Combining Storytelling with the Performing Arts of Natya Shastra to Support Comprehensive Development of Children: Reflections from India and International Comparisons

Abstract

There are multiple different narrative modes in the Indian tradition with stories told mainly through performances and the storyteller often seen as a teacher. Education in India often has to cater to diverse needs, respond to extreme challenges resulting – among others – from multiplicity of languages and cultures and lack of students’ motivation, which are present in many other countries. I observed the endeavours of a non-profit organisation Katha in its real environment in New Delhi. I gathered the data on Katha’s activities using mostly narrative inquiry focusing on Katha’s specific categories which in turn revealed Katha’s narrative approach – the most important initiatives are underpinned by the stories and the desire to allow children to take joy from reading them. I describe some of the similarities I observed in other educational projects in Brazil and Colombia in order to show their interconnectedness, the integration of the teaching and learning processes with stories, the holism of the endeavours, where all the activities are governed by the common goal of relevancy to the lives of the children and emotions forming an essential part of classroom activities. The observations made me realise that besides the teacher training and curriculum curation it was the engagement of the community that was the core of the success of Katha’s activities enabled by the stories and storytelling.