Analysis | Problems in Examination System

Analysis | Design opprtunities

3.2 | Examination System

Examination system: Regular yearly examinations are carried out by certified institutes to keep a check if the students learning. The examination levels are as follows:

• Parichay (No official exam)
• Prarambhik (No official exam)
• Praveshika Pratham (Practical + Viva)
• Praveshika Purna (Practical + Viva)
• Madhyama Pratham (Practical + Viva + Written Theory)
• Madhyama Purna (Practical + Viva + Written Theory)
• Visharad Pratham (Practical + Viva + Written Theory)
• Visharad Dvitiya (Practical + Viva + Written Theory)

3.1 | Understanding the learning process

Practical learning: The dance lessons are often carried out in lecture demonstration way in huge halls where the students can freely express themselves. The teacher (sometimes the assistant, who is a senior student) demonstrates and the students follow.

Learning Grammar: The gestures and basic movements are refined through regular practice sessions. They are taught in groups timely revised till the students have understood.

Practice sessions: The students revise the newly learnt syllabus under the observation of the senior students till they master it.

Theory subjects: Printed notes are provided to the students to refer to the theory syllabus. Often they start preparing for the exam a month before the exam schedules.

Common queries: The parents are often concerned about the exams especially the theory. The fear of theory exams often gives the students a reason to discontinue their learning.

Language barriers: The available notes and reference material are available in language level which is difficult for the target group to interpret and understand.

Helpless parents: The parents are unaware of the dance basics and thus are unable to help their children with the theory aspect of dance. They expect all the queries of their little ones to be explained by the dance institute themself so that it would not hamper their child’s growth in the field of interest.

All-text format: No visual reference makes the young learners difficult to understand the subject which already contains complex subject matter and terminologies with difficult pronunciations unlike their school syllabus.

2.6 | Interaction with non-dancers and non-classical dancers

Difficult to understand: Classical dance forms are often considered as difficult to interpret by the common audience.

Domination by female dancers: There is a majority of females taking up classical dance training as against western dance forms where the numbers are almost equal.

Music ignorance: The music used in classical dance forms is classical music which is again not understood and appreciated by all. The lack of training in music also, scares many of them away.

Western dance easy to grasp: Adapting the body to contemporary dance forms is rather easier and it is possible to create professionals in lesser time as compared to classical dances.

Easy access to learning contemporary styles: The sources to learn western classical dance forms are plenty. One can also take online classes and imitate to learn these dance forms.

Costume: The costumes of the classical dancers are very traditional which contradict the choice of youth today. Also they are easily available.

Not known to all: The classical dance forms are not so common to the masses and it still continues to have a niche group who actually experience and appreciate the performances.

Find it boring: The classical performances are often tagged as boring by the people who have been unexposed to these dance forms.

Quick learning: Western dance forms offer crash courses and can be learnt in no time unlike classical dance forms which require intense training for years together.

Abundance of opportunities: There are plenty of opportunities where the young people can showcase their talent (TV shows, competitions, performances, Bollywood)

Fame and glamour added: The competitions and TV shows provide quick fame and glamour attracting more and more people towards the non-classical dance forms.

Western understood by all: Western dance forms are known to all, loved by many, popular everywhere and understood by all kinds of audience.

2.5 | Interaction with promotional activists | Key Findings

Connect to inner self: The satvik lifestyle gets you closer to your inside; connects you to your inner self

Ignorance of heritage: Ignorance about Indian heritage among the younger generations

Embracing the Indian: Encourage youngsters to embrace the best of what is available through all the cultures worldwide, but not at the cost of what is ours

Lack of exposure: Lack of exposure of classical performances as against strong influences from the west

Sense of appreciation: Need to create awareness and develop appreciation for the classic art forms.

Spiritual experience: Understanding the spiritual aspect rather than just treating them as pure entertainment.

Encourage a questioning mind: What we Indians have is abstract, subtle, mystical and inspiring. Encouraging having a questioning mind, which way are we headed?

Essence of anubhava: Understanding the essence of anubhava i.e. feel through experiencing

Instant gratification: Disadvantage of expectations of instant gratification

Importance of yoga: Encouraging the practice of yoga among the young crowd

Safeguard civilization: Encouraging the young minds to preserve our heritage and not let our civilization go to museum someday

2.4 | Interaction with new (junior) students

Enormous appetite for learning: Children have an enormous appetite for learning.

Willingness to learn: In majority of cases students are learning classical dance forms on their own will. They are introduced by the parents to the dance form through observation of a session and they are willing to learn it for themselves.

Enthusiastic: Like all children, they are full of energy and enthusiasm spinning out of control. At the end of sessions if anyone is drained, it is the instructors.

Learning through stories: Teachers if involve them in a way that I can hold their attention, for example using stories adds to the fun in learning experience.

Excitement of learning new things: They are found attentive and excited with wide eyes every time with a hope of learning something new. Being able to perform something new makes them excited to learn more.

Relation to their world goes long way: If the teaching methods include the mentioning of their worlds or the things they can relate to, they seem more interested.

Understood best through fun and games: Fun surprising exercises in a language they understand best, are carried out every now and then are very helpful in holding their attention and retaining their interest.

Concern if missed out: They don’t like the feeling of missing out on what is being taught. Not attending classes or arriving late becomes a concern for them.

Questioning mind: They have a very interesting questioning mind developed at this age which needs constant fodder.

Building relationships: They are very affectionate with the teacher who teaches them. Also tend to form long lasting friendships as they share common interests.

Crave for individual attention: Majority of the students in this age group want to stand out in the group for performing the best.

Acknowledgement: Almost all the students like being appreciated during the dance sessions. A simple acknowledgement can go a long way to give the child a boost and reason to continue pouring efforts.