Palazhy, Jayachandran
(2007)
Education and the arts.
Learning Curve (9).
pp. 6-7.
Abstract
Over the last twenty years of my career as a
choreographer, dancer and teacher, I have had the opportunity to work in diverse contexts in several
countries across the globe. Some of the most rewarding ones I remember were in the field of arts education where the
movement arts played a vital role in the development of the
individual. This is true of students ranging from nursery to
post-graduation. Whether they came from a grammar school
in East Anglia in the UK or a school for slum children in
Chennai; a school in the idyllic setting near Alice Spring in Australia; tough inner-city schools in London where you had to deal with social disaffection, behavioral problems and lack of discipline; schools for children with learning and physical difficulties, Down’s syndrome, autism etc; tertiary or post graduate courses in Arizona University in America or Brunel, Surrey and Middlesex Universities in the UK or arts & science colleges or design schools in India – in all these places I have noticed the immense positive impact movement arts sessions had on the lives of the students and their education. I have witnessed huge positive changes taking place in participants whether they were the inmates of a high security prison in Wandsworth (London) or primary teachers and students of several districts in Kerala as part of District Primary Education
Programme (DPEP)
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