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Art Education (Performing and Visual) II

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Course Type Course Code No. Of Credits
Discipline Elective SES101409 2

Course Coordinator and Team:                  SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites: No

Course Description: This course will enable students to recognize and appreciate the importance of aesthetic judgment, develop familiarity with an art form and basic skills to be creative in their expressions. This course aims to help students develop a habit of improvising on theatrical performances. It will explicitly relate this skill to activities that practitioners of education engage in, like teaching, development of teaching-learning material, and also producing content of other subject areas wherever possible. This course will specifically focus on theatre. In the Indian context, theatre has a deep-rooted history with its classical, folk, and other cultural forms until other contemporary forms of theatre evolved in recent times. Theatre education for children can play a vital role in their individual, social, and emotional development. It teaches them the values of trust and interdependence, makes them confident to express themselves and helps them learn to work in a collaborative environment. It develops their ability to contextualize critique and discuss certain questions and thoughts they encounter in everyday life. It further helps them imagine, explore, and create their own narratives.

Course Objectives:

  • To use the techniques of Art (Performing & Visual) and creative expression for enhancing teaching and learning.
  • To use Art (Performing & Visual) and creative expression for enhancing one’s self-expression and creativity.
  •  To develop and improve the knowledge, understanding and practice of the arts (Performing & Visual)
  • To engage the learners to nurture and build their sensitivities through theatre, based on experience, emotions and interpretation.
  • To develop an understanding of the human condition to convey personal, social and cultural meanings through art
  • To enable personal engagement with theatre presentations, drawing connections between the self and society
  • Motivate the learners to use theatre as a critical pedagogy’ moving beyond the classroom
  • To facilitate the investigation, analysis and evaluation of their own theatre work and that of others in order to develop their critical and reflective thinking.

Course Outcomes:

  • Articulate the importance of aesthetics and art in education,
  • Demonstrate their familiarity with and appreciation of theatre,
  • Learn basic theatre tools of improvisation, ideation, and creation of a script,
  • Create a short performance with educational possibilities.

Brief description of the modules:

Module-I: Importance of Aesthetics and Art education

In this module the basic idea of aesthetics and art, and ways in which the aesthetic dimension manifests itself in human life will be discussed. Using various examples of art, students will engage in identifying aesthetic aspects of daily life, develop aesthetic judgment, and gain familiarity with the role of art in education.

Module-II: Introduction to Theatre, and Beginning with the body

This module will discuss some core essentials in the aesthetics of theatre like the performance, the makers, the audience, and the context and how we relate this to the world around us, in everyday lives.  Further, students will learn certain principles and awareness on how to use their body and voice in a given space and time, with respect to other bodies.

Module- III: Arriving at a script

Student-teachers will engage in theatre making processes to arrive at a script by the end of this module. They will be able to address, how to adapt or devise a script with actors. How can we borrow from everyday experiences of memory, sound and visuals, without a written text or spoken word? The texts chosen will have a direct relation with topics from social studies, moral and political education.

Module- IV: Performing the script

This module will engage in the actual making of the final piece the learners wish to make. Students will have to visualize the final text on stage and start rehearsing in their groups. Apart from using their bodies to play characters, the students will also have to think about design and other aesthetic elements like sets, props, costumes, lights, music and sounds they want to use in the performance and finalization of the script.

Assessment Plan

Assignment-I

Preparation of Script

25 %

Assignment-II

Aesthetics’ Used/Prepared

25 %

Assignment-III

Final Presentation

50 %

Readings

  • Fenner, D. E. W. (2003). Aesthetic Experience and Aesthetic Analysis. The Journal of Aesthetic Education, 37(1), 40-53.
  • Flannery, M. (1973). Aesthetic Education. Art Education, 26(5), 10. https://doi.org/10.2307/3191840
  • Kerdeman, D. (2005). Aesthetic Experience and Education: Themes and Questions. The Journal of Aesthetic Education, 39(2), 88-96.  https://doi.org/10.1353/jae.2005.0012
  • Bolton, Gavin (1993), "Drama in Education and TIE: a comparison", in Learning Through Theatre, ed. Tony Jackson, pp. 39-47.
  • Carlson, Marvin. Semiotics and Its Heritage in Critical Theory and Performance. Reinelt, Janelle G. and Joseph R. Roach. (eds.) Ann Arbor: The University of Michigan Press, 1992. Pp. 13-25.
  • Devi, Mahashweta (2003) Why, why Girl, Tulika Books, New Delhi pp 1-24
  • Mehrotra,  Arvind Krishna (2011), Songs of Kabir, Hachette India, pp 1-192
  • Sircar, Badal. (2003) Beyond the land of Hattamala and Scandal in fairyland, Calcutta Seagull Books pp 1-50
  • Taylor, Diana. 2003. Acts of transfer. The archive and the repertoire: performing cultural memory in the Americas. Durham, NC: Duke University Press, pp. 1-52
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