B.Ed. (Hearing Impairment) Drama and Art in Education Syllabus - Mumbai University
This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.
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Syllabus for Drama and Art in Education
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.
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
- 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
Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.
The complete syllabus
This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.