Ccrt

CCRT Cultural package upto Puppetry

1. CCRT Dr SAJEENA S Post-Doctoral Research Fellow (ICSSR) School of Pedagogical Sciences Mahatma Gandhi University, Kottayam, Kerala

2. Centre for Cultural Resources and Training (CCRT) CCRT is one of the premier institutions working in the field of linking education with culture. Established in 1979, pioneered by Smt. Kamaladevi Chattopadhyay and Dr. Kapila Vatsyayan , it functions as an autonomous organization under the aegis of Ministry of Culture, Government of India. At the philosophical core of the CCRT lies a commitment to holistic education, encompassing the cognitive, emotional and spiritual development of children. To this end the CCRT conducts education grounded in cultural knowledge and understanding as conducive to clarity, creativity, independence of thought, tolerance and compassion.

3. CCRT’s main thrust is to make variety of training programmes for in-service teachers, teacher educators, educational administrators and students throughout the country. It also organizes special training programmes for the physically and mentally challenged children. The training programmes provide an understanding and appreciation of the philosophy, aesthetics and beauty inherent in Indian art and culture and focus on formulating methodologies for incorporating a cultural component in curriculum teaching The role of culture in science and technology, housing, agriculture, sports i.e. in all aspects of development and growth is emphasised .

4. CCRT has been contributing to the strengthening of the foundation of the nation by making education culture based and meaningful. The CCRT has its headquarters in New Delhi and three Regional Centres at Udaipur in the west, Hyderabad in the south and Guwahati in the north-east to facilitate the widespread dissemination of Indian art and culture. The CCRT revitalizes the education system by creating an understanding and awareness among teachers, students and educational administrators about the plurality of the regional cultures of India and integrating this knowledge with education.

5. The importance of in-service teachers training was also stressed. Change in educational system can only be brought about if the teachers have been trained and prepared to understand and recognise the need for a changes in the methodologies of teaching. Since the teacher training is limited to nine months, it cannot possibly produce teachers well-versed in crafts. Therefore trained craftsmen though not fully educated in the formal way, should be associated with the trained teachers in the teaching of crafts to the pupils. Educational visits to museums, monuments and historical sites are arranged to expose students to the rich Indian cultural heritage .

6. Organizes theoretical and theme based academic programmes on Indian art and culture for teachers and students. Conducts Workshops to provide practical training and knowledge in crafts to be incorporated in school curriculum. Various art activities like drama, music, narrative art forms, classical dances, etc. are organized to create an awareness of the regional variations and richness of cultural expressions of our country.

7. Organizes various educational activities for school students, teachers and children belonging to governmental and non-governmental organizations under its Extension Services and Community Feedback Programme , to create an awareness of the need for conservation of the natural and cultural heritage. Collects and develops a library of resources in the form of scripts, digital photographs, audio and video recordings and films with the objective of producing culturally-oriented educational aids to encourage the art and craft forms of rural India and their revival . .

8. Prepares publications and other audio-visual material which attempt to provide an understanding and appreciation of the different aspects of Indian art and culture. Implements Cultural Talent Search Scholarship Scheme for providing facilities to young talented children in the 10-14 age group to study one or the other art form.

9. The CCRT also implements some other important policies of the Ministry of Culture, e.g., awarding Scholarship to Young Artiste, Junior and Senior Fellowships focusing on "in-depth study/ research" in various facets of culture, these include New Emerging Areas of Cultural Studies. The CCRT has started organizing training programmes on arts management under NICHM Scheme, a new initiative of Ministry of Cultural, Govt. of India. The CCRT is also implementing Cultural Heritage Young Leadership Programme , aimed at promotion of social values and community engagement amongst the youth of the Country.

10. In order to fulfill its aims and objectives and also to share and enlarge the scope of the Centre for Cultural Resources and Training’s (CCRT) work in the field of education, it conducts a variety of in-service teacher training programmes throughout the year. While covering broad areas of interlinking education with culture, the basic emphasis in the in-service teacher training programmes is on devising methodologies for development of the child’s personality - particularly in terms of helping the child to discover his/her latent talent - and to express it creatively.

11. The thrust is on building up a pervasive consciousness of the Indian Cultural Heritage through the utilization of local material and community interaction and also involve students in conservation of the natural and cultural heritage. Over the years, the Centre for Cultural Resources and Training (CCRT) has conducted research and worked out methodologies for providing a cultural component in classroom teaching, thereby achieving the objectives of the integrated approach to education to some extent, using a culture base to understand the various school disciplines.

12. PUBLICATIONS The Centre for Cultural Resources and Training (CCRT) has been producing a variety of publications for the benefit of people associated with the field of culture and education particularly teachers and students. Some of these publications are theme based Cultural Packages, Series of Booklets, Folios, Work-books, Journals, etc. that provide knowledge on India’s rich natural and cultural heritage, information on Indian art and culture and ideas on how to link culture with education. These publications contain illustrated material, bilingual descriptions and creative activities for students and teachers.

13. The CCRT's publications aim at providing an understanding and appreciation of different aspects of Indian Art and Culture. They also highlight the influence of nature on artistic expressions so as to develop an understanding of the impact of environment on cultural manifestations. The educational materials developed by CCRT on Cultural Education are the outcome of the continued interaction with scholars and guidance provided by the experts. A great deal of study and research is conducted for bringing out these publications.

14. Educational Kit The Educational Kit consisting of audio-visual materials and publications of CCRT is provided to the institutions from where the teachers have been trained. The Kit is issued after evaluating the performance of the participating teacher(s) specifically in two training programmes i.e. Orientation Course and the Workshop on Puppetry in Education. The institutions which are provided with an Educational Kit by CCRT are duly instructed to send regular half-yearly reports on the use of the material of the Kit in their classrooms, in other institutions and for the community.

15. Cultural Package (Up to Art of Puppetry)

16. National Symbols (8 booklets) CCRT/CP/1 National Flag - Chakradhvaja ( Including booklet on National Flag Code ) • National Anthem - Jana- Gana -Mana • National Song - Vande Mataram • National Animal - Tiger • National Bird - Peacock • National Flower – Lotus • National Calendar - Saka Era • National Emblem - Sarnath Lion - Capital of Ashoka

17. Forts and Palaces of Madhya Pradesh CCRT/CP/3 Madhya Pradesh has the Vindhya and Satpura range of mountains, which were ideal for the construction of impregnable forts like Gwalior, Asirgarh , Kalinjar , Mandu etc. This package contains 24 illustrated picture cards along with write-up’s and a booklet, which provides general information and creative activities for students and teachers.

18. Fatehpur Sikri 1 and 2 CCRT/CP/8 The township of Fatehpur Sikri was built by the great Mughal emperor Akbar who ruled between 1556-1605 A.D. It is one of the most exquisite example of architectural design, calligraphy, carving and jali work. Geometrical and floral motifs in all their glory have been etched on the walls of this complex with great delicacy and aesthetic sensibility by the artisans of yore. There are two packages on Fatehpur Sikri, which are based on a portfolio on Indian Architectural Design, Part I, Fatehpur Sikri has been prepared under the direction of Edmund W. Smith of the Archaeological Survey North West Provinces and Oudh, (Nainital, 1897). Since this portfolio is now largely inaccessible, CCRT is presenting some drawings in two sets of folios. The first set contains drawings of the Turkish Sultana’s House, Rajah Birbal’s House, and Jodh Bai’s Palace. The second set contains drawings of the Jami Masjid. Salim Chishti’s Tomb, the Baland Darwaza , and Islam Khan’s Tomb.

19. Textile Designs 1 and 2   CCRT/CP/20 India is famous for the excellence it has achieved in the rich variety of textiles. Most of the Indian textiles can be commonly classified under the category of the fibre used, such as cotton, wool, silk; the process employed for weaving such as types of looms; the method used for ornamentation such as printing, embroidery, painting and dyeing. Each set contains 12 illustrated picture cards. The first set displays the traditional blend of weaves, motifs, colours and textures of textiles of Kashmir, Himachal Pradesh, Punjab, Rajasthan, Gujarat and Maharashtra and the second set that of Andhra Pradesh, Karnataka, Tamil Nadu, Assam, Tripura, Manipur, Bengal, Orissa and Arunachal Pradesh.

20. Forts, Palaces and Havelis of Rajasthan CCRT/CP/4 Rajasthan situated in the western region of India is the cradle of distinctive Rajput culture and traditions. From the 7th to 9th century A.D., the history of Rajasthan witnessed the rise and fall of the Rajputs . This set contains 24 illustrated picture cards of the most imposing and magnificent forts and palaces of Rajasthan. The booklet provides general information and creative activities for school students and teachers.

21. Purulia Chhau CCRT/CP/16 The Chhau dances are very popular in Bengal. Bihar and Orissa. Purulia is the name of a district in West Bengal. ‘ Chhau ’ is a generic term. There are various styles of Chhau dances. Of these Purulia, Seraikella and Mayurbhanj are most popular. The main difference among these dance styles lies in the use of masks. Purulia Chhau is traditionally performed in the open air and on level ground. The performance begins with an invocation to Lord Ganesha . In the repertoire of Purulia Chhau , there are several dance numbers which are based on episodes from the Mahabharata and a few Puranas. Musical instruments played a very vital role during this dance performance. This Cultural Package contains 24 illustrated picture cards displaying different kinds of masks, costumes, dance movements and musical instruments. The booklet provides information on the kinds of Chhau dances, the areas where they are popular, their origin, nature, timing, theme, and creative activities for school students and teachers.

22. Traditional Toys CCRT/CP/21 Toys have a special appeal and fascination for children and play a major role in fulfilling the need of the individuals creative expression. The traditional figures and toy-like artifacts have existed through out the centuries. CCRT has produced a cultural package on Traditional Toys depicting animals, birds, fishes, human figures and so on. This package provides inspiration to understand the aesthetics and beauty, the traditional technology and mechanics in the vast variety of toys available in all regions of this country. This set contains 24 illustrated picture cards showing the various types of toys made of terracotta, grass, wood, cloth, paper, metal, shell, and glass. The booklet provides general information on the historical background of the traditional toys and creative activities for school students and teachers.

23. Each set contains 24 illustrated picture cards with detailed description of each picture along with a booklet. The first set gives information about Sanchi, Agra Fort, Fatehpur Sikri and Taj Mahal . The booklet provides architectural terms and plans of stupa, mosque, temple and church. The second set gives information about Sun Temple- Konarak , Khajuraho, Qutub Complex and Humayun’s Tomb-Delhi. The booklet provides architectural terms and plans of stupa, mosque, temple and church. The third set gives information about Ajanta Caves, Ellora Caves, Elephanta Caves, and Churches and Convents of Goa. The booklet provides architectural terms and plans of stupa, mosque, temple and church. The fourth set gives information about the Mahabalipuram Monuments, Brihadesvara Temple-Tanjore, Pattadakal Temple and Hampi Monuments. The booklet provides architectural terms and plans of stupa, mosque, temple and church. World Cultural Heritage Sites – India 1, 2, 3 and 4 CCRT/CP/7

24. In these packages the CCRT presents illustrated picture cards along with write-ups on traditional puppets. India has a large variety of such puppets depicting various characters from legends and myths. Only a few have been selected keeping in mind representation of the various categories. Each set contains 24 illustrated picture cards along with a booklet giving general information about the simple techniques of making and manipulating different types of puppets such as rod puppets, string puppets, shadow puppets and glove puppets. Art of Puppetry 1 and 2 CCRT/CP/18

25. REFERNCE http://ccrtindia.gov.in/package_books.php