Showing posts with label workshops. Show all posts
Showing posts with label workshops. Show all posts
Thursday, February 19, 2009
BASE Camps for Afterschool
BASE is the Bangalore Association of Science Education. BASE focuses on non-formal science education. It offers workshops, exhibitions, summer camps, etc., for school-age children. For more information go this this link and see under BASE. The website also offers a sky chart for every month - you will find it at this link.
Thursday, September 18, 2008
Meet Potter Afterschool!
Yes, the REAL potter - who can teach you to make pots yourself!
Pottery is catching up on the afterschool scene. Here is an article about pottery workshops in Hyderabad that got me looking around for more.
A listing of the pottery resources in other Indian cities:
Hyderabad: Saptaparni
Chennai: DakshinaChitra
Mumbai: Sophia
Delhi: Delhi Blue Pottery Trust
Pottery is catching up on the afterschool scene. Here is an article about pottery workshops in Hyderabad that got me looking around for more.
A listing of the pottery resources in other Indian cities:
Hyderabad: Saptaparni
Chennai: DakshinaChitra
Mumbai: Sophia
Delhi: Delhi Blue Pottery Trust
Wednesday, August 13, 2008
Theater Workshops Afterschool
Theater for children is catching up in India with professional theater artists opening up programmes for theater appreciation.
A pioneer in this field (started in 2000), in Hyderabad is Vaishali Bisht. Her children's workshops reach kids in the age group of 6-12, and focus on using drama for the personality development. Physical expression, projection of voice, dialogue delivery, use of physical objects, role playing, and using theatre as a forum are some of topics explored over the 24 session weekend workshop.
A pioneer in this field (started in 2000), in Hyderabad is Vaishali Bisht. Her children's workshops reach kids in the age group of 6-12, and focus on using drama for the personality development. Physical expression, projection of voice, dialogue delivery, use of physical objects, role playing, and using theatre as a forum are some of topics explored over the 24 session weekend workshop.
Tuesday, July 8, 2008
Skywatch Afterschool
The Inter-University Centre for Astronomy and Astrophysics (IUCAA) in Pune has a Scientific Public Outreach Programme (SciPOP). The SciPOP has several programmes reaching children both during and afterschool time. The 2nd saturday lecture and demonstration programme invites scientists to speak to kids in the 9th and 10th standards. For children in the age group 10-18 years, hands-on science workshops are organized. However, students must be in a group of about 40 and must be accompanied by their teachers to take part. On friday evenings a sky-watching programme is organized - this is open to all (with prior appointment). Campus visits can also be requested.
Academic institutions opening their doors to children is a sure shot way to generate interest in science and math. Afterschool centres also need to pursue links with such institutions - so that such learning opportunities do not get limited only to schools.
Academic institutions opening their doors to children is a sure shot way to generate interest in science and math. Afterschool centres also need to pursue links with such institutions - so that such learning opportunities do not get limited only to schools.
Friday, July 4, 2008
Afterschool Science at the Museum
Did you know? - the first science museum in the country was set up in 1956 (I do not know yet which one it is!). The National Council of Science Museums has about 25 science museums across the country. Here is a map showing you their locations. Apart from these, there are science 'cities' set up state governments (for example, the Gujarat Science City, the Science City in Chennai). Then there are those set up by independent foundations (the Birla Science Museum in Hyderabad).
The Gujarat Science City has a variety of programmes and facilities for popularizing science. The facilities include exhibit halls on science and space, an energy park, a life science park, etc. The activities include a series of lectures on popular science topics, workshops on science for children, events to mark important days (such as the World Ozone Day), etc. Interestingly, they also have a training module on use of puppetry for science popularization - and a puppetry corner at the science city. The best part is that the science city is open till 9 pm.
The Gujarat Science City has a variety of programmes and facilities for popularizing science. The facilities include exhibit halls on science and space, an energy park, a life science park, etc. The activities include a series of lectures on popular science topics, workshops on science for children, events to mark important days (such as the World Ozone Day), etc. Interestingly, they also have a training module on use of puppetry for science popularization - and a puppetry corner at the science city. The best part is that the science city is open till 9 pm.
Thursday, July 3, 2008
Go to the Circus Afterschool!
The richness and range of afterschool programmes (what they are and can be) never ceases to amaze me! It's definitely not: anything goes afterschool! Rather, it is: there is so much meaningful learning to explore after school hours.
Edutopia's e-newsletter alerted me to the use of circus for education - and brought home the fact that I had no clue this was going on (shows how important it is to look out for information - something I hope to do with this blog)!
Between October 2007 and March 2008, Dreamtime Circus (USA) and Swechha (India) joined hands for a Circus for Change programme that toured several states in India reaching schools and communities supported by NGOs: "Performances will include an array of circus arts, music, and storytelling, and will communicate positive messages of hope, dreams, and respect for the earth and all humanity. In addition to performing, the Dreamtime troupe can hold workshops to teach a variety of basic circus arts to kids of all ages. These performances and workshops will provide a unique and creative venue for partnering organizations to raise awareness about their issues."
Searching specifically for the use of circus arts in afterschool I chanced upon this: Circus of the Kids. The potential of the circus for afterschool education in India is waiting to be tapped - it has a twin benefit - providing exciting afterschool education and giving artists (circus, folk) a forum to perform and teach.
Edutopia's e-newsletter alerted me to the use of circus for education - and brought home the fact that I had no clue this was going on (shows how important it is to look out for information - something I hope to do with this blog)!
Between October 2007 and March 2008, Dreamtime Circus (USA) and Swechha (India) joined hands for a Circus for Change programme that toured several states in India reaching schools and communities supported by NGOs: "Performances will include an array of circus arts, music, and storytelling, and will communicate positive messages of hope, dreams, and respect for the earth and all humanity. In addition to performing, the Dreamtime troupe can hold workshops to teach a variety of basic circus arts to kids of all ages. These performances and workshops will provide a unique and creative venue for partnering organizations to raise awareness about their issues."
Searching specifically for the use of circus arts in afterschool I chanced upon this: Circus of the Kids. The potential of the circus for afterschool education in India is waiting to be tapped - it has a twin benefit - providing exciting afterschool education and giving artists (circus, folk) a forum to perform and teach.
Tuesday, July 1, 2008
Science Education Afterschool
Another important area where afterschool programmes are active in India is science education. There are several institutions focusing on popularizing science. Some like the Jana Vignana Vedika focus on using science to counter superstitions, some like Ekalavya focus on promoting activity-based science education, some others like the Bombay Natural History Society focus on a specific agenda (in this case nature camps, eco-clubs, etc. for conservation). There is a lot of ground to cover in this blog! One step at a time. To start with one of my favourites:
The Vikram A. Sarabhai Community Science Centre (or the VASCSC) located in Ahmedabad, India is an institution built (in the 1960s) by the visionary whose name it carries. Its campus offers several interactive science exhibits that children can fiddle with. There are well equipped physics, chemistry and biology labs. A small but resourceful science shop offers do-it-yourself science kits and puzzles for children as well as demonstration kits for teachers.
The VASCSC offers a range of programmes for children and teachers. These includes weekend clubs on science and math, summer workshops (science hobby workshops, math lab, computer workshops, etc.), teacher training programmes, etc. The centre also has several outreach activities.
The need for such institutions across the country is great. However, what we have are a handful scattered across India's gigantic landscape.
The Vikram A. Sarabhai Community Science Centre (or the VASCSC) located in Ahmedabad, India is an institution built (in the 1960s) by the visionary whose name it carries. Its campus offers several interactive science exhibits that children can fiddle with. There are well equipped physics, chemistry and biology labs. A small but resourceful science shop offers do-it-yourself science kits and puzzles for children as well as demonstration kits for teachers.
The VASCSC offers a range of programmes for children and teachers. These includes weekend clubs on science and math, summer workshops (science hobby workshops, math lab, computer workshops, etc.), teacher training programmes, etc. The centre also has several outreach activities.
The need for such institutions across the country is great. However, what we have are a handful scattered across India's gigantic landscape.
Tuesday, June 24, 2008
Puppets and Science
Today's newspaper had this piece Puppet classes make learning science fun. It describes an effort by the Indian Science Communication Society to help school students understand and communicate the science behind contemporary environmental issues (ground water exploitation, pollution, etc). The article says the children learnt to make puppets, write scripts, and enacted their puppet shows. The quotes the organizer "...We brought in puppetry because it made the whole experience of learning science rather joyful."
I think the value of this intervention lies in the opportunity it offers children to reinforce their learning of science (which is best learnt through explorations, experiments, etc.). Writing a script sharpens research and communication skills. What is the main message you wish to give your audience (is it the most important thing that needs to be told about this issue? will it help your audience do something about the issue? etc.)? How will you say it in a way that relates to your audience (what is it that they are interested in? what is it that they already know? what is the new stuff that you wish to tell them? etc.).
The article made me search a little on the use of puppets for science communication. And here is what I found:
A news item in Current Science (2003) on the efforts of The National Council for Science and Technology Communication (NCSTC) introducing "the art of puppetry for science and technology communication for the first time in the country and has also developed a training module for the same use of puppetry for science". Organizations which have used puppetry in science communication include: Kainat Foundation, Kako (Bihar); SEARCH, Ghaziabad (U.P.); Students’ Welfare Society, Anantnag (J&K); Manthan Yuva Sangthan, Ranchi (Jharkhand); Gujarat Council of Science City, Gandhinagar (Gujarat).
The PUPPETS: Talking Science - Engaging Science project which explored "the use of puppets to engage and motivate children and promote conversations which help their learning in science. Puppets are used with primary school children to capture their interest, stimulate their thinking about science, challenge their ideas and model learning conversations". Among the positive outcomes listed, I found this the most interesting - "creating a context for the use of scientific vocabulary". The site also offers tips for teachers in using puppets. The tips range from little practical details ("Keep the puppet’s head down - it needs to make eye contact") to more profound stuff ("Your puppet needs to present a problem to the children for them to think about").
From what I have gathered so far (which is not much, mind you) I can sense a difference in approach in the two efforts mentioned above. The emphasis of the first is communicating about global/national/local issues. The second focuses on motivating children to think about solutions to everyday problems using science. The first is an advocacy tool, the second a teaching tool.
I think the value of this intervention lies in the opportunity it offers children to reinforce their learning of science (which is best learnt through explorations, experiments, etc.). Writing a script sharpens research and communication skills. What is the main message you wish to give your audience (is it the most important thing that needs to be told about this issue? will it help your audience do something about the issue? etc.)? How will you say it in a way that relates to your audience (what is it that they are interested in? what is it that they already know? what is the new stuff that you wish to tell them? etc.).
The article made me search a little on the use of puppets for science communication. And here is what I found:
A news item in Current Science (2003) on the efforts of The National Council for Science and Technology Communication (NCSTC) introducing "the art of puppetry for science and technology communication for the first time in the country and has also developed a training module for the same use of puppetry for science". Organizations which have used puppetry in science communication include: Kainat Foundation, Kako (Bihar); SEARCH, Ghaziabad (U.P.); Students’ Welfare Society, Anantnag (J&K); Manthan Yuva Sangthan, Ranchi (Jharkhand); Gujarat Council of Science City, Gandhinagar (Gujarat).
The PUPPETS: Talking Science - Engaging Science project which explored "the use of puppets to engage and motivate children and promote conversations which help their learning in science. Puppets are used with primary school children to capture their interest, stimulate their thinking about science, challenge their ideas and model learning conversations". Among the positive outcomes listed, I found this the most interesting - "creating a context for the use of scientific vocabulary". The site also offers tips for teachers in using puppets. The tips range from little practical details ("Keep the puppet’s head down - it needs to make eye contact") to more profound stuff ("Your puppet needs to present a problem to the children for them to think about").
From what I have gathered so far (which is not much, mind you) I can sense a difference in approach in the two efforts mentioned above. The emphasis of the first is communicating about global/national/local issues. The second focuses on motivating children to think about solutions to everyday problems using science. The first is an advocacy tool, the second a teaching tool.
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