Dramatic club is all about communication perhaps another art form. The aim of this club is to stimulate the creativity in our young minds. Students who have participated in Dramatic activities are less likely to have struggle SPEAKING IN PUBLIC, will be more INFLUENTIAL in their communications, both written and oral. Drama can be used to promote ACTIVE LEARNING in any subject-to give students a KINESTHETIC and VICARIOUS understanding as well as an academic understanding of a topic.
Drama being a performing art, is an outlet for self-expression, and a way of learning. Drama is an effective learning tool because it involves the student intellectually, physically, socially, and emotionally. Activities in improvisation, pantomime, play-making, and scene reenactment serve to develop the creative potential in the participants and help to develop critical thinking skills.
At Kalvi we believe that Dramatic Arts education is an important means of stimulating creativity in problem solving that can challenge students' perceptions about their world and about themselves. Dramatic exploration can provide students with an outlet for emotions, thoughts, and dreams that they might not otherwise have means to express. A student can, if only for a few moments, become another, explore a new role, try out and experiment with various personal choices and solutions to very real problems-problems from their own life, or problems faced by characters in literature or historical figures. This can happen in a safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers and pitfalls that such experimentation would obviously lead to in the "real" world. This is perhaps the most important reason we have included Dramatic Arts in our Learning Program.
The benefits of using creative play as a teaching methodology coincide with the established goals of education. Experience tells us that Dramatics is pivotal in developing the imagination and creativity and fostering critical thinking and problem-solving skills. It does help an individual in exploring and evaluating ideas besides discovering positive ways of dealing with conflict.
Participation in drama activities provides the teacher with another way to assess the student. Through dramatic play, students reveal how they organize ideas, solve problems, work in a group, deal with conflict, and use their imagination. Observing how students dramatize an event offers valuable insight into how they perceive, interpret, understand, and analyze the material at the core of the lesson.
Drama has many practical classroom applications. Important concepts, ideas, events, and people can be dramatized through improvisation, pantomime, and playwriting to stimulate interest, convey knowledge, gain comprehension, and improve retention.Drama can be the vehicle for the following applications:
At Kalvi we ensure that Drama is a teaching tool that allows students to participate, demonstrate, and observe in a "controlled," or non-threatening, environment. At the same time, drama helps students get in touch with their creativity and spontaneity as well as to develop confidence in the expression of their ideas. Not to forget, it teaches self-discipline, acceptance of and positive response to criticism, and cooperation with others.
Creative people can view things in new ways and from different perspectives. They can think on their feet and generate new ideas. Our child-led approach to improvisation and pretend play encourages the development of creativity as children lead the direction of the drama themselves, come up with solutions to problems in role, and respond imaginatively to a range of pretend situations.
By its very nature drama can create strong bonds between children as they laugh, learn and grow together week after week after week!
This club focusses to express ideas and feelings through art and music and movement where it encourages our KALVIANS' self-expression, augments self-esteem and poise and allows inventiveness and imagination through the exploration of media. This club provides kids with openings to progress and display their creative talents and motor skills. Music & Movement inspires children to embellish and dance to music as well as sing along, to interact and develop self-confidence.
This club on Aesthetics and creativity at Kalvi, functions with the sole aim to stimulate creativity - the ability to think beyond the norm, and aesthetics - the sense of beauty in everything we see and hear. Why? Because our creative capacity is not possible without aesthetics. Creativity and aesthetics go hand in hand. Evaluation of creativity always requires a judgement of beauty. We believe that problem-solving is wrong when it is not beautiful and a genius is a creator of new aesthetic values. Aesthetics is not the goal of creativity but it is essential component.
As creativity increasingly emerges as 'the vision of the future' and we can see that creativity is the engine of future growth and prosperity and a top skill required by employers worldwide. We acknowledge that learning aesthetics is paramount. It is not an inborn knowledge. It is the result of our education.
Aesthetics is the science of beauty in art and nature. Although beauty can be subjective, there are certain things - harmony, excellence and intelligence - that are considered beautiful by everyone. We enable our kids at Kalvi to realize that Aesthetics teaches us to think about the ideas that underline artworks and the forms that express those ideas. Students understand that these sessions help them to discover how art makes them feel and affects their beliefs and attitudes. While we create, appreciate and analyze works of art, we develop aesthetic knowing which we emulate and apply in all realms of life. Aesthetics has a practical purpose and our club revolves around this as the fulcrum.
Fine art is largely accessed by art professionals rather than all people. And we try to break this lurking feeling in people by bringing in the Aesthetic creative sessions to all our students.
We are aware of the fact that Aesthetics education demands efforts. Therefore as soon as children begin to ask 'why?' we endeavor to introduce them to art. When 'why?' is directed at artworks, children begin to develop aesthetic inquiry: from learning a vocabulary of terms and concepts to forming judgments and exploring the functions of art.
Learning aesthetics is exciting for children and appeals to their inquisitive nature.
Discovering the language of art and how to interpret it, young people begin to think creatively, connecting and applying knowledge to new situations. And as they do so, they develop into aesthetically mature and creative adults capable to bring change and innovation to transform the future. This is the ultimate goal we have in educating our students here.
We encourage display of the Aesthetic creativity products of our kids in our Parent -Teacher Interaction Meets. We also conduct competitions within the school and encourage them to be aesthetically inclined
Aesthetic Creativity: Thoughts on Children's Activities. by them), its primary emphasis is not feelings or emotions in the ordinary sense. Instead, the aesthetic is conceived as a mode of cognition in which both the medium and content of thought are nonverbal and sensory. Components of aesthetic experience: aesthetic fascination, aesthetic appraisal, and aesthetic emotion.
Artistic and aesthetic education are not only the process of the artistic knowledge and skills, but also a universal means of personal development of children based on the detection of artistic and aesthetic needs, interests and individual abilities. The aim of it is to form a positive attitude to art in the children, to develop artistic and aesthetic consciousness, the capacity for self-actualization, the need for spiritual self-improvement by the help of art. The system of artistic and aesthetic education and training has a broad space for improvement and revival of national, cultural traditions. It is important that for radical changes the urgent need will be experienced and realized not only by scientists and educators-practitioners, and also by all people who are involved in the education of the children and youth.