2. Drama and appropriate Art will be used as the final assessment tool.
Teachers will use Rubrics and their personal interaction with various groups
to document the learning of the students.

1. Do you agree that Drama and Art in Education play an
important role? (Yes/No)
If Yes, then write how you can use it in classroom teaching.
..............................................................................................................
..............................................................................................................
..............................................................................................................
2. How will you use improvisation in teaching of your subject area in
classrooms?
..............................................................................................................
..............................................................................................................
..............................................................................................................
22
Art in Education
1.9 LET US SUM UP
In this unit we discussed need of drama and art in education, different types
of art forms like visual (painting, drawing, and sculpture), performing (music,
dance, drama) or traditional art and crafts or puppetry. We also saw that art
activities can either be done individually or in groups. Drama and art must be
integrated in the school curriculum to strengthen learning of interdisciplinary skills.
We have also learned that while organising drama and art activities, we need
to keep in mind themes, content and methodology (especially for a particular
stage such as primary, upper primary, secondary or higher secondary).
Assessment of learning through drama and art can be done by using different
techniques, tools and methods such as rubrics, portfolios, strategies adopted
for reflection and thinking. We have also discussed in this unit how drama can
help in problem solving process.
1.10 UNIT-END ACTIVITIES

1. Develop multidisciplinary activities on the following themes:
 Energy
 Environment
 Water
 Air
2. How will you use following drama methods in teaching-learning of your
disciplines at secondary level?
 Role-play
 Simulation
 Improvisation
 Storytelling
3. How will you integrate creative-writing and visual art forms in teaching of
your disciplines?
1.11 SUGGESTED READINGS

Dewey, J. (1980). Art as experience. New York, NY: Perigee Books.
Frost, J. I., Wortham, S. C., & Reifel, R. S. (2008). Play and Child
Development. Pearson/Merrill Prentice Hall.
Gardner, H. (1983). Frames of Mind. New York: Basic Book Inc.

Gardner, H. (1993), Multiple Intelligences: The Theory in Practice, Basic Books,
ISBN 046501822X.
Gardner, H. (1999) Intelligence Reframed. Multiple intelligences for the 21st
century, New York: Basic Books. 292 + x pages. Useful review of
Gardner’s theory and discussion of issues and additions.
23
Dream and Art in Education Heathcote, D. (2009, April). Mantle of the Expert: My current understanding.
Keynote address to the Weaving Our Stories: International Mantle of the
Expert conference, University of Waikato, Hamilton.
Hunt, K., Water, V. D., & McAvoy, M. (2015). Drama and Education:
Performance Methodologies for Teaching and Learning. London and New
York: Routledge, 190 s.
McCarthy, K. F., Ondaatje, E. H., Zarakas, L., & Brooks, A. (2004). Gifts
of the Muse. Reframing the Debate About the Benefits of the Arts. Santa
Monica: RAND Corporation.
Moore, R. C. (1990). Childhood’s Domain: Play and Place in Child. MIG
Communications.
NCERT (2008). Syllabus of Art Education Retrieved on March 12, 2017
from http://www.ncert.nic.in/rightside/links/pdf/syllabus/
Art_Educationfinal_syllabus.pdf.
NCF (2005). Position Paper. National Focus Group on Arts, Music, Dance
and Theatre. NCERT: Delhi.
Tagore, R. (1917). The Personality. New York: Macmillian Company.

Vogel, R. M. & Feden, P. D. (1993). Methods of Teaching: Applying Cognitive
Science to Promote Student Learning. McGraw Hill: New York.
Vygotsky, L. S. (1967). Play and Its Role in the Mental Development of the
Child. Soviet Psychology 5:6–18.
Waldorf Education Retrieved from http://en.wikipedia.org/wiki/Waldorf_education
on May 2, 2017.
24
UNIT 2 DRAMA AND ART FOR
PEDAGOGY
Structure
2.1 Introduction
2.2 Objectives
2.3 Drama as ‘Critical Pedagogy’
2.4 Drama and Art for Creative Expression
2.5 Drama and Art for Self-realisation
2.6 Using Drama and Art for Creating Inclusive Classrooms
2.6.1 Purpose and Benefit
2.6.2 Selection of Drama/Art Expression according to Special Needs
2.6.3 Adaptation and Modification during Training Sessions
2.6.4 Inclusive Art Expression
2.7 Let Us Sum Up

2.1 INTRODUCTION
In Unit 1 of this course, we have already discussed need of drama and art
in education. We have also learnt how different art forms such as visual arts
(drawing, painting), performing arts (dance, drama, and music) and traditional
art and crafts etc. can be used in the classroom. The importance of
multidisciplinary approach in integration of drama and art in school curriculum
has also been emphasised. We have also learnt to appreciate drama as a problem
solving process.
In this Unit, we will be focusing on role of drama as ‘critical pedagogy’, using
drama and art for creative expression and self-realisation, and also for creating
inclusive classrooms. Teachers consciously or unconsciously use drama and art
for various purposes. While we are discussing use of drama and art for various
purposes, keeping a learning log and recording your experiences and reflections
will provide a rich learning resource for you as a teacher. The documentation
of these experiences will help you in revisiting many incidents or classroom
situations which can make you think and reflect in this journey of teaching-
learning.
2.2 OBJECTIVES
 apply drama as ‘critical pedagogy’ in classrooms;
 appreciate drama and art for creative expression;
 discuss role of drama and art in self-realisation; 25
Dream and Art in Education  select the drama/art expression for students who have challenges due to
their special needs;
 make adaptations and adjustments during training sessions;
 promote inclusive art expression in classrooms.
2.3 DRAMA AS ‘CRITICAL PEDAGOGY’

Educational drama is defined as “drama in which there is no external audience,
no prepared script, and in which the teacher frequently takes on roles with
students” (Wihelm & Edmiston, 1998, p.4). Educational drama utilises skills
across the range of dramatic activity, everything from teacher-in-role to normal
theatrical conventions of audience and spectator. Wilhelm & Edmiston (1998)
espoused that every teacher in every subject area, no matter what his or her
background, should consider making drama a part of their teaching repertoire.
Particularly rooted in the field of education, drama is effective in deepening
students’ comprehension in the area of social justice because it serves as a
vehicle for deeper understanding of concepts and culture through enactment,
dialogue, and exploration.
Drama theorists and practitioners such as Boal (1979), Heathcote (2000),
McCaslin (1996), O’Neill (1995), and Wagner (1998) contend that drama can
be used to encourage social change and development because drama:
 is suspended by time, place, and identity;
 is a social activity driven by rules; and
 uses stories to explore human significance.
As prejudice and social constructions of identity are formed on a deep emotional
level, Ressler (2002) argues that drama with its kinesthetic component can help
students reflect upon prejudices in ways that other classroom pedagogy cannot.
Educational drama when used as ‘critical pedagogy’ can enrich teaching and
learning in the areas of social justice. Hence drama can be effectively used to
remove misconceptions and promote positive attitude among students.
Drama is an umbrella term which includes use of many techniques such as games,
story dramatisation (pieces of literature enacted, improvisation) and process
drama. Process drama techniques have already been discussed in detail in the
Unit 1 of this Course BESL-123.
Augusto Boal’s work with Brazilian peasant population forms the basis for
‘Theatre of the Oppressed (TO)’ which is now being used all over the world
for social as well as political activism, for resolving individual and group struggles,
community building, therapy and treatment, and also in the making of government
legislations. Theatre of the Oppressed (TO) is based on the vision of Paulo
Freire and his landmark work on education, Pedagogy of the Oppressed. Theatre
of the Oppressed (TO) is about analysing and questioning as opposed to
accepting and giving answers. It is also about using the body to ‘act’ rather
than just talk, discuss or debate. In Theatre of the Oppressed (TO), the audience
is not made of spectators but ‘spect-actors’. Everybody is involved to participate
and explore the issues at hand. The techniques used in Theatre of the Oppressed
26 (TO) include:
1. Image Theatre: In this technique, participants are given an idea or theme Drama and Art for Pedagogy
and in response, they create with their bodies, a shape, and a statue.
Participants are expected to respond quickly without thinking much. The
Image Theatre can be with individuals, in pairs or in small groups.
Participants discover a lot about themselves through Image Theatre.
Using Image Theatre in Classroom Teaching-Learning Process

How to do it without using words?
Let the students sit in a circle. Students are given a theme by the teacher
and they create physical images. Let the theme be ‘saying no to drugs’.
Students have to make physical images quickly, without pre-thought.
Students are then invited to move into the centre of the circle and remake
their image. Other students can also add in their still images. This forms
an abstract group image that can be brought alive through thought tracking
or by adding sound or movement.
2. Forum Theatre: It is an interactive theatre which helps a community to

explore multiple strategies in response to a problem presented on stage.
Forum Theatre poses a problem, not a solution. Spectators are invited to
participate in the performance – not through suggestions, advice or
discussion but by replacing one of the actors in the play, and then acting
on the stage in his place. Forum Theatre provides an opportunity to people
to try out strategies that they may not get an opportunity to try in real
life. Forum Theatre is an extremely popular form of Theatre of the
Oppressed (TO). Forum Theatre is coordinated by an ‘anchor’ who is
called a ‘Joker’.
In Forum Theatre, a group identifies an oppressive problem that it shares in
common (e.g., discrimination of students on the basis of their socio-economic
status in an educational institution) and creates a play to show how that problem
actually occurs. The play is constructed around one main character, or
protagonist, who encounters this problem in the persons of one or more
antagonists (oppressors) who oppose or block that character’s legitimate desires
for greater empowerment in his or her life (e.g., equal opportunities for learning,
freedom from discrimination, etc.). These blocks may be active resistance or
mere indifference, yet the effect on the protagonist is the same. The tension
in the play builds through several escalating conflicts between protagonist and
antagonists and then deliberately ends with no improvement in the situation. It
is a “tragedy” in Boal’s words (Boal, 1993). The play is performed by a small
number of members of the group for the rest of the group.
Problem chosen by a group of teachers

Oppressive Problem: The challenge of working effectively with a variety
of ICT resources due to lack of professional development opportunities.
The Protagonist: A classroom teacher who realised that she needed better
understanding of available ICT learning resources and more extensive
training if she has to be able to work effectively with her class, and
thus regain some satisfaction in her work.
Her first effort is to approach Principal of the school and ask for help.
Although the principal was pleasant but not ready to extend help. He 27
simply replies that budget kept for this head has already been utilised.
Therefore, no funds are available as of now.
Then this teacher approaches her colleague who also shares the same
concern. She requests her to support her in publicly sharing this concern
but her colleague backs out saying that she has too much of workload
and therefore cannot help her in any way.
Finally, this teacher approaches a parent of a student who is a parent
representative in the management committee. Parent too shows no interest
in this advocacy role and rather requests the teacher to invest more time
for students in the classroom and especially his own child.
Questions for Reflection:
1. How can we use this ‘Forum Theatre’ technique for shaping our
future better?
2. In a Forum Theatre, how can a group of teachers work collectively
maintaining positive and energetic work environment to resolve
serious issues?
3. Invisible Theatre: It is one of Augusto Boal’s Theatre of the Oppressed

Techniques, and it has been used around the world in many different settings.
This technique is performed in a public place. The objective is to unsettle
passive social relations and initiate critical dialogue among the spectators,
who never realise that they are a part of a play. Invisible theatre requires
actors to remain in character even when the action takes unexpected and
challenging directions.
How to use Invisible Theatre in Classroom Teaching-Learning Process?
A Group of four students decide to perform on a ‘Gender Stereotypes’

in schools. This group goes to the House in charge room. A (a male)
and B (a female) entered first followed by other group members’ C
and D. A opts for sports activities and B too is interested in opting
for sports activities but her friend A objects and advises her to take
soft options like music, tailoring, weaving etc. A feels that girls are not
strongly built like boys and therefore they should stay away from sports
ground. At this point C, objects to A’s beliefs but A tells him to mind
his own business, Other children present in the room also heard the
conversation of A, B and C. D felt very bad due to adamant attitude
of A and tells other students to speak their minds. Few other students
reacted badly to views of A and immediately leave the room.
This led to a lengthy discussion in the room on how gender stereotyping
plays an important role in the entire society. But we must learn to stand
up to it. The audience were also involved into this performance without
even knowing that it was a setup.
Questions for Reflection:
1. What would have been the reaction of the audience after knowing
that this was an act?
2. What if they decide not to involve themselves, in future, in any
28 situation of injustice thinking that it might be a setup?
After discussing different techniques of Theatre of the Oppressed (TO), let us Drama and Art for Pedagogy
explore the meaning of ‘Critical Pedagogy’ in detail.

“Critical pedagogy is both a way of thinking about and negotiating through praxis
the relationship among classroom teaching, the production of knowledge, the
larger institutional structures of the school, and the social and material relations
of the wider community, society and nation state” (Breunig, 2005). Critical
pedagogy is a cultural-political tool that takes seriously the notion of human
differences, particularly as these differences relate to race, class, and gender.
In its most radical sense, critical pedagogy seeks to unoppress the oppressed
and unite people in a shared language of critique, struggle and hope to end
various forms of human suffering.
Critical Pedagogy as Consciousness
In teaching, critical pedagogy is considered as an approach to foster a more
empowered consciousness among participants. The notion of ‘consciousness’
refers to individuals’ perceptions and understandings about themselves and the
world around them—perceptions and understandings that have been shaped
during their entire lives by their upbringing, culture, social class, education, and
so on. The reason for transforming people’s consciousness is that without
sufficiently empowered consciousness, participants will not be able to change
the oppressive or limiting circumstances of their lives as they are limited by
the way they see and understand their circumstances.
Therefore, critical pedagogy aims to transform and empower the consciousness
of learners. Once individuals have empowered consciousness, they can make
efforts to transform their lives and can make efforts to create more social justice
in our society. Critical pedagogy itself is based on what is widely called a
problem-posing approach to education. It first helps learners identify the
externally imposed problems and issues that they face in their lives. But there
are two most important aspects of critical pedagogy: (i) to critically analyse
the causes behind those issues, particularly powerful and oppressive forces that
block learners’ legitimate desires for greater happiness and freedom, and (ii)
to explore strategic solutions to improving those situations, ideally as a prelude
to learners actually putting those strategies into action in their daily lives. In
this approach, the teacher does not provide answers for learners, but rather
helps the group analyse and strategise together, in a questioning, Socratic way.
Theoretical basis of using Process Drama as a form of Critical Pedagogy
Critical pedagogy is interested in replacing the rehearsal room with an active
engaged curriculum that enables children to question, challenge and remake their
reality. Remaking this reality is possible within the imagined worlds of process
drama (discussed in Unit 1 of this Course).
Vygotsky’s (1933) concept of ‘dual affect’ whereby the person is directly
engaged with what is happening in the drama, and at the same time is distanced
from it, as he or she watches his or her own engagement with the drama. This
is central to an understanding of process drama as a form of critical
pedagogy. The educative function of role taking in process drama relies on
the ability of the drama participant to also be the participant of their action
(Bolton, 1986). Bolton saw this ‘dual affect as the tension which exists between
the concrete world and the “as if’ world, sometimes leading to contradictory
emotions’ (1986, p. 87). The dual affect is possible in process drama because 29
Dream and Art in Education participants simultaneously experience and empathise with the roles they are
playing. As themselves, they are able to enjoy, and analyse the different emotions
they experience. Process drama provides the possibility of distancing and
empathetic responsiveness, within the same action.
Many drama practitioners as well as teachers will recognise the layout of a
circle as a starting position for the lesson. This configuration is in contrast with
traditional layout of a classroom where teacher positions at the front of the
class with the learners facing towards them. In a circle, the participants are
encouraged to be inclusive and equal, with both learners and teacher sharing
the space. Although, in this class too teacher can be identified as different and
retains his power but still learners have a chance to negotiate their position.
While planning a lesson with process-based drama, a teacher can start

with questions like:
 What power imbalances occur in this scene (or event, interaction,
story)?
(Hint: A power imbalance means one party can have more power
than the other)
 What kind of oppression is involved in these power imbalances?
 What kind of choices are made by individuals to address these power
imbalances?
 What other options did they have?
 How is this situation relevant to my students’ lives today?
 Can we draw some parallels between real-life or contemporary life?
 What are the skills possessed by this group?
 How to challenge the group members further?

1. What is critical pedagogy?
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2. How is invisible theatre different from other drama techniques?
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30
Drama and Art for Pedagogy
2.4 DRAMA AND ART FOR CREATIVE
EXPRESSION
After discussing the role of drama as ‘Critical Pedagogy’, let us now move
to the next section in which use of drama and art for creative expression will
be discussed.
As I enter in a secondary school as a parent, I am amazed to see a bright

and welcoming entrance lobby. There are messages regarding vision and
mission of the school, a large display board displaying art work from art
week celebrated last month. It includes photographs in which students from
different age-groups participated in activities such as mathematical modelling,
collage making, puppet making, 3D compositions, cartoon film enactment,
folktale enactment etc. The faces of the participants look happy and bright.
The enthusiasm is evident.
Pause and Reflect:
1. How is your own school experience similar or different from the
author’s experience?
2. Which activities you would consider or describe as creative? What
is the basis of reaching this conclusion?
What is creative work?

It is an imaginative activity, original and has a value.
When a student composes a song, writes a poem, choreographs a dance, writes
lyrics of a song, sketches a landscape, invents games, invents words, builds
sets for a theatre performance, or improvises a piece of music with peers, the
student has a chance to imagine, wonder, create, and learn.
Underline the common traits of creative artists:

Playful Independent Practical Collaborative
Perceptive Reflective Curious Imaginative
Focused Determined Thoughtful Inventive
Would you like to add to this list?



When children are involved actively in an interesting art or drama activity, then
they are able to make a little more sense of the experienced world and their
evolving place in it, by manipulating materials, by playing with ideas, and through
exploring impulses, feelings and emotions. In such learning situations, children
are able to use their imagination to transform knowledge and understanding.
The experiential approach used is not exclusive to art education but many art
educators have promoted this approach. Prentice (2003) suggests that ‘central
to learning in art is the concept of lived experience. Understanding is created 31
Dream and Art in Education and recreated through a process of construction and reconstruction of events
(not as a result of climbing another rung of a ladder)’ (Prentice, 2003, p. 37).
Role of a Teacher in Encouraging Creative Expression
A teacher must understand that creativity is a process and they need to open
their all channels of allowing, accepting and turning over some control to the
children themselves. Moran (1988), suggests that teachers should:
 Emphasise process rather than product. Let children explore, experiment
and make mistakes, correct themselves and then finally arrive at something.
The process is more important in this case.
 Provide a classroom environment that allows children to explore without
undue restraints. Therefore, a teacher must allow students in open-ended
tasks so that they can engage in experimentation, role-play, problem-finding
and problem-solving.
 Adapt to children’s ideas rather than trying to structure the children’s ideas
to fit the adult’s.
 Accept unusual ideas from children by suspending judgement of children’s
divergent problem solving.
 Use creative problem solving in all parts of the curriculum, Use the problems
that naturally occur in everyday life.
 Allow time for children to explore all possibilities, moving from popular
to more original ideas.
2.5 DRAMA AND ART FOR SELF-REALISATION

In the last section, we discussed the role of drama and art in creative expression.
Motivation plays a very important role in creating new ideas, works of art etc.
If a human being is lacking this strong determination, will or dedication then
no creative process/expression can be completed. In other words, creative
expression is the most fundamental component of self-realisation of man. What
is self-realisation? How is it different from self-actualisation? Let us discuss it
in detail.
How is self-actualisation different from self-realisation?
The term ‘self-actualisation’ was first introduced by Kurt Goldstein. It refers
to realising one’s full potential, expressing one’s creativity, pursuit of knowledge
and desire to give society back are some examples of self-actualisation.
According to Carl Rogers (1951), self-actualisation is the basic drive in
personality development. Self-realisation means to know oneself. Both terms
mean to realise the potential of man but self-actualisation takes world view into
consideration whereas self-realisation considers inner self as world.
A person should receive unconditional positive regard – an uncritical acceptance
and feeling of warmth, which enables the person to be true to his or her feelings.
This is not a creed of pure selfishness, however – other goals which should
be obtained include congruence (the harmony of self with experience), and
empathic understanding (the ability to perceive the needs and feelings of others).
32 Therefore, the ultimate goal is that everyone should be allowed the freedom
to express themselves and be true to themselves without hurting others. Rogers Drama and Art for Pedagogy
(1951) argues that often desires are compromised, and people are forced into
doing things they may not like doing because that is the only way they will
obtain affection or reward from authority figures, such as parents or teachers.
This is known as conditional positive regard (i.e. positive responses will only
be given for certain acts). Such situations can create an internal conflict (e.g.
the boy likes to play cricket, but his parents forbid it, so he stops, but this
creates an inner tension because his wish has not been given its due). Their
ideal self is thereby determined by others based on these conditions, and they
are forced to develop outside of their own true actualising tendency; this
contributes to incongruence and a greater gap between the real self and the
ideal self.

1. Name the creative activities which helped you in shaping your personality.
............................................................................................................
............................................................................................................
............................................................................................................
2. What is self-realisation?
............................................................................................................
............................................................................................................
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Now let us move to the classroom of a History teacher who is teaching

a topic on Emperor Ashoka through Role Play
NCERT Text Book “Our Pasts – I”
Chapter 8: Ashoka, The Emperor Who Gave Up War
Teacher prepares the students before the class for role play on ‘Emperor
Ashoka’. Students are chosen for different roles like Emperor Ashoka, King
of Kalinga, Buddhist Monks. Props were used to show the inscriptions
written on the stones, caves etc. Now the student ‘A’ who was chosen
for the role of ‘Emperor Ashoka’ was a very introvert student who has
never participated much in the class. He showed his resistance for this
role but his teacher encouraged him and showed full confidence in him.
While playing the role of ‘Emperor Ashoka’, student ‘A’ after initial
inhibitions performed well and after role play everybody in the classroom
appreciated him. Later, he gained confidence and realised his capabilities.
Pause and Reflect….
1. What made student ‘A’ to successfully perform the role of Emperor
Ashoka? What was the role of the teacher?
2. Share an incident where you were also encouraged to express yourself
through any creative activity? Did you discover anything about your
hidden talents?
3. Share any school experience where you were not allowed to participate
in any school activity by your teacher? Why? What was your reaction? 33
Dream and Art in Education Therefore, drama and art activities provide an outlet for expressing emotions,
feelings and discovering our hidden talents and desires which otherwise may
remain undiscovered.
Drama and Art for Self-realisation
The highest goal of any art form is ‘self-realisation’ – knowing, observing,
awareness, and its growth – a living and growing conscious individual (National
Focus Group Position Paper on Arts, Music, Dance and Theatre, 2005).
Different forms of art including drama, helps the learners in self-expression
followed by discovering themselves meaningfully especially when the environment
is safe and supportive. Different art forms such as paintings, songs, ceramics,
puppet making may mean different things to different people. Art making
embraces emotions which could be happy, love filled feelings or sad, feeling
neglected and uncared or unheard. And in a society where we are scared of
expressing our true emotions, art provides an escape.
According to Oscar Wilde, art is the most intense mode of individualism
that the world has known (Source: https://en.wikiquote.org/wiki/Oscar_Wilde).
Therefore, art can help a person in exploring and discovering new things about
him/her. As Eisner (2002) reminds us, “among all the fields of study in our
schools, the arts are the forefront in the celebration of diversity, individuality,
and surprise” (Eisner, 2002). It still holds true after one and a half decade in
a society where there are pressures to express feelings, emotions and
thoughts in a way that challenges, celebrates, appreciates and respects
individual’s expression as well as others who may or may not have the same
perspective. The arts generate a way to communicate and make meaning in
a diverse world.
Self-realisation (seeking truth)
Nature
and other
surroundings
(creation)
Human relations
and bonds of love
Own and others’

sensitivity
Fig. 2.1: The Sensitivity Pyramid through Drama
(Source: National Focus Group Position Paper on Arts, Music, Dance and Theatre, 2005)
Different art forms help in refinement of human nature – evolving from lower
to higher forms of energy
How can Drama help in self-exploration?
34
A key approach in using drama in education that allows identity exploration Drama and Art for Pedagogy
is the process of metaxis (Boal, 1995). Metaxis is a pedagogical approach

used in character formation where the student is encouraged to perform a
character while simultaneously retaining a sense of themselves: in essence,
maintaining their own identity while playing another. Researchers in drama
education have claimed that metaxis grows and deepens empathic engagement
in learning in this art form. For example, a student playing the role of a scientist
is metaaxically engaging in the character of scientist but simultaneously reflecting
on that process as a student. This is a kind of reflection-in-action in which
the student draws from their own dramatic skills while reflecting on the identities
of other characters. Through metaxis, identity becomes critical as an exploration
of the ‘other’, including other characters and other student identities within the
class.
Drama learning provides a space to learners to critically reflect on their own
identity. In other words, a learner can experiment with different identities or
with different aspects of his/her own identity. A useful example of this moment
would be an exchange through improvisation. It is a technique by which
participants adopt a role different to the socially and formally agreed one
identified at the beginning of the discourse. Participants are able to enter a
temporary moment of transformation and it is in this moment that, following
Holland et al (1998) ‘identities’ can be negotiated through dialogue and action.
In other words, they engage in the process of ‘rewriting’ themselves and
repositioning themselves in the narrative of their everyday life.
Let us take an example here from a classroom.
A teacher who was very annoyed with students who were late in reaching school
especially a girl student ‘B’ who was a regular offender. Student ‘B’ always
missed school assembly in the morning. Therefore, to emphasise the importance
of punctuality, teacher conducts ‘Improvisation’ in the class involving many
students. In the improvisation, teacher plays the role of a student who reaches
late in the examination room and misses examination. Teacher feels bad.
T: Why do we get late?
S 1: I get up late in the morning?
S 2: My bus was late.
S 3: It hardly makes any difference.
T: Can we avoid it?
S 4: We have to learn to be punctual.
S 5: I missed singing opportunity in assembly yesterday because I was late.
After the improvisation, a discussion was held in the class on what is punctuality?
Why is it important?
Student ‘B’ also involved herself actively in the discussion and shares reasons
for being late. Teacher finds a change in the behaviour of the student ‘B’ after
this activity.
Points for Reflection:

When we play different types of roles in drama, it helps us to empathise
with others and to consider life from their viewpoint. It allows us to walk
35
in other people’s shoes, to walk the path they tread and to see how
the world looks from their eyes.
You see a short play in which a driver ‘A’ is honking unnecessarily making
others on the road uncomfortable, Now, there is another vehicle whose
driver also honks repeatedly making driver ‘A’ uncomfortable. Driver ‘A’
stops honking. He realises his mistake.
 Has drama helped you to empathise with others?
 If yes, then what did you learn?
 Choose a topic from your discipline, which has social relevance, to
create sensitivity amongst your students through dramatisation.
2.6 USING DRAMA AND ART FOR CREATING

INCLUSIVE CLASSROOMS
Creating an ‘inclusive classroom’ means a classroom which is safe and welcoming
for all learners and where individual differences of all learners are valued, and
embraced. All children are unique and each possesses unique qualities of
intellectual capacities, aesthetic interests and personality traits and there cannot
be a better vehicle for accommodating individuality than arts.
There are learners in class with various disabilities who can benefit from the
arts. Children may have intellectual and learning disabilities or may have some
sensory disabilities such as visual and hearing impairments. Some may have
physical difficulties. In your, Course BES-128 on ‘Creating an Inclusive School’
you must have gone through Block 1 on ‘Diversity and Inclusion’ and Block
2 on ‘Strategies for Creating Inclusive Classrooms’. You are advised to go
through both the blocks and relate with the purpose and method of using drama
and art for creating inclusive classrooms.
2.6.1 Purpose and Benefit

According to National Focus Group Position Paper on Arts, Music, Dance and
Theatre (2005), for the disabled child, the drama experience is both educational
as well as therapeutic. The creativity of the entire process of drama using
imagination to be ‘someone else’. integrating dance, music, speech and action
is often ‘left out’ of the educational experience of the child with special needs.
Drama has an immense potential to break through our stereotypes about
disabilities. For example, planning a drama activity starts with:
 choosing a topic: for involving children with special needs having

severe limitations in drama activity, the topic may be chosen, where such
children can play characters as plants, animals, flowers, etc. For example
a child using wheelchairs can become a flower, a bird or use mask of
an animal.
 writing drama script: children with special needs can be actively involved
in writing script of drama. They may be encouraged to suggest their creative
ideas regarding writing script of the drama.
36
The whole idea is to provide them opportunities to succeed, gain confidence Drama and Art for Pedagogy
and self-esteem.
2.6.2 Selection of Drama/Art Expression according to

Special Needs
Selection of the different dramatic modes and activities needs to be done keeping
in mind the respective disability of each child.
According to National Focus Group Position Paper on Arts, Music, Dance and
Theatre (2005) for physically challenged children, we can use
 Narration, story-telling, and speech-related activities
 Sound and music
 Puppetry
 Formal drama with clear plan and instructions
For visually challenged children, we can use
 Narration, story-telling, and speech-related activities
 Sound and music
 Playing musical instruments
For emotionally disturbed and neurotic children, we can use
 Role-play
 Improvisation
 Music and movement
 Preparation of masks and puppets
2.6.3 Adaptation and Modification during Training Sessions

Adaptations take into consideration the specific needs of the child. It could be
easier access and use of the props. The modifications allow all children to engage
in and benefit from dramatic play activities. Before making any adaptation, we
need to assess the specific needs of the children and then identify the
modifications that are needed. For example, a child who has visual impairment
may face a problem in locating props. Children using wheelchairs may face a
problem in navigation so provide wide entrance and plenty of empty space to
move around.
Teachers need to be patient while involving children with special needs in drama
activities. We need to keep in mind the limited or no exposure of these children
with natural environment, animals, birds etc. Therefore, drama needs to be
broken down into small steps and then such children must be familiarised with
the basic idea of drama, its characters etc. so that they understand the nuances
of the drama completely. Children who cannot hear or understand the verbal
instruction, can be shown the visual instructions regarding the various steps of
a drama activity.
While doing rehearsals, it is the general tendency of all of us to underestimate
37
children with special needs and most of the times teachers enact a movement,
Dream and Art in Education posture or speak dialogues in a particular matter expecting them to imitate. But
the whole idea is to provide them an opportunity to use their imagination. The
most important aspect is to respect their beliefs, feelings, attitudinal states and
allow them to work independently. Having a faith in the ability of the child is
a prerequisite for involving them in such creative drama and art activities.
2.6.4 Inclusive Art Expression
Because art, drama, music classes are based on creative expression instead
of test scores, they are usually the first choice for inclusion. In this case, even
students with special needs can assist the teacher with organisational duties.
Students with special needs can work with other students in groups for creative
art work. The best part is there is no ‘right’ answer and they all appreciate
each other’s work. They get an opportunity to learn from each other. Using
art forms in classrooms provide the best strategy for inclusion i.e. social
inclusion.
Teachers can plan activities keeping in mind their age, interests, abilities, talents
and specific needs and cultural context.
2.7 LET US SUM UP

In this unit we discussed the role of drama as ‘critical pedagogy’ and different
techniques of the Theatre of the Oppressed (TO) such as image theatre, forum
theatre and invisible theatre. Role of different art forms in creative expression
and self realisation was also discussed. Art helps in refinement of human nature,
which is moving from lowest to highest form of energy. Using drama and art
for creating an inclusive classroom is very important. Art provides opportunities
to children with special needs to learn with general students in a group. Teacher
plays an important role in identifying the special needs of these children and
then making modifications in the classroom so that they succeed and entire
experience becomes positive for them.

1. Choose a topic from your discipline and divide students in groups to write
a drama script followed by dramatisation (Hint: Let each group write the
script based on their personal experiences on that topic. The teacher can
act as a facilitator in the entire process)
2. What are the various roles of art forms in the life of a human being?
3. How can drama and art help in creating an inclusive classroom?
4. Why is art education the best strategy for social inclusion of children?
5. Suggest drama and art activities keeping in mind different disabilities.
6. Suggest adaptations for children with different disabilities.

Boal, A. (1979). Theatre of the oppressed. New York: Theatre Communication
Group.
Boal, A. (1993). Personal communication.
Boal, A. (1995). The rainbow of desire: The Boal method of theatre and therapy.
New York: Routledge.
38
Boal, A. (2002) Games for Actors and Non-Actors. New York, Routledge Drama and Art for Pedagogy
Kiadó.
Bolton, G. (1986). Emotion in drama. In D. Davis & C. Lawrence (Eds.), Gavin
Bolton: Selected writings (pp. 108–132). London & New York: Longman.
Edmiston, B. (2003). What’s my position? Role, frame, and positioning when
using process drama. Research in Drama Education, 8(2), 221-229. Grady,
S. (2001). Drama and diversity: A pluralistic perspective for educational
drama. Portsmouth, NH: Heinemann.
Eisner, E. (2002). The arts and the creation of mind. New Haven & London:
Yale University Press.
Goldstein, K. (1934). The organism: A holistic approach to biology derived
from pathological data in man, New York: Zone Books.
Heathcote, D. (2000). Contexts for active learning: Four models to forge links
between schooling and society. Drama Research, 1(4), 31-45.
Heathcote, D. & Bolton, G. (1995). Drama for learning: Dorothy Heathcote’s
Mantle of the Expert to Education. Portsmouth, NH: Heinemann.
Holland, D., W. Lachicotte, D. Skinner, and C. Cain. 1998. Identity and agency
in cultural worlds. Cambridge, MA.: Harvard University Press.
Moran, J. D. III (1988). Creativity in Young Children. ERIC Digest. ERIC
Number ED306008. ERIC Clearinghouse on Elementary and Early Childhood
Education, Urbana, IL.
McCaslin, N. (1996). Creative drama in the classroom. New York: Longman.
Ministry of Law and Justice (2016). The Rights of Persons with Disabilities
Act, 2016. Retrieved on May 15, 2017 from http://
w w w. d i s a b i l i t y a f f a i r s . g o v. i n / u p l o a d / u p l o a d f i l e s / f i l e s /
RPWD%20ACT%202016.pdf
O’Neill, C. (1995). Drama worlds: A framework for process drama. Portsmouth,
NH: Heinemann.
Prentice, R. (2003). Changing places in Addison, N. and Burgess, L. (eds).
The Curriculum for 7-11 year olds. London: Paul Chapman Publishing.
Ressler, P. (2002). Dramatic changes: Talking about sexual orientation and gender
identity with high school students through drama. Portsmouth, NH:
Heinemann.
Rogers, C. (1951). Client-centered therapy: Its current practice, implications
and theory. London: Constable.
Vygotsky, L. S. (1933/1966). Play and its role in the mental development of
the child. Voprosy psikhologii, 6. (C. Mulholland, Trans.). Retrieved from
https://www.marxists.org/archive/vygotsky/works/1933/play.htm
Wagner, B.J. (1998). Educational drama and language arts: What research
shows. New Hampshire: Heinemann.
Wilhelm, J.D. (2002). Action strategies for deepening comprehension. New York:
Scholastic, Inc.
Wilhelm, J.D., & Edmiston, B. (1998). Imagining to learn: Inquiry, ethics, and
39
integration through drama. Portsmouth, NH: Heinemann
UNIT 3 DRAMA AND ART FOR
SOCIAL INTERVENTION
Structure
3.1 Introduction
3.2 Objectives
3.3 Understanding Social and Environmental Issues through Drama and Art
3.4 Understanding Local Culture through Drama and Art
3.4.1 Role of Art in Enculturation
3.4.2 Cultural Functions of Drama
3.4.3 Interactions with Artisans
3.5 Understanding Global Culture through Drama and Art

3.6 Let Us Sum Up
3.1 INTRODUCTION
In the previous Unit, we discussed the role of drama in raising a voice against
social injustice, and reflecting on various issues by using it as a ‘critical pedagogy’.
We have also seen how a personal experience - an important aspect in forming
our identity – is showcased through Drama. We also discussed the role of drama
and art activities in developing creative expression of a child. We know that
the highest goal of any art form is ‘self-realisation’ – knowing, observing, creating
awareness –all of which is developed via drama. As discussed in Unit 2 we
have also seen how Drama focuses on growth of an individual – a living and
growing conscious individual (NCF, 2005). The previous units have also
emphasised the role of drama and art in creating an inclusive classroom.
Now in this Unit, we will discuss how drama and art can play an important
role in understanding social and environmental issues as well as in understanding
of local and global culture.
3.2 OBJECTIVES
 explain social and environmental issues through drama and art;
 explain local culture through drama and art;
 appreciate other’s culture through their drama and art;
 organise interactions with local artisans;
 appreciate role of visiting exhibitions, local fair and local theatres; and
40  explain global culture through drama and art.
Drama and Art for Social
Intervention
3.3 UNDERSTANDING SOCIAL AND
ENVIRONMENTAL ISSUES THROUGH
DRAMA AND ART
A teacher may face many challenges in discussing social and environmental issues
in a classroom but these issues can be explored easily through drama and
art. For example, when a student is involved in a role-play on some social
issue, she feels ownership in a problem and automatically that social issue
becomes more relevant. A teacher can involve students in various imaginary
situations and environments which can create a new awareness for the students.
Students in a drama perform the role of some other person and are not threatened
by the problem because it does not seem as personal as it would in real life.
Playing different characters in a drama can affect a student’s judgement, provide
insight into a problem and develop better understanding of a situation.
Dewey (1985) believes, “The freeing of the artist in literary presentation …
is as much precondition of the desirable creation of adequate opinion on public
matters as is the freeing of social inquiry” (p. 183). Drama and art provide
unique opportunities in the curriculum for enhancing learners’ ability to handle
social issues by providing outlets for expression, developing a particular
perspective on an issue and reflecting on these real issues. Visual arts can be
easily used for depicting social issues. Examples of some of the burning social
issues are poverty, hunger, issues related to population, religion, education, health,
ethnic conflict, immigration, etc. Examples of some of the environmental issues
are pollution, use of natural resources, land use, extinction of species, and
disposal of waste, energy issues, conservation, renewable and non-renewable
resources.
Let us explore how drama and art can be used for understanding social and
environmental issues. A number of examples have been presented here for your
better understanding on practice of drama and art. Assessment Sheets/
Worksheets are also included in every example.
Example 1: Visual Teaching Aid in raising awareness about an ‘Environmental
Issue Deforestation’
Picture 1 Picture 2
Picture 4 Picture 3
41
Fig 3.1: Visual Teaching Aid (in the form of four pictures)
Dream and Art in Education Reference: ‘Deforestation: Causes & Effects’ in Chapter 17: Forests: Our Lifeline
of Subject Science, Class VII.
For teaching topic “Deforestation: Causes & Effects”, science teacher prepares
a visual teaching aid consisting of four pictures. The first picture shows the
environment as in a forest, where plants and animals live together in an
interdependent relationship. The next picture consists of a man cutting down
a tree and then the causes of deforestation are also explained in a pictorial
manner. Thereafter in the third picture, we can see the effects of deforestation
and then in the last picture an individual’s role in the conservation and protection
of forest is shown. Such visual aids can help in making teaching-learning fun.
Assessment of learning can be done by using a Worksheet as given here.
Worksheet
Topic: Deforestation: Causes & Effects
Class: VII
1. Observe all the four pictures and write your observations.
a) .........................................................................................................
b) .........................................................................................................
c) .........................................................................................................
d) .........................................................................................................
2. How can we help in restoration of our environment?
a) .........................................................................................................
.........................................................................................................
b) .........................................................................................................
.........................................................................................................
c) .........................................................................................................
.........................................................................................................
3. What is soil erosion? How is it caused? How can it be avoided?
.................................................................................................................
.................................................................................................................
Example 2: Pictorial Representation of ‘Water Cycle’ and learning about

Conservation of Water (Environmental issue)
Reference: ‘Conservation of Water through understanding of Water Cycle’ in
Chapter 16: Water: A Precious Resource of Subject Science, Class VII
The pictorial representation of water cycle shown in Figure 3.2, traces the journey
of two drops of water from ocean. First ‘Evaporation’ of these two drops
takes place due to sun’s energy. Water vapours rise higher and higher and as
42
a result become cooler. This cooling causes ‘Condensation’. Condensation is
the cooling of vapours until it becomes a liquid. As the dew point is reached, Drama and Art for Social
Intervention
water vapours form tiny visible water droplets. Then these droplets form the
clouds which collide, grow, and fall out of the upper atmospheric layers as
‘Precipitation’. Some precipitation falls as snow or hail, sleet, and can
accumulate as ice caps and glaciers, which can store frozen water for thousands
of years. Most water falls back into the oceans or onto land as rain, where
the water flows over the ground as surface runoff. A part of this water enters
rivers which ultimately flow towards the oceans. A part seeps down into the
ground forming groundwater.
Fig. 3.2: Pictorial depiction of 'Water Cycle Story' 43

Dream and Art in Education Water Management: Water is a very precious resource and most of the water
which we get as rainfall just flows away. This is a waste of precious natural
resource. The rainwater can be used to recharge the groundwater. This is referred
to as water harvesting or rainwater harvesting. A farmer using water in the field
can also use water economically. A farmer can use drip irrigation. Drip irrigation
is a technique of watering plants by making use of narrow tubings which deliver
water directly at the base of the plant. Assessment of learning can be done
by using the Worksheet given here.
Worksheet
Topic: Conservation of Water through understanding of Water Cycle
Class: VII
[Suggest a plan of action so that Rain Water can be harvested in your
locality [Think – when does it rain in your area, what preparation would
you need to start rainwater harvesting, what strategies would you use to
minimise wastage (regular cleaning of drains, desilting, garbage collection),
who should take responsibility, who should monitor, where should that
water be used?]
Example 3: Role-play to create awareness about ‘Global Warming’ (Environmental

Issue)
Reference: ‘Global Warming’ in Chapter 18: Pollution of Air and Water of
Subject Science, Class VIII.
We know on the one hand, CO2 is continuouslybeing released because of human
activities. On the other hand, area under forests is decreasing. Plants utilise CO2
from the atmosphere for photosynthesis, thereby decreasing the amount of CO2
in the air. Deforestation leads to an increase in the amount of CO2 in the air
because the number of trees which consume CO2 is reduced. Human activities,
thus, contribute to the accumulation of CO2 in the atmosphere. CO2 traps heat
and does not allow it to escape into space. As a result, the average temperature
of the earth’s atmosphere is gradually increasing. This is called global warming.
Global warming can cause sea levels to rise dramatically. In many places, coastal
areas have already been flooded. Global warming could result in wide ranging
effects on rainfall patterns, agriculture, forests, plants and animals. Majority of
people living in regions which are threatened by global warming are in Asia.
A recent climate change report gives us only a limited time to keep the greenhouse
gases at the present level. Otherwise, the temperature may rise by more than
2 degrees Celsius by the end of the century, a level considered dangerous.
Global warming has become a major concern for the nations worldwide. Many
countries have reached an agreement to reduce the emission of greenhouse gases.
‘Oxygen’ and ‘Carbon-di-oxide’ both gases are talking to each other. They
started discussing the issue of global warming. One student plays the role
of oxygen gas and second student plays the role of carbon-di-oxide gas
and third student plays the role of human being. Moderator introduces the
role-play to the audiences
Oxygen (O2): Hello, CO2, how are you?
Carbon-di-oxide (CO2): Hello O2, I am good.
44
O2: Yes, I see you everywhere these days. Intervention
CO2: Dear O2, thanks to the human community for this. They burn fossil
fuels, cut trees and do many other things which increases my presence
everywhere.
O2: Oh! I know that and I also know that increase in your amount leads
to increase in temperature of earth.
CO2: Yes, this is the saddest part of the story. I am increasing and hence
temperature of earth is also increasing.
O2: But how come you are responsible for that.
CO2: Look O2, my primary function is trapping outgoing sunlight/sun’s
radiation which gets reflected from earth’s surface.
O2: O.K., so your increased amount leads to increased trapping of outgoing
sun’s radiation.
CO2: And the atmosphere of earth gets overheated leading to increase in
its temperature. This is called global warming.
O2: So ultimately humans are responsible for this global change. I think
they should take some preventive measures.
Human being enters the room and then turns towards O2 and CO2.
Human being: Well, humans have signed many treaties and agreements.
O2: What kind of treaties and agreements are signed by you?
Human being: Apart from CO2, methane, nitrogen oxides etc. also lead to
global warming. Therefore, countries have signed agreements and treaties
where they promise to cut down emission of such gases called greenhouse
gases.
CO2: Yes, human beings must reduce the emission of greenhouse gases.
The increase in earth’s temperature by less than 10 degrees will lead to
melting of ice caps and the sea-level will rise.
O2: This would also lead to sinking of coastal areas.
CO2: Yes, very correct. Ecological shift will also take place.
O2: But, CO2 something should be done to prevent global warming.
CO2: Yes, something should be done but it is not you or me that can do
anything about global warming. The human beings who are responsible for
the problem should take preventive measures.
O2: What preventive measures?
CO2: We have human beings here; let us ask them what they would like
to do on individual basis to reduce global warming.
Assessment of learning can be done by using the Worksheet given here.
Worksheet
Topic: Global Warming
Class: VIII
1. Review one treaty that is signed to prevent global warming. How
can your city contribute towards that treaty? 45
Dream and Art in Education Example 4: Role-play to create awareness about Social Issue ‘Gender
Stereotypes’ which are commonly visible in Indian Society.
Refer: ‘Creating Stereotypes’ in Chapter 2: Diversity and Discrimination of
Subject Social Studies, Class VI.
We are born different and unique. We differ in complexion, speak different
languages, belong to different religions and follow different traditions. In our
society, we must have heard elders saying that ‘boys do not cry’, ‘girls must
learn cooking’; girls should opt for soft career options like teaching’. These
are called gender stereotypes. Making generalisations about the characteristics
of an entire group based on gender.
Teacher calls some tall boys of the class for hanging the charts on the wall.
T: Boys, please hang the charts on the wall.
T: I have to give names of the students from the class for various co-curricular
activities.
T: Raise your hands if you are interested in sports activities.
G1: Teacher, please write my name for basketball.
T: But you are a girl. Girls should participate in music, dance, knitting etc.
T: Hoping to get names of boys for basketball. Boys, please raise your hands.
B 1: Teacher, I would like to learn Bharatnatyam dance. I really love it.
T: Are you in senses? Boys do not look nice doing Bharatnatyam dance.
B1: Starts crying.
T: Boys do not cry. Do not cry. Were you never told this by your parents
at home.
This small role-play can be followed by a discussion on ‘Gender Stereotypes’
in the society.
Worksheet
Topic: Creating Stereotypes
Class: VI
1. Revisit your school days and share your experiences about gender
stereotypes.
2. What is the impact of gender stereotypes?
3. Why are women expected to be pretty?
4. Are family care and domestic responsibilities shared equally by men
and women in your family?
Example 5: Role-play to create awareness about Environmental Issue ‘Clean

India, Green India’
Reference: ‘Vermicomposting’ in Chapter 16: Garbage in, Garbage out of Subject

46
Science, Class VI.
Here we are presenting the ‘Story of Sapna’ in the form of a role-play. Sapna Drama and Art for Social
Intervention
is visiting her grandparent’s house in the village. She is very excited to meet
them because she enjoys their company. Carefully read the following conversation:
Sapna: (running around the mud house) Grandma, where are you?
An old lady walks out of the house with a stick in one hand.
Grandmother: Oh! Look who is here? How tall you have grown Sapna? (hugs
her fondly)
Sapna: Where is grandpa?
Grandmother: He has gone to the Village Panchayat meeting. He will be home

soon. In the meanwhile, you can change and wash your hands. I have prepared
your favourite dishes for lunch.
Sapna meets her grandfather and goes for a walk with him in the village.
Sapna : Grandpa, what is this foul smell ?
Grandfather: It is coming from the garbage dump. (Pointing towards the heap
of garbage lying near the road)
Sapna : Why is the garbage lying on the road? Don’t you have a compost
pit in the village?
Grandfather: What is a compost pit?
Sapna : It is a pit where we can convert plant and animal waste into manure.
This not only helps in keeping our surroundings clean but the green manure
can be later used in the crop fields too.
Grandfather: What about the garbage from the kitchen?
Sapna: You can also put fruit and vegetable peels, egg shells, waste food in
the pit.
Grandfather: Is that how you collect the garbage in the cities?
Sapna: In the city, we have two separate dustbins in our colony. We call it
the dry waste and the wet waste. The green one is used to collect kitchen
and other plant or animal wastes. The blue bin is used for materials that can
be used again such as plastics, metal and glass.
Grandfather: That is a very good idea. I will discuss it in the meeting tomorrow.
(Next day, at the Village Panchayat meeting)
Grandfather: I have an idea to keep our village clean and disease-free before
the onset of monsoons. But I need your help.
Villager 1: How can we help? (asking curiously)

47
Grandfather: First of all, we have to stop throwing garbage anywhere we like.
Dream and Art in Education Villager 2: Where do we throw it then?
Grandfather: We dig a pit and put it in there.
Villager 2: I don’t understand. How will that solve the problem?
Grandfather: The garbage will mix with the soil and turn into manure to grow
rich crops for us.
Villager 3: (thinking) That will also help us save the money we spend on chemical
fertilizers.
Grandfather: We also have to stop burning the crop waste. This produces
smoke and gases harmful to our health and the environment.
Villager 1: When do we start?
Grandfather: If you all agree to this; we can start tomorrow.
(The villagers all answer in unison and promise to keep their village clean).
Hope the role-play must have developed the concept of ‘vermicomposting’ and
clarified the doubts of the students. The students can be asked to do the
worksheet as given here.
Worksheet
Topic: Vermicomposting
Class: VI
Given below are items we usually find in the garbage. Sort the
garbage items in the respective dustbins.
Banana peels, egg shells, leftover bread, tea leaves, newspapers, dry
leaves, paper bags, pieces of torn clothes, polythene bags, broken glasses,
aluminium wraps, old shoes, broken toys, old invitation cards, bottles,
shoes, toothbrushes, combs, cow dung, coconut husk, wool
DECOMPOSABLE ITEMS (GREEN) RESUSED ITEMS (BLUE)

48
Intervention
3.4 UNDERSTANDING LOCAL CULTURE
THROUGH DRAMA AND ART
In this section, we will discuss how drama and art can help us in understanding
local culture. First let us understand the meaning of culture. The first highly
influential definition of the term ‘culture’ came from Edward Taylor (1871) who
defines culture as “that complex whole which includes knowledge, belief, art,
morals, and law, custom and any other capabilities and habits, acquired by man
as a member of society.” Ellwood (1927) says that “culture includes man’s entire
material civilization, tools, weapons, clothing, shelter, machines and even system
of industry”. The culture of people is the way of life of those people, the
things its people value, the things they don’t value, their habits of life, their work
of art, what they do and what they like. By material elements is meant the
whole of man’s material civilization, tools, weapons, clothing, machines and
industry. By non-material elements is meant language, art, religion, morality, law
and government.” Anthropologists often view culture as a mental template
or blueprint by which life is to be conducted. Human beings need culture
because their genetic endowment does not provide a complete programme for
coping with the totality of experience that can be had in the world. Whereas
animals operate almost exclusively on their instincts, this is not the case for
humans. Humans rely heavily on the accumulated learnings of others encoded
as culture. The culture could be:
 Individual/personal culture: personal traits such as likes, dislikes, interests,
modes of thinking and patterns of social behaviour constitute individual/
personal culture
 Local/communal culture: Similarly, different communities have their different
customs, traditions, beliefs and styles of living which is known as local/
community culture.
 National culture: Each nation has some distinct patterns of ideals, values,
modes of thoughts and behaviour. Such national traits are known as national
culture.
 World/Global culture: Today life is not limited by geographical boundaries.
World has shrunk into a unit due to use of technology. In the twenty-
first century, we are growing in a transformed world or growing up globally.
We are sharing common values of life such as cooperation, empathy,
sympathy, social services, social awakening and social sensitiveness which
is termed as world/global culture.
Art and drama activities help to reveal and enhance the identity – the unique,
meaning and character of a community. Understanding of our own culture and
a sense of identity is a prerequisite for showing respect for diversity of cultural
expression and openness towards other cultures. In the next section, we shall
be discussing how drama and art can help in understanding the local/community
culture.
3.4.1 Role of Art in Enculturation

Enculturation refers to the process through which we learn about the culture
we live in. Through enculturation, we learn what behaviours, values, language,
and morals are acceptable in our society. We learn by observing other members 49
Dream and Art in Education of our society, including our parents, friends, teachers, and mentors. Enculturation
is learned through communication in the form of speech, words, and gestures.
We also learn through the unique images, objects, places and experiences that
are characteristic of different cultures.
Art forms convey a lot about a particular culture. These art forms are used
as outlets for expression, voices for change and also as creativity for giving
life to new ideas. Learning about different art forms helps in the process of
enculturation thereby passing on the existing culture to the next generation. A
work of art also has multiple meanings, including the artist’s embodied meaning(s).
Because of its non-verbal nature, discussions about works of art or craft are,
of necessity, acts of translation. The deciphering of their meaning depends not
only on the ability to think philosophically and to express these thoughts
coherently, but also on the understanding of the cultural conventions that the
works of art or craft refer to, as well as the understanding of the cultural context
in which they had been created (Robert & Williams, 2005). Art forms provide
opportunities to think and unfold the new deeper layers of meanings. These
enriched experiences can become part of our thinking repertoire as ‘reference
points’ and resources.
Let us visit Bhimbetka caves in Madhya Pradesh. (While travelling from Bhopal
to Hoshangabad). What can we learn from these cave paintings? When were
these made? Can we learn something about the life of man from these paintings?
Fig. 3.3: Bhimbetka caves (UNESCO World Heritage Site) in Bhopal District
(Source: http://www.mptourism.com/tourist-places/bhimbetka-caves-rock-
shelters.html)
Bhimbetka caves: Oldest Art Gallery
The way the paintings were made over the period of time, gave the archaeologists
the insight into the progression of the Homo sapiens also. Bhimbetka caves
are considered as the oldest art gallery of India. These cave paintings dating
50 back to approximately 30,000 years. These rock shelters were home to humans’
millennia ago. These caves are surrounded by rich flora and fauna. Bhimbetka Drama and Art for Social
Intervention
has 243 rock shelters. The paintings found in the rock shelters here have a
striking resemblance to the ones discovered in Kakadu National Park in Australia;
to the cave paintings of Bushmen in Kalahari Desert and Upper Palaeolithic
Lascaux cave paintings in France.
In Bhimbetka natural art gallery, paintings are etched in red and white colours
having occasional green and yellow tints. The paintings depict daily life of the
Early men like hunting, household work, horse riding, animal rearing. These
paintings provide glimpses of the life of the oldest dwellers. The colours used
by the cave dwellers were prepared by mixing manganese, hematite, soft red
stone and wooden charcoal, perhaps animal fat and extracts of leaves were
also used in the mixture.
3.4.2 Cultural Functions of Drama

Drama makes use of a number of situations and settings and cultural
understanding develops due to sharing and negotiating within a range of these
situations and settings. We need to understand that there are similarities and
differences between cultures. Participants identify, explore and express a
multiplicity of diverse viewpoints and perspectives and ‘new ways of being’
through authentic engagement in collaborative, communal drama processes and
the negotiation and re-negotiation of different identities in role (Anderson, 2012;
Nicholson 2005; O’Toole & Dunne, 2015). Storytelling (discussed in Unit 1
of this Course), as a dramatic form, has particular potential for exploring
intercultural dimensions within drama classes.
For example, a teacher can start the class with a tale (2-3 minutes) and then
can encourage the students to tell a tale (folktale) from their culture. They are
given sufficient time to think and rehearse. They can share their tale with their
friends. Sharing stories in the classroom increases their confidence level and
they get an opportunity to learn about others’ cultures as well.
Learning about Bishnoi community through Storytelling
Bishnois of Rajasthan, believe in just one religion i.e. conserving nature.

This religion is 500 years old and followers are over 10 lakhs. For these
10 lakh people, protection of all living beings is a way of life. We can
visit Jodhpur to find these followers. This religion was founded by Lord
Jambheshwar who is believed to be an incarnation of Lord Vishnu, the
preserver of all that’s created on earth. The life of Bishnois is governed
by 29 principles but the most important of them all is ‘praan daya’ or
compassion for all living things. For close to 525 years, every Bishnoi,
young and old, has lived and even died for this spirit of compassion.
The Bishnois consider trees as sacred, but their empathy extends to every
living being on earth. So they protect the entire ecosystem that exists in
their villages. Animals like blackbucks and chinkaras, and birds like
vultures, partridges, peacocks and even the endangered Great Indian
Bustard, find the Bishnoi village a safe haven.
Excerpt from The Land of The Bishnois – Where Conservation Of

Wildlife Is A Religion! (Retrieved from https://www.thebetterindia.com/5621/ 51
the-land-of-the-bishnois-where-conservation-of-wildlife-is-a-religion/)
Figure 3.4: Showing the Cenotaph commemorating the Bishnoi people who died in
1731 AD protecting trees, Khejarli, Jodhpur
After learning about Bishnoi community of Rajasthan through storytelling, let us
now learn about the ‘Matrilineal system’ prevalent in Meghalaya State.
Patrilineality is the system which is mostly followed in the world. In this system
father’s family name is adopted. But in matrilineality system, the origin is traced
through the mother and her ancestors, and usually inherit property. The Khasi,
Jaintia and Garo people (along with the Nair and Bunt castes) practice this
unique system and form one of the biggest communities in the world that believes
in matrilineality.
Students can be familiarised with this unique system of ‘Matrilineal Society’
through storytelling or through dramatisation.
Meghalaya ... The Matrilineal Society
Meghalaya lies in the extreme north eastern region of India. It is the only
state in the entire northeast which is matrilineal and takes the identity solely
from the mother. Meghalaya women are very lucky in this way, because
they are treated with equal rights but the head of the family is always
Father. The occurrence of illegitimate child or child abandoning in this
society is rare except for a few stray cases. Offsprings whether male or
female are treated alike. On the whole, the society is unique, devoid of
complexes and the much feared and dreaded bride burning or Dowry
system.
In this matrilineal society, let us take the Khasis for example, the blood
relations on the mother’s side are known as the “Cognates” (Ki Kur)
and “Agnates” (Ki Kha) refer to the paternal side. The cognates trace
their origin from a common ancestress and their lineal descent is from
mother to daughter, just the opposite from other societies.
Marriage is also strictly exogamous, i.e., outside the cognates. There
cannot be a greater sin ever committed than an intimate physical
relationship between members of the cognates, which is an unforgivable
sin. In the olden day’s violation of such an act was considered sacrilegious
and the persons involved were ostracised.
52 Source: Heritage of Meghalaya by Minimon Laloo (Retrieved from http://

megartsculture.gov.in/herit_volI.htm)
3.4.3 Interactions with Artisans Drama and Art for Social
Intervention
Looking at the socio-economic and cultural diversity of the country, it would
be all the more essential for the schools, parents and teachers to be able to
use the local regional arts and craft traditions both visual and performing in
the developmental stages of school education. All the schools should provide
experience to children to work with the community, beyond the four walls of
the school (NCERT, 2008). One way of doing this is to provide opportunities
to children to interact with local artisans. Artisans invited from the community
or from far off areas can conduct workshops and help students in learning about
our culture. Theoretical understanding about designs, crafts does not help in
learning them. Working with our hands makes us aware of different patterns,
symbols and also connects with our culture. When we see any traditional design
in a craft work, we observe various geometrical shapes, motifs, colours and
learn about their meaning in a particular craft work and through them we connect
with the culture. In schools, students can be made to connect with craft work
by:
 inviting artists for workshops on madhubani paintings, worli art, weaving,
embroidery work, puppet making, pottery, tie and dye, candle making and
ceramic making etc.;
 encouraging students for making rangoli and alpana during various celebrations
at home or school;
 creating mosaic work on walls by using glass, stone and tiles; and
 celebrating ‘State weeks’ or ‘State day’ in the school where students of
every house can depict folk dance, art forms related to state theme alloted
to that house.
Fig. 3.5: Showing Mandana made during Rajasthan week celebration

Arranging lively meetings of students with artists and creators and exposure to
their works and cultural environments are other ways of making students aware
of their culture. These activities help them become aware of the basis of the
practice of art, and their cultural environment. They develop a deeper
53
understanding of artistic works.
Figure 3.6: Showing Display Board made during Rajasthan week celebration

1. What is the role of visual art in enculturation?
...............................................................................................................
...............................................................................................................
...............................................................................................................
2. Have you ever visited any art exhibition/museum? If yes, then how
was your experience?
...............................................................................................................
...............................................................................................................
...............................................................................................................
3. Inviting local artists for various workshops in any educational institution
helps in connecting learners with their culture. Share your experience.
...............................................................................................................
...............................................................................................................
...............................................................................................................
3.5 UNDERSTANDING GLOBAL CULTURE

THROUGH DRAMA AND ART
After discussing the role of drama and art in understanding of local culture,
we will be discussing role of drama and art in understanding of global culture
in this section. Why do we need to understand global culture?. Human life is
no longer limited by geographical boundaries as the world is changing rapidly
Technology made dissemination of information anywhere, and anytime. Arnett
(2002) has argued that young people worldwide now develop a bicultural identity
that integrates their local identity with new elements derived from their exposure
to and interpretation of global culture. Therefore, understanding of global culture
is also required along with the understanding of local culture. Let us discuss
54 the role of drama and art in understanding of global culture.
Art forms can open a dialogue between diverse groups thereby providing a Drama and Art for Social
Intervention
safe haven for engagement. It acts as a bridge between diverse cultural groups.
Art forms provide voice to those who are never heard. The art forms are derived
from the surroundings. What is going around us? What materials are accessible?
When children are exposed to art forms they have never seen and make
connections then it opens up doors to new forms of learning e.g. Greek pottery,
Persian art of calligraphy, and terracotta army in China.
Art forms are created by different artists belonging to different cultures. An artist
chooses to share an experience with others even if they perceive the world
in radically different ways. What makes it worthwhile that you decide to share
this experience with others? Art provides you an opportunity to disagree and
these disagreements are celebrated. Art work provides nourishing grounds to
intuition, uncertainty and creativity and to search for new ideas. Artists from
different communities have one similarity that they all look for unconventional
ways for approaching conventional problems existing in the society. Therefore,
art can engage the world to change the world.
When we visit any art museum or art exhibition where artists from different
parts of the world put up their work, the art forms bring us together to share,
discuss and thereby making us more tolerant of differences and of one another.
The encounter with art and with others over art – can help us in understanding
others and also expands our notions of ‘we’.
Let us take the example of painting Mona Lisa, created by the Italian painter,
draftsman, sculptor, architect, and engineer Leonardo da Vinci, probably the
world’s most-famous painting. This painting is one of the most discussed topics
in the works of art. A renowned Indian Painter M. F. Hussain’s art work drew
inspiration from epics such as the Mahabharata and Ramayana, and characterised
Gods and Goddesses in modernist style.
Example 6: Ukiyo Art of Japan
Reference: ‘Print in Japan’ in Chapter 8: Culture and the Modern World

of Subject Social Science, Class X.
Kitagawa Utamaro, born in Edo in 1753, was widely known for its
contribution to an art form called ukiyo (‘pictures of the floating world’)
or depiction of ordinary human experiences, especially urban ones. These
prints then travelled to US, Europe and influenced artists like Manet,
Monet and Van Gogh. The paintings inspired artists in many countries
and especially breaking the barriers in the field of art. This art was
appreciated due to their beauty and small size.
Artists in Japan produced woodblock prints and paintings of such subjects
as female beauties; kabuki actors and sumo wrestlers; scenes from history
and folk tales; travel scenes and landscapes; flora and fauna; and erotica
(Retrieved from https://en.wikipedia.org/wiki/Ukiyo-e on Oct. 10, 2017).
Student Engagement: Students can be given a project to collect
information on ukiyo art which originated in Japan and how it influenced
art and artists in other parts of the world.
These art works introduce students to a shared heritage and enable them to
understand the role of art in society. These art works produced by artists
symbolise worldviews, reflecting traditions and vision of the artists regarding
universal or contemporary problems of the society. 55
Dream and Art in Education Storytelling can also play an important role in making students aware of the
global culture, Storytelling as a dramatic form can make audience aware of
histories, religions and cultures across the world. Audience can learn about the
histories, beliefs, values and identities of others in the form of a story that brings
them closer to that cultural group e.g. culture of United States is shaped by
the cultures of Native Americans, Latin Americans, Africans and Asians and
that’s why it is one of the most culturally diverse countries in the world.
But the most important part is developing empathy, tolerance, cooperation, feeling
of sharing and social sensitivity towards each other.

1. Why should we know about the global culture?
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
2. Give two examples of visual art forms from different parts of the world.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
3. How is storytelling effective in learning about the cultures of others?
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
3.6 LET US SUM UP

In this unit we discussed how drama and art can play an important role in
understanding social and environmental issues. Drama and art provide unique
opportunities in the curriculum for enhancing learners’ ability to handle social
issues by providing outlets for expression, developing a particular perspective
on an issue and reflecting on these real issues. Visual arts can be easily used
for depicting social issues. Involving students in environmental or social issues
through visual or performing arts develops in them a sense of responsibility.
Drama and art can also be used for developing an understanding of local as
well as global culture. Different art forms convey a lot about a particular culture.
These art forms are used as outlets for expression, voices for change and also
as creativity for giving life to new ideas. Learning about different art forms helps
in the process of enculturation thereby passing on the existing culture to the
next generation.
56
Intervention
1. Drama can help in enhancing learners’ ability to handle social issues by
providing outlets for expression, developing a particular perspective on an
issue and reflecting on these real issues. Discuss.
2. We can learn about the culture of others by visiting different places (in
your country or some other country). Share your experiences about the
culture of at least two places visited by storytelling.
3. Have you ever participated in any art or drama activity at school level?
Share your experiences? Has it benefitted you? How?

Anderson, M. (2012). Master class in drama education: Transforming teaching
and learning. Sydney: Bloomsbury.
Dewey, J. (1985). The Public and its Problems. Athens, Ohio: Swallow Press.
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Dream and Art in Education

BESL-123 DRAMA AND ART IN EDUCATION

1.6 Art as an Experience: Developing Aesthetic Sensibility

1.9 Let Us Sum Up

1.3 NEED FOR DRAMA AND ART IN SCHOOL

BOX 1: ART, DRAMA, MULTIPLE INTELLIGENCE IN

1. Read the story

2. Create a visual backdrop of the cottage.

5. Students were also encouraged to use music while depicting the

Questions for your reflection:

1.4 DRAMA AS A PROBLEM SOLVING PROCESS

Drama, which involves imaginative transformation and reflection on experiences,

1.5 TYPES OF DRAMA AND ART

1.5.2 Types of Art

1.6 ART AS AN EXPERIENCE: DEVELOPING

1.7 INTEGRATION OF DRAMAAND ART IN

1.8 ORGANISATION OF DRAMAAND ART

Stage Content/Themes Methods Outdoor Exposure/Activities

Three Dimensional Sharing of information by

Table 1.2: Content/ Themes, Methods and Outdoor Exposure/Activities for

Drama at Different Stages of School Education

Table 1.4: Content, and Methodology for Drama at Upper Primary

1.8.2 Assessment for Learning of Drama and Art

Mathe- 1.Summative Depends on Cognitive As a good Assessment

Ideas for thematic assessment include:

Check Your Progress 2

1.10 UNIT-END ACTIVITIES

1.11 SUGGESTED READINGS

Gardner, H. (1983). Frames of Mind. New York: Basic Book Inc.

Tagore, R. (1917). The Personality. New York: Macmillian Company.

2.7 Let Us Sum Up

2.3 DRAMA AS ‘CRITICAL PEDAGOGY’

Using Image Theatre in Classroom Teaching-Learning Process

2. Forum Theatre: It is an interactive theatre which helps a community to

Problem chosen by a group of teachers

3. Invisible Theatre: It is one of Augusto Boal’s Theatre of the Oppressed

How to use Invisible Theatre in Classroom Teaching-Learning Process?

A Group of four students decide to perform on a ‘Gender Stereotypes’

explore the meaning of ‘Critical Pedagogy’ in detail.

While planning a lesson with process-based drama, a teacher can start

Check Your Progress 1

As I enter in a secondary school as a parent, I am amazed to see a bright

What is creative work?

Underline the common traits of creative artists:

2.5 DRAMA AND ART FOR SELF-REALISATION

Check Your Progress 2

Now let us move to the classroom of a History teacher who is teaching

Own and others’

Fig. 2.1: The Sensitivity Pyramid through Drama

is the process of metaxis (Boal, 1995). Metaxis is a pedagogical approach

Points for Reflection:

2.6 USING DRAMA AND ART FOR CREATING

2.6.1 Purpose and Benefit

 choosing a topic: for involving children with special needs having

2.6.2 Selection of Drama/Art Expression according to

2.6.3 Adaptation and Modification during Training Sessions

2.7 LET US SUM UP

2.8 UNIT-END ACTIVITIES

2.9 SUGGESTED READINGS

3.5 Understanding Global Culture through Drama and Art