PEDAGOGY IN INDIAN ART EDUCATION AND
ART PRACTICES: A CULTURAL PERSPECTIVE
Sudhir Duppati
“Who said I teach art? I don’t teach. I simply go to the studio, do work, have a chat with the students, collect my salary and go home.” -An eminent south Indian artist’s statement.
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Scaffolding
Reflective practice
Self-regulation
Collaboration
Coconstruction
Metacognition
DEFINING PEDAGOGY IN ART
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PEDAGOGY
(Greek paidos "boy, child" plus agogos "leader.")
Method of teaching.
Theory and practice of learning.
Approaches to learning and teaching.
Modes
Based on beliefs and customs.
Science of learning.
Styles of teaching
One of the important goals of school education.
b. Develop creativity and innovation through arts. “Any education emphasising creativity and innovation must include the arts.” [DNEP 2019, 4.6.2] Art education in music, “theatre, poetry, painting, drawing, sculpture, and vocational arts such as carpentry, embroidery/sewing/clothes-making” [DNEP 2019, 4.6.2.1] should develop aesthetic capacities and sensibilities. Pg32
NATIONAL EDUCATIONAL POLICY (2020)
NATIONAL CURRICULUM FRAMEWORK (2023)
CREATIVITY AND AESTHETICS
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Kuchipudi Dance
Bharata Natyam
Yakshagana
Burrakatha
Kalamezhuthu – ephemeral, ritual performance art
Street performances based on mythology and traditions
Dussehra
The festival of Holi
The festival of Deepavali
KUCHIPUDI
BHARATA NATYAM
KALAMEZHUTHU
BURRAKATHA
DEEPAWALI
DUSSEHRA
STREET
PERFORMANCES
CREATIVITY AND AESTHETICS
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GURUKUL TO KARKHANA
COLONIAL ART EDUCATION
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ROLE OF CULTURE IN PEDAGOGY
KUCHIPUDI
BHARATA NATYAM
KALAMEZHUTHU
BURRAKATHA
DEEPAWALI
DUSSEHRA
STREET
PERFORMANCES
RITUALS
STORY TELLING
FESTIVALS
FAMILY OCCASIONS
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CULTURAL REVIVALS IN INDIAN ART EDUCATION
REVIVALISM- In a search of Identity
Abanindranath Tagore, 1905
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CULTURAL INTERACTION IS DYNAMIC
Culture is not static, it is dynamic and is always in a state of flux.
GLOBAL INFLUENCE ON INDIAN MODERNISM
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FROM MODERNISM TO POSTMODERNISM
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PUSHPAMALA. N
VIVAN SUNDARAM
15. CONTEMPORARY PEDAGOGICAL SHIFTS
16.KEY COMPETENCIES & CHALLENGES
17. GLOBAL PEDAGOGICAL TRENDS
18. AESTHETICS IN POSTMODERNISM & INDIA THOUGHT
19. CREATIVITY & ASSESSMENT
20. CONCLUDING THOUGHTS
Educators, therefore, must move beyond rigid benchmarks to champion inquiry, risk-taking, and diverse expressions. While assessment frameworks are necessary, they must be applied with sensitivity to art’s subjective and evolving nature. Pedagogy must affirm process as achievement and creativity as a situated, culturally responsive act—where unconventional ideas are nurtured, not penalised, as vital forces of artistic growth.
Facts
AS IF TO CELEBRATE I DISCOVERED A MOUNTAIN BLOOMING WITH RED FLOWERS, 1981
PEDAGOGY (Greek paidos "boy, child" plus agogos "leader.")
PEDAGOGY (Greek paidos "boy, child" plus agogos "leader.")
Method of teaching.
Theory and practice of learning.
Approaches to learning and teaching.
Modes
Based on beliefs and customs.
Science of learning.
Styles of teaching
What is the goal of Pedagogy
To build on students prior knowledge to develop their skills, understanding and attitudes.
Teacher Centered-(Passively receiving information from the teacher)
Learner centered-(Building on students prior knowledge)
Do the teachers/lecturers have an autonomy in their pedagogical practices?
What is included in Pedagogy
Scaffolding
Reflective practice
Self-regulation
Collaboration
Coconstruction
Metacognition
KARKHANAS
The overarching vision of India is articulated in the Constitution of India. Drawing from this vision of India, the vision and purpose of education is articulated by the NEP 2020 as below:
“This National Education Policy envisions an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower.” [NEP 2020, The Vision of this Policy]
The purpose and aims of education have been detailed in NEP 2020:
“The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution.” [NEP 2020, Principles of this Policy]
Action=derived from behaviours.
Behaviours=Attitudes+Perceptions(dispositions)
Values=Belief of what is right or wrong, appropriate or inappropriate.
Motivation=values and dispositions.
Objectives of this NCF
The overarching objective of this NCF is to help in positively transforming the school education system of India as envisioned in NEP 2020, through corresponding positive changes in the curriculum including pedagogy. In particular, the NCF aims to help change practices in education and not just ideas; indeed, since the word ‘curriculum’ encapsulates the overall experiences that a student has in school, ‘practices’ do not just refer to curricular content and pedagogy, but also include school environment and culture. It is this holistic overall transformation of the curriculum that will enable us to positively transform overall learning experiences for students.