Students should be encouraged to keep making different hand The hand gestures or body movement are best understood when expressed in front of a mirror or through shadows on a wall or white background. First let the students do it and then improvise on their movements. Walk, talk and make gestures with hands and then explain how each is woven in a time pattern-How this evolves to taals which is basically a terminology explaining different patterns of Laya Origin of the word and how it was coined Imitate the Chaal or Gati of each living object. Miming the Any living objects of nature movement of like bird, sky, flowers (any) different living objects with coordinated movement of hand, feet face expression
The movement of the body parts like feet, neck, waist has a specific time pattern which is Laya or Gati - Taals have been formed according to this laya or gati. Methodology/Suggested ways of application The basic elements a) Movement of defferent In the usual course of discussion the points to be taken up are in the art form dance parts of the body i) Various types of walking b) Expression ii) Hand movement co-ordinated c) Literature with face expression iii) Literature- the language one usually converses in or expresses emotions The term ‘Nritya’ or ‘Sandhi Vibhakti’ Meaning Discussion on how the word was coined ‘Naach’what basic factors must have influenced when the word was accepted
This is to be largely carried out by students in which teachers will provide guidance. Collecting information about dances related to the social occupation, physical environment, seasonal changes, regional myths, legends and stories. Traditional dance forms whether classical or folk should be introduced to the students, by showing videos or interacting with deferent performers. A dance production on a theme, based on movement and expression to be presented once in a year with major involvement of students including writing of the script, choreography, costume designing, music and stage design. Students may be encouraged to interact with performing artists and watch various programs that helps children to appreciate dances better. To introduce students with the classical and regional styles of dance. To coordinate different parts of the body like - hands, eyes, fingers, feet etc. Physical exercise of every day activities makes the child aware of the functions of the body. Upper primary level When a child enters this level he/ she might have imbibed the basic training of performing arts, such as – singing, dance movements and basics of playing some instruments mainly percussion and harmonium based instruments. Thus, the NCF – 2005 recommends the integration of Dance in the school curriculum with the following objectives: to provide complete awareness of one’s own body, to express a natural way human feelings and expressions by creating harmony, to enhance the aesthetic sensitivity among children, to improve concentration, mental alertness, quick reflex action, physical agility and in relieving stress. The self expression through dance addresses many corrective methods for the problems currently being faced in the formal education system. Dance as a part of the formal school curriculum provides a number of advantages an aesthetic culmination of movement, musical expression, literature, mythology, philosophy, rhythm, yoga, sadhana etc. Dance promotes creativity, it gives pleasure, it is a physical exercise of the body and it expresses the natural emotions of all human beings. Objective The emphasis of learning dance at this stage should be on self expression. Since the time immemorial human being evolved dance with the modulation in the voice, face expression, movement of hand, feet and other parts of the body etc.
Introduction The dance syllabus has been designed having a holistic approach towards the different art forms as spelt in the NCF – 2005.