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@article{191329,
        author = {Alpa Ponda},
        title = {Drama as Pedagogy, Not Genre: Rethinking Curriculum Design in the Light of NEP 2020},
        journal = {International Journal of Innovative Research in Technology},
        year = {},
        volume = {12},
        number = {no},
        pages = {1276-1279},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=191329},
        abstract = {In the classroom, drama is often seen merely as a text, used to preach or critically analyze the motives of characters behind specific actions in a particular play. Studying about the drama or on the drama, as teachers and students, takes us away from the essence of the drama itself. Drama, as a performative art, is more interesting when experienced as performance rather than merely as a textual work to be critiqued by scholars of art or literature. English literature and other literature are not positioned absolutely isolated in the humanities fields. It is an amalgamation of different fields which lead the English department. Taking drama from performative arts, the English department forgets to deliver its pedagogy to students rather than all genres into a single, undifferentiated approach in English literature classrooms.
This paper focuses on an issue even not seen and discussed more by the fraternity of English literature teaching different genres and one that is drama. The issue is of its teaching.
This paper argues that drama should be repositioned as a pedagogical process that enables active learning through performance, role-play, improvisation, and collaborative creation.},
        keywords = {Drama, Pedagogy, NEP-2020 and Implementation.},
        month = {},
        }