In last one-and a-half century, we have seen many
forms of teaching and learning music right from traditional guru-shishya
tradition to music being taught in schools and then in universities as an
independent subject. The performing art becoming a curricular discipline
brought many transformative changes including a heavy input of theoretical
content, number of ragas or genres to be learnt in a given time and practical
knowledge to be imparted to a large group in a classroom situation. Research
and specialization also became very important in the university set up. Many
deemed universities sprang up in order to confer degrees to learners in music
also. Although CBSE and other state education boards have their respective
syllabi for both vocal and instrumental music yet in schools, it is generally
taken as a hobby kind of a subject and the situation has not changed even after
the introduction of Continuous Comprehensive Evaluation System. In schools,
music also becomes the vehicle of promoting certain values– patriotism, small and nuclear family,
environmentalism etc. Traditional one-to-one way of learning music still has
its own hold off-course, with its new incarnation as Ee-guru. Now, it is not
only classical music which is learnt and taught; it is light music with Casio which
is equally popular. Moreover, in this Global scenario, when genres are blurring
music pedagogy is undoubtedly changing. Therefore, the music education is to be
looked at with a wider perspective including both formal and informal set ups
with all the stakeholders involved–learners, teachers, ustads/pundits, parents, institutions, curriculum
planners, policy makers, entertainment industry etc. It needs to be researched
from historical, sociological, psychological, monetary, policy and many other
angles as well.
Naadnartan intends to take cognizance of these and
other issues of music education in the form of a seminar, to be held on
December 9th-10th, 2016. It would not only bring out a
proceeding of the papers presented but we are also thinking of what policy
interventions we can plan for. Kindly send your abstract, not exceeding five hundred words in
English or Hindi by August 15th, 2016. Abstracts received after that will not be
entertained. The approval of abstracts would be intimated around August 31st,
2016.
The paper may be related to any of the themes given below and
even beyond:
1. Music
in schools:
1.1.Subject/hobby
1.2.Inculcation
of values/quest for self expression and liberation
2. Music
in Universities:
2.1.Creative
choice/dying subject
2.2.Classroom
challenges and administrative hassles
2.3.Curriculum
and content: Theory-Practical balance
2.4.Issues
in music research
2.5.Education
of dance forms in Universities
2.6.Music
beyond formal pedagogy/ECA (Extra Curricular Activity), Inter-college,
Inter-universities competitions/youth festivals
3. Music
catering to specific demands:
3.1.Genres
other then classical music-Gurmat sangeet, Sufi sangeet, Rock music, Fusion,
Fol etck in terms of pedagogy
3.2.Music
accompaniment and other skill based curricula
4. Looking
at instrumental music from school to universities
5. E-guru
from e-pathshala to re-incarnation of gurukul through internet
6. Issues
related to deemed universities
7. Private
tutoring and commercialization: from classical to casio
Kindly send your abstracts
through E-mail: naadnartanjdm@gmail.com
