ADIMA Dramarepertory Draftproposal 151118 1312 0100

ADIMA “Rangabhoomi Shikshana Kendra”
[Proposal for an Innovative Drama Repertory at Shivagange, Kolar]
CONTENT
Chapter Title Page
no.
1 An open letter to The Vice Chancellor, Bengaluru North
University
2 ADIMA – the organization, origin and activities
3 ADIMA – the churning on “Art & Life”, culture
4 “Multiple Intelligences” [author – Howard Gardner] and
Education – A huge window of opportunity
5 Outstanding examples in education and teaching
methodologies
6 The potential of ADIMA to work on this mission
7 Macro environment offering synergy to this mission
8 The Mission – Drama Repertory to achieve objectives of
primary and secondary education
9 ADIMA “Rangabhoomi Shikshana Kendra” – the proposal for
the Innovative Drama Repertory
10 Proposed Budget
ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

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The Vice Chancellor
Bengaluru North University
Respected Sir,
Sub: Requesting affiliation for the proposed ADIMA “Rangabhoomi

Shikshana Kendra”, an innovative drama repertory
The last two decades of the twentieth century has witnessed an unprecedented
mobilization of the Dalits and the disadvantaged of Karnataka in the form of
Dalit Movements. While the movements were focusing on realizing the Rights
and Privileges as enshrined in the Constitution, several leaders were also
disturbed by the range of issues and dilemmas in modern society, which could
not be answered by only addressing Rights and Privileges enshrined under the
Constitution. These leaders believed [and developed a strong conviction too]
that several cultural practices of the OBCs and SC / STs [a vast majority of
people constituting the bottom of the pyramid in society] handed over through
generations by word of mouth and practice contributed to a sustainable life in
harmony with nature. After all, this vast majority has not only lived through
centuries in the hinterland across all geographies but also made enormous
contributions to the society in which we live today
ADIMA was established with this quest and has been nurtured over the last two
decades by this leadership. The quest for “Nelasamskriti” [the cultural practices
referred in the preceding paragraph] has been nothing but a road of thorns and
hurdles, what with the search for hitherto undocumented practices on the one
hand, and the easy visibility available for “art and culture” in the modern ‘world
of exhibition and entertainment’ on the other hand.
ADIMA has treaded this treacherous path over the past two decades and is
presently beaming with confidence and conviction of having a hold of the
“Nelasamskriti” and is desirous of offering it to the world. The proposed ADIMA
“Live and Let Live” Learning Centre is the first expression of this conviction, and
is presently a ‘bird developing wings on the verge of flying’

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Meanwhile, ADIMA sees another golden opportunity in the field of primary and
secondary education. Several leaders and foot soldiers of ADIMA have also been
involved with primary and secondary education in Karnataka as their profession,
and have been concerned with the plight of the formal education and its
outcomes. Thanks to Howard Gardner and his path-breaking work on “Multiple
Intelligences”, a glimpse of which was made available to these teachers by
virtue of experiments and pilot projects carried out by the Government of
Karnataka, ADIMA sees a huge window of opportunity to contribute to
accomplishing the objectives of primary and secondary education. ADIMA is able
to link its own findings of “Nelasamskriti”, as well as its two decades old trek in
the field of ‘Art and Culture’ to the “multiple intelligences” of Howard Gardner. In
ADIMA’s considered view, “Nelasamskriti” is a formidable combination of the
“multiple intelligences” framework, and possibly holds the key to sustained non-
formal education practices through generations and centuries
ADIMA is revving up its engine with this renewed energy and is looking forward
to pilot a project to dovetail “Nelasamskriti” in the field of education. This is
titled ADIMA “Rangabhoomi Shikshana Kendra”, an Innovative Drama Repertory
where student interns will be put through a three year program [our guess is
that this may eventually be a four year program] which will prepare them as a
teacher – facilitator to accomplish the basic objectives of primary and secondary
education. Throughout the three year program, the student interns will be
interacting with children of school going age group and will be responsible –
accountable for the accomplishment of these children
ADIMA believes that this will be path breaking work in the field of education in
India and is looking forward to partner with all individuals and institutions which
could contribute to this mission
With this mission in mind, I am writing to you seeking an affiliation for this
program with your esteemed University. I hereby do commit, on behalf of all my
colleagues in ADIMA that we will adhere to all the norms and rules prescribed by
the University for this Affiliation.
N.Muniswamy
President

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ADIMA – the organization, origin and activities
‘ADIMA’, the organization, as mentioned in the introduction, has been

established by well-known leaders, thinkers, litterateurs, writers, artists and
activists of the Dalit Movement in Karnataka. Their focus was constantly on the
existential struggles of the grassroots communities and the challenges of the
future generation. The decade of its existence have been an intense struggle to
research, learn, debate, assimilate, practice and disseminate [all simultaneously]
the ‘ADIMA’ or ‘NELA SAMSKRUTHI’ concept as well as define and practice
cultural politics
This simultaneous involvement in multiple themes viz. research, learn, debate,

assimilate, practice and disseminate resulted in a wide range of activities and
accomplishments, a glimpse of which is provided below
 “Hoonime Haadu” – 153 full moon day events conducted till mid-
December 2018
 Water harvesting structures
 Local knowhow and architecture applied in construction
 Traditional crafts and art
 Native vocations
 Native Health Systems
 Compilation of poems and stories on Native Knowledge used as part of co-
curricular syllabus in higher primary / secondary education in Karnataka
 ‘ADIMA’ publications
 Mobile cultural troupe on native knowledge and culture, with special
emphasis on water - traversing across Karnataka
 Cultural representation in Delhi and Columbia, reciprocal visits from other
countries
 Quantum of Community Participation
 Research processes and activities to understand and assimilate the
‘ADIMA’ cultural practices

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“Hoonime Haadu” – 153 full moon day events conducted till mid-
December 2018
“Hoonime Haadu” or the full moon day event conducted at Shivagange right
from the establishment of ‘ADIMA’ the organization has been the mainstay
program which people from all walks of life look forward to
[HMR to give a brief description / narration here]
Water harvesting structures
Harvesting seepage water is an age old native practice for collecting and using
water in low rainfall regions. The Antaragange hills in Kolar, in which the
Shivagange campus of ADIMA is located, serves as an ideal location to harvest
such seepage water and store it for the prospective. A glimpse of the storage
structure or ‘Kalyani’ built and operational in the ADIMA campus is given below
This model is being used to illustrate to children in particular during the camps
and to the public in general – on the importance of water as a natural resource
and the ways and means to harvest, conserve and use

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Local knowhow and architecture applied in construction
The present format of construction of houses for the poor as propagated by

various governments in the states as well as at the centre renders the dwellers
largely dependent on external sources for construction as well as maintenance.
This aspect destroys the fundamental element of ‘Local Self Reliance’ – which is
essential for the sustainable life of every individual and community. Native
knowledge systems define and use architecture holistically to attain multiple
objectives viz.
 Low energy consuming as well as comfortable structures for the dweller
and his / her vocations in all climates applicable in the region
 Low cost and local availability of raw material for new construction as well
as maintenance
 Abundant availability of skills locally for the purposes of construction

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 Utilization of the prospective dwellers themselves during the construction
rendering the necessary “Sense of Belonging” to them once the
construction is complete
At best some adaptation techniques of modern knowledge are required for

enhancing the life span and reliability of the structures without sacrificing any of
the aspects detailed above. A couple of illustrations of local native know-how
utilized in the structures at the Shivagange campus are given below
[HMR to help in taking appropriate photographs of the structures in

Shivagange campus and append them here]
Traditional crafts and art
In much the same manner as local knowhow and architecture applicable in

construction, traditional crafts emphasize the creative and productive skills
which utilize local material in crafts work, which in turn are used in day-to-day
life by all households. Similarly all forms of art emphasize the native knowledge
systems, native forms of life and livelihood – all of which ensure sustainability
and oneness with nature. A couple of illustrations are given below

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[HMR to locate the original photo of the clay-work activity above to
improve upon the quality]
Native vocations
Going further, along the same lines, native vocations and native tools and their
relevance are also emphasized. Care is taken to ensure that the knowledge and
know-how discussed in local architecture, traditional crafts and art as well as
native vocations do not create a romantic image of the past meant for archiving
and storage, but their actual relevance even in the current context is discussed
and debated. A couple of illustrations are given below

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Native Health Systems
Native health systems do not look at ‘health’ as a separate entity, but have a
holistic approach to local climate – food – diseases, etc. treating them with a
‘continuum’ perspective. The consequences of modern health practices treating
these factors as ‘isolated’ and ‘disaggregated’, on human health and life are
enormous over the last 200 years or so
The districts mentioned in the introductory pages have a tradition of a

“traditional healer” family in every village, which practices medicine as a noble
profession – offering their services free to anyone and everyone. Such practices
not only enabled the community to be healthy, but also ensured their self-
esteem in the context of ‘ownership’ of the knowledge. Modern day medical
practices have on the other hand, have disconnected the knowledge of ‘health’,
propagated an enormous fear and unsustainable costs on the common man.
Reducing these aspects of ‘modern medicine’ and getting the people to their
‘roots’ has been the endeavour of “Talemaaru Kutira’, an associate organization
of ‘ADIMA’. Not only have numerous people benefitted from the practice of
native health systems, but a few practitioners have also been trained – who are
leading their life and livelihood based on the knowledge gained. Of course, like in
any traditional health systems practiced across the globe, the data on long term
costs, benefits and absence of side-effects vis-à-vis the current allopathic
practices in vogue are anecdotal in nature owing to the absence of resources and
methodology to do a structured research and comparison
This knowledge is to be disseminated in a structured manner in the currently

envisaged ‘ADIMA’ Live & Let Live Training Centre as detailed later
Compilation of poems and stories on Native Knowledge used as part of

co-curricular syllabus in higher primary / secondary education in Karnataka
ADIMA has compiled a collection of poems titled “Darr Barr Buddanna” and a
collection of short stories titled “Kathe Kathe Karunda” based on native

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knowledge systems. Both of these books are presently being used as text
material for the co-curricular syllabus in higher primary and secondary education
in Karnataka [to be included in mainstream recognition]
‘ADIMA’ publications
ADIMA has laid a lot of emphasis on literature pertaining to native knowledge

systems or ‘Nela Samskruthi’. It has brought out a lot of publications as
illustrated below. ADIMA also runs a book store in Kolar city to encourage the
youth of today in particular, and the public in general – to inculcate the practice
of reading in the present day landscape emphasizing the electronic medium and
virtual social networks
Sl Title Author
1 Aavarana Anavarana N S Shankar
2 Kanaka Musuku Dr. K N Ganeshaiah
3 Saamanyana Sankramana N S Halappa
4 Kaaridaar Kaalakosha Je. Su. Na.
Brahmana Dharmada Digvijaya – Translation N S Shankar
5
[primary literature by Dr. B. R. Ambedkar]
Nadekaara Doddi Venkatagireppa mattavara Padmalaya Nagaraj
6
Aadhyaatmika Parampare
7 Nelakanaja Govindappa
Mobile cultural troupe on native knowledge and culture, with spec ial
emphasis on water - traversing across Karnataka
ADIMA cultural troupe cum Repertoire has traversed across all the districts of
Karnataka, conducted plays and other events on multiple themes
Kinnuri Nudidu [Based on 175 shows Bilingual program [Kannada and

Telugu folk and conducted in Telugu] – conducted in border areas
Tatvapadakarara songs] 2006 of Tumkur, Gowribidanur,

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Chintamani and Bangarpet
Neeru Deepagala Dibbana 15 shows Across district centres and villages
in Karnataka
“Hakki Haadu” - Program 150 shows
emphasizing water and life across
of Anna Hazare Karnataka
Matte Ekalavya 15 shows 3 in Kolar, 2 each in Bangalore and
Delhi, one each in Mysore, Tumkur,
Tiptur of Karnataka, Begusarai in
Bihar and in Columbia
Cultural representation in Delhi and Columbia, reciprocal visits from

other countries
A cultural troupe of ADIMA visited New Delhi as well as Columbia in the year
2013 to stage the play “Eklayva Uvaach” [Eklavya speaks out] [PN / HMR to
give details about this play and the message as relevant to our proposal]
Quantum of Community Participation
The most significant aspect of ADIMA’s existence over the last decade has been
the quantum of community participation in all its activities – be it in physical
participation by the people, pooling in of material resources for various activities
and last but not the least, in the form of money. The participation listed above is
in the descending order unlike most organizations where the order is reversed.
This is a fundamental aspect of ‘Nelasamskruthi’. The present accounting
systems have adequate means and potential to capture various forms of
community participation, but the same have not been in practice in ‘ADIMA’
organization over the years. Hence, it is very difficult to quantify this
participation, but a glimpse can be had from the comparison of the scale
and quantum of activities [as known in the public domain] vis-à-vis the

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actual income and expenditure statement in the audited statement of
accounts.
Research processes and activities to understand and assimilate the

‘ADIMA’ cultural practices
In the first phase, the organization decided to research the lives and teachings
[and document the experiences] of various practitioners of ‘Nelasamskruthi’ in
the past – in order to determine the path to be taken in the future. These
include Kaiwar Naarenappa, Tavarekere Ramavadhootha, Doddi Venkatgireppa,
Dakshinamoorthy, Malur T. Sonnappa, Ragi Lakshmanayya, Saalumarada
Thimmakka, Emme Basappa amongst others
In the context of this proposal, it is worthwhile to get a glimpse of the core

content of these teachings
The achievements of all these ‘Nelasmaskruthi’ teachers and practitioners can be

stated as the well documented eighth step “ACHALA” in Nagarjuna’s Bouddha
Madhyamika Dasha Bhoomika Shasthra. All these practitioners give an excellent
account and narration of “What is Achala?” We, in society, are all used to seeing,
comprehending, analysing the Universe thru the lens of “Static” perspectives
embedded in our memories thru generations and centuries. The lenses of such
“Static” perspectives govern all our action, in turn, keep on dwindling and
weakening the human understanding of the Universe. “ACHALA” practitioners
state that unless the lenses of such “static” perspectives are emptied from the
memories, newer possibilities and perspectives cannot be assimilated at all.
Moreover, the Indian Democracy has been reduced to two aspects – ‘procedural
democracy’ [of voting in elections] and ‘expression of reaction’ to every issue,
situation and context. According to ‘ACHALA’ practitioners, this ‘Expression of
Reaction’ is a ‘Disease’ while ‘Participating in the Process’ is the cure for ensuring
the concept of “Rule of the People, By the People, For the People”. The ‘ACHALA’
practitioners further lament and question the disconnect between the ‘Spoken
Word & the Path Tread’, ‘The Word and its Meaning’, propagated by the modern
education system. They also inspire and direct towards a New Learning Process.

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The ‘ACHALA’ practitioners propose, practice and propagate a movement
confining to ‘Constant Consciousness of Life & Nature’ and Action thereby –
without getting disturbed by the numerous facets of “Static” perspectives
embedded in human memories.
Another way to look at the same core content is as follows:
One encounters numerous occasions in everyday life – be it in family, personal

health, carrying out agricultural practices, management of a department or an
organization, belief systems, and the list can go on and on, where ‘Experts’ tell
that “UNLEARNING” is required prior to assimilation of “New Learning”. This
includes the aspect of “Learning” which is provided as a knowledge or
information, but does not necessarily translate into “Behaviour”. However, it can
be authoritatively stated that this phenomenon of “UNLEARNING” has remained
subjective at least across India, if not across the globe. Numerous teaching and
training methodologies have attempted to succeed in this process of
“UNLEARNING”, either without an in-depth research of what is to be ‘unlearnt’ or
without an effective tool to measure the ‘unlearning’ achieved / still residual.
One can cite several examples of such ‘Packaged Teaching / Training
Methodologies’ which have caught the imagination of individuals and society
[and policy makers as well, resulting in investment of public money] for a certain
period of time, before losing out charm or causing the same individuals / society
to be disillusioned
‘ADIMA’, as a concept, recognises the extent to which numerous learning across

factors detailed in the opening paragraph are embedded in the conscious, sub-
conscious and unconscious minds of every human being; resulting in a wide
spectrum of behaviour and practices, which in turn consolidate and expand upon
the issues cited in the first paragraph. Thus, the society continues in a vicious
spiral of issues within issues, contradictions within contradictions, problems
within problems; unless the “UNLEARNING” is clearly defined and achieved.
‘ADIMA’, as a concept, also recognises the phenomenal health and life costs
which every human being and society is paying owing to the present levels of
‘Learning’ and the practices of ‘Unlearning’ as in vogue. ‘ADIMA’, as a practice,
does this “UNLEARNING” effectively in a technique called as

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“DECONSTRUCTION” in English or “NIRACHANE / NIRASANE” in Kannada. This
“DECONSTRUCTION” or “NIRACHANE / NIRASANE” practice not only results in
unleashing the enormous potential of the human brain / mind but also
inextricably links “Learning” with “Behaviour”, thereby building in a
‘Responsibility Consciousness’ towards Nature, Community, Life, Livelihood, etc.
This ‘Responsibility Consciousness’ sees everything as a single continuum
[ANANTHA LASYA] and does not break them into entities. Life, Health, Food,
Agriculture, Art, Natural Resource, Livelihood, Life Sciences, Life Skills, etc.
are all integrated and inter-dependent parts of this continuum.
Besides the leadership of ‘ADIMA’, others have also been carrying out this
research resulting in mainstream recognition of such literature
One major event in history where “DECONSTRUCTION” methodology can be

witnessed is by studying the writings of Dr.B.R.Ambedkar, during the years of
his work on framing the Indian Constitution. Thus while one can easily admire
the fact that the Indian Constitution has all the aspects of single continuum
[Anantha Lasya] in place, one can also never point a finger at the Indian
Constitution vis-à-vis its favouring any particular cultural practice or stating that
such and such a practice is for ‘Universal Good’
A set of books published as a consequence in intense research activities,

including Universities, serves as an illustration in this regard
1. “Ekarupithanada Apakalpanegalu” by Dr. D. Dominic
2. “Talaparige” by Sri Kotiganahalli Ramaiah
3. “Doddi Venkatgireppa” by Sri Padmalaya Nagaraj
4. Numerous documented “Shramana” cultural traditions
This mainstreaming is continuing in a compilation titled “Kolar and

Chikkaballapur Zilla Tatva Padakararu”, presently under consolidation and to be
shortly published by the Kanaka Adhyayana Peetha of the Department of
Kannada, Government of Karnataka. Another draft titled “’ACHALA’ Guru Marga”,
a reference book under preparation for research scholars of Kannada University,
Hampi and published by ADIMA

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The “Deconstruction” technique also finds mention in internationally acclaimed
research. One such reference is detailed in “Nagarjuna and Modern
Communication Theory” by Sri Wimal Dissanayake in the China Media research
Journal, Volume 3(4), 2007
The impact and consequences of modern day education system is also

documented in several forums and research activities internationally, one such
book being “De-schooling Society” by Sri Ivan Illich. Thus the quest for research
in the ills of the current education systems and search for alternatives from the
past is a global phenomenon
‘ADIMA’ envisages the study and assimilation of all these traditions and practices
[available in various forms like literature, tatvapada, Shataka sahitya, riddles
and puzzles, proverbs, folk literature, etc.] and apply it to the current context in
order to remedy the current ills thru an appropriately formulated education
system

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ADIMA – the churning on “Art & Life”, culture
Right through the two decades of existence of ADIMA, the quest for
‘Nelasamskriti’ remained in the context of finding answers towards a sustainable
life amidst the ever-increasing ‘consumerist’ society of today little caring about
tomorrow. Simultaneously, modern day discourse and thoughts were also at play
wherein everything native or tribal (be it an art form or dance or music or even
tools for life and livelihood) were ready material for exhibition and different
forms of entertainment. The glitz and glamour of the world of ‘Exhibition and
Entertainment’ would dilute the quest to ‘Show Value’. After the moment or
event when the exhibition or entertainment is over, there was little by way of
these being imbibed in today’s life. Neither these exhibitors [those within Adima]
nor the consumers [those who came to witness these exhibitions and shows]
demonstrated reasonable measure of adaptation in modern day life.
On the other hand, the serious quest for ‘Nelasamskriti’ showed that art and
culture were an integral part of life – be it in food practices or educating the
children or keeping good health or even including entertainment at regular
intervals. ‘Nelasamskriti’ never appeared to have any of these
compartmentalization.
The leadership of ADIMA kept on churning their minds with this dichotomy –
dilemma and were looking forward to possible ways where the overt and sole
focus on ‘Exhibition and Entertainment’ could be curtailed, if not eliminated
altogether.
One such experiment on which ADIMA is presently working is the ‘Live and Let
Live’ Learning Centre. A brief on this is enclosed below
ADIMA ‘Live & Let Live’ Learning Centre
The twenty-first century, on one hand, has brought a lot of scientific and
technological inventions while, on the other hand, has brought a range of issues
and dilemmas to mankind as a whole and to policy makers in particular – be it

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economic disparity, the levels of consumption, the increasing woes of the
vulnerable and the marginalized, numerous existential contradictions and
conflicts – simultaneously at micro and macro levels, the ever-hanging
Damocles’ sword of Global Warming and Climate Change and last but not the
least, an education system which is struggling to produce a pool of human
resource competent to deal with the emerging and future challenges. India, in
particular, adds another dimension to this complex scenario in the form of social
and cultural practices sustaining inequalities and contradictions. Even after 68
years of independence, it remains a question whether we are living according to
the guiding principles and values laid down in our Constitution, although
superficially giving an impression of social transformation
The choice ahead is to either CREATE a ‘Comprehensive Solution’ to the totality

of issues and dilemmas or to delve into the past of mankind and cultural
practices to see whether such a solution exists or existed. After all, one needs to
take into cognisance that the human civilization has existed for at least fifty
centuries in recorded history. One such culture is prevalent in Southern India,
specifically in the rain-deficit region of Kolar in Karnataka, Rayalaseema in
Andhra Pradesh and Dharmapuri – Krishnagiri belt of Tamilnadu. This cultural
practice is known by numerous names viz. ‘Achala’, ‘Nela Samskruthi’, ‘Tatva
Padakararu’, ‘Paradesi Matha’, ‘ADIMA’, etc. The rich folklore traditions,
documented in cultural formats, consisting of poems, stories, songs, etc. reflect
such a cultural consciousness towards land, water, life sciences and life skills,
fellow human beings against all odds and conditions prevailing over time.
Scores of people practicing this ‘ADIMA’ culture can be seen in the regions of
Karnataka, Andhra Pradesh and Tamilnadu as described earlier. ‘ADIMA’
practitioners have remained away from all the limelight in society, silently
practicing their culture without making any claims for redemption of this world in
any forum. These practitioners have developed and sustained a vast spectrum of
knowledge and practices in agriculture, crafts, medicine, art and artisans, etc.
Literature on ‘ADIMA’ culture in Telugu under various titles have even been
published and circulated even in the twentieth century, post-independence.

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As stated in the introductory paragraphs, the failure of the current education
system to produce a human resource pool competent to deal with the current,
emerging and future challenges, is a tragic state of affairs. Moreover, this
education system does not deliver the knowledge and skills to every student to
lead his / her own life independently and with dignity. Only the ‘Excellent’ are
identified and opportunities provided for. It is very painful to narrate the status
of the teenagers who drop out of this system of education as well as those who
continue to hang on to this system of education since they do not have any
credible alternative.
If ‘Nelasamskruthi’ advocates and provides for life and livelihood for every soul
on the face of this earth, then it should be able to provide an appropriate life and
livelihood to each and every teenager described in the preceding para. This is
the vision envisaged in the ADIMA ‘Live and Let Live’ Learning Centre. A three-
year life and livelihood learning curriculum [incorporating the ‘Deconstruction’
(Nirachane / Nirasana) aspect as well as life sciences and life skills] is proposed
for the students.
ADIMA ‘Rangabhoomi Shikshana Kendra’ [or Adima Drama

Repertory] – the second avenue under consideration
While the processes are underway to establish the ADIMA ‘Live & Let Live’
Learning Centre, there was a strong call within the organization to establish a
‘Rangabhoomi Shikshana Kendra’ [drama repertory] to effectively utilize the
infrastructure and experience over the years. The inspiration came from the four
drama repertories established and functioning in Karnataka [Rangayana in
Mysore, Neenasam in Sagar (Shivamogga), Shivasanchaara in Sanehalli
(hosadurga, Chitradurga district) and Kundapura Ranga samsthe in Kundapur
(Udupi district). These drama repertories conduct a one year certificate [or
diploma] course and the students passing out have active careers in the field of
art, cinema, TV serials, etc.
Once again the question of “Art and culture” for Life or for Entertainment came
to the fore. The Governing Body of ADIMA vehemently opposed setting up a

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drama repertory which caters purely to the commercial world of art, culture,
cinema, TV serials, etc. The next question to follow was obvious – Do we simply
allow our humungous experience and infrastructure to collapse without putting
to any good use. At this juncture, career teachers within the Governing Body
presented the scope of ‘Drama Repertory’ in the field of Primary and Secondary
Education. To comprehend this, one needs to have a glimpse of “multiple
intelligences” theory authored by Howard Gardner

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“Multiple Intelligences” [author – Howard Gardner] and
Education – A huge window of opportunity
This chapter puts together excerpts from the various research papers and books
written by Howard Gardner prior to expressing the “Opportunity” available to
ADIMA. [The author of this proposal has taken the liberty to juxtapose different
pieces from different writings. Some paragraphs may appear disjoint or
disconnected. Any misrepresentation of Howard Gardner due to this is solely due
to the ignorance of the author of this proposal]
====
I am often asked how I first got the idea of the theory of multiple intelligences.
As a young person I was a serious pianist and enthusiastically involved with
other arts as well. When I began to study developmental and cognitive
psychology, I was struck by the virtual absence of any mention of the arts. An
early professional goal was to find a place for the arts within academic
psychology. I am still trying! In 1967 my continuing interest in the arts
prompted me to become a founding member of Project Zero, a basic research
group at the Harvard Graduate School of Education begun by a noted
philosopher of art, Nelson Goodman. For 28 years, I was the co-director of
Project Zero and I am happy to say that the organization continues to thrive.
Support from the Van Leer Foundation allowed me to carry out an extensive
research program with the aid of many younger colleagues. I saw this as a once
in a lifetime opportunity to collate and synthesize what I and others had learned
about the development of cognitive capacities in normal and gifted children as
well as the breakdown of such capacities in individuals who suffered some form
of pathology. To put it in terms of my daily calendar, I was seeking to synthesize
what I was learning in the morning from my study of brain damage with what I
was learning in the afternoon from my study of cognitive development. My
colleagues and I combed the literature from brain study, genetics, anthropology,
and psychology in an effort to ascertain the optimal taxonomy of human
capacities.
I can identify a number of crucial turning points in this investigation. I don’t

remember when it happened but at a certain moment, I decided to call these
faculties “multiple intelligences” rather than abilities or gifts. When I began the
book, I was writing as a psychologist and that is still my primary scholarly
identification. Yet, given the mission of the Van Leer Foundation, it was clear to
me that I needed to say something about the educational implications of MI
theory. And so, I conducted some research on education and touched on some

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educational implications of the theory in the concluding chapters. This decision
turned out to be another crucial point because it was educators, rather than
psychologists, who found the theory of most interest.
I was claiming that all human beings possess not just a single intelligence (often
called “g” for general intelligence). Rather, as a species we human beings are
better described as having a set of relatively autonomous intelligences. Most lay
and scholarly writings about intelligence focus on a combination of linguistic and
logical intelligences—the intellectual strengths, I often maintain, of a law
professor. However, a fuller appreciation of human beings occurs if we take into
account spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal
intelligences. While we all have these intelligences, individuals differ for both
genetic and experiential reasons in their respective profiles of intellectual
strengths and weaknesses. No intelligence is in and of itself artistic or non-
artistic; rather several intelligences can be put to aesthetic ends, if individuals so
desire. No direct educational implications follow from this psychological theory;
but if individuals differ in their intellectual profiles, it makes sense to take this
fact into account in devising an educational system.
In 1994-5 I took a sabbatical and used part of that time to review evidence for
the existence of new intelligences. I concluded that there was ample evidence
for a naturalist intelligence; and suggestive evidence as well for a possible
existential intelligence (“the intelligence of big questions”). I also explored much
more deeply the relation between intelligences—which I construe as
biopsychological potentials—and the various domains and disciplines that exist in
various cultures.
A final feature of this second phase entailed a more active involvement with
educational reform. This involvement took both a practical and a scholarly form.
On the practical level, my colleagues and I at Harvard Project Zero began
working with schools as they attempted to implement MI practices and other
educational programs that we have developed, such as teaching for
understanding. We also launched a Summer Institute which is now in its 7th
year. On the scholarly side, I began to articulate my own educational philosophy.
In particular, I focussed on the importance in the pre-collegiate years of
achieving understanding in the major disciplines—science, mathematics, history,
and the arts. For various reasons achieving such understanding is quite
challenging. Efforts to cover too much material doom the achievement of
understanding. We are most likely to enhance understanding if we probe deeply
in a small number of topics. And once the decision is made to “uncover” rather
than “cover,” it is possible to take advantage of our multiple intelligences. Put
concretely, we can approach topics in a number of ways; we can make use of
analogies and comparisons drawn from a range of domains; and we can express
the key notions or concepts in a number of different symbolic forms. This
analysis has led to a perhaps surprising conclusion. “Multiple intelligences”

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should not in and of itself be an educational goal. Educational goals need to
reflect one’s own values, and these can never come simply or directly from a
scientific theory. Once one reflects on one’s educational values and states one’s
educational goals, however, then the putative existence of our multiple
intelligences can prove very helpful. And, in particular, if one’s educational goals
encompass disciplinary understanding, then it is possible to mobilize our several
intelligences to help achieve that lofty goal.
Much work needs to be done on the question of how the intelligences can best
be mobilized to achieve specific pedagogical goals. I do not believe that
educational programs created under the aegis of MI theory lend themselves to
the kinds of randomized control studies that the federal government is now
calling for in education. But I do believe that well choreographed “design
experiments” can reveal the kinds of educational endeavors where an MI
perspective is appropriate and where it is not. To state just one example, I think
that MI approaches are particularly useful when a student is trying to master a
challenging new concept—say, gravity in physics, or the Zeitgeist in history. I
am less persuaded that it can be useful in mastering a foreign language—though
I admire those teachers of foreign languages who claim success using MI
approaches.
=====
On a more practical level, Gardner was disturbed by the nearly exclusive stress
in school on two forms of sym-bol use: linguistic symbolization and logical-
mathematical symbolization. Al-though these two forms are obviously important
in a scholastic setting, other varieties of symbol use also figure prominently in
human cognitive activ-ity within and especially outside of school. Moreover, the
emphasis on lin-guistic and logical capacities was over-whelming in the
construction of items on intelligence, aptitude, and achievement tests. If
different kinds of items were used, or different kinds of assess-ment instruments
devised, a quite dif-ferent view of the human intellect might issue forth. These
and other factors led Gardner to a conceptualization of human in-tellect that was
more capacious. This took into account a wide variety of human cognitive
capacities, entailed many kinds of symbol systems, and in-corporated as well the
skills valued in a variety of cultural and historical set-tings. Realizing that he was
stretching the word intelligence beyond its customary application in educational
psychology, Gardner proposed the ex-istence of a number of relatively auton-
omous humani ntelligences. He defined intelligence as the capacity to solve
problems or to fashion products that are valued in one or more cultural settings
and detailed a set of criteria for what counts as a human intelligence. Gardner's
definition and his criteria deviated significantly from established practices in the
field of intelligence

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Most definitions of in-telligence focus on the capacities that are important for
success in school. Problem solving is recognized as a crucial component, but the
ability to fashion a product-to write a sym-phony, execute a painting, stage a
play, build up and manage an organization, carry out an experiment-is not in-
cluded, presumably because the afore-mentioned capacities cannot be probed
adequately in short-answer tests. More-over, on the canonical account, in-
telligence is presumed to be a univer-sal, probably innate, capacity, and so the
diverse kinds of roles valued in dif-ferent cultures are not considered ger-mane
to a study of "raw intellect." For the most part, definitions and tests of
intelligence are empirically determined. Investigators search for items that
predict who will succeed in school, even as they drop items that fail to predict
scholastic success. New tests are determined in part by the degree of correlation
with older, already accepted instruments. In sharp contrast, existing
psychometric instruments play no role in Gardner's formulation. Rather, a
candidate ability emerges as an intelli-gence to the extent that it has recurred as
an identifiable entity in a number of different lines of study of human cognition.
To arrive at his list of intelligences, Gardner and his colleagues examined the
literature in several areas: the development of cognitive capacities in normal
individuals; the breakdown of cognitive capacities under various kinds of organic
pathology; the existence of abilities in "special populations," such as prodigies,
autistic individuals, idiots savants, and learning-disabledc hildren; forms of
intellect that exist in different species; forms of intellect valued in dif-ferent
cultures; the evolution of cogni-tion across the millennia; and two forms of
psychological evidence-the results of factor-analytic studies of human cognitive
capacities and the out-come of studies of transfer and gen-eralization. Candidate
capacities that turned up repeatedly in these disparate literatures made up a
provisional list of human intelligences, whereas abilities that appeared only once
or twice or were reconfigured differently in diverse sources were abandoned
from consid-eration. The methods and the results of this massive survey are
reported in detail in Frames of Mind and summarized in several other publica-
tions (Gardner, 1987a, 1987b; Walters & Gardner, 1985). Gardner's provi-sional
list includes seven intelligences, each with its own component processes and
subtypes (see Table 1).
Table 1 – The Seven Intelligences

Intelligence End-State Core Component
Logical- Scientist Sensitivity to, and capacity to discern,
mathematical Mathematician logical or numerical patterns; ability to
handle long chains of reasoning.
Linguistic Poet Journalist Sensitivity to the sounds, rhythms, and
meanings of words; sensitivity to the dif-
ferent functions of language
Musical Composer Violinist Abilities to produce and appreciate
rhythm, pitch, and timbre; appreciation of
the forms of musical expressiveness.

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Spatial Navigator Sculptor Capacities to perceive the visual-spatial
world accurately and to perform transfor-
mations on one's initial perceptions.
Bodily- Dancer Athlete Abilities to control one's body movements
kinesthetic and to handle objects skillfully.
Inter-personal Therapist salesman Capacities to discern and respond
appropriately to the moods,
temperaments, motivations, and desires of
other people.
Intra-personal Person with Access to one's own feelings and the
detailed, accurate ability to discriminate among them and
self-knowledge draw upon them to guide behavior;
knowledge of one's own strengths,
weaknesses, desires, and intelligences.
In our view, a principal value of the multiple intelligence perspective-be it a

theory or a "mere" framework—lies in its potential contributions to educa-tional
reform. In both cases, progress seems to revolve around assessment. To
demonstrate that the intelligences are relatively independent of one another and
that individuals have dis-tinct profiles of intelligences, assess-ments of each
intelligence have to be developed. To take advantage of stu-dents' multiple
intelligences, there must be some way to identify their strengths and
weaknesses reliably. Yet MI Theory grows out of a convic-tion that standardized
tests, with their almost exclusive stress on linguistic and logical skills, are
limited. As a result, the further development of MI Theory re-quires a fresh
approach to assessment, an approach consistent with the view that there are a
number of intelligences that are developed-and can best be de-tected-in
culturally meaningful activi-ties (Gardner, in press-a). In the re-mainder of the
paper, we describe our approach to assessment and broadly survey our efforts
to assess individual intelligences at different age levels. In addition, we report
some preliminary findings from one of our projects and their implications for the
confirmation (or disconfirmation) of MI Theory. If, as argued, each intelligence
dis-plays a characteristic set of psycho-logical processes, it is important that
these processes be assessed in an "in-telligence-fair" manner. In contrast to
traditional paper-and-pencil tests, with their inherent bias toward linguistic and
logical skills, intelligence-fair measures seek to respect the different modes of
thinking and performance that dis-tinguish each intelligence. Although spatial
problems can be approached to some degree through linguistic media (like
verbal directions or word prob-lems), intelligence-fair methods place a premium
on the abilities to perceive and manipulate visual-spatial informa-tion in a direct
manner. For example, the spatial intelligence of children can be assessed
through a mechanical ac-tivity in which they are asked to take apart and
reassemble a meat grinder. The activity requires them to "puzzle out" the
structure of the object and then to discern or remember the spatial information
that will allow reassembly of the pieces. Although linguistically in-clined children

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may produce a running report about the actions they are taking, little verbal skill
is necessary (or helpful) for successful performance on such a task. Whereas
most standard approaches treat intelligence in isolation from the activities of a
particular culture, MI theory takes a sharply contrasting tack. Intelligences are
always conceptualized and assessed in terms of their cultural manifestation in
specific domains of endeavor and with reference to partic-ular adult "end
states." Thus, even at the preschool level, language capacity is not assessed in
terms of vocabulary, definitions, or similarities, but rather as manifest in story
telling (the novelist) and reporting (the journalist). Instead of attempting to
assess spatial skills in isolation, we observe children as they are drawing (the
artist) or taking apart and putting together objects (the mechanic). Ideally, one
might wish to assess an intelligence in a culture-independent way, but this goal
has proved to be elusive and perhaps impossible to achieve. Cross-cultural
research and studies of cognition in the course of or-dinary activities (Brown,
Collins, & Duguid, 1989; Laboratory of Compar-ative Human Cognition, 1982;
Lave, 1988; Rogoff, 1982; Scribner, 1986) have demonstrated that
performances are in- evitably dependent on a person's famil-iarity and
experience with the materials and demands of the assessments. In our own
work, it rapidly became clear that meaningful assessment of an in-telligence was
not possible if students had little or no experience with a par-ticular subject
matter or type of material. For example, our examination of bodily-kinesthetic
abilities in a move-ment assessment for preschoolers was confounded by the
fact that some 4-year-olds had already been to ballet classes, whereas others
had never been asked to move their bodies expressive-ly or in rhythm. This
recognition rein-forced the notion that bodily-kinesthetic intelligence cannot be
assessed outside of a specific medium or without reference to a history of prior
experiences. Together, these demands for assess-ments that are intelligence
fair, are based on culturally valued activities, and take place within a familiar
context naturally lead to an approach that blurs the distinctions between
curriculum and assessment. Drawing information from the regular curriculum
ensures that the activities are familiar; introduc-ing activities in a wide range of
areas makes it possible to challenge and ex-amine each intelligence in an appro-
priate manner. Tying the activities to inviting pursuits enables students to dis-
cover and develop abilities that in turn increase their chances of experiencing a
sense of engagement and of achiev-ing some success in their society.
====

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Outstanding examples in education and teaching
methodologies
[The following is the interpretation of the proposal writer and not subject to any
academic scrutiny]
If one were to look at noteworthy experiments in primary and secondary

education in Karnataka, one can list the following:
1. The Nali Kali experiment of DPEP [“Learn while you play”]
2. The Valley school promoted by Jiddu Krishnamurthy
3. The Agastya International Foundation – Bangalore / Kuppam
4. Schools run like the erstwhile “Gurukula system”
Each of these experiments has been commended for enhancing the overall
accomplishments and performance of the students enrolled under these
programs. Similarly, there is no dearth of summer camps for children with a
variety of themes promising higher accomplishments and performance in the
children.
Howard Gardner has lamented that across the globe primary and secondary
education focus on only two of the intelligences viz. linguistic and math-logic. A
close look at each of the above experiments reveals that they have incorporated
more than just the regular two intelligences (linguistic and math-logic).
“Nali Kali” incorporates naturalistic, inter-personal, spatial and bodily-kinesthetic

components to make the learning and teaching process enjoyable as well as
outcome oriented. Agastya International Foundation incorporates spatial and
bodily-kinesthetic components in all their models to make math and science
learning wonderful and memorable. Similarly the Valley School and the
“Gurukula” oriented systems. The thematic summer camps once again utilize a
variety of intelligences viz. spatial, inter-personal, bodily-kinesthetic, musical,
naturalistic, and intra-personal within their programs.
Parents are more than willing to send their wards to such thematic camps and
schools being aware of the impact they have on the overall development of their
children. ADIMA itself has conducted a host of such summer camps for children
with gratifying results. These experiments are an indicator that if one was to
develop a curriculum with appropriate mix of “multiple intelligences” aimed at
developing the five frames of mind (as recommended by Howard Gardner), one
would be able to set a benchmark in education as well as render yeoman service
to society (after all, if children develop with the five frames of mind, they will no
doubt contribute to every walk of life they interact with and live in)

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The potential of ADIMA to work on this mission
There are three distinct components to be viewed as potential
One – The research on ‘Nelasamskriti’, ‘Achala’ practitioners and the

relationship to Howard Gardner’s recommendations
The sub-chapter titled “Research processes and activities to understand and

assimilate the ‘ADIMA’ cultural practices” under the chapter “ADIMA – the
organization, origin and activities” refers in detail to the elimination of “static”
perspectives or “UNLEARNING” in other words ‘deconstruction’, ‘nirachane’, etc.
The ‘Nelasamskriti’ or ‘Achala’ practitioners referred in this sub-chapter have

time and again reiterated that the elimination of static perspectives or
‘UNLEARNING’ is essential to unleash the full human potential i.e. the existence
of the ‘Free or Independent Mind’. Till such time as the human mind is occupied
with static perspectives, it is never really independent
Howard Gardner suggests an environment utilizing the “multiple intelligences”

towards accomplishing the five frames of mind as the goal of education viz.
 The Disciplined Mind
 The Synthesizing Mind
 The Creating Mind
 The Respectful Mind
 The Ethical Mind
It is easy to discern that the five frames of mind are true characteristics of an
independent mind which is the objective of ‘Nelasamskriti’ and ‘Achala’
practitioners. This, in turn implies that the educational framework must include
elimination of static perspectives or UNLEARNING in order to realize the five
frames of mind recommended above. Together, the five frames of mind would
result in the term “mindfulness” used for ‘Achala’ practitioners in English
literature.

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One look at ‘Nelasamskriti’ practices gives a clear insight into the use of
“multiple intelligences” though the term was neither used nor coined, leave
alone understood.
Two – The literature and training on “multiple intelligences”

undertaken by career teachers associated with ADIMA
As mentioned in the introduction (open letter) some of the senior members of

ADIMA have underwent training in Kannada on the “multiple intelligences”
framework of Howard Gardner and they have a lot of literature on the subject.
Though they lament that the “multiple intelligences” framework remained at the
level of training teachers and never reached the classroom, they are passionate
about being the torch bearers in this endeavour. But for the translation of
Howard Gardner’s works in Kannada by the Department of Education,
Government of Karnataka, these teachers would never have known this
framework.
A couple of these teachers have taken voluntary retirement from their services
only to be able to do such meaningful work in ADIMA. There are more teachers
yearning to join this experiment cum pilot project
Three – The cumulative experience in ADIMA over the past two

decades
A glimpse of the chapter ‘ADIMA – the organization, origin and activities’ gives
ample evidence of use of components of “multiple intelligences” in all the
activities, especially with children
Together, these three components form a formidable combination and potential

to realize Howard Gardner’s framework for primary and secondary education.
What is left to be done is formulation of an appropriate strategy and detailed
planning – this proposal is a first attempt to begin this exercise

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Macro environment offering synergy to this mission
To begin with, there are many reports about the status of primary and
secondary education in Karnataka, which present a very dismal picture. For e.g.
the Annual Status of Education Report [ASER 2017] ‘Beyond Basics’ report
details the poor reading, writing and math capability among the youth aged 14 –
18 who will be entering the productive age group. The report further indicates
that these youth may not be able to lead productive lives owing to this. There is
enormous pressure on all concerned to find viable solutions to these problems
At the same time, there is no dearth of support for initiatives. Besides the efforts
of the education department, there are others who are willing to pitch in their
support for alternatives which hold promise. The Department of Social Welfare
supports innovative projects which could have a bearing on the disadvantaged
children in the last mile, mostly comprising dalits, tribes and OBCs. The
accreditation of Universities and global ranking give preference to innovative
programs which will have a bearing on the education of the future generation.
Thus universities established under the State Act as well as Central Act are open
to affiliate with such programs.
The Department of Secondary Education, Government of Karnataka has piloted a

program to post drama teachers in select high schools across the state. The
Karnataka Nataka Academy [Kannada Nataka Academy] has written to the
Secondary Board emphasizing the importance of placing drama teachers in
schools for the benefit of students and is pursuing vigorously with the
Government. This could become a policy if a pilot initiative like this proposal
demonstrates appropriate outcomes and shows promise. The Ministry of Human
Resource Development is presently working on innovative four year programs to
bring the under-graduate course at par with global universities.
ADIMA intends to tap these macro-environment opportunities in order to take a

leap forward in this initaitive

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The Mission – Drama Repertory to achieve objectives of
primary and secondary education
Why is the word “Mission” used in this proposal? There are several reasons to
this.
1. Howard Gardner himself in his writings has detailed evidence stating that
education systems and policies seldom change or change very slowly in
countries across the globe. This is a universal phenomenon. The inertia
involved is unbelievably high. Thus, any person, or institution, or
movement intending to pilot an example which should eventually lead to a
change in the education system and policy needs to take into account this
huge inertia
The second point Howard Gardner emphasizes is that education systems

and policies worldwide depend only on two of the nine multiple
intelligences viz. linguistic and math-logic. With the teachers also coming
out of the same system, they are also predominantly tuned to these two
intelligences. Probably, these teachers would also be far away from the
mark when it comes to the five frames of mind. To be able to create an
environment where the nine multiple intelligences of the children are put
to use, we need suitable amount of teachers well-trained in creating
environments where the child could put to use all its intelligences. Even
though more than two decades have passed since the multiple
intelligences theory is accepted world-wide, the experimental schools
working on this is very limited. There are several initiatives and
experiments which Howard Gardner is personally working on in the USA.
2. Coming to Karnataka, we have about five to six million children [50 ~ 60

lakhs] in the school going age. The Education Department of the
Government of Karnataka has piloted several initiatives aimed at
improving the outcome of the schools and the performance levels of the
children. The “Nali Kali” [learn while you play] methodology was
implemented in the primary sections across many taluks. There have been

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several reports commending the outcome of this approach. The issues in
integrating children from this environment into the regular schools from
class five onwards became a point of contention in whole-hearted
implementation [both continuous and large scale]. Other such initiatives
are not detailed here.
In spite of such initiatives and herculean efforts, the assessment reports

of the children by several independent agencies present a dismal picture.
3. There are some referral books on use of multiple intelligences in schools

like the one authored by Kristen Nicholson – Nelson titled “Developing
students’ multiple intelligences”. There are some schools who are also
experimenting in creating such environments. One such school known to
us is in Bangalore. Such initiatives tend to become islands of excellence
with a great many visitors coming over to see the environment and
processes, but rarely impact state policy on education
4. The world of education is also influenced by “Elders’ opinion” on how

children should be taught. Be it in Japan or in India, such “Elder’s opinion”
govern the political narrative on the subject. Such “Elder’s opinions” are a
result of decades and centuries of prevalent cultural thoughts and do
govern society to a great extent
ADIMA does not wish to be just an “Island of Excellence” in creating teachers

suitable for “multiple intelligence framework”. As mentioned earlier, the thought
leaders of ADIMA come from the background of leading movements for the
Dalit’s and the disadvantaged. They understand and are enormously pained
seeing the disastrous effects of the current education system on the children of
the Dalit’s and disadvantaged groups. ADIMA intends to pilot an initiative where
it culminates in “real change” in the education policy at least in the state of
Karnataka if not India. There is another dimension though needing attention.
Newer initiatives in India are mostly researched and experimented by the
NCERT, supported and funded by the Ministry of Human Resources Development
in the Central Government. ‘Education’ happens to be in the concurrent list in
the Constitution where states could also do innovative work. A cursory look over

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the past several decades’ show that the state governments normally follow the
education policies recommended by NCERT with some minor amendments as
considered necessary for the specific conditions of the state. Thus, ADIMA has to
be able to demonstrate results which are considered worthy of implementation
not just by the state of Karnataka, but also by NCERT. This is by no means a
small ambition. A cursory list of the challenges is:
 Integration of the “Unlearning” or “elimination of static perspectives” [the

ACHALA practitioners’ module] with the Howard Gardner’s multiple
intelligences theory and the Five Frames of Mind for the prospective - into
a single continuum
 Development of an appropriate curriculum for the “Rangabhoomi
Shikshana Kendra” which will create prospective teachers in multiple
intelligences framework reasonably endowed with the five frames of mind
 Creation of a pool of resource persons who will be able to absorb the
curriculum themselves and render services as faculty for the
“Rangabhoomi Shikshana Kendra”
 Conduct a baseline study and an Action Research with demonstrable
results which should be published in national and international journals
 The model so developed must be cost-effective, consistent and scalable in
order to enthuse policy makers
 It should mobilize at least a pan-India opinion if not global. Of course,
many a times, pan-India frameworks in development sector are a
recommendation of global institutions like the UN organizations or the
World Bank. So if possible, ADIMA should be able to mobilize global
opinion
It is very essential that all the above happen in tandem. They should neither be
in sequence nor be asymmetrical. Hence the term “Mission” is used. Planning
and execution needs to be in Mission mode at all times

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ADIMA “Rangabhoomi Shikshana Kendra” – the proposal for
the Innovative Drama Repertory
Having used the word “Mission” in the preceding chapter, it must be humbly
admitted that the current draft proposal is just an eye-opener on the subject
with several layers of detailing to be done to ensure that the “Mission” is well set
and is accomplishable. Each of the challenges mentioned in the preceding
chapter [along with those that are not yet envisaged and listed here] needs to
be addressed within the Mission. Broadly, they are categorised into the following
six modules at this juncture (can be altered as needed)
 Defining and preparing the syllabus and curriculum

 Preparing the ‘Teachers’ for the Learning Centre
 Defining the Research required and Action Research Methodology
 The proposed student intake from academic year 2019-20 onwards
 Utilizing the existing infrastructure at Shivagange
 The proposed additional infrastructure
Defining and preparing the syllabus and curriculum
The first challenge statement is reproduced here: ‘Integration of the

“Unlearning” or “elimination of static perspectives” [the ACHALA practitioners’
module] with the Howard Gardner’s multiple intelligences theory and the Five
Frames of Mind for the prospective - into a single continuum’.
Continuing from the research processes already undertaken by ‘ADIMA’ [and

described in the preceding chapter], and the experience accrued in the multiple
intelligence framework by the group of career teachers involved with ADIMA, it is
necessary to elicit the service of ‘Experts’ for the preparation of such syllabi and
curricula. These experts need to necessarily appreciate and internalize the
‘Nelasamskruthi’, ‘Deconstruction’, ‘Achala’ tradition, etc. as well as the Howard
Gardner’s multiple intelligences theory and the Five Frames of Mind for the
Educated Mind. The Executive Committee of ‘ADIMA’ organization envisages

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leveraging the services of the following five experts to frame the syllabi and
curriculum
1. Dr. Dominic Davidappa, Professor, Department of Kannada, Bangalore
University
2. Dr. Chalapathy, Professor, Regional Language Research Centre, Bangalore
University
3. Dr. B.U.Suma, Assistant Professor, Government First Grade College,
Bangalore
4. Dr. Rajappa Dalawayi, Professor, Bangalore North University, Kolar
5. Sri Padmalaya Nagaraj, Assistant Teacher, Government Primary School,
Malur taluk
‘ADIMA’ organization is in the process of preparing the ‘Technical Terms of

Reference’ for this task. ‘ADIMA’ envisages that these experts would initially
study and assimilate the various research material, books and documents on
native knowledge systems available across the world, besides assimilating the
knowledge and practices of ‘ACHALA’ practitioners and ‘Nelasamskruthi’ already
detailed. They would also visit the various schools which are working on different
components of the multiple intelligences theory and the drama repertories active
in Karnataka. Literature for the syllabus and curricula of the “Rangabhoomi
Shikshana Kendra” will be evolved based on these studies. All these activities
are expected to be done partly in the academic year 2018-19 and completed in
the academic year 2019-20
Preparing the ‘Teachers’ for the Learning Centre
The members of the executive committee of ‘ADIMA’ and various activists who
have been involved with the various activities of ADIMA and / or involved in
schools as teachers over the years will be undergoing the process of
‘Deconstruction’ and learning the multiple intelligences theory and framework.
Such candidates will automatically be eligible to be teachers of the
‘Rangabhoomi Shikshana Kendra’, once they complete the above processes and
lessons and are certified practitioners. Ten such teachers are required for the
school. All the artists, writers and activists actively involved in ‘ADIMA’ over the

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last decade form a potential pool of such teachers – just needing to undergo the
two components of ‘Deconstruction’ education and multiple intelligences
framework. After all, they need to be facilitators of the school. The process of
identifying and equipping such teachers is also envisaged partly for the academic
year 2018-19 and partly in 2019-20
Defining the Research required and Action Research Methodology
ADIMA envisages utilizing the pool of researchers and experts in order to define
the research required and the Action research Methodology. Defining such
research activities and action research methodology appropriately will naturally
add to the outcome of this mission as it will embed process monitoring, output
monitoring and outcome monitoring in a scientific manner from day one
The proposed student intake from academic year 2019-20 onwards
Since the academic year 2018-19 is reserved for all preparatory activities
including seeking affiliation of the Bangalore North University, student intake is
proposed from academic year 2019-20 onwards. Each batch will consist of 30
students. Each such batch will receive residential education facilities at
Shivagange campus for a period of three years. The eligibility criteria and
selection process for the students will be determined along with the development
of syllabus and curriculum. Besides lessons on ‘Deconstruction’ and multiple
intelligences framework, the syllabus also includes actual involvement with
children in educational activities. This necessitates a lot of field activities and
practical work outside the Shivagange campus.
The first batch of 30 students seeking admission in the academic year 2019-20
will be able to graduate from the “Rangabhoomi Shikshana Kendra” around
March – April 2022. If ADIMA carries out the “Mission” appropriately, these
graduates should be in a commanding position to get significant roles in primary
and secondary education. They could also choose alternate careers since they
will be very experienced artists. This proposal is prepared taking into account
the expenses till academic year 2021-22

13/12/2018 Page 58 of 60
Utilizing the existing infrastructure at Shivagange
The Shivagange campus has the following infrastructure at present – 5 kutiras,

one office, one multi-purpose block, and an incomplete theatre. All these
infrastructure are proposed to be utilized for the ‘Rangabhoomi Shikshana
Kendra’. Most of them need repairs and maintenance since they are 10 to 12
years old. Moreover, current technologies to ensure durability and reliability of
these structures are proposed to be used. Such costs are proposed in the “Non-
Recurring” component of the budget
The proposed additional infrastructure
30 teenager students are proposed to be admitted every year from the academic
year 2019-20 onwards. A three year education would mean that accommodation
for 90 such teenagers needs to be available on-campus. Residential facilities for
the 10 teachers as well as guest house facilities for visiting experts / resource
persons are to be newly built. Computer systems for this Learning Centre are
also envisaged. Study of each of the multiple intelligences will need a well-
equipped laboratory cum study centre with its own specific features
incorporated. All these additional infrastructure are proposed under the “Non-
Recurrent” component of the budget enclosed.

13/12/2018 Page 59 of 60
Proposed Budget

13/12/2018 Page 60 of 60

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ADIMA “Rangabhoomi Shikshana Kendra”

[Proposal for an Innovative Drama Repertory at Shivagange, Kolar]

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

Sub: Requesting affiliation for the proposed ADIMA “Rangabhoomi

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

‘ADIMA’, the organization, as mentioned in the introduction, has been

This simultaneous involvement in multiple themes viz. research, learn, debate,

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

[HMR to give a brief description / narration here]

Water harvesting structures

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

The present format of construction of houses for the poor as propagated by

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

At best some adaptation techniques of modern knowledge are required for

[HMR to help in taking appropriate photographs of the structures in

Traditional crafts and art

In much the same manner as local knowhow and architecture applicable in

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

The districts mentioned in the introductory pages have a tradition of a

This knowledge is to be disseminated in a structured manner in the currently

Compilation of poems and stories on Native Knowledge used as part of

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA has laid a lot of emphasis on literature pertaining to native knowledge

Kinnuri Nudidu [Based on 175 shows Bilingual program [Kannada and

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

Cultural representation in Delhi and Columbia, reciprocal visits from

Quantum of Community Participation

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

Research processes and activities to understand and assimilate the

In the context of this proposal, it is worthwhile to get a glimpse of the core

The achievements of all these ‘Nelasmaskruthi’ teachers and practitioners can be

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

Another way to look at the same core content is as follows:

One encounters numerous occasions in everyday life – be it in family, personal

‘ADIMA’, as a concept, recognises the extent to which numerous learning across

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

One major event in history where “DECONSTRUCTION” methodology can be

A set of books published as a consequence in intense research activities,

This mainstreaming is continuing in a compilation titled “Kolar and

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

The impact and consequences of modern day education system is also

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA ‘Live & Let Live’ Learning Centre

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

The choice ahead is to either CREATE a ‘Comprehensive Solution’ to the totality

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA ‘Rangabhoomi Shikshana Kendra’ [or Adima Drama

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

I can identify a number of crucial turning points in this investigation. I don’t

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

Table 1 – The Seven Intelligences

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

In our view, a principal value of the multiple intelligence perspective-be it a

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

If one were to look at noteworthy experiments in primary and secondary

“Nali Kali” incorporates naturalistic, inter-personal, spatial and bodily-kinesthetic

ADIMA “Rangabhoomi Shikshana Kendra” – proposal for Innovative Drama Repertory

There are three distinct components to be viewed as potential