B.Ed. (Learning Disability) (LD) Drama and Art in Education Syllabus - Mumbai University

Introduction

• India has an excellent historical backdrop as well as contemporary talents in the field of art. However, it is debatable whether the same has been translated into our school system effectively. Do most of our students get exposure to a variety of activities involving knowing, exploring and appreciating art? Most probably they do not. It is time that we take a fresh look at what art education is and what role it plays in school education. More than anything, art education is also expected to enhance learning. And do teachers know how to go about it to achieve it? Here is an opportunity to facilitate the art within you which in turn will reflect art in within students. Important Note: for a student teacher with disability appropriate learning alternatives are to be given by the college. For example, a candidate with blindness must get alternative learning opportunities and evaluative tasks for visual art or a candidate with deafness for music art – if and when needed.

Objectives

After completing the course the learners will be able to:

• Exhibit Basic understanding in art appreciation, art expression and art education
• Plan and implement facilitating strategies for students with and without special needs
• Discuss the adaptive strategies of artistic expression
• Discuss how art can enhance learning

Module 1: UNDERSTANDING ART AND ART EDUCATION

• Unit 1 Art education: Meaning and scope, Strategies to enhance learning through art,
• Unit 2 Performing Arts (drama, dance and Music): Range of activities, Appreciating and performing, Identifying skills used in performing arts, Facilitating interest and learning
• Unit 3 Visual Arts: Range of activities, Appreciating and performing, Identifying skills used in visual arts, Facilitating interest and learning
• Unit 4 Media and electronic art: Range of activities, Appreciating and performing, Identifying skills used in visual arts, Facilitating interest and learning
• Unit 5 Art therapy, linking art with multiple intelligences, Adaptations for special needs

Module 2: Project of Activities / tasks (preparation, submission and presentation of the journal) Students have to do ANY SIX practice tasks as a project out of the options given here (preferably 3 from A and 3 from B) Students are expected to submit journal and make presentation:

• A. PERFORMING ART
• 1. Learn Mudras / postures / Todas (or any basic skills) of classical dance. Submit summary / portfolio of it with reflections.
• 2. Learn voice modulation needed in dramatics. Submit summary / portfolio of it with reflections
• 3. Learn comprehending notations of music. Submit summary / portfolio of it with reflections
• 4. Prepare a short skit / street play / folk item for awareness on any social issue (This may be a group activity)
• 5. Select one art creation like music album / play / dance show etc and write critical appreciation with reflections
• 6. Review the adaptations required for children with various types of special needs while learning performing arts
• B. VISUAL / ELECTRONIC ART
• 7. Learn basic skills of still photography. Submit summary / portfolio of it with reflections.
• 8. Learn basic line drawings / stick figures to be used for developing teaching aids. Submit summary / portfolio of it with reflections.
• 9. Learn basic puppet making. Submit summary / portfolio of it with reflections.
• 10. Learn copy writing for advertisement. Submit summary / portfolio of it with reflections.
• 11. Carry out web search on Indian sculpture and submit a brief compilation.
• 12. Select one art creation like movie / painting / Advertisement / sculpture etc and write critical appreciation with reflections

Module 3: Mid project interaction and feedback: Students are exposed to basic skills through workshops or subject seminars. They are grouped under the supervisors who review the progress of the practice and journal preparation by showing them role model responses. Students discuss and learn from each others. They improve the strategies and output on the basis of the feedback from supervisors and peers.

Module 4: Submission and presentation with reflections: Each student submits the journal and makes a presentation on reflections and learning. This presentation is to be attended by all supervisors and students – preferably also of first year and students from other disability.

Transactions

• Curriculum transactions of this course are recommended to involve holistic teaching learning rather than the conventional ‘unit by unit’ steps. More number of local visiting faculties may be invited to talk about the ideas and its applicability in art education. Collaborative sessions and workshops with local B Ed colleges (in general as well as special education) will help students see the diverse perspective of art appreciation. Transactions of this course may involve student demonstrations, role plays, hands on experiences with basic skill development and outdoor visits for exploring best practices of art education for students with and without special needs. Evaluation strategies may focus reflections and innovative ideas rather than theoretical data based information.

Essential Reading

• Finlay, Victoria. The brilliant History of Color in Art. Getty Publications. China
• Khoda, Ritu & Pai Vanita. Eye Spy. (2016) Takshila publication
• Shirley, Greenway. (2000). Art, an A to Z guide. Franklin Watts: USA
• Vaze, Pundalik. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai
• Ward, Alan.(1993) Sound and Music. Franklin Watts: New York

Suggested Readings

• Beyer, E. London. (2000). The arts, popular culture and social change
• Heller, Robert. (1999). Effective Leadership. DK Publishing: New York.
• Greene, Sheila & Hogan, Diane. (2005).Researching children's experience. Sage Publication: London
• Baniel, Anat. (2012). Kids beyond limits. Perigee Trade: New York
• Efland, A. D. (1990). A history of Art Education: Intellectual and social currents in teaching the visual arts. New York, NY: Teachers College Press.
• C. Lewiecki-Wilson & B. J. Brueggemann (Eds.), Disability and the teaching of writing: A critical sourcebook. Boston, MA: Bedford/St. Martin's.
• L. Nyman & A. M. Jenkins (Eds.), Issues and approaches to art for students with special needs (pp. 142–154). Reston, VA: National Art Education Association.
• Gair, S. B. (1980). Writing the arts into individualized educational programs. Art Education,33(8), 8–11