Combining Storytelling with the Performing Arts of Natya Shastra to Support Comprehensive Development of Children: Reflections from India and International Comparisons
Combining Storytelling with the Performing Arts of Natya Shastra to Support Comprehensive Development of Children: Reflections from India and International Comparisons

Summary/Abstract: There are multiple different narrative modes in the Indian tradition with stories told mainlythrough performances and the storyteller often seen as a teacher. Education in India oftenhas to cater to diverse needs, respond to extreme challenges resulting – among others – frommultiplicity of languages and cultures and lack of students’ motivation, which are present inmany other countries. I observed the endeavours of a non-profit organisation Katha in its realenvironment in New Delhi. I gathered the data on Katha’s activities using mostly narrativeinquiry focusing on Katha’s specific categories which in turn revealed Katha’s narrativeapproach – the most important initiatives are underpinned by the stories and the desire toallow children to take joy from reading them. I describe some of the similarities I observed inother educational projects in Brazil and Colombia in order to show their interconnectedness,the integration of the teaching and learning processes with stories, the holism of theendeavours, where all the activities are governed by the common goal of relevancy tothe lives of the children and emotions forming an essential part of classroom activities. Theobservations made me realise that besides the teacher training and curriculum curation itwas the engagement of the community that was the core of the success of Katha’s activitiesenabled by the stories and storytelling.

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