Theatre in Pedagogy: Theatrical Devices as Classroom Resource
The paper primarily demonstrates the use and role of theatre arts as an enabling resource in teaching pedagogy. Theatre inherently has tremendous potential to deal with variations of ability, performance and cultural plurality. With an inherent propensity for allowing personal narrative authority, theatre allows pedagogy with a slant for facilitating individual identity. India, being a land of contrasts abounds in inequity, linguistic multiplicity and ethnic plurality. Several homogenising forces dominant in schools often negate the multiplicity of socio-cultural identities. Tensions between social diversity and academic conformity impose a problematic contest for children’s cultural confidence, making schools sites that impact the lives of children in unintended ways. The paper addresses multi layered representations of life including contexts such as growing up in terror prone areas which mark children's out of school lives. Use of theatre creates for teachers glimpses of how children grow and this personalizing of pedagogical space facilitates schools in honouring the voices of children in carving many identities that each child negotiates. I attempt to generate a compelling concern to use methods of theatre and drama in pedagogy for knowing children’s socio-cultural selves. Through the processes of theatre educators revisit the experience of childhood, reconstruct images to reorient their own adult psyches towards the spirit of childhood.
Keywords: Theatre as classroom resource, Cultural Literacy, Personalising Formal Spaces, Revisiting Childhood, Intimate Forum, multi-Ethnic, Multi-Lingual
Reader, Human Development and Childhood Studies, Lady Irwin College, Delhi University