LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 7 July 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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English Drama in Indian Classrooms -
Some Observations, Implications and Suggestions

Digambar M. Ghodke, M.A. B.Ed.

Abstract

Teaching language through literature has been a widely recognized practice in language classrooms, especially in ELT classrooms, for long. However, the goals of teaching literature have undergone changes from time to time. The present paper attempts to take a brief survey of the goals and objectives of teaching literature to students. It tries to understand the relevance of teaching English literature, especially English Drama, to Indian students. The paper further takes a brief review of the present condition of drama teaching in the classroom. It attempts to briefly explore the challenges involved in teaching drama in Indian classrooms and finally comes up with suggestions to the teachers dealing with English Drama in Indian classrooms.

Introduction

The goals of teaching literature have undergone changes from time to time. Elan Showalter focuses on these goals in her book Teaching Literature (2003). In her view, the goal of teaching literature in past was to make people better human beings and better citizens. Literature is “repository of moral and spiritual values”. Of course, there are others who challenge this assumption on the basis of time, space, and specificity of culture in both the production and reception of literature (Sudhakar Marathe & et al, 1993).

For the proponents of New Criticism teaching literature became teaching irony, tone, paradox, tension and symbolism. During 1960 to 1970 teaching of literature became political act for radical and minority groups in the university.

After 1970 the goal of teaching literature became a branch of philosophical inquiry about signification, representation, aporia (raising doubt and finding truth) and ideology. By 1980 theory occupied a predominant position in teaching literature. The secondary critical and theoretical texts substituted over imaginative literature itself. In 1988 the conflicting views on literary goals gained momentum. The need to teach students to love works of imagination emerged.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Digambar Maruti Ghodke, M. A., B. Ed.
Assistant Professor of English
Department of English
New Arts, Commerce and Science College
Shevgaon, 414502.
Dist: Ahmednagar
Maharashtra
India
dmghodke@gmail.com

 


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