LEARNING OUTCOME

The artistes come dressedin costumes and bring with

them the musical instru-ments. Children watch them

play, join them, see them in theirattire, it is like a cultural treat — an

experience of music, history, cul-ture, psychology, skill-based learn-

ing all woven into one. Kids alsoget to build musical instruments.

Q: HOW DID GROOVE GULLY COME UP?

The journey began when we saw thattoday how everyone is so absorbed in

the digital world. Bobby and I thought of astart-up wherein mindfulness is infusedinto children through the world of

music. We included a panel ofpsychologists, neuro scientists and art

therapists, and collectively workedwith them to build Groove Gully.

Q: WHAT DO YOU OFFER?We hold worskshops in variousschools pan India, wherein stu-

dents get a first-hand experience ofancient musical instruments — the

touch, the feel, the rhythm — besidesgetting to build and play them.

Q: HOW PERCEPTIVE ARESCHOOLS TO SUCH PROGRAMMES?Some schools, particu-larly the IB schools,are very receptive to it

as they see it as a great experientiallearning zone and it also makes teach-ers’ jobs easier as this way, they get tocover quite a few concepts involvinggeography, history and science in a cre-ative way. Students get to retain con-

cepts faster and don’t need to mem-orise them from textbooks.

Q: WHOM DO YOU TEAM UP WITH?We do draw upon a network ofartistes from all over the world,

including Mexico, Panamaand from within

India as well.

– As toldto Malini

Menon

Jay Chauhan (top) & Bobby (right), founders

ENTER THE GROOVE GULLY

When family time seems like a preciouscommodity,with onlyone Sunday meal to-gether,these parents of

twins decided that this is not whatthey want for their little ones.Deeplyinterested in music,the family de-cided to interweave the concept offamily time,musical bonding andhappiness therapy together and thus,Groove Gully was born.

A start-up by Jay and BobbyChauhan,Groove Gully is like atravelling musical museum thatreaches your school’s doorstep.What is unique about it? Childrenofclasses 1 to 10 get to see the rarestofrare musical instruments likemorsing (Jews Harp),Taus (Per-sian word ofpeacock),Damandrums from Ladakh,a Chendafrom Kerala,Thavil and Kanjirasfrom Tamil Nadu,Pakhawaj andDhol from north India,Bom,Ks-ing and Padiah from Meghalaya.Children get to touch,play theinstruments with the artistes.They experiencemore thanmusic, theyget a cul-tural les-son too.

Grooving,Learning

INTERVIEW

A teen makesdissectionmore humane

Marin kids who are squeamish about slicing into frog cadavers or who hate thesmell ofchemical preservatives used inreal-frog dissection in their science

classes may find inspiration from Indigo Prasad ofSan Anselmo, California.

Indigo,13,a seventh-grader at Mark DaySchool,a private K-8 school in San Rafael,California,has been named ‘Humane Student ofthe Year’by the group Animalearn,a Jenkin-town,Pennsylvania-based division ofthe American Anti-Vivisection Society.

Indigo said she was motivated a few months agoto research more humane alternatives to traditionaldissection after learning that she would be expectedto participate in the real-frog dissection this spring,when her science class starts its anatomy section.“Ninety-five percent ofthe people said virtual dis-section was ready to replace traditional,”says Indigo.She looked into synthetic frogs made by dif-ferent companies,such as Tampa-Florida-based Syn-Daver,and Rescue Critters,which sent her some pro-totypes to review.The school kids said they preferredthe synthetic frog cadaver from Syndaver — called‘Synfrog’— to real frogs because it didn’t smell offormaldehyde and didn’t “feel bad”.According to ‘TheMercury News’,some science teachers,said they feelfake frogs take away from an authentic experience ofdissection — such as finding mutations or extra appendages that could come only from nature.

A postcard reaches &TEACHES this class

Ateacher at Exploits Valley Intermedi-ate,US,is reaching out to people nearand far to teach students about life inother parts ofthe world.She is ask-

ing people to send her class postcards,pictures and letters aboutplaces where they are liv-ing,have lived or visited.Jessica Stuckless teachessocial studies to five Grade7 and three Grade 8 stu-dents.“My students are veryinterested in places aroundthe world and postcards arewhat they wait for,” says she.

Indigo Prasad of San Anselmo winsnational award for her efforts

More than 200 schoolsin UAE cancel it

Students at more than 250government-run schoolsin the United Arab Emirates are officially

done with homework.The local National newspaper

reports that,starting next week,the Education Ministry is abol-ishing homework in public schoolsin Dubai and Abu Dhabi to helpstudents make the most oftheirtime in school and have more timefor other activities and family

time.Other countries like Finland,have had success withless homework,which proponentsargue allows children moretime to think creatively andplay outdoors.

The decision impacts 23schools in Dubai and 233 in AbuDhabi.As part ofthe changes,there will be no breaks be-tween classes,which willstretch 90 minutes-long forteaching and practical activities.

Banning homework can lead to buildinga student’s emotional quotient. For

younger grades, it isimportant to play,mingle with family andbe active. At highergrades, one gets morequality time with par-ents. This, needless tosay, will increase theEMOTIONAL STABILITY of students. NIMISHA, class IX, Gitanjali Devashray,

Hyderabad

Banning homework will save time.Homework mostly involves copying

and pasting andnobody remembersanything. Makingclasses more interac-tive so that studentscan do the learningin school itself, canbe helpful. If at all,

homework should be RESEARCH-BASED. ARUSHA GOMBER, class X, GEAR Innovative

International School, Bengaluru

Ifeel it is impossible to introduce thissystem here without reforming the cur-

rent educational sys-tem. Children shouldbe given homeworkthat teaches themSOMETHING NEW ANDINTERESTING, insteadof making it a chore.MOULI CHOWDHURY,

class x, Blue Ridge Public School, Pune

Ibelieve homework REINFORCESTHE LEARNING process. A

better solution would be to sendstudents home with creative andEDUCATIONAL PROJECTS INWHICH FAMILY MEMBERS CANALSO TAKE PART.

CHERYL SUSAN ABRAHAM, class IX,

Gregorian Public School, Ernakulam

Homework brings in discipline,routine and a certain amount

of consistency. It is all about theright approach. It may involveresearch, looking for EXTENDEDLEARNING than just mere repetitive exercises. MAANVI KAPOOR, class XI, PML SD

Public School, Chandigarh

Ibelieve banning homework is anexcellent step towards chil-

dren’s PERSONAL AND INTER-PER-SONAL DEVELOPMENT as it gives them time to be creative and mindful. CHAITRA ABHIJEET VARTAK,

class IX, SSPM's Sri Sri Ravishankar

Vidya Mandir, Borivali East, Mumbai

Homework is good for childrento REINFORCE what was done

in school. It also sets a discipline insetting some study time at home.

In urban India, working parentsare unable to devote time to a

daily learningregimenwith kids.

Hence, it isimportant. Thereare several waysin which family timecan be managed. MADHULIKA CHANDRAKUMAR,

teacher, Sishu Griha High School,

Bengaluru

If my History teacher asks meto make a project on ‘The cel-

ebrated sculptures’, I would bemore than excited to mentionabout Apollo Belvedere, AthenaParthenos and so on. It would besomething different from memo-rising chapters from prescribedtextbooks. So it totally depends

on the ilk of the homework. Ifit’s something that develops aSTUDENT'S PERSONA and helpshim/her to form opinions aboutthe world, then homework is thesmall step towards buildingone's platform in his/her career.HINA NAELA,class XI, GD Goenka

Public School, Lucknow

Yes, provided the system gives more weigh-tage to ENHANCEMENT OF SKILLS required

for 21st century jobs and lessimportance to the highest per-centage/cut-off marks consid-ered now as eligibility forseeking admissions.

SARITHA GOUTHAMKRISHNA, prin-

cipal, The Village Int’l, Kerala

Idon’t think it will be feasible due to theTREMENDOUS EXPECTATIONS par-

ents have from kids and schools.There are parents who questionus if there is no homework.KUSUM KANWAR, Principal,

Kangaroo Kids, Kandivali, Mumbai

Whether or not this would be asmart initiative here is a

question festered with innumer-able doubts. Firstly, “quality time”at home needs to be defined in adefinite manner for chil-dren who might oth-erwise be prone tomisuse this privi-lege (read theywould waste moretime on their cellphones). Secondly, chil-dren are epitomised as bundles ofenergy, which needs to be chan-nelised effectively. Hence, makeHOMEWORK INTERESTING! ISHITA BASU, teacher, La MartiniereGirls College, Lucknow

Idon't think it will make any dif-ference. I believe those who

want to study will do no mat-ter what ...and those whoaren't interested will not do itany way. Continuing with home-work will surely help studentswho are irregular with studies. CHITRA SANTOSH, teacher, Gitanjali Devashray, Hyd

There is a larger problem of CURRICULUMCORRECTION. With a content-heavy cur-

riculum and parental expectations,there is bound to be a spilloverof work from school to home.Expected outcomes of schooleducation needs a big revisit.

MANJU, Principal, PICT Model

School, Pune

VERDICT: WHETHER BAN OR NOT, MAKE HW INTERESTING

Students and teachersdebate on whetherhomework should bebanned or not

06 A woman with a book and a pen has the power to move nations. A woman with a mind and a voice has the power to change worlds

– Sasha TemerteCONCEPTS TO CLASSROOMS

Photo: GETTY IMAGES