An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Jan-Feb,2017, vol-4/30

Impact Factor: 5.403

ISSN: 2278-8808

Date: 2017-03-04

SPECIAL ISSUE ON MUSIC, DANCE, DRAMA & ARTS IN EDUCATION TCE, 4/30, 2017

PEDAGOGY OF DANCE, MUSIC, DRAMA, ART FOR SPECIAL NEEDS CHILDREN

Mrs. Sheeba S Bansode, Sanjeev Sonawane & Nisha J Valvi

Page No.: 1 - 6

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National Research Institute for Educational Sciences. (2002, November 27). Art education curriculum. [Correspondence from National Research Institute for Educational Science, Ministry of Education, Lao PDR to UNESCO, Cultural Sector, the Division of Arts and Cultural Enterprise, ref : 704/NRIES/2002]. National Research Institute for Educational Sciences. (2002, November 27).
MUSIC THERAPY FOR INCLUSIVE CLASSROOM

Poonam L. Sonawane & Sanjeev A. Sonawane

Page No.: 7 - 10

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Music has become a powerful tool for students and teachers in many inclusive classrooms. Music can  facilitate inclusion of students with disabilities by making previously difficult tasks feasible. The purpose of this study is to highlight literature concerning the effects of music therapy on inclusive classroom. The paper is organized in the following sections 1. Relation of Music and Education 2. Using music as a treatment- Music therapy and 3. Music therapy service in Special Education setting- Inclusive classroom.

KeyWords- Music therapy ,  Special Education, Inclusive Classroom                                                 
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Barbara, D. & Jane, E.(2006). A Role for Music Therapy in Special Education. International Journal of Disability, Development and Education, Vol. 45, No. 4 Coroiu Petruta-Maria, (2014). The Role of Art and Music Therapy Techniques in the Educational System of Children with Special Problems. Procedia - Social and Behavioral Sciences 187 ( 2015 ) 277 – 282
IMPARTING MUSICAL EXPERIENCES IN EARLY CHILDHOOD FOR HOLISTIC DEVELOPMENT

Jignesh B. Patel & Minalba B. Jadeja

Page No.: 11 - 18

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Armstrong, T. The Foundations of the Theory of Multiple Intelligences. New York: Basic Books, 1994. Braynard , K.(2008). Sing Along! You Have the Children's Permission. Retrieved May10,2015,earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleI D=632. Fetzer, L. (1994). Facilitating print awareness and literacy development with familiar children's songs. Marshall: East Texas University. Gardner, H. Frames of Mind. New York: Basic Books, 1983. Geringer, J.M. "The Relationship of Pitch-matching and Pitch Discrimination Abilities of Preschool and Fourth-grade Students." Journal of Research in Music Education, 31:2 (1983): 93-100. Gruhn,W. (2005). Children need music. Why music? Essays on the importance of music education and advocacy. International journal of music education. Vol 23(2)99-101. Great Britain. Cromwell Press Ltd.
ART IN EDUCATION

Amruta Gogate

Page No.: 19 - 24

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DRAMA IN EDUCATION- MANAGING LEARNING THROUGH DRAMA

Radhika Inamdar & Rajshree Rathod

Page No.: 25 - 31

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Drama in education reflects a shift from over emphasis on informational content to a more balanced inclusion of attention to the processing of ideas. Every teaching and learning experience is about trying to define a context. This is what makes educational drama such an effective tool for the teaching of history. Drama can provide the teacher with situations that help to promote discussion and to clarify ideas and points ofview. It also enables teachers to lead children towards a position where they can take onthe role of a historian as a commentator on, and critic of, evidence and interpretations.It is also clear to us that drama canhelp in the development of children’s writing, ‘whole-class teaching, small group work, and educational drama, can be used to promote children’s analytical and empathetic

 

 

 

 

 

 

writing, rather than just oral fluency and confidence’. The present paper explains drama as an important tool to learning effectively for students especially the special students.

















Key- Words: Drama, Education, Learning, Special Needs 
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Blatner, Adam. (1995). Drama in education as mental hygiene: A child psychiatrist's perspective. Youth Theatre Journal, 9, 9296. Bruner, J.S. (1966) Studies in CognitiveGrowth. Chichester: John Wiley & Sons. Dorothy Heathcote (1984). Collected writings on educationand drama. London: Hutchinson. Holden, Susan (1981): Drama in Language Teaching. Essex: Longman Maley, Alan and Alan Duff. Drama techniques in Language Learning. Cambridge University Press,Cambridge. 1982. McCaslin, Nellie (1996). Creative Drama in the Classroom and Beyond. London, LongmanPublishers Rao, U. (2005). Drama in Education. Himalaya Publishing House, Mumbai.
MUSIC FOR EMOTIONAL AND SOCIAL DEVELOPMENT OF CHILD

Dr. Anita M. Belapurkar

Page No.: 32 - 37

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Music ignites all areas of child development: intellectual, social and emotional, motor, language, and overall literacy. It helps the body and the mind work together. Exposing children to music during early development helps them learn the sounds and meanings of words. Different strategies are planned and tried to develop the children emotionally and socially. One of the very important ways to develop social and emotional skills in desirable way is music. This paper explores about effective application of music for Social and Emotional Development of Children. Present study is a literature survey which focuses on the researches done in India and Abroad plus theoretical and scientific base about the use of music in social and emotional development. It also examines Music as an effective technique of Emotional and Social Development. 
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Bilhartz, T.D, Bruhn, R.A., and Olson, J.E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20, 615-636. Bigand, E. & Poulin-Carronnat, B. (2006). Are we ‘experienced listeners’? A review of the musical capacities that do not depend on formal musical training, Cognition, 100, 100-130. Blakemore, S.J. & Frith, U. (2000) “The implications of recent developments in neuroscience for research on teaching and learning”. London: Institute of Cognitive Neuroscience. Hallam S. “The power of music: its impact on the intellectual, social and personal development of children and young people” University of London
BHASHECHYA ADHYAPANAT NATYEEKARNACHI UPYUKTATA

Aditi Anil Gujar & Triveni Mahadev Mali

Page No.: 38 - 40

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SHIKSHAK SHIKSHNATIL MULYAMAPAN

Archana Dnyanoba Adsule, Leena Ramdas Charkhe & Chaya Balasaheb Hinge

Page No.: 41 - 52

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ARTS IN TEACHER EDUCATION: CHALLENGES AND OPPORTUNITIES

Ms. Malavika Ahlawat

Page No.: 53 - 58

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Making arts an integral part of B.Ed curriculum is positive step forward. It gives the future teacher an opportunity to connect with their students in artistic ways like through music, acting, paining it enhances their skill as well as their personality. Arts promotes and develops certain skills and characteristics. Drama and Arts can be extremely helpful in the all-round development of the students. The arts and education can be seen in three contexts- as a means to build an appreciative and informed audience, as means to develop the professional arts practitioner and to prepare students to engage in a creative, cultural life. Including the Music, Dance, Drama and Fine Arts in Teacher Education enhances the Horizon of teacher educators as well as their student-teachers, which ultimately helps to have a balanced & enriched life, worth to look forward. However, there are some hindrances, using art in education like the defiance of being open to changes, No Knowledge of any of the Performing Art, Scarcity of Resources etc. But on the brighter side we have many ways for development of arts skill & by adopting them we can improve the quality of education to benefit our present & future generation. This paper is about the meaning and advantages of arts in education and the difficulties in using art in education and few ways to overcome such difficulties. 

 
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Mudgal, S. et. al. (2006).National Focus group on Arts, Music, Dance and Theatre http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/art_education.pdf http://www.theatremonkeys.co.uk/the-benefits-of-performing-arts-training/
PARIPATHAMADHYE SHAIKSHANIK TANTRADYANACHA VAPAR

Aruna Bhambare & Amita Dambir

Page No.: 59 - 62

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BAHUVIDH SANSKRUTIK SANGEET, NRUTYA,NATYA E. KALAPRAKARASHI SAMBANDHIT AASHYACHI UPYUKTATA AANI UPKRAM

Rajendra Popatrao Chavhan

Page No.: 63 - 68

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USE OF SCULPTURE ART IN SCIENCE TEACHING

Amrita Kulthe

Page No.: 69 - 71

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IMPORTANCE OF ART FORMS IN EDUCATION

Mrs. Desai Archana Sanjay

Page No.: 72 - 78

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 In recent years, school curricula in the United States have shifted heavily toward common core subjects of reading and math, but what about the arts? Although some may regard art education as a luxury, simple creative activities are some of the building blocks of child development. Learning to create and appreciate visual aesthetics may be more important than ever to the development of the next generation of children as they grow up. “What is Art? It is the response of an individual’s creative soul to the call of the Real.” With such words from Tagore, art assumes an exalted role from the metaphysical to the sublime and eventually, the spiritual. According to another educationist Devi Prasad, ‘Planning for Education requires, among other things, many serious considerations, primarily aiming at preparing the individual to become an integral part of the value system the society has built over a long period for the behavioural pattern of its members. These values and the manner in which they are interpreted and practiced represent the ideals and the cultural characteristics of that society.’ “The arts are, above all, the special language of children, who, even before they learn to speak, respond intuitively to dance, music, and colour,” stated Dr. Ernest Boyer, former U.S. Commissioner of Education and president of the Carnegie Foundation for the Advancement Of Teaching. For many people, true fulfilment is closely linked with finding an early path towards excellence. It does not matter whether one’s early interest develops into an adult career. What matters is that every child goes through a joyful and meaningful experience that instils self-confidence and self-worth. Awareness and knowledge of cultural practices through Art forms go on to strengthen personal and collective identities and values, and thus contributes to safeguarding and promoting cultural diversity.

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Jensen, E. (2001). Arts with the brain in mind. Eisner, E. (1987). Why the arts are basic Instructor’s 3R’s Special Issue.34-35. Chapman, R. (1998). Improving student performance through the arts. Kaagan, S. (1998). Arts education: Schooling with imagination. Buka, S. (2000). Long term outcomes of music education: results of a thirty-five year longitudinal study¬.
SANGEET ADHYAPN PADHATI V SHIKSHANATIL MAHATWA

Vijay Bharat Sonawane

Page No.: 79 - 85

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NASHIK SHAHARATIL PRATHMIK SHALANMADHYE ADHYAPN PRAKRIYET SANGEET, NATAK, NRUTYA ANI KALA YANCHI UPYUKTATA

Kirti Dilip Chithe & Dr. BHushan Vasantrao Kardile

Page No.: 86 - 89

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EFFECTIVENESS OF DRAMA BASED PROGRAMME DEVELOPED FOR STUDENT TEACHERS’ SOCIAL INTELLIGENCE

Dr. Dipak Chavan & Mrs. Shobha Jadhav

Page No.: 90 - 96

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This paper discusses about the use of drama in education. Drama is the most significant model of learningand is a basic activity for learning. It is the way ofhelping children to think about their individual or social problems. Children can learn to explore issues, events and connections, by means of drama. As drama is an effective tool of learning it can be used in developing social intelligence also. Hence the drama based programme is developed to improve the social intelligence of student teachers. The sample of 25 student teachers of Adhyapak Mahavidyalaya, Aranyeshwar, Pune has been selected for the present study and the drama based programme developed for improving social intelligence is found effective.

Keywords- Social Intelligence, Drama based programme, Student teachers. 
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Best J.W. & Kahn J.V.,(2006), Research in Education, New Delhi, Prentice hall at India Gay L.R. Airasian peter (1996) Educational Research New Delhi, Prentice Hall of India. Misra K. S. (2007), Emotional intelligence: Concept, Measurement and Research www.ejkm.com/issue/dounloud www.isk me org www.ktu.IT/IL/mokslas/zurnlai/inreka
ROLE OF SCULPTURES IN TEACHING HISTORY

Deepali Udaseen

Page No.: 97 - 104

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Sculpture has its history and stylistic development is those of western culture. Also known as the “plastic art” for the shaping process or plasticity. Sculpture is only branch of visual arts that is specifically concerned with expressive three – dimensional form. Three dimensional art began with pre-historic sculpture. There are different types of sculpture. There are different types of sculpture like the clay, stone and bronze. Models of personalities then of armours weapons , models of human dwellings ornaments, utensils, costumes etc. models of places which are sites of events are of greatest importance like the kurukshetra and the battle of panipat. so, sculptures have proved to be of help to the teacher while teaching history. Therefore without sculptures history would have been untold completely

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Antiquity, Monumental, Three Dimensional etc. 
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www.wikipedia.org pintrest.com visual arts tate.org sculpture.com
MADHYAMIK STAR PAR BHASHA ADHYAPN ME SANGEET, NRUTYA, NATYA AUR KALA KI UPYOGITA

Raviraj Furade

Page No.: 105 - 107

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DANCE AND EDUCATION

Amitkumar S. Gagare

Page No.: 108 - 110

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 Education means all round development. In schools through different teaching methods, models of teaching Physical, mental, emotional, social development is going on. Different activities, projects were organized in the school environment for the all round development of the child. Dance is the one of the activity, therapy which helps the child to express his feelings. It stimulates the emotions of the child. Dance Education has a positive effect on both student motivation and academic performance. Dance is an art form characterized by use of the human body as a vehicle of expression. Dance has been described as "an exciting and vibrant art which can be used in the educational setting to assist the growth of the student and to unify the physical, mental, and emotional aspects of the human being." Dance is immediately accessible for most people--no special equipment is needed, just the ability to move. Dance and Dance Education is need of the time, we must teach the child to dance effectively. In Indian society we found lot of opportunities to dance. In marriage, birthday parties, different festivals we get the chances to dance. The person enjoys and expresses his feelings thorough dance. Hence Dance Education is must be given by proper way in Schools.

Keywords - Dance Education, an exciting and vibrant art, ability to move

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https://languageofthesoul.wordpress.com/2011/01/21/15-reasons-why-all-children-should-learn-to-dance/ http://www.ericdigests.org/1992-2/dance.htm https://en.wikipedia.org/wiki/Dance_education http://files.eric.ed.gov/fulltext/ED146117.pdf
USE OF MUSIC AND ARTS IN EDUCATION AND BRAIN BASED LEARNING

Mrs. Shubhangi L Godse

Page No.: 111 - 116

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Brain-based learning include, Tie in facts and skills with real experiences to embed learning in a meaningful way. Incorporate learning with storytelling. Use speculations, experiments, question and answer sessions, hold debates, games, simulations, music, songs, and role playing to embed information into the student’s long-term memory. Tie in information with the students’ previous experience or make it relevant in their life in order to enhance the brain’s transfer of knowledge into long-term spatial memory. Music, Art and Drama when used in teaching-learning process, it enhances the learning, achievement of various subjects. It can develop various skills in the students. Only traditional teaching using those traditional methods are now not used in various schools. As new techniques are  incorporated in new syllabus of teacher education, one of the most important point is that use of Music, Art and Drama in education.   Music can do all sorts of things from reliving pain, to increase Childs IQ, to improving mathematics skills. Mathematics seems to be most closely connected to music. In the same manner Art, Drama can develop the aesthetic values as well as kinesthetic skills.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Music, Dance, Drama and Arts, Brain Based Learning 
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Chavan R.(2012). Development of an intervention program on brain based learning strategies , SNDT Womens University Phd Thesis. Sousa D.A.(2006), How the brain learns. Third Edition, corwin press, A sage publications company. California. National Association for Music Education. (2014). 20 Important Benefits of Music in Our Schools. www.nafme.org/ important benefits of music in our schools.
MARATHI MADHYAMACHYA EYATTA 8 VI CHYA MARATHI VISHYACHYA PATHYAPUSTAKATIL ADHYAPANAT SANGEET, NATAK, NRUTYA AANI KALA YANCHA VAPARKARTA YENARYA GHATKANCHE VISHLESHAN

Jadhav Pratibha Laxman & Waghmare Jayashri Dattatrya

Page No.: 117 - 122

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USE OF DRAMA IN VALUE EDUCATION

Harshada Shah & Nikita Kande

Page No.: 123 - 130

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https://www.merriam-webster.com/dictionary/responsibility http://www.angelfire.com/art3/dramainedu/ http://www.businessdictionary.com/definition/values.html https://www.google.co.in/?gfe_rd=cr&ei=dB64V7mtDMz08wer2azoBg#q=value+meaning https://www.google.co.in/?gfe_rd=cr&ei=dB64V7mtDMz08wer2azoBg#q=Advantages+of+drama+ http://preranawaldorf.org/the-importance-of-drama-in-education/
ATTITUDE OF PROSPECTIVE TEACHERS TOWARDS TEACHING THROUGH MUSIC AND DRAMA

Jayesh R. Jadhav

Page No.: 131 - 136

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 Music and drama makes teaching learning process more smoothing and enjoyable, it is a symbolic language with which we represent the ‘real’ world. Music and drama helps students get in touch with their creativity and spontaneity as well as to develop confidence in the expression of their ideas. Todays generation is called cyber generation who seems to be walk with music on their mobile and very smart in their behavior. This generation now involved in the teaching profession also. It is observed that students enroll in many teacher training institutions having different kind of hidden talent in them. But the question always arise in researcher mind, will these students use their love for music and drama for teaching in schools?  This paper is intended to study the attitude of prospective teacher towards teaching through music and drama. The data of the study has been analyzed in a quantitative way. The findings of the study revealed that prospective teachers from science stream having favorable attitude towards teaching through music and drama.

Key Words: Prospective Teachers, Music and Drama, Attitude towards teaching.

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Best, J.W. and Kahn, J.V.(2006). Research in Education(9th ed.). New Delhi,: Prentice Hall of India. Pestonjee, D.M.( 1988). Handbook of Psychological and Social Instruments. New Delhi,: Concept Publishing Company. Keller J. (2009). Attitude is Everything. Mumbai: Embassy Books distributors. Diane T. D. and Laura J. C. The Creative Curriculum for Preschool Children
MADHYAMIK STARAVARIL SANSKRUTVISHYACHYA ADHYAPANAT NATYEEKRNACHI UPYUKTATA

Kasturi Gujar

Page No.: 137 - 139

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ROLE OF DRAMA FOR DEVELOPMENT SKILL DEVELOPMENT

Kaluram Nathu Bhise

Page No.: 140 - 142

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Harmer, J. (2002).The Practice of English Language Teaching. Essex: Longman Group UK Limited. Rajeasekaran, G., Radhakrishnan, A., (2009). Facilitator’s Manual on Enhancing Life Skills: Sriperumbudur.
EXPRESSIVE THERAPIES:- APPLIED PSYCHOLOGY DANCE, MUSIC AND DRAMA THERAPY

Khatree Jiya

Page No.: 143 - 149

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INTEGRATION OF ART, MUSIC AND DRAMA IN EDUCATION

Madhuri Isave

Page No.: 150 - 154

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http://ncte-india.org/Curriculum%20Framework/B.Ed%20Curriculum.pdf http://classroom.synonym.com/performing-arts-important-school http://www.onlinecolleges.net/10-salient-studies-on-the-arts-in-education
STUDY OF GRAPHIC ART EXPRESSION OF IX STANDARD STUDENTS

Manisha Telang

Page No.: 155 - 157

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 In today\'s scenario of gadgets using applications and search of new ideas, a student acquires new dimensions for his future prospects. Graphic art covers a broad range of visual artistic expression. Drawing is used to express one\'s creativity and therefore has been prominent in the world of art. The aim of this study is to analyze the graphic art expression of IX standard students. In present study, total number of sample is 100 students, which consists of 50 boys and 50 girls chosen by incidental sampling method from two schools of Nagpur. Mean, SD and t-values have been analyzed to interpret data. From the study, it was found that there is significant difference between the graphic art expression of boys and girls students. The girl student found superior.                   

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Field D and Newick, J. (1973) The study of Education and art. London. Routledge and Kegan Paul. Sullivan, G. (2010) Art practice as research: Inquiry in visual art. New Delhi. Langer, S.K. (1953) Feeling and form: A theory of art. New York. Charles Scribner's Sons http://targetstudy.com/article www.learningliftoff.com/10 reasons of art education www.aiga.org www.ncert.nic.in
SANGEET, NRUTYA AANI KALA: ADHYAPANACHYA PADHATI

Umakant Deshmukh & Gautam Londhe

Page No.: 158 - 164

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USE OF MUSIC, DANCE, DRAMA AND ARTS IN EDUCATION

Manisha Mohite

Page No.: 165 - 172

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CREATIVE DRAMATICS FOR INCLUSIVE CLASSROOMS

S. Reshma Purohit

Page No.: 173 - 182

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Drama Education and Special Needs, ed. Andy Kempe, Nelson Thornes, 1996 Drama for People with Special Needs, Ann Cattanach, A & C Black, 1996 Drama for All: Developing Drama in the Curriculum with Pupils with Special Educational Needs, M. Peters, David Fulton, 1994 Gibbs, Jeanne. (2001) Tribes A New Way of Learning and Being Together. Windsor: Center Source Systems Cruz, E. R. (1995) The effects of creative drama on the social and oral language skills. Children with learning disabilities.Bloomington: Illinois State University. Somers, J. (1996) The nature of learning in drama in education: In J. Somers (ed.), Drama and theatre in education: contemporary research. Canada: Campus Press. Wings to Fly: Bringing Theatre Arts to Students with Special Needs. Sally Dorothy Bailey. Published by Woodbine House, 1993.
USE OF DRAMA IN TEACHING SOCIAL STUDIES AT PRIMARY LEVEL

Mayuri Mahajan & Dr. Radhika Inamdar

Page No.: 183 - 184

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JW West Educational research www.wikipedia.com ‘We are the world’ 5th std text book
SHIKSHAKACHYA SWASTHASATHI SANGEET SHIKSHAN

Murade Balu Sakharam

Page No.: 185 - 189

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DRAMA IN EDUCATION

Adhav Usha Trimbak

Page No.: 190 - 196

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 Drama is primarily a living experience. Drama is that experience which is felt and lived through. Drama is ‘doing and Educational Drama is ‘ Learning by Doing ‘ Drama acts as a learning medium where the teacher tries to reach certain extrinsic goals- viz . gaining of knowledge, arousing interest among pupils etc  To be used in the curriculum, drama acts as a tool where the teacher tries to reach out certain extrinsic goods viz- arousing interest I  pupils , changing the attitude of pupils , gaining of knowledge, etc.  One of the effective methods employed in drama acts activity is simulation. Here the role of drama is obvious in getting pupils to speak. Mine, Role playing improvisation, etc prove to be beneficial in drama-activity. Drama forces pupils to invent and beware of its implications. Educational-Drama is used successfully to help pupils understand texts. Main aim of educational drama is to provide opportunities to use the intellect and imaginational, to increase understanding, to control emotions, etc. Uses and values of drama are also very many. The joy that comes from successful self- expression leads to self confidence. It leads to more balanced personality. 

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EFFECT OF USE OF DRAMA ON THE COMPREHENSION OF GRAMMATICAL CONCEPTS IN ENGLISH

Dipali Mehakarkar

Page No.: 197 - 200

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 This study was conducted with the objective of level of the comprehension of grammatical concepts in English of Vth standard students and to find out effectiveness of conduction of drama for enhancing the comprehension of grammatical concepts in English. The study was conducted on students of Dynanada Marathi medium school, Warje Malwadi, Pune. This study shows that level of comprehension of grammatical concepts in English of students is very low. There is significant difference between student’s pretest and post-test scores of the level of comprehension of grammatical concepts in English of students. Conduction of drama for the comprehension of Parts of speech concept in English for students, found to be effective.  

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Ahuja Ram, (2001). Research methods - Jaipur and New Delhi, Rawat publications. Khandai Hemanta kumar, (2004). Action research in education and Adult Education- Ambala, The Associated Publishers. Kothari C.R., (2009). Research methodology – New delhi, New age international (P) limited, Publishers. McNiff Jean & Whitehead Jack, (2009). Doing and writing Action research- New Delhi, Sage Publication. Y.C.M.O.U. ,(2009). Handbook of Action research- Nashik, Y.C.M.O.U. http://grammar.ccc.commnet.edu/grammar/vocabulary.htm
MUSIC THERAPY AND PHYSICAL - MENTAL HEALTH

Deokar Sanjay Baban

Page No.: 201 - 207

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Bagchi, K. (Ed.) Music, Mind and Mental Health New Delhi: Society for Gerontological Research Sairam. T.V, 'Nada Yoga', Ayurveda and All, August 2005 issue p-444. 3.Wigram, T, Saperston, B and West, R. (1995a) Art and Science of Music Therapy. Chur: Harwood Academic Publishers
USE OF DRAMA AS A CREATIVE MEDIUM IN INCLUSIVE SETTINGS

Smita Phatak

Page No.: 208 - 211

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Drama is a unique tool to explore and express human feeling.  Drama can be used effectively and as a creative medium for children with special needs in inclusive settings. Drama lessons give children the opportunity to explore themes, to work in a group, to play leadership roles and to raise self-esteem. Drama play provides the opportunity enhance the skill of co-operation. Drama assists in the development ofthe use of imagination powers of creative expression, decision making and problem solving skills, understanding of self and the world and develops self confidence. This calls for a teacher education where all student teachers develop good enough drama competence to continue their ongoing professional development when facing the challenges of the inclusive classroom
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Special Talents, Special Needs: Drama for People with Learning Disabilities, Ian McCurrach and Barbara Darnley, Jessica Kingsley, 1999 Drama Education and Special Needs, ed. Andy Kempe, Nelson Thornes, 1996 Drama for People with Special Needs, Ann Cattanach, A & C Black, 1996 Andersen, M., &Duun, J. (2013). How drama activates learning: contemporary research and practice. London: Bloomsbury Academic
SKILL DEVELOPMENT THROUGH MUSIC, DANCE, DRAMA AND ARTS

Archana Dnyanoba Adsule & Prachi Suryawanshi

Page No.: 212 - 214

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USE OF DRAMA IN SANSKRIT TEACHING

Mr. Rishiraj Ramchandra Karve

Page No.: 215 - 217

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 Sanskrit is one of the ancient languages in the world. It has varied literature like science, maths, Poetry etc. It has a large amount of words. Through Sanskrit it is possible to express wide content in short. Because it has structures of the words like Samasa etc.

The above conceptual paper includes following points majorly:

What is the nature of drama and music in education ?

Which are the special features of Sanskrit language?

How Drama and music is useful in Sanskrit teaching ?

Conclusion:

Current Sanskrit’s syllabus of S.S.C. & C.B.S.E. boards have many toics based on Sanskrit drama, stories, poems in the syllabus has a scientific base of rhythm so if Sanskrit teacher will use drama and music then the teaching- learning process will become more attractive and student will understand the concepts clearly.

Keywords: Sanskrit, Drama.

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Pendake Pratibha, 2010, Sanskrit Teaching Method, Shree Mangesh Publication, Nagpur • B Mahadevan, Rellevance of Sanskrit in Contemporary Society, why_sanskrit.com T Vijayendra, Sanskrit and the Indian Language Families, Frontier Vol. 44, Nos. 11-14, Sep 25-Oct 22, 2011 Teaching through arts - http://teachingthroughthearts.blogspot.in - Keith Caldwell, M.Ed.
USE OF MUSIC, DANCE, DRAMA AND ARTS TO TEACH DIFFERENT SUBJECT

Mugdha Prabhakar Sangelkar

Page No.: 218 - 223

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The Drama Teacher’s survival Guide- Margaret F. Johnson Drama –Raina Telgemeier Crative Drama on the classroom and Beyond- Nellie McCaslin
STUDY ON THE USE OF DRAMA IN MATHEMATICS

Nikita Pawshe, Bharati Sahastrabuddhe & Rajashree Radhod

Page No.: 224 - 226

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 Today’s education system has become stressful for students. Most of the students find mathematics as a very hard subject. Many teachers who recognize the use of game-based activities like drama are beneficial in teaching and learning mathematics are taking opportunities to use such tools to make mathematical education easy and interesting for students. Drama is an innovative and creative instructional practice. Students can actively participate in this, and they may learn from what they are doing in drama. Drama is considered as a way of life. It can create a situation required for topic and gives opportunities to students to experience mathematical concepts coming across day to day life. Dramatization becomes beneficial for students to understand mathematical concepts permanently. Due to this article the use of drama in mathematics is high lightened.  

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Elahe Masoum (Study on the role of the drama in learning Mathematics, Volume 2013, Year 2013 Article ID metr-0016, 7Pages Doi : 10.5899/2013/metr-00016 Research Article) Lucy Lynn Bryson (Drama + Math = Dramath, 2008) Sagirli (Education of Faculty, Erzincan University, Erzincan, Turkey, 2014) Serap Erdogan (A study on the effect of mathematics teaching provided through drama on the mathematics ability of five year Old children, 2008) Mandie M. Moore (Using drama as an effective method for teaching elementary Students)
DISCIPLINING STUDENTS THROUGH MUSIC, DANCE, DRAMA AND ART: AN EXPERIMENT

Sangeeta N. Srivastava

Page No.: 227 - 234

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Cambridge Dictionary: dictionary.cambridge.org/dictionary/English (Retrieved 16 January 2017) Merriam Webster Dictionary: https://www.merriam-webster.com/dictionary (Retrieved 16 January 2017) www.psytoolkit.org/survey-library/aggression-adolescents.html (For aggression tool) Best J.W., Kahn J.V. (2011) Research in Education New Delhi, PHI Learning Pvt. Ltd.
MUSIC: SOUL OF LEARNING SKILLS

Geeta Shinde & Mrs. Devjani Chakravarty

Page No.: 235 - 240

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 The aim of Education is to bring balance between Mind, Body and Soul. It also strives towards combining ‘Learning’ with ‘Joy’.  According to great Philosopher Plato, “Music is a more potent instrument than any other form of Education.” Music impacts on ethical side of soul. The foundation of a strong nation lies in its Arts and Culture that is perfectly woven in its system of education. Music education opens doors that help children to pass from school and blend into the world around them, i.e. the world of work, culture, intellectual activity, and human involvement. Indian education system requires giving due importance to Visual and Performing arts for complete development of Children not only in scholastic but also in non scholastic areas. Eminent Psychologist Prof. Dr. Howard Gardner in his Theory of ‘Multiple Intelligence’ has also considered Music Intelligence as a major element. This review research paper tries to identify role of Music in enhancing learning skills. It focuses on two major themes: 1) Importance of Music Education 2) Influences of Music on learning skills. It also discusses on 15 Cognitive and Learning Skills which are potentially influenced by Music.

Keywords: Learning, skills, Development, Music, Dance, Drama and Art

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Boston Children's Hospital. (2014, June 17). Brain imaging shows enhanced executive brain function in people with musical training. ScienceDaily. Retrieved February 6, 2017 from www.sciencedaily.com/releases/2014/06/140617211020.htm British Psychological Society (BPS). (2014, May 7). Musical training can increase blood flow in the brain. ScienceDaily. Retrieved February 6, 2017 from www.sciencedaily.com/releases/2014/05/140507211622.htm Concordia University. (2013, February 12). Early music lessons boost brain development. ScienceDaily. Retrieved February 6, 2017 from www.sciencedaily.com/releases/2013/02/130212112017.htm Forgeard M, Winner E, Norton A, Schlaug G (2008) Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning. PLoS ONE 3(10): e3566. doi:10.1371/journal.pone.0003566
ROLE PLAYING- A LIVING EXPERIENCE TO ENRICH LEARNING

Rajshree Rathod & Bhakti Joshi

Page No.: 241 - 247

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 Every teaching and learning experience is about trying to define a context. This is what makes educational drama such an effective tool for the teaching. Drama can provide the teacher with situations that help to promote discussion and to clarify ideas and points of view. It also enables teachers to lead children towards a position where they can take on different roles. Drama offers a rich range of activities which can be applied in the service of developing spontaneity and a broader role repertoire. Drama in education reflects a shift from an overemphasis on informational content to a more balanced inclusion of attention to the processing of ideas. As Postman noted in a keynote speech to drama educators, cultural literacy won\'t suffice without a framework of meaning, "a life enhancing story," in which facts may be rationally coordinated. Role- playing, a derivative of a sociodrama is a method for exploring the issues involved in complex social situations. It may be used for the training of professionals or in a classroom for the understanding of literature, history, and even science. The present paper examines role playing as a method to facilitate learning and overall psychosocial development.

Keywords: Drama, Role play, Education

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Blatner, Adam. (1995). Drama in education as mental hygiene: A child psychiatrist's perspective. Youth Theatre Journal, 9, 9296. Dewey, J. 1963. Experience and education. New York: Collier Books. (Orig. pub. 1938.) Kritzerow, P. (1990). Active learning in the classroom: The use of group role plays. Teaching sociology, 18(2), 223225.
CORRELATION OF GEOGRAPHY WITH MUSIC, DANCE, DRAMA AND ARTS!

Suresh G. Isave

Page No.: 248 - 251

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http://www.art.com/ Gilbert M., Grosvenor Center for Geographic Education, Why Geography important 3 http://geography.vt.edu/Why%20is%20Geography%20Important.pdf http://www.nationalgeographic.org/education/what-is-geography/1 http://www.npr.org/sections/krulwich/2014/04/01/297686709/the-list-of-animals-who-can-truly-really-dance-is-very-short-who-s-on-it https://www.merriam-webster.com/dictionary/art https://www.tes.com/teaching-resource/geography-display-quotes-6139672 http://theweek.com/articles/465272/6-animals-that-science-discovered-dance http://traditionscustoms.com/people/san-people
MUSIC & SANSKRIT SUBJECT TEACHING AT SCHOOLS

C. D. Sonpethkar

Page No.: 252 - 253

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https://en.wikipedia.org/wiki/Samaveda Entire Sanskrit Textbook, STD Ninth, (2012), MSBSHSE, Pune Entire Sanskrit Textbook, STD Tenth, (2013), MSBSHSE, Pune
AADHUNIK SHIKSHAN PADHATIMADHYE SANGEET VISHYACHE STHAN

Sagar Diwakar Chakranarayan

Page No.: 254 - 255

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CREATIVE USE OF MUSIC IN TEACHING AND LEARNING PROCESS: FOR BETTER UNDERSTANDING OF CONTENT

Vishakha P. Hendre

Page No.: 256 - 259

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SANGEET : VYAKTIMATWA VIKASACHA EK PAILU

Ujjwala Lonkar

Page No.: 260 - 264

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SHIKSHAN KALA, SANGEET V NATYACHI BHUMIKA

Jadhav Ramakant Shrihari

Page No.: 265 - 269

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IMPORTANCE OF ARTS EDUCATION

V. M. Mane

Page No.: 270 - 272

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 The importance of arts education in the school curriculum is that it can begin to introduce students to another way of understanding themselves and the world, and different ways of expressing thoughts, experiences and feelings that are not easily expressed in everyday symbols and signs. A good arts education is built on and reflects recognition of the specific and unique way that the arts shape our thinking and our lives. “Parents need to be aware that children learn a lot more from graphic sources now than in the past,” says Dr. Kerry Freedman, Head of Art and Design Education at Northern Illinois University. “Children need to know more about the world than just what they can learn through text and numbers. Art education teaches students how to interpret, criticize, and use visual information, and how to make choices based on it.”

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Chapman, R. (1998). Improving student performance through the arts. Kaagan, S. (1998). Arts education: Schooling with imagination. Newspaper Articles Different websites
CHETAK BADAL KAUSHLYAT ADHYAPANAT HASTMUDRANCHA UPYOG

Sandip Aananda Bhusare

Page No.: 273 - 280

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A STUDYON THE PROCESS OF EXHIBITION BY 5TH STANDARD STUDENTS, TO EXPLORE THE TOPIC- WOMEN POLITICIANS, USING DRAMA AND ARTS

Radhajyoti Shroff

Page No.: 281 - 285

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www.arthistory.about.com https://www.responsiveclassroom.org/sites/default/files/8911ch01.pdf http://www.mantleoftheexpert.com/studying/articles/PH48%20final.pdf
ROLE OF VISUAL ARTS IN TEACHING HISTORY

Shailaja Hanamantrao Bhandalkar

Page No.: 286 - 290

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 A picture is a group of colored points on a flat surface that looks the same as something else.A picture can look the same as an object or a person.Pictures are very useful in teaching field.Sometimes people say pictures are worth a thousand words.Usually pictures are put on a paper.Pictures made with paint are usually put on a strong,rough fabric called canvas.Moving pictures,three dimensional pictures,cutaway and picture series are special types of pictures.The use of pictures in teaching has increased in the past few years due to technological advancement.Delivering an inspiring lesson is a hard task and requires a great deal of effort from teachers.Using pictures,however,these difficulties can be overcome.The use of historical visual materials opens an avenue for students to develop a new range of skills-the skills of visual literacy,reading pictures to find data,make inferences and locate meaning.Once the teacher has selected a picture appropriate to the historical topic,he/she introduces the picture and displays it for student reflection.This paper examines the role of visual arts in teaching history.

Keywords -pictures, historical visual materials,visual literacy.

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Teaching of History by S.V.Kochar Google.com
NATAK KAUSHALYA VIKASANACHE SHAIKSHANIK SADHAN

Dr. Sharad Hari Vishwasrao

Page No.: 291 - 297

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SHIKSHAK SHIKSHNATIL SANGEET, NRUTYA, NATAK ANI KALECHA UPYOG

Kothawade Pravin Lakshman & Suryawanshi Anjali Ramdas

Page No.: 298 - 305

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PAPER - SHIKSHAK PRASHIKSHNAT VISHYACHE STHAN, MAHATTVA V UPYOG

Sharmila Bhausaheb Pardhe

Page No.: 306 - 310

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EXPLORING THE ART RELEVENT TO SCIENCE TEACHING

Dr. Bharati Sahasrbudhe

Page No.: 311 - 319

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Active teachers have always been finding and striving to find different ways to make learning more interesting and effective. Ever since the time of Aristotle, drama has been used over the course of history for delivering the knowledge, where emphasis was placed upon doing rather than memorizing. The purpose of engaging these art activities to the curriculum teaching is to create a variety of opportunities for all students to participate and increase effectiveness of learning.This paper attempts to know the various forms of art that brings life in classroom teachings for better understanding of the subject.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Keywords: Art in Education, drama in science, music in science, dance in science 
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The Importanceof Drama in EducationPosted on April 28, 2014 by Prerana Waldorfavailable on http://unesdoc.unesco.org/images/0017/001778/177849e.pdfRetrieved 4th February 2017 http://ncte-india.org/Curriculum%20Framework/B.Ed%20Curriculum.pdfRetrieved 17th February 2017 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC533116/ http://teachingthroughthearts.blogspot.in/2009/05/science-and-dance-together-what.html http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/discovering-science-through-art-based-activities dance/http://www.tandfonline.com/doi/abs/10.1080/15290824.2014.995459?journalCode=ujod20 http://teachingthroughthearts.blogspot.in/2009/05/science-and-dance-together-what.html
A DRAMA IN TEACHER EDUCATION: PLAN, ACTION AND TRANSFORM

Dr. Anjusha Gawande

Page No.: 320 - 327

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Today, the role of performing arts is gaining importance gradually in education applied in different
educational contexts. It is recognized widely that use of music, dance, drama and movies create
interest towards learning among the students. The author has reviewed the concept of performing arts
especially drama and partake analysis of B.Ed. syllabus in view point of use of drama in enhancing
the valuable aspect of education. The author has provided information on design and development of
drama, as well shared exampleusing drama uniformly blended with content. The paper provides
comprehensive information, which would helpful in forming future strategies in the direction of use of
performing arts in education. 
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B.Ed Syllabus of Savitribai Phule Pune University http://literarydevices.net/drama/ http://www.btac.nsw.edu.au/2016/10/importance-drama-performing-arts-education/ http://www.buzzle.com/articles/types-of-drama.html https://quizlet.com/6851219/the-8-basic-elements-of-drama-flash-cards/ http://www.eluprogram.com/Elements_Of_Drama.pdf
PRATHAMIK STARAVARIL AAUPCHARIK SHIKSHNASATHI 'SANGEET' YA MADHYAMACHA UPYOG

Sunetra Aphale

Page No.: 328 - 332

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DEVELOPING CULTURE -ETHNIC HARMONY THROUGH MUSIC, DANCE, DRAMA AND ARTS AMONG PRE SERVICE TEACHERS AND STUDY ITS EFFECTIVENESS

Namita Shriram Sahare

Page No.: 333 - 337

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Banks, J. A. (1997a). Teaching strategies for ethnic studies. (6th edition). Banks, J. A. (1997b). Multicultural education: Characteristics and goals. Banks, J. A Encyclopedia of diversity in Education Spiro M. (1968). Culture and personality, Intern. encycl. of social sci., vol. 3, p.558. Stefanenko, T.G. (1997). Ethnopsychology. Moscow. Vygotsky, L.S. (2009). The concept of culture in the school. Personality. Culture. Moscow. eric.ed.gov/fulltext/EJ1102965.pdf knowledge.sagepub.com www.careersinmusic.com/music-improves-life www.wondermondo.com