Curriculum and Pedagogy for Education in Schools of India

Abstract

This study aims to add up to our understanding about the developing phenomenon of newlinedance education in academic schools with K-12 set-up. It examines the current system newlineof teaching practices- (traditional, stereotyped, or adaptable) in field of dance newlineeducation in schools. The aim of this study is proposing a model of possible and newlinecomprehensive curriculum and pedagogy of dance for the young generation studying newlinein schools. newlineThe research precedes the personal experience of teaching dance in schools by the newlineresearcher which further leads to the observation in schools about the current status of newlinedance faculty to investigate the availability of coherent theoretical framework for newlinedance curriculum and pedagogy or requisite an attention. During the observation, the newlinecurrent happenings in the classroom were recorded using a basic questionnaire and newlinerubric with identified standards recommended by NEP. Further, during this study newlineresearcher identified subgroups as other stakeholders relevant to this study. newline newlineWhile this research is geographically limited to Bangalore (India), the findings may newlinehave national applicability. Hence, other identified stakeholders like dance newlineteachers/practitioners, parents and students were selected from various states of newlinecountry. This study could contribute to giving access to learn dance with quality newlinecontent to a wider range of students studying in academic schools. This study will also newlineprovide the opportunity to the dance teachers and practitioners to engage in teaching newlinedance with its educational value using the proposed curriculum in academic schools. newlineThis study explores dance teacher s (80 Nos) exemplified knowledge, experiences of newlineteaching and opinions about the dance education in schools from their belief towards newlineteaching system, their satisfaction level for this career and struggle for the recognition. newlineThe participants were asked the questions and perspectives were collected through the newlineproduced data. This study further undertakes the qualitative investigation in current newlinedance practices using Grounded Theory as an analytical method for the interviews newlinewith 19 leading dance practitioners and educationists. In-depth interviews were newline newlineconducted to collect data about the perspectives of respondents through open-ended newlinequestions. newline newlineThe study also explores the expectations of the parents (169 Nos) about the dance newlineeducation in schools for their children provided by the school management, while newlinerecognising the external factors that influences the standards of dance teaching and newlinelearning process. newline