Second Semester

BED-201 Learning & Teaching

Aims of the Course
To become aware of different contexts of learning and situate schools as a
special environment for learning;
To reflect on their own implicit understanding of the nature and kinds of
learning; Gain an understanding of different theoretical perspectives on learning
with a focus on cognitive views of learning as well as social constructivist
theories; Explore the possibilities of an understanding of processes in human
cognition and meaning making them as basis for designing learning
environments and experiences at school; and
in making meanings, and

hence draw out implications for schools and teachers.

UNIT 1: THEORETICAL PERSPECTIVES ON LEARNING

Implicit knowledge and beliefs about learning (demystifying misconceptions).
Perspectives on human learning: Behaviourist (conditioning paradigm in brief),
cognitivist, information-processing view, humanist, social-constructivist
(drawing selectively on the ideas of Skinner, Piaget, Rogers, Vygotsky).
Concepts and principles of each perspective and their applicability in different
learning situations.

UNIT 2: ROLE OF LEARNER IN LEARNING

Role of learner in various learning situations, as seen in different theoretical

perspectives
Role of teacher in teaching-learning situations: a) transmitter of knowledge, b)
model, c) facilitator, d) negotiator, e) co-learner. (The focus is on building
understanding of different psychological perspectives of learning and helping
student teachers to learn to apply them in different learning situations).
Distinctions between learning as 'construction of knowledge' and learning as
'transmission and reception of knowledge'.

UNIT 3: LEARNING IN 'CONSTRUCTIVIST' PERSPECTIVE

Social-constructivist perspective (also Bruner and Ausubel's perspective) and

applications of Vygotky's ideas in teaching.
Understanding processes that facilitate 'construction of knowledge' :
(i) Experiential learning and reflection
(ii) Social mediation
(iii) Cognitive negotiability
(iv) Situated learning and cognitive apprenticeship
(v) Meta-cognition.
Creating facilitative learning environments, teachers' attitudes, expectations
enhancing motivation, positive emotions, self-efficacy, collaborative and self
regulated learning. (The focus is on learning as a constructive rather than a
reproductive process. The learner- centered orientation has implications for
understanding learning as contextual and self-regulated process and following
suitable classroom practices).

UNIT 4: INDIVIDUAL DIFFERENCES AMONG LEARNERS

Dimensions of differences in psychological attributes cognitive abilities, interest,
aptitude, creativity, personality, values.
Understanding learners from multiple intelligences perspective with a focus on
Gardner's theory of multiple intelligences. Implications for teaching-learning in
the light of changing concept of intelligence, including emotional intelligence.
Differences in learners based on predominant 'learning styles'.
Differences in learners based on socio-cultural contexts: Impact of home
languages of learners' and language of instruction, impact of differential 'cultural
capital' of learners.
Understanding differences based on a range of cognitive abilities learning
difficulties, slow learners and dyslexics, intellectual deficiency, intellectual
giftedness. Implications for catering to individual variations in view of
perspective.(The focus is on understanding the differential learning
needs of the learners with regard to abilities, learning styles,
language, socio-cultural differences/disadvantage, learning difficulties, and
their implications for classroom practices and teaching)

References
Aggarwal, J.C. Essential of Educational Psychology, Vikas Publishers, Delhi, 1998
Aggarwal, J.C. Essential of Educational Psychology, Vikas Publishing House, New
Delhi, 1994.
Bhargava, Mahesh, Introduction of Exceptional Children, Sterling Publishers, New Delhi,
1994.
Bhatia, H.R., A Text Book of Educational Psychology, Delhi: McMillan Co., New
Delhi, 1977
Bhatia, K.K. Educational Psychology and Techniques for Teaching, Kalyani Publishers,
Ludhiana, 1994.
Chauhan, S.S. Advanced Educational Psychology, Vikas Publishing New Delhi, 1996
Dandapani, S., Advanced Educational Psychology. New Delhi. Anmol Publications Pvt.
Ltd., 2000
DeCecco, John P., Psychology of Learning and Instruction, Prentice Hall, New Delhi,
1987.
Drescoll, Mercy P.M Psychology of Learning for Instruction, Allyn and Bacons, USA,
1993
Eshwar, H.S. and Nataraj P., Shaikshanika Manovijnana, Parichaya: Bhaga I and II,
Institute of Kannada Studies, Union of Mysore, Mysore, 1985
th
Gagne, R.M. Conditions of Learning and Theory of Instruction, 4 Edition, Holt
Rinehart and Winston, New York, 1977
Ghangadharappa, N.R. Shaikshanika Manovijnana, Rekha Pradhsna, Davengere, 1996
Goleman, Daniel, Emotional Intelligence. New York: Bantam, 1995
Govinda Rao., A.V. Shikshandalli Manovijnana, Vidyanidhi Pradshana, Gadaga, 1996
Kar, Chintamani, Exceptional Children, Sterling Publishers, New Delhi, 1992
Kundu, C.L. and Tutoo, D.N., Educational Psychology, Sterling Publishers, New Delhi,
1980.
Kundu, V.L and Totoo, D.N., Educational Psychology, Sterling Publishers, New Delhi.
th
Lingren, H.C., Educational Psychology in the Classroom, 6 Ed., Oxford University
Press, New Delhi, 1980
Mangal, S.K. Advanced Educational Psychology, Prentice Hall of India. Pvt. Ltd., 1999
th
Mathur, S.S., Educational Psychology, 9 Ed., Vinod Pustak Mandir, Agra, 1981
Raul, Lizy T., (1998) Educational Psychology, CMC Mary Matha, Kerala.
Sharma, R.N. Educational Psychology and Guidance, Vikas Publishers, New Delhi, 1998

Shivashankara H.V. and Basakumar P., Shaikshanika Manovijnana, Hanji Prakashana

Davangere, 1977
th
Skinner, C.E. (Ed) Educational Psychology, 4 Ed., Prentice Hall of India Pvt., Ltd., New
Delhi, 1996
Walia, J.S. Foundation of Educational Psychology, Paul Publishers, Jalandhar, 2001. Walia,
J.S. Foundations of Educational Psychology, Paul Publishers Jalandhar, Punjab, 1999 Yelon,
S.L. and Weinstein, G.W., A Teacher’s World: Psychology in the Classroom, McGraw
Hill Co., Tokyo, 1977.
BED-202 Pedagogy of a School Subject – Part 1
Hindi (A)
Objectives : Upon completion of the course, the student-teachers will be able to:

1. Appreciate the importance of teaching Hindi as a second / third Language.

2. Help the Students to understand the aims and objectives of teaching Hindi.
3. Help pupils to acquire basic skills of language teaching, Aims/Objectives.
4. Know the different methods of teaching .
5. Prepare a lesson notes and teach accordingly.
6. Appreciate and use of modern educational media.

Unit 1: Perspectives of Hindi Language, Aims and Objectives of Teaching Hindi

Meaning and concept of language.
Nature and importance of language
Three language formula and Hindi
Place of Hindi in the Secondary School Curriculum of M.P.
Present position of Hindi in India
a. In the constitution
b. In the life of Indian people
Aims of teaching Hindi as a second / third
language. Functional aims of Hindi Teaching.
Cultural Aims of Hindi Teaching. National and International Aims of Hindi
Teaching.
Instructional objectives with practical -- Theoretical background Writing
of instructional objectives of Hindi Teaching
Modification of Objectives in terms of behavioural changes.

Unit 2 : Planning Lessons, Resource Units, Unit Plan, Drill Lessons

Planning of prose, poetry and Grammar lessons.
Processing of lesson notes and micro lesson plans.
Meaning and importance of a Unit plan and administration.
Resource Units Use and implications.
Plan and process of lessons in Practice teaching.
Unit 3: Language Skills
Development of language skills- listening objectives and importance activities
for its development
Speaking Objectives activities for its development role of learning by
heart, role-play, extempore and prepared speeches, debates, languages games,
substitution table need for correct pronunciation Remedial Measures
Reading Objectives Types of reading silent and loud,intensive
methods of teaching reading
Writing Objectives Characteristics of handwriting dictation
Composition Objectives Types - Oral, written and picture composition
Free and guided composition, Translation Objectives-
Characteristics of good translation

Unit 4 :Curriculum Design

Principles of Curriculum construction of Hindi
Curriculum Design in Hindi - Subject centered Learner Centered Problem
centered.
Transaction of curriculum / Co-curricular , Extra curricular activities
pertaining to teaching and learning.
Curriculum of prose poetry and composition. Prose Ancient / Medieval /
Modern prose versions. Poetry Bhakti period Ritti period Modern period.
Composition Exercises , Assignments and remedial teaching activities and

Grammar Translations
Curriculum development and evaluation.

Seminar Topics (any one)

a) Preparing scheme of assessment
b) A study of an author / poet.
c) Developing Linguistics Skills.
d) System our examination.
e) Importance of teaching materials for effective teaching.
Practicum
a) Review of Books 8, 9 standard school text books.
b) Resource Unit Uses.
c) Unit plan processing.
d) A study of an Author / Poet.
e) Developing Linguistics Skills.

Assignments (any one)

1. Solving grammar exercise of 8th and 9th Standard Text books of second
language Hindi/Third Language. Hindi
2. Preparing crossword puzzles on technical terms, difficult terms of prescribed
Hindi Text Books.
3. Construction of substitution tables on the concerned texts
4. Report on constitutional provisions provided to Hindi and the implication.
(Note: Records should be maintained).

References

Bhai.Y (1978) Hindi Bhasashikshan. Vinod Pustak Mandir Agra.

Bhasa Vishesshank Patrick (1980) Department of Education, Rajasthan , Bikaner
Chaturvedi, V.S. (1999) Adhapan Kala. Varanasi: Ggopinath Bhargav Nand
Kishor and Sons.
Jha, L. (1940) Bhasha Shikshan Paddhbati. Allahabad: N.G. Saigal. U.P
Press. John, D. (1953) The Study of Language. Harward University Press.
Keshav Prasad (1984) Hindi Shikshan. Delhi; Dhanapatrai and Sons
Kothari Commission Report (1968) Govt. of India, New Delhi
Narang and Bhatia (1987) Hindi – Shikshan Vidhi.. Ludhiana : Prakash Brothers.

Nirajkumar Sinha (1990) Madhyamik – Vidyalayome Hindi Shiksha. Jaipur:

Hindi Grantha Academy.
Robert. L. (1964) Language Teaching: A Teacher’s Book. New York:
Megrewttill.
Ryburu, W.M. (1950) The Teaching of the Mother Tongue. Madras: Oxford
University Press.
Sattigeri, K.I (1997) Nutan Hindi Shikshan. Belgaum: Vijaya Sattigeri.

Srivastava, B.D. (1968) The Structural Approach to the Teaching of English.

Agsa: Ram Prasad and Sons.
Sugandhi, Deepak (2004) Hindi Shikha Pranali . Ilkal : Neha Prakshan.
Karnataka
Sugandhi, V. (2003) Hindi Adhayapan. Kolhapur, Creative Publishers.
Syandhya Mukarji (1989) Hindi Bhasha Shikshan. Lucknow: Prakshan Kendra.
Uttar Pradesh.
Sanskrit(B)
Objectives - Upon completion of the course the student-teacher will be able to:

1. Understand the importance of Sanskrit language and its contribution to Indian

culture and emotional integration.
2. Understand the aims and objectives of teaching Sanskrit and state them in the
form of specific behavioural changes.
3. Prepare objective based lesson plans and implement them.
4. Understand the basic skills of language learning.
5. Understand the principles of curriculum construction in Sanskrit.
6. Understand the different methods of teaching Sanskrit and use them in his
practice teaching lessons.
7. Understand the importance of appropriate instructional material and use them
in his practice teaching lessons.
8. Understand the importance of Language Laboratory.
9. Understand the importance of Evaluation, prepare and use different tools of
Evaluation in language learning.
10. Understand the importance of co-curricular activities in language learning.
11. Imbibe the special qualities of Sanskrit teacher.

Unit 1 : Sanskrit Language – Nature and Importance

Importance of Sanskrit language
Contributions of Sanskrit to other Indian Languages to Indian culture and
tradition and
to emotional integration

Unit 2 : Place of Sanskrit in the Secondary School Curriculum

Aims & Objectives of teaching Sanskrit with reference to three language
formula. Instructional Objectives - Specifications of each objective in the form
of specific behavioural changes.

Unit 3 : Lesson Plan in Sanskrit Language

Planning lesson plans in prose, poetry, grammar and composition.
Unit plan : importance, characteristics, format
Resource unit: importance, characteristics, format
Micro lesson plan: importance, format, practice
Unit 4 : Development of Language Skills, Curriculum Design
Listening: importance, activities for its development.
Speaking: importance, characteristics of good speaking, activities for its
development.
Reading: mechanics of reading, objectives, different kinds of
reading silent reading and loud reading.

Writing: importance of good handwriting - specialties of the

Devanagari script, causes of spelling mistakes, remedial measures.

Principles of curriculum construction of Sanskrit.

Curriculum design in Sanskrit: subject centered, learner centered,
problem centered.
Transaction of curricular/ co-curricular activities.
Curriculum development and evaluation.

************
Reference
Apte.D.G. (2000) Teaching of Sanskrit. Bombay : Padma Publications.
Shanbhag D.N. (2002) Subhoda Sanskrit Vyakarana. Dharwad:Bharat Book
Depot & Publications.
Hulkerikar. G.S. (1998) The Problems of Sanskrit Teaching. Kolhapur : Bharat
Book Depot.
Narasimharao. K.V.V.L. (1997) Evaluation in Language Education. Mysore:
CIIL Publications.
Patnayak. P. (1997) Language Curriculum. Mysore: CIIL Publications.
Ramashakal Pandeya. (2000) Sanskrit Shikshan. Agra: Pustaka Mandir.
Ramavarmaraja . K. (2000) The Teaching of Sanskrit. Madras : Sanskrit
Education Society.
English(C)
Objectives: upon completion of the course the student teacher will be able to:

1. To master the different techniques, devices of the Second language structure,

sounds and vocabulary.
2. To understand the status of English language.
3. To distinguish between different approaches and methods of teaching English
and their use in the classroom.
4. Acquire the basic skills of language learning.
5. Plan and execute of different types of lessons in prose, poetry according to
classroom situations.
6. To appreciate the importance and use of suitable audio -visual aids in class room
situations.
7. To know the principles of curriculum construction.
8. To prepare and use appropriate tools of evaluation to measure the linguistic
abilities of the pupils.
9. To realize his/her responsibilities as language teacher and pursue towards the
aims of professional growth.
10. To guide the students to use the language correctly.

Unit 1 : Nature of English Language

1.1 Language its nature and structure - Meaning of language, Functions of language -
Informative, expressive and Directive Linguistic Principles.
1.2 Structure of English Language - phonological, morphological, Syntactic,
Semantic and graphic ( a brief explanation of the concepts )

Unit 2 : Aims and Objectives of Teaching English

2.1 Aims and objectives of teaching English at the Secondary School level as first
and second language.
2.2 English as a library language, link language and international language.
2.3 Position of English in India before and after Independence - The three language
formula its meaning and scope.
Unit 3 : Instructional design of Teaching English Language
3.1 Teaching of Prose - detailed and non-detailed Objectives - Methods and
Approaches steps in lesson planning.
3.2 Teaching of poetry - Objectives - Methods and Approaches - Steps in lesson
planning.
3.3 Teaching of Grammar - Objectives - Formal and Functional -Methods of teaching
grammar.
3.4 Use of mother tongue in teaching of English, different occasions for its effective
use
3.5 Preparation of Unit plan, Resource Unit.

Units 4 : Methods, Approaches to Develop English Language Skills

Psychological principles of learning English as a foreign language. Methods and
approaches of Teaching English
a. Grammar Translation Method.
b. Direct Method
c. Bilingual method.
d. Structural approach- Dr. WEST method
e. Communicative approach.
4.1 Development of language skills - listening objectives and importance - activities
for its development.
4.2 Speaking - Objectives - Activities for its development , role of learning by heart,
role-play, extempore and prepared speeches, debates, language games,
substitution table need for correct pronunciation, defects in pronunciation -
Remedial Measures.
4.3 Reading - Objectives - Types of reading - silent and a loud, intensive - methods
of teaching reading.
4.4 Writing - Objectives - Characteristics of handwriting - dictation.
Composition - Objectives - Types (oral, written and picture composition) Free and
guided composition Translation - Objectives Importance - Characteristics of good
translation.

Reference

Ahuja R.L. (2000) Teaching of English as a Foreign Language - Indian Press

Publications Allahabad.
Allan C, R (1971) Teaching English as a Second Language. New-Delhi.
McGrawhill.

Allen H.B. and Compell P.N.(1979) Readings in Teaching English as a

Second Language
Baruah T.C. (1984) The English Teachers Handbook. Sterling Publishers.
Billows: F.L. (1961) The Techniques of Language Teaching : London,
Longman.
Bright J. A. and McGregor C.P. (1970) Teaching English as Second
Language. London, Eases,.
Gordon B.S. (1960): The Teaching of English in Free India, Madras:
Christian Literature Society.
Hornby A.S. The Advance Learner’s Dictionary of Current English Language.
Hudeson, N. and McAdem, B. (2000) English without Errors, London.

Kohli A. L. (1984) Techniques of Teaching English, 9th Edition: Delhi,

Dhanpal Rai and Sons, Pvt. Ltd.
Menon and Patel (1957) Teaching English as a Foreign Language, Baroda
Acharya Book Depot.
Sachdeva M.S. (1976): A New Approach to Teaching English in Free India.
Ludiana Publications.
Physical Science (Physics and Chemistry)
Objectives: Upon completion of the course, the student teacher will be able
to:
1) Understand the nature, scope and importance of Physical science with special
reference to secondary school content.
2) Understand the aims and objectives of teaching Physical science.
3) State the specific behavioral changes under each objective.
4) Understand and make use of different approaches & methods of teaching
Physical science.
5) Prepare objective based lesson plans and use them in their internship.
6) Understand and employ several teaching techniques helpful to develop scientific
attitude and scientific method.
7) Plan, use and maintain the physical science laboratory systematically.
8) Understand the principles of text-book construction.
9) Understand the importance of appropriate instructional materials (hardwares and
softwares) in teaching Physical science and use them by preparing/selecting them
in their practice teaching.
10) Understand the importance of principles of curriculum construction in the
organisation of Physical science contact.
11) Get mastery in Physical science content and imbibe the special qualities of
Physical Science teacher.
12) Prepare and use different tools of evaluation to assess the achievements of
students in Physical Science.
13) Develop professionally by attending lectures of professional interest, reading
journals, and magazines and enroll as members of professional organisation.
14) Organise co-curricular activities in science i.e. seminars, field trips, exhibitions
discussions etc through the science club.
15) Apply the knowledge of physical science to develop scientific thinking and
scientific out look.
16) Develop skills in analyzing the content in terms of concepts and in learning
experiences.

17) Construct and administer unit test, conduct experiments improves teaching aids.

CONTENT
Unit 1: Meaning, Nature and Impact of Physical Science

Concept of science - Science as process and science as a product;

Nature and Scope of Physical Science

Impact of Science and Technology on modern living.
Scientific Attitude - Meaning definition and importance.
Qualities of a person who possesses scientific attitude.
Scientific Method-Meaning, importance and steps involved (with an illustration).
8 hours

Unit 2: Aims and Objectives of Teaching Physical Science

Aims of teaching Physical science in Secondary school:
..1 Personal development aim,
..2
..3 Disciplinary aim and
..4 Cultural aim.

Objectives of teaching physical science:

..1 Bases for formulation of objectives
2 Objectives of teaching Physical science at Secondary level; (To be
Discussed keeping in view of the objectives of teaching Physical science
enunciated in the physical science syllabi of secondary school of M.P.);
Instructional objectives of teaching physical science and stating them in
observable behavioral changes ; i) Knowledge ii) Understanding, iii)
Application, iv) Skill, v) Attitude, vi) Interest, vii) Appreciation.
10 hours
Unit 3: Approaches and Methods of Teaching Physical Science
Enquiry Approach -Meaning, Uses with Illustrations, Advantages and
disadvantages.

Inductive Approach-Meaning, Uses with Illustrations, Advantages and

disadvantages.
Deductive Approach-Meaning, Uses with Illustrations, Advantages and
disadvantages.
Problem Solving Approach- Meaning, Uses with Illustrations, Steps,
Advantages and disadvantages.
Demonstration Method- Meaning, uses, Advantages and disadvantages.
Lectures-Cum-Demonstration Method- Meaning, uses with Illustration,
Advantages and disadvantages.
Laboratory Method- Meaning, uses with Illustration, Advantages and
disadvantages.

Guided Discovery Method - Meaning, uses with Illustration, Advantages and

disadvantages.
Biographical Method-Meaning, uses with Illustration, Advantages and
disadvantages.

Individual Instruction Techniques and Active Learning Strategies.

Concept Mapping: Its use for summarizing a unit and evaluating students
understanding
Unit 4: Instructional Design, Resources and Teaching Aid for teaching
Physical Science:
Lesson Planning-Meaning, Steps, Importance and Format of Lesson Plan
according to active learning strategies.
Unit Plan-Meaning, Steps, Importance and Format of Lesson Plan

Resource Unit-Meaning, Steps, Importance and Format of Lesson Plan

Audio-Visual Aids (Preparation and Use)

I Charts;
ii Models;
iii OHP transparencies;
iv Filmstrips;
v slides;
vi Video tapes;
vii Films;
viii Mass
Media
i Television (T.V.);
ii Radio - Meaning and importance.
Community Resources and Self learning
materials iii Meaning and importance.
Physical Science Library;
Importance & organizing of physical science library;
Sections of science library;
Choice of book for science library.
References

Ahmed, Shaikti R. (1983) Management of Laboratory Science Programme:

Report of Orientation Programme in Educational Planning and Administration,
New Delhi; NIEPA Mimeo.

Bhandula & Chand (1986) Teaching of Science, Prakash Brothers, Ludhina

Bose, A. H. Sood, J.K. and Vaidya, N. (1970), Strategies in Science Education.

Regional Institute of Education, Ajmer.

Carin/Sund Teaching Science Through Discovery; C.E. Merrill Publishing Co.

Londan.

Cleaveland J. M. (1964) Physical Science C.E. Merrill Publishing Co., Ohio. Craig

(1958) Science for the Elementary School Teacher; Ginn & Co., New York

Das R. C. (1985) Science Teaching in Schools, Sterling Publishers, Pvt. Ltd.,

New Delhi.

Fensham P. J. et. al.,(1994) The Content of Science : A Constructive Approach to

its Teaching & Learning. The Falmer Press, Washington D.C.

Gupta S. K. (1983) Technology of Science Education, Vikas Publishing House,

Pvt. Ltd., New Delhi.

Gupta S. K. (1985) Physical Science Teaching in Secondary Schools, Sterling

Publishers, Pvt. Ltd., New Delhi.

Jacobson, David et al., (1985) Methods for Teaching: A Skills Approach. Charles,
E Merrill Publishing Co., Columbus.
Jennings Terry (1987) The Young Scientist Investigator : The Teacher Manual of
Oxford University Press.
Joseph-Bradwin, et al. (1998) , Sourcebook for Physical Science. Brandwain-

Watson-Blackwood

Kalara R. M. (1981), Innovation in Science Teaching; Prakashan Kendra, Lucknow.

Kohli V. K. (2003) How to Teach Science (A Treatise on Methodology of Teaching

Physics and Chemistry) Viveka Publishers, Ambala.
Mangal, S.K. (1995); Teaching of Physical and Life Science, Avg. Book Depot. :
Delhi.

Nagel E. (1961) The Structure of Science, Harcourt Brace and World Inc., New York

Nair C. P.S., (1971) Teaching Science in Our Schools. S. Chand & Co., New Delhi.

Schwab J. J. and Bradwein P.F. (1962) The Teaching of Science, Marks, Harvard
University Press, Cambridge.

Sharma, R.C. (1995); Modern Science Teaching, Dhanpat Rai & Sons, Delhi .

Siddiqi M.N. and Yadav R.A. (1995) Teaching of Science at Elementary Level, Part
- I & Part - II, Arya Book Depot : New Delhi.

Siddiqi N. N. & Siddiqi M.N. (1994) Teaching of Science Today and Tomorrow,
Doaba House, Delhi - 110 006.

Sood S. K. (1988) New Direction in Science Teaching, Indian Publishers, Delhi.

The Importance of Art Activities for Science Teaching : A Hand Book for Teacher
(1984) Published by Centre for Cultural Resources and Training, Bahawalpur House,
New Delhi.

UNESCO (1985) Teaching School Chemistry, Sterling Publishers Pvt. Ltd., New
Delhi.

UNESCO,(1978) New UNESCO Source Book’s for Science Teaching, New

Delhi; Oxford and IBH Publishing Co.,

Waiter A Thurkar and Alferd T. Collette (1964) Teaching Science in Todays

Secondary Schools, New Delhi, Prentice Hall
History / Civics

Objectives: Upon completion of the course the student-teacher will be able to:

1. Understand meaning, scope and importance of History and civics in the

school curriculum.
2. Acquire content knowledge of methods of history and civics.
3. Acquire knowledge of aims and instructional objectives of teaching history
and civics

4. Acquire skills in planning lessons in History and civics

5. Understand and apply the principles of organizing content in the teaching
history and civics.
6. Acquire knowledge about Local, Regional National, and World History.

7. Acquire the knowledge of Instructional Material and resources in teaching

History and Civics
8. Preparing suitable teaching devices & using them & organizing field trips.
9. Proficiency in correlating History and civics with other school subjects.
10. Cultivate the qualities of a good History and civics teacher
11. Acquire the knowledge of content of History and civics for viii to xth
standard in Karnataka
12. Evaluate History and civics text books and prescribed courses
13. Develop necessary skills in the application of methods and techniques in the

classroom

CONTENT
Unit 1: Nature and Scope of History and Civics
1.1 Meaning, Nature, and scope of history
1.1.1. History - an art or Science
1.1.2 Modern Concept of History, exploration, criticism synthesis and
exposition.
1.1.3 Different levels of History - World History, National, Regional and Local
History
1.2. Meaning and scope of civics
2.1.1 Man as a social animal and as a citizen
Unit 2: Aims and Objectives of Teaching History and Civics
2.1 Meaning and Importance of teaching History and civics in Secondary Schools
2.2 Aims of teaching History and Civics
2.2.1 Political conciseness, understanding of current events, democratic
citizenship, understanding of Union and the State Govt.
2.2.2 Functional awareness of Rights and Duties of citizens.
2.3 Instructional objectives and values of Teaching History and civics
2.3.1 Knowledge, understanding, critical thinking, skills, Attitude, Interests,
Application - Analysis of these objectives in terms of specific behaviours
of learners.
2.3.2 Spelling out Instructional objectives and learning outcomes
2.3.3 History and civics based hobby clubs, societies
2.4 Correlation of History and Civics with other School Subject
2.4.1 Meaning and Importance of correlation
2.4.2 Types of correlation.
2.4.3 Correlation of History with Geography, Economics, Literature
2.4.3 Co curricular /Activities in History and Civics
2.4.5 Importance of organization of field trips, visits.

Unit 3: Instructional design in Teaching History and Civics

3.1 Format of lesson plan: Its stages, Selection of relevant content, selection
of appropriate teaching devices and assignments, and plan according
to active learning strategies.
3.2 Resource Unit
3.3 Unit Plan
Unit 4: Methods, Techniques, and Instructional Materials of teaching History
and civics
4.1 Meaning and need of methods
4.2 Methods and techniques of teaching History discussion, project, problem solving,

source, dramatization and biographical, Active Learning Strategies.

4.3 Methods of teaching Civics - Survey observation, comparative and

demonstration, Active Learning Strategies.
4.4 Instructional Materials in History and civics :
4.4.1 Collateral Reading Importance, Reading materials, Historical Novels
4.4.2 Auto biographic, Magazines, News papers Drams, Journals Audio-
Aids-Radio, Tape recorder, Visual-Aids-Maps- Importance,
4.4.3 Types, procedure of using maps, pictures, charts, models, film
strips, diagrams ,
4.4.4 Audio-Visual Aids-Films, TV
a. History Room-Meaning and Importance, planning equipping
b. Computers, multimedia packages and Internet as an Instructional
aid.
Practical
1. Critical evaluate History civics content of 8th 9th 10th Standard.
2. Conducting quiz Competition in History/civics.
3. Survey of the locality and collection of information about places or
institutions of historical interests.
4. Organizing short field trip to a place of historical / political interests
5. Preparing resource unit on a topic of your choice in History and Civics.
6. Preparation of materials for a History room or museum
7. Student is also allowed to do his own interested practical work pertaining to the
syllabus.

References

Agarwal J.C. (2002) Essential of Educational technology: Teaching,

Learning, Innovations in Education, Prakash Publishing house Pvt. Ltd.
New Delhi.
Arora R.L. (1990) Teaching of History , Prakash Brother Ltd.
Bhattacharya S. (1966) Teaching of Social Studies in Indian Schools. Acharya
Books Depot, Baroda.
Bruce Joyce and Marshal Weill (1990) Models of Teaching. Third Edison
Prentice Hall of India Pvt. Ltd. New Delhi.
Kochhar S.K. (1989) Teaching of Social Studies. Sterling Publisher New Delhi

N.C.E.R.T. (1970) Effective Teaching of History in India .A Handbook for

History Teachers.
Taneja U.R. (1910) Fundamentals of Teaching Social Sciences. Mahendra
Capital Publishers. Chandigadh.
Vajreswari R (1973) A Hand Book for History Teachers. Allied
Delhi.
Geography / Economics
Objectives: Upon completion of the course the student-teacher will be able to:
1. Acquire knowledge about basic facts, concepts, laws principles and trends
in Geography and Economics
2. Acquire knowledge and understanding of the aims and objectives of Geography
3. Realize the values of learning geography
4. Make use of Audio-visual aids about Geography and Economics
5. Develop skills in equipping the Geography (i) Museum (ii) Room (iii) Library
6. Develop skills in organizing planning- learning experiments and in writing
and organizing the lesson plan.
7. Acquire the knowledge of Geography Curriculum

CONTENT

Unit 1: Meaning, Nature and Scope of Geography and Economics

1.1 Meaning, Nature, Scope and importance of Geography

1.2 Branches of Geography and their importance- physical, economic, human
and political.
1.3 Meaning, Nature, Scope and importance of Economics.
1.4 International relations and study of Geography and Economics

Unit 2: Aims and Objectives of teaching Geography and Economics

2.1 Aims/Values of teaching Geography and Economics
2.1.1 Intellectual aims
2.1.2 Cultural aims
2.1.3 Environmental aims
2.1.4 Utilitarian aims
2.1.5 Aesthetic aims
2.2 Taxonomy and objectives of teaching Geography and Economics
2.2.1 Knowledge
2.2.2 Understanding
2.2.3 Application
2.2.4 Attitude and interest
2.2.5 National Integration. International Understanding.
2.3 Co-relation of Geography and Economics with History, Science, Mathematics and
languages
2.4 Trends in Geography Education
2.5 Importance and Organization of Field trips, Visits
2.6 Geography based hobby clubs / societies (National geography specials)

Unit 3: Instructional Design in Geography and Economics :

3.1 Meaning, importance and format of lesson plan
3.2 Principles of lesson planning
3.3 Characteristics of a lesson plan

3.4 Prepare Lesson Plan according to Active Learning Strategies

3.4 Unit plan
3.5 Resource Unit
Unit 4 : Methods of Teaching Geography and Economics
4.1 Meaning and importance of methods of teaching Geography and Economics
4.2 Different Methods of teaching Geography and Economics
4.1.1 Lecture Method
4.1.2 Laboratory Method
4.1.3 Observation Method
4.1.4 Excursion Method
4.1.5 Project Method
4.1.6 Discussion Method
4.1.7 Active Learning Strategies
Practicum
1. Preparation of charts, globe and models of Geography.
2. Preparation of transparencies about- section of volcanoes, seabed, plains etc.
3. Interpretation of weather maps
4. Drawing of geographical maps
5. Preparation of resource unit in Geography
Assignments
1. Visit to an observatory, planetarium or Geography museum
2. Collection of specimens
3. Preparation of a project report based on local geographical survey.

Note

1. Submission of report after doing any one of the above practical work
References

Bliar, Thomas A., (1951), Climatology: General and Regional, New York, Prentice-
Hall Inc.
Brianlt, E.W. and D.W. Shave, (1965), Geography in and out of School, London,
Harrap and Co.
Brock, Jan O.M., (1965), Geography, Its Scope and Spirit, Ohio, Charles E. Merrill
Charley, R.J. and P. Haggett (Eds) (1967), Frontier in Geographical Teaching,
Methuen Educational Ltd.
Cons, G.J. (1957) Handbook for Geography Teacher, London, Methuen Educational
Ltd.
Gabler, Robert, et al, (1945), Introduction to Physical Geography. San Francisco, Holt,
Rinehart and Winston
Garnett Ohio, (1965), Fundamental in School Geography, London, Harrap and Co.
Gospil, G.H. (1965), The Teaching of Geography, London, Macmillan and Co. Graves,
N.J. (1971), Geography in Secondary Education, London, Geography Association

Graves, N.J. (1972), New Movement in the Study and Teaching of Geography,
Australia, F.W. Cheshire Publishing Printing Ltd.
Haggett, P., (1972) Geography: A Modern Synthesis, New York, Harper and Row
Indian National Committee for Geography, (1968) Developing Countries of the World
st
Calcutta, 21 IGU Publication
Indian National Committee for Geography, (1968), Indian Regional Studies, Calcutta,
st
21 IGU Publication
Indian National Committee for Geography, (1968), Mountains and Rivers of India,
st
Calcutta, 21 IGU Publication
Kendeaw, W.G. (1938), Climatology, London, Oxford University Press.
Lake, Philip, (1974), Physical Geography, Madras, Macmillan Co. of India Ltd. Leong,
Goh, Cheug, (197)1, Certification Physical and Human Geography, Singapore, Oxford
University Press.
Long and Robertson, (1968), Teaching of Geography, London, Heinemann Educational
Books Ltd.
Long,M.L (Ed) (1974), Handbook for Geography Teachers, London Methuen
Educational Ltd.
Macnee E.A., (1953) Teaching of Geography, London, Oxford University Press.
Robinson, Arthur H. (1960), Elements of Cartography , New York, John Wiley and
Sons, Inc.
Seninthirajah, N. and J. Weira, (1971), Evaluation in Geography, Ontario, Ontario
Institute of Education
Standing Sub-committee in Geography, (1954,) Handbook for Geography Teacher,
London, Methuen Educational Ltd.
Treqartha, Gelnn T., (1954), An Introduction to climate, New York, McGraw Hill Book
Company Inc.
UNESCO (1965) Source Book for Geography Teaching, London, Longman, Longman
Co.
Wheeler, Jr. J. Renton Kostabade and Richard S. Thoman (1969), Regional Geography
of the World, New York: Holt, Rinehart and Winston, Inc.
Woolridge, S.W. and W.G. East, (1951), The Spirit and Purpose of Geography, New
York, Hutchinson.
COMMERCE
Objectives:
1. To introduce student teachers with the methodology of teaching used in -
teaching of Commerce in schools.
2. To make student teachers aware of the values of Commerce and the
relationship of Commerce with other subjects.
3. To encourage student teachers to use a wider range of teaching techniques in
order to enable them to plan their lessons in teaching of commerce.
4. To acquaint student teachers with the role of teaching aids, textbook,
homework, libraries in commerce.
5. To equip student teachers with the curriculum.

COURSE CONTENT:
UNIT-1
1. Meaning, nature, scope and concept of Commerce.
2. Place of commerce in secondary school curriculum and its critical appraisal.
3. Commerce and its relationship with other Social Sciences.
UNIT – II
1. Different methods of teaching commerce, uses and critical analysis.
a. Lecture Method
b. Discussion Method
c. Problem-Solving Method
d. Project Method
e. Survey Method
f. Demonstration Method
2. Commerce Text-books and Supplementary Materials.
Techniques of teaching commerce subject: Questioning – Answering, Assignment,
Observation, Explanation and Illustration.
UNIT – III
1. Analysis and Discussion on skills of teaching Commerce (practice for
developing atleast 5 micro skills).
a. Skill of introducing the lesson
b. Skill of questioning
c. Skill of explanation
d. Skill of stimulus variation
e. Skill of black board writing

2. Lesson planning in commerce, Meaning, need and importance, construction of

composite lesson plan. Lesson Plan according to Active Learning Strategies.

3. Development and utilization of teaching aids(projects, Non-projected and

performing arts) required for commerce programme.

UNIT – IV
1. Qualification, Qualities and Professional growth of Commerce Teacher.
2. Role of Co-curricular activities in commerce.
3. Types and Techniques of evaluation.
PRACTICALS:

1. Evaluation of a commerce text-book at Secondary level.

2. Writing objectives and specifications on any one topic from commerce and

discussions amongst the group regarding decision making while

selecting objectives and difficulties faced.
Reference
Agarwal J.C (2004) Teaching of Commerce; A Practical approach New-Delhi, Vikas
Public House.
Nataraj S. (2006) Learning to teach, V.V. Nagar CVM
Tewari S.A (2005) Commerce Education in the Global era Delhi, Delhi Adhyan
Publication.
Tomar S. ( 2005) Teaching of Commerce Agra, Vinod Pustak Mandir.
Venkat E.T. (2004) method of Teaching of Commerce, New-Delhi, Discovery Public

House.
Mathematics

Objectives: Upon completion of this course student teachers will be able to-

1. Recall the meaning, nature and scope of mathematics.

2. Acquaint aims and objectives of teaching mathematics in Secondary school level.

3. Plan teaching in mathematics at micro and macro level.

4. Prepare unit plans, resource unit and organize lesson to meet at different class room

situations.

5. Analyse and evaluate the curriculum of mathematics at Secondary school level.

6. Apply different approaches and methods of teaching mathematics in classroom

situations.
7. Prepare and use instructional materials in teaching mathematics.

8. Prepare different kinds of test and understand the comprehensive evaluation.

9. Participate and organize the different co-curricular activities in mathematics.

10. Understand the professional competencies, commitments and expectations of

mathematics teacher.

CONTENT

Unit 1: Meaning, Nature and Scope of Mathematics

1.1 Meaning of Mathematics
1.1.1. As a Science of Number
1.1.2. As a Science of Quantity
1.1.3. As a Science of Measurement
1.1.4. As a Science of Logical reasoning
1.2 Nature of Mathematics
1.3 Scope of Mathematics
1.2.1 Place of Mathematics in day today life activities
1.2.2 Mathematics use in day to day life activities
1.2.3 Relation with School subjects
1.2.4 Relation with other Disciplines Engineering, Agriculture, Medicine

Unit 2: Aims and Objectives of Teaching Mathematics

2.1 Aims/Values of Teaching Mathematics
2.1.1 Meaning of Aim/Values
2.1.2 Utilitarian Aim/Values
2.1.3 Disciplinary Aim/Values
2.1.4 Cultural Aim/Values
2.1.5 Intellectual Aim/Values
2.1.6 Aesthetic and Recreational Aim/Values
2.2 Instructional objectives of Teaching Mathematics
2.2.1 Meaning of Instructional Objectives
2.2.2 Instructional Objectives and there specifications of teaching mathematics
2.2.3 Knowledge
2.2.4 Understanding
2.2.5 Application
2.2.6 Skill
2.2.7 Attitude
2.2.8 Appreciation
2.2.9 Interest
2.2.10 Formulation and Statement of objectives in behavioural terms

Unit 3: Instructional Design in Mathematics and C0-curricular Activities in Mathematics :

3.1 Lesson Planning: Meaning ,Steps , Importance and Format of Lesson Plan
3.2 Unit Plan-Meaning ,Steps , Importance and Format of Lesson Plan
3.3 Resource Unit-Meaning, Steps, Importance and Format of Lesson Plan
3.4 Yearly Planning-Meaning, Principles and Format
3.5 Mathematics Club : Objectives of Maths club, organisation and activities
3.6 Mathematics Olympiads : objectives and importance
3.7 Mathematics Quiz : Organisation and importance
3.8 Mathematics Museum : Organisation and importance
3.9 Mathematics Fair : Organisation and importance
3.10Mathematics Laboratory : Objective, importance and uses
3.11Recreational activities in mathematics : Games, Puzzles, Riddles, etc.,
3.12Ethno Mathematics

Unit 4: Approaches, Methods and Techniques of Teaching Mathematics

4.1 Learner Centered Approach
4.1.1 Inductive method and Deductive method
4.1.2 Analytical method and Synthetic method
4.2 Activity Centered Approach
4.2.1 Guided discovery method and Problem Solving Method
4.2.2 Project Method and Discovery Learning Method
4.2.3 Active Learning Strategies
4.2.4 CAI in Teaching Mathematics
4.1 Concept Mapping-Meaning, Advantages and Disadvantages
4.4 Techniques of teaching Mathematics
4.4.1 Supervised study
4.4.2 Oral work and written work
4.4.3 Drill and Review
4.4.4 Assignment in Maths
4.4.5 Home work

References
Butler and Wren (1960) The Teaching of Secondary Mathematics, Tokyo; McGraw Hill
Book Company.
Henderson, K. et at (1975) Dynamics of Teaching Secondary Mathematics, London
Houghton Miffin.
Howard Eves, An Introduction to the History of Mathematics.

Jantli, R. T. (2000) Subodha Ganitha Bodhane, Vidhyanidhi Prakashan, Gadag.

Krulik and Weise (1975). Teaching Secondary School Mathematics. London W.B.
Saunders.
Kuppuswamy Ayyangar, N. (1988) The Teaching of Mathematics in New Education,
Bangalore.
Mangal, S. K. (1989) Teaching of mathematics. Ludhiana: Prakash Brothers Publishers.

Sidhu, K. S. Teaching of Mathematics

Wren (1973). Basic Mathematical concepts, New York, McGraw Hill.

Yadawad S. B. and Rabanal R.T., (2000) Vishayadharit Ganit Bodhane, Vidyanidhi

Prakashan, Gadag.
Biological Science
Objectives: - On completion of the course the student teacher will be able to :

1. Understand the nature, scope & importance of Biological Sciences and get acquainted
with ancient as well as modern developments in the field of Bio-Sciences.
2. Understand the Aims, Objectives of teaching Bio-Science and will be able to state the
objectives in behavioral terms
3. Acquaint with the Resources for teaching Biology & their effective Utilization.
4. Get exposed to Micro teaching and preparing Resource Unit, Unit Plan & Lesson Plans.

5. Understand the concept of curriculum, principles of curriculum construction and trends

curriculum revision
6. Be introduced to various methods, approaches & models of teaching Biological Science
and implement them in their teaching practice.
7. Understand and prepare the different types of test items for the Evaluation of students
performance in Biology.
8. Appreciate and inculcate the Competencies and commitments needed for a biological
Science Teacher.
9. Plan & execute various curricular & co-curricular activities related to teaching of Bio-
Science

CONTENT

Unit 1:1.1 Introduction to Teaching Biological Science

1.1.1 Biological Science: Meaning, Nature and Scope
1.1.2 Relationship between Biology & human welfare
1.1.3 Latest developments in the field of Biology
1.2 Co-curricular Activities and Resources in Teaching Biological Science
1.2.1 Bio Science laboratory - Need and importance, equipping, Bio-lab, Organizing the practical
Work
1.2.2 Project Activities: Aquarium, Viverium, Terrariums, Museum, School garden,
1.2.3 Preservation of specimen through plastination-Meaning, Importance and Steps.
1.2.4 Meaning, importance and Organization of Co-Curricular Activities
1.2.5 Bio-Science Club organisation & its activities
1.2.6 Bio Science Exhibition
1.2.7 Field trips
1.2.8 Bio-Science Quiz
1.2.9 Nature Study
1.2.10 Bird watching
1.2.11 Collection & Preservation of Specimens-Plants and Animals

Unit 2: Aims and Objectives

2.1 2.1.1 Utilitarian, Cultural and Disciplinary Aims
Scientific Attitude and Training in Scientific Method
2.2 Instructional Objectives:
Bio - Science in Secondary schools:
2.2.1 As per NCERT Curriculum Framework-2000
2.2.2 As per NCTE Curriculum Framework
2.2.3 As per National Curriculum Framework-2009

2.3 Behavior Specifications of Instructional Objectives:

2.3.1 Knowledge
2.3.2 Understanding
2.3.3 Application
2.3.4 Skill

Unit 3: Approaches, Methods and Models of Teaching Biology

3.1 Approaches:
3.1.1 Structure and function Approach
3.1.2 Types specimen Approach
3.1.3 Inductive and Deductive Approach
3.2 Methods of Teaching
3.2.1 Guided Discovery Method
3.3 Models of Teaching:
3.3.1 Biological Science Enquiry Model (Joseph Schwab)

3.3.2 Memory Model (J. Lucas)

Unit 4: Instruction Design in Teaching Biological Science.

4.1 Pedagogical Analysis: Analysis of 8th, 9th and 10th Standard Biology Text book of
Karnataka State
4.2 Lesson Planning- Meaning, Importance and format according to active learning strategies.
4.3 Unit Plan - Meaning, importance and steps
4.4 Resource Unit - Meaning, importance and components.

Assignments (any one)

1. Preparing power point slides for any selected unit in VIII or IX class Biology.
2. Preparing a set of (OHP) transparencies
3. Slides for a selected Unit in 10th Std. Biology.

Practicum:
1. Writing of Instructional objectives & behavioral specifications on a selected Unit.
2. Preparing improvised apparatus in Biology
3. Preparing a lesson Plan on any topic in Biology using any innovative Method / Model of
Teaching
4. Developing an Achievement test / Diagnostic test
References
Buffaloe, N.D. Throneberry (1969) - Principles of Biology, Prentice Hall of India, New
Delhi.
Chikkara & Sharma (1989) Teaching of Biology, Prakash Bros. Ludhiyana.
Green T.L. (1965) - Teaching of Biology in Tropical Secondary Schools, Oxford
University Press, London.
Guddalli NM (1993) - Vignana Bhoodane, Bharat Book Dept. Dharwad.
Mangal S.K., (1997) Teaching of Physical & Life Sciences Avg. Book Depot. New Delhi.

Miller & Blaydes (1962) - Methods & Materials for teaching of Biological Science,
Tata Mc.Grahill Pub. Co - New Delhi.
Narendra Vaidya (1971) The Impact of Science Teaching, Oxford and IBH Pub.Co. New
Delhi.
NCERT (1982) Teaching of Science in Secondary Schools, New Delhi.
Patil S. S & Rakkasagi (1998) - Jeeva Vignana Bhoodane, Vidyanidhi Prakashan, Gadag.

Sharma L.N. (1977) Teaching of Life Science, Dhanpat Rai & Sons, New Delhi.
Sivashankar H.V., and Basavakumaiah, P. (1987) - Vignana
Bhoodane, Hanji Prakashan, Davangere.
Sood J.K. (1987) Teaching of Life Sciences, Kohli Pub. Chandighar.
Thurber & Colletta (1964) Teaching of Science in Today’s Secondary School,
Prentice Hall Pvt. Ltd, New Delhi
UNESCO (1978) - New Source book of Science Teaching, Oxford & BH Pub. Co.
Ltd., New Delhi.
Yadav K. (1995)- Teaching of Life Sciences, Anmol Pub. New Delhi.
BED-204 Language across the curriculum – Part 2
Object ives

UNIT 1: ENGAGING WI TH SUBJ ECT-RELATED REFERENCE BOOK S

• Selecting the topic for research and articulating some guiding questions

• Searching and locating relevant reference books (could be from a school

• Scanning, skimming and extracting relevant information from the books

• Collating notes and organising information under various sub

• Planning a presentation –
• Making presentations to whole subject group, fielding questions.

UNIT 2: ENGAGING WITH EDUCATIONAL WRITING

• Reading for discerning the theme(s) and argument of the essay (guided
• Analysing the structure of the argument —

• Discussion of the theme, sharing responses and point(s) of view (small

• Writing a respon
• Presentations of selected papers, questions and answers (large
BED-205 EPC2 DRAMA & ART IN EDUCATION
Introduction

The need to integrate arts education in the formal schooling of our students is to retain
our unique cultural identity in all its diversity and richness and encourage young
students and creative minds to do the arts. An understanding of the arts will give our
youth the ability to appreciate the richness and variety of artistic traditions as well as
make them liberal, creative thinkers and good citizens of the Nation. Keeping in view
some of these ideas, the National Curriculum Framework-2005, introduced arts
education as a mainstream curricular area, which must be taught in every school as a
compulsory subject (up to Class X) and facilities for the same may be provided in every
school. Keeping this in view, it is all the more important that arts education is integrated
in the school curriculum to provide an aesthetically viable atmosphere in schools
encouraging creativity. For this, not only Art teachers but every teacher in the school
system should be sensitized to understand and experience the use of Arts for holistic
development of the learner, as a teacher as well as an individual.
OBJECTIVES

impact of Art forms on the human mind

o respond to the beauty in

different Art forms, through genuine exploration, experience and free expression

level

, artists and artisans.

COURSE CONTENT

UNIT 1: VISUAL ARTS AND CRAFTS (PRACTICAL)

ink, rangoli materials, clay, etc.

block printing, collage, clay modelling, paper cutting and folding, etc.

UNIT 2: PERFORMING ARTS: DANCE, MUSIC, THEATRE AND PUPPETRY

(PRACTICAL)
puppetry.

forms

the integrated approach

-setting for a performance/presentation by the student-teacher.

UNIT 3: APPRECIATION OF ARTS

nd aesthetics and its significance at secondary level of

school education

instrument, theatre, puppetry, etc. (based on a set of slides, selected for the purpose)

slides, selected for the purpose)

Arts (based on a set of slides,

selected for the purpose)

Project Work (Units 1 and 2)

Theme-based projects from any one of the curricular areas covering its social, economic,
cultural and scientific aspects integrating various Arts and Craft forms; Textbook
analysis to find scope to integrate Art forms either in the text or activities or exercises;
Documentation of the processes of any one Art or Craft form with the pedagogical basis
such as weaving or printing of textiles, making of musical instruments, folk
performances in the community, etc. how the artist design their products, manage their
resources, including raw materials, its marketing, problems they face, to make them
aware of these aspects of historical, social, economic, scientific and environmental
concerns. Student-teacher should prepare at least ten lesson plans in their respective
streams of subjects ( Science/Maths / Social Sciences/Languages etc.) while integrating
different art forms.

Workshop

Two workshops of half a day each, of one week duration for working with
artists/artisans to learn basics of Arts and Crafts and understand its pedagogical
significance. The Arts forms learnt during the course should be relevant to the student-
teachers in their profession. Activities, such as drawing, and painting, rangoli, clay
modelling, pottery, mixed collage, woodcraft, toy making, theatre, puppetry, dance,
music, etc. region specific should be given more importance for making arts learner-
centred. The focus of the workshops should be on how art forms can be used as tool/
method of teaching-learning of Languages, Social Sciences, Mathematics and Sciences.

PRACTICAL PART

1. BODY MOVEMENT- Different theatre games, Exercises, Martial Arts, Folk

Dances.
2. MEDITATION- Focus, Concentration.
3. SCRIPT WRITING- characterization, dialogue, time and space, beginning,
middle, end.
4. POETRY RECITATION- Rigved Mantras, Vaachik Abhinay.
5. SELECTION OF PLAY FOR CHILDREN.
6. CASTING.
7. BUILDING OF A CHARACTER.
8. PARTS OF SPEECH- Volume, Pitch, Speed, clarity, Audibility, Diction,
Intonation, Feel and Toner Quality, Projection.
9. DESIGN OF A PRODUCTION.
10. PRODUCTION- Poster Making, Audience, Execution of Different Aspects of
Production, Analysis of Increase in Understanding of Children through Drama.

Suggested Approach for Teaching–learning Process

Every student-teacher must participate and practice different Art forms. They need to be
encouraged to visit places of arts/see performances/ exhibitions/art and craft fairs/local
craft bazaars, etc. Artists and artisans may be invited for demonstrations and interactions
from the community. Student-teachers should be encouraged to maintain their diary on
art interactions to enhance their knowledge and awareness in this area. Student-teachers
can also be motivated to interpret art works/ commercials/events etc. to enhance their
aesthetics sensibility.
A Resource Centre for Arts and Crafts should be a part of all the RIEs, where materials, including books,
CDs, audio and video cassettes, films, software, props, art works of Regional and National level, books
and journals must be displayed for the purpose of reference and continuous motivation.
Applications of Arts and Aesthetics in day-to-day life, in the institute and in the community are some of
the practical aspects, which needs to be taken care too. Student-teachers must organise and participate in
the celebrations of festivals, functions, special days, etc.

Modes of Assessment

The complete course is of 50 marks. It is recommended that evaluation of this course should be done at
both the levels; (i) Internal as well as (ii) External. Practical Activities (Units 1 and 2 of 30 marks) in
nature are more on the process than the product, hence need continuous and comprehensive evaluation
(CCE). Therefore, recommended to be evaluated by the internals. The theory and project part ( Unit 3 and
Project work of 20 marks) can be in viva-voce and in presentation mode therefore recommended to be
evaluated by the externals. The engagement of student-teacher in the above set of experiences should be
evaluated on continuous and comprehensive manner, based on (a) submission of work/project; (b)
participation in the activities; (c) creative potential displayed; (d) application of aesthetic sensibility in
campus events and in other course activities.