There have been studies to show that under-graduate students in our universities are reluctant readers and struggle to write for different purposes. This course was serving as a foundation to enable B.Ed. students to read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purposes of reading. Responses may be personal or creative or critical or all of these together. Students were developed meta-cognitive awareness to become conscious of their own thinking processes as they grapple with diverse texts. In other words, this course was enabling student-teachers to enhance their capacities as readers and writers by becoming participants in the process of reading.

The aim of this course is to engage with the readings interactively, individually and in small groups. This involves framing questions to think about, while preparing to read something, reading a text, and reflexively placing what one has read in the context of both the texts and one’s own experiences. We are also resources for one another, both as a function of our differences and one another’s responses to what we read. The work in this course should focus on making and appraising arguments and interpretations, creating thoughtful arguments by making conjectures and offering justification for them (Anderson, 1984). This course offered opportunities to read a wide variety of texts, including empirical, conceptual, and historical work, policy documents, studies about schools, teaching, learning, and about different people’s experiences of all of these.

The course has included narrative texts, expository texts from diverse sources, including autobiographical narratives, field notes, ethnographies, etc. to address different types of reading skills and strategies. This were initiating them and prepare them for the course requirements of working on the field, as well as for selected readings and writing for the other courses. For expository texts, they were learn to make predictions, check their predictions, answer questions and then summarize or retell what they’ve read (Grellet, 1981). Students were able to analyze various text structures to see how these contribute to the comprehension of a text. These readings were provided the context for writing. Combining reading and writing 2-Year B.Ed Curriculum leads to the development of critical skills. Student-teachers got opportunities to write with a sense of purpose and audience, through tasks such as, responding to a text with one’s own opinions or writing within the context of others’ ideas.

The course also provides them opportunities to express them. Activities such as Reading aloud in the group taking turn and talking about what they have read boost the confidence in communication. Some topics were given to the students and they have to explain the gist of the text/topic to others. They were asked to connect the texts to the subjects, methods in the
B. Ed. Curriculum. Students were explained about the importance of Note taking and reviewing the text.



Transformational education involves reflection, introspection and action, with a deep relationship between the head, heart and hand. The National Curricular Framework 2005 (NCF) reminds us that the school curriculum must integrate various domains of Knowle dge, so that the ‘curricular ‘encompasses all, and is not separated from the co-curricular or extra-curricular. This has significant implications for the role of art, music and drama in education, to nurture children s creativity and aesthetic sensibilities. Learning is enhanced through Drama in Education (John, Yogin, & Chawla, 2007) which helps learners to extend their awareness, through multiple perspectives, to look at reality through fantasy, and to predict everyday situations in order to cope with unpredictable unsettling experiences. Drama in Education transcends the here and now, to travel through time -to the past, to the future, while it also allows us to freeze time. Thus we can live or relive moments and evoke or even recreate situations that can help us accept them better. Drama in Education is not merely doing theatrics or acting in a superficial manner, but is for creating that dramatic pressure or tension, where the student would Arrive at a problem or an understanding in a new way (Heathcote & Bolton, 1994).As per the prescribed curriculum following workshops were conducted in the college.

Workshop on Music and Dance

The workshop was conducted by Mrs. Sangeeta Vontak and Mrs. Manisha Lele respectively. The workshop was all about Music and Dance. The essence of Music and Dance can only be known when we understand the importance of it. Music and Dance is related to one another. Poetry, Lesson in classroom needs to be presented in decorative manner. It includes the manner in which we stand in front of the students.

Mrs. Lele explained, Music/Sangeet is all about the seven “SUR” when mixed together becomes RAGA’s Melody. The seven sur have Sanskrit names to it like Sa – Shadja, Re – Rishabh, Pa – Pancham, Ni – Nishad an so on…

Further she informed about the various Notations (Sargam). Maa Saraswati is a full description of Music. Dance is all about expressing words into actions. Every culture depicts different forms of Dance Basic that was informed in the workshop were NAR, NARI, NATESHWAR Roop.

Mrs. Vontak further informed about the different elements of Dance and Music i.e. harmony, pitch, melody, rhythm, dynamics etc. She also informed about the different instruments used for music i.e. Sitar, Guitar, Piano, Flute, Tambora, Harmonium etc.The workshop also informed about the various elements of dance. It includes Space, movement, action, energy etc.


Activities conducted in the Workshop

  1. The activity began with the practice of 7 Sur on Harmonium. Students were supposed to repeat after the teachers. Teachers were glad to know that students were grasping it easily. After the successful rehearsals students were practiced with the high pitch and low pitch sound of men and women. The students were asked to recite the prayer and a patriotic song after the teachers Mrs. Sangeeta Vontak and Mrs. Manisha Lele.
  2. In the second activity students were distributed in groups and asked to sing a song and perform on it. The themes for the activity were Motherland, Mother, Relationship, Nature, Moon etc.

Workshop helped students to understand the importance of Dance & Music in education. Students enjoyed and learnt a lot through this workshop.

Visit to Jehangir Art Gallery & Prince of Wales Museum

As a part of EPC activity students are supposed to visit the art and museum. Students of H. K. College of education visited to Jehangir Art Gallery and Prince of Wales Museum on 31st March 2016.

The Jehangir Art Gallery was founded by Sir Cowasji Jehangir. It was inaugurated on 21st January 1952, by Chief Minister of Bombay state, B. G. Kher. The objective behind visit was to understand the functions of art. The beauty and imagination of the painter put into a design and paintings.

The Prince of Wales Museum of Western India is located in the heart of South Mumbai near the Gateway of India. The museum has approximately 50,000 exhibits of ancient Indian history. The museum was funded by the Royal Visit Memorial Funds. Now it is maintained by annual grants from the Government and Bombay Municipal Corporation.

Through this visit students come to know about the cultural heritage of India and functions of art which was the actual purpose of the visit.

Workshop on Pottery Decoration

The workshop on pottery was conducted on 29th March 2016. One of the great thing about pottery as a creative endeavor is that it satisfies the desire to build an object for use with one’s hands.

The workshops intention was to highlight the use of drama and art through Creative Expression. Students actively participated in the workshop. As a teacher they were asked to decorate the pot using one of the Core Element in it. Students used their creative ideas to show their hidden talent through pot decoration.

Workshop on Best out of Waste

The workshop on Best out of Waste was conducted on 29th March 2016. The best thing about this activity is that students learn to how waste material can be useful.

Before the workshop ideas about the workshop were given by the teacher. Students were asked to bring waste material like scraped CD’s, matchboxes, candy sticks, waste bottles, bangles and other things which are not useful at home.

The intension behind the workshop was to inform students that how they can make use of waste material in order to prepare their teaching aids.

  • Date of commencement of the 1st Semester Class Test(B.Ed) 1st December 2015
  • Date of commencement of the 1st Semester (B.Ed) University Examinations 16th December 2015