TEACHERS

Children look upon their teachers with immense respect and hold them in high values. A teacher plays a key role in the personae construct of a child. The curiosity of a child and the sincere tutoring of a teacher needs a special quality. The expected quality is achieved when the idea, “Teaching as Performance” is implemented.

A remunerating “drama in education” constitutes the “teacher” as a performer. A training process is evolved for the achievement of our goal of “drama in education”. A training program on the basis of educational theories and policies of the Department of School education proves to be apt as such.

A teacher must be capable enough to know his own potential and role effectiveness. Teachers should inculcate a habit of Independent thinking, applying the Creative process and Self-expression in their teaching and learning processes. Teachers shall be supported to achieve these virtues through our training modules, enriching and enhancing their self-growth and role effectiveness.

A. Profession growth through self-development

Contents:

  • Effective communication and facilitation skills for classroom transactions, moderate workshops, meetings, and seminars
  • Body language, voice modulation in public speaking
  • How to direct a small drama in a period of two to three days to cater to the creative needs of the children

Module mode and duration:

These workshops are conducted for a minimum of 1 to 5 days. The period of the workshop depends on the availability of dates and the depth of the content.

The workshop is structured to execute through a combination of theatre games, theatre exercises, theatre tasks, and basic martial arts.

For the longer duration workshops, a takeaway ‘set-of-daily-practice’ is given to the teachers for their physical and mental fitness exercises. This will aid them to execute their roles more efficiently. These practices are devised from Oriental Marshal arts and dance tradition.

B. Excelling the art of Teaching-Learning:

Our workshops aim at creating awareness amongst the teachers regarding the following:

  1. Basics of Drama in education
  2. Creative Drama
  3. Process Drama
  4. Classroom Drama processes

Module mode and duration:

These workshops are conducted for a minimum 3 to 5 days. The duration is worked out in three-quarters; the first quarter establishes the content; the second quarter imparts an understanding of the content in a collaborative way. In the third quarter, the teacher receives various inputs from the facilitator to conduct an effective classroom process. The workshop is structured to execute through a combination of theatre games, theatre exercises, theatre tasks, and orientation to the theories of educational thinkers. It is followed by a discussion in order to bring the teachers’ classroom experience into context.

C. Teacher's art group and play production:

A teacher-art-group is of great benefit to both the teachers and the students. This group inculcates an understanding of the power of collaborative enrichment amongst the teachers. It contributes to their creative intelligence as well. It is a refreshing and a powerful team building process. A teacher who has undergone these processes will be capable of eliciting creative actions of the child.

The aims of the teacher-art-group is to:

Module mode and duration:

Teachers Art Group will have a minimum of 10 to 15 days of constant engagement for the production of a drama. We follow the following objectives during the production of a play: various acting techniques (Caturvidhabhinaya), character psychology, and role of body and mind in the performance.