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Tuesday, June 30, 2009

I HEP Instructions

Groups for Plays

Group I

Group II

Group III

Group IV

1

5

10

15

20

25

29

33

37

2

7

12

17

22

26

30

34

38

3

8

13

18

23

27

31

35

39

4

9

14

19

24

28

32

36


The presentations should contain

1. Summary

2. Background to the text and author

3. Themes/ arguments

4. Possible Questions

5. Possible language learning through the text

Sunday, June 28, 2009

Articles for reading

1. On Rethinking Medical Education in India
2. On reconsidering Communication Curriculum

Archival Research


27th June, 2009 in MA IIYr. Class
(The following content is a note prepared by Fr. Jijo and Joe Jacob on Mr. Pinto’s lecture on Archival Research on 27th June, 2009 in MA IIYr. Class. )
Pedagogy: The topic was discussed among students in bench-work-groups and the reports were compiled later. Clarity with regard to the difference between methods, methodology and skills is required when you further proceed on research methodology.
Discussion
Discuss the following hypothesis in with your companions on the benches. If someone has to write a history of Christ University, s/he has to do a research. What are the steps one will take to write the history?
The students came up with the following answers
Data Collection

Written and Visual Records
1. Have a background idea of the University from the available sources, have a structure of what you want to write about. (If you have no idea what to look for you will have endless materials and endless searching)
2. Take notes on the documents, journals, magazines, Newspaper writings about Christ, publications by the institution and its staff, brochures, chronicles, minutes of the MC s and Sponsoring bodies staff meetings and other bodies that make critical decisions, Documents of the sister concerns, Land records, MoUs with Government and Universities, Placement files, Department Files, Diaries of the founding fathers and key figures related to the institution and similar other documents.
3. Visual History: through photographs, websites
4. Social History of the time of foundation, through Government census, Demography Documents, History books about the period.
Oral Accounts

5. Interview: Interviewing alumni of Christ, fathers worked, working, long term serving staff, Funding Agencies, other colleges for opinions, impressions, founding fathers (if anyone is alive)
Evaluation
6. Divide between events and interpretations
7. Find alternative interpretations if available
8. Find sources for the gaps either in the oral or written records, if there are
Compilation
Define Perspectives of Interpretation
Actual Writing



Mr. Pinto commented at the end of the discussion that the following matters should be born in mind while doing an archival research.
Data collection done with the surety of what one is looking for. To define that one must find the Framing Questions.
Then List the sources

However before all these you must Challenge your own idea of history, what is archive. Read Foucault Derrida and Freud on archives.
Question oneself; do I know the theoretical ground of what I am researching.
Mr. Pinto concluded the class saying , Archival research is a journey towards loneliness. It is a rigorous lonely work with books ideas and away from the rest of the world.

Wednesday, June 24, 2009

Research Practices in English Department

(The following notes are based on the Lecture of Mr. Pinto to MA English Students of Christ University, Bangalore on 23rd June, 2009)

Department of English and Research
• English Departments have not taught research methods anywhere in the world until 2000. The best of its practice was confined to asking a candidate of PhD to defend the sources or bibliography. Any discussion on research in English Department puts off people. Even where English Departments conducted classes on research methods, they are the least seriously conducted one. The professors who take these classes tend to be apologetic saying it is a vast subject.
• The students who did research often had the wrong idea that the research skills came through practice and not through training or learning.
• Training given on Research Methodology in some institutes give high school stuff like Adler....’s guide which is used for middle school students in America.
• The wrong argument of learning by doing has affected the learning research process. The reason for this approach is because the supervisors themselves have undergone the same procedure. They do not generally update and re-skill themselves with the best practices in the field. Even the teachers who spent in buying books of the trade are few in English Department whereas in other fields the re-skilling is done more regularly. The IT sector has to continuously re-skill.
• The culture of re-skilling and reinventing oneself is not a norm but sparsely done under individual initiatives. So the ordinary teachers do not take seriously the research activity.
• The misconceptions about research also resulted in Individualism in English Departments. Eng. Depts do not bring out papers as a group which is a regular procedure in some other disciplines. E.g. Science Dpt. has collective researches regularly. However this dim scenario in research is changing. It has become a serious part in all higher education centres, mainly after 1996 when research activities in India were highly rewarded by the government. The allowance has created researchers as well as knowledge production in the subject. From 1996, grants ranging from 40000 to 12 lakhs were provided for those who wanted to do research projects, according to the requirements of the project.
• The government proposal pattern for the grant itself was instrumental in developing a certain research methodology among the candidates. The Government stipulated for example a pattern as follows.
1. The name
2. The investigators
3. The resources
These incentives from the Government have created research space and culture in English.
Qualitative and Quantitative Researches
Humanities largely abhorred qualitative researches. MSW, Psychology and Economics are interested only in quantitative methods.
When the Government set up different Committees to study the research practices they asked the questions like “what kind of research methods they needed.” As a result, two styles emerged.
a) Response method. These are based on individual needs
Most of the activities that came in English Department were based on response method.
b) Pro-active method. It does not cater to the pronounced responses of the target group.
Research Skills
1. Library skills
2. Computer skills
3. Bibliography
4. Reading short hand reading skill
5. Interview skills
These skills were not considered in research earlier. Another wrong assumption in the field of research is that the research method that one used for Ph.D is the only method that s/he will use or may be useful for the future. Methods vary from discipline to discipline.
Innovation in any field and particularly in Education must have research backing. People will not accept such changes unless you cite research results.
The Department structure itself could be a problem, some times, to engage in serious research activities.

Tuesday, June 23, 2009

Certificate Programme in Technology and Culture (The Digital Classroom)

Date: 11 July 2009 - till the end of September
Time: 2 pm to 6 pm every Saturday.
Place: MSCom Classroom, II Floor, Auditorium Block
Coordinator: Naresh Rao, Dept of Media Studies
Instructors: CSCS, and Dept of Media Studies

For clarification email: naresh dot rao at christuniversity dot in, anil dot pinto at christuniversity dot in
For a detailed write up on the programme structure please click here.

Certificate Programme in Phonetics

Date: II, III and IV week of July 2009

Time: 4 - 6.30 pm, Monday through Friday.

Place: Dept of Media Studies

Coordinator and instructor: Anil Pinto, Dept of Media Studies

For clarification email: anil dot pinto at christuniversity dot in

For the syllabus please click here.

Response to Post Secularism

Last week I attended a paper presentation by Nizzar in Casa Andree on “Life after Secularism.” There were serious and not so serious discussions on the topic in and outside the University among friends. Some tried to swap the words to form ‘secularism after life’. This put a startling question in my mind, whether in the life after death one will be secular or religious. But, keep that question as it is. Let me go to the content of the paper. The paper seemed to complexify ordinary notions just by changing them into unfamiliar terminology, like ‘life forms’ for religions and mind regimes for ethics. I did not find any purpose achieved by these new significations nor proposing anything worthwhile. But the discussion that ensued animated by Sunder Sarukhai and Arindham brought the issues at stake clearly. What follows is my response to the paper.
Ever since the Nation of Islam was discussed in the class sometime last year, the concept of Secularism was being churned in my mind. Religion played a major role in the formation of most countries in the world. In fact, I know very few countries that are not formed on the basis of religion. Think of its vestiges still haunting/following America, UK, India, Pakistan and not to speak of the Middle East.
The concept of secularism evolved in countries where only one religion was in practice, viz. Christianity. They conceived the idea that in the economic dealings religion should not be considered a barrier. (Judeo-Christian religion had placed strong censures on certain types of economic transactions.) The idea was transplanted to India where many religions existed side by side. It came to be that the meaning of secularism changed into ‘refraining from discrimination based on religion’. Now the two concepts have totally different connotations. The idea of secularism is discussed anew in west when it is threatened by the influx of Hindus, and Muslims. They are awakened to a new sense of identity and apparently slipping into religious fundamentalism. The west is finding it difficult to practice the secularism they once preached.
The speeches of Obama like a religious preacher symbolize that resurgent religiosity. The political parties that have created vote banks on religion in India speaks volumes on how fundamentalism has returned in a modified form to India. In the wake of such resurgent religiosity my question is how dare Nizzar think of ‘Life after Secularism’ when secularism itself has not come. I do not believe in secularism as a final goal to be achieved either. I believe that religious radicalism is the key to better understanding among people. What shape that religion takes at different periods will be decided by the pace of the psychological evolution human kind will achieve in each era.
Following secularism amounts to speaking against one’s own deepest self to some extent. How many people in our country can make a decision in life without having recourse to spiritual counsel? So to live secularism as a way of life is not a natural behaviour. You will come at odds with yourself when it comes to actually implementing it.
What then is the option? Religious radicalism is the option. All religions at their base, root (radix) believe in universal brotherhood and love. Aggression on another’s conscience on whatever ground one tries to justify, does not fall in line with any religious teaching. If any fundamentalism has arisen in any religion it comes out of a narrow interpretation of the rules and not a defect in the religious code itself. So keeping religions and their teaching will make people feel comfortable within themselves and with others. This is what I mean radicalism in religion.

Friday, June 19, 2009

Understanding Computer Science

Understanding Computer Science

Interpreting Social Science response to Research


Assumptions underlying the answers given by teachers interviewed regarding research:

  • Research is a complex process
  • The student is already doing research
  • Research is individual
  • No reference to method
  • The problem/question has already been identified
  • Mistaking skill for method
  • Social sciences do not distinguish between applied research and fundamental research.


distinction between
  • method and skill
  • curriculum, course, programme, discipline


'Seminar' on Indian Cinema

Special Issue of Seminar on 'Indian Cinema in 1940s and 1950'

THEATRE TRAINING WORSHOP

12 June 2009


There are four kind of theatre namely Arena theatre, Shakespearean theatre, Ampi theatre and Proscenium theatre. He spoke mostly about the proscenium theatre.

A proscenium theatre is like a peeping from a window to someone’s house or
In this the actor’s right is the stage right. There is to be total silence and darkness in the audience. Three sides are closed.

The stage is divided into nine parts Upper Right (UR), Upper Centre (UC), Upper Left (UL), Centre Right (CR), Centre Stage (CS), Left Centre (LC), Down Right (DR), Down Centre (DC), Down Left (DL).


CYCLORAMA
UR UC UL
WINGS CR CS CL WINGS
DR DC DL

APRON

There are various parts of the stage.

Cyclorama is the white screen behind the stage. To give the effects of shadow, sun, moon, etc.

Wings- decide the opening of the acting area used for hiding the actor and the backstage. It is covered by black or blue cloth. Wings depend on the length of the stage.

Apron-is the front stage.

FOH - front of the house

Stage light- from the top of the stage.

Side light- gives 3D effect

Frills- covers the lights to hide the source of light from the audience.

THREE TYPES OF THEATRE

Realistic theatre- with normal emotions.

Stylised theatre- comedy, song, drama, exaggeration.

Absurd theatre- without connection.


HOW TO GO ABOUT A PLAY

The organisation of a play has two functions - the aesthetic function and the commercial function. In the aesthetic function we have a Playwright and a play reading committee.

Playwright- executes the theme by words. He constructs various themes and sub themes, out of which the director decides the main theme of play. The playwright evolves a character but does not give meaning to the character. Director gives the meaning to the character. He gives the posture, mannerism, expression, movement and so on.

Under the play reading committee comes the director under whom works the set designer, technical director , costume designer, light designer, music composer, assistant director and the stage manager.

Stage manager- is the link between the director and the actor and the rest of the crew. He is the most powerful person in the group. Even the director is answerable to him/her.

Set design- is done in a 45 degrees axis. Diagonal lines are powerful on stage. Parallel lines and angles are always avoided. In the diagonal angle, three fourth of the actor’s body is seen by the audience. The furniture and props are also placed in a 45 degree axis so that it does not merge with the cyclorama. Props must not obstruct the movement of the of the actor. It should not hide the actor and must be in the corners.

There is also a symbolic set in which the theme is conveyed in a symbolic way using symbols and paintings and other props.

Technical director- finances the set and costumes and holds and organises meetings.

Costume- costumes are designed taking account of the time period in which the play is set. Use of primary and secondary colours.

Light designing- there are three important lights namely, key light (more intensity and illumination), fill in light (gives the 3D effect) and back light. If the key light is 1000 KW then fill in light must be 500 KW and the back light must be 250 KW.

Filters and frost are used to give different effects of lighting. General area lighting is divided into 6 parts . Use of halogens and flood lights as their intensities cannot be controlled. Para lights or spotlights are used as they can be dimmed as per requirement.

ACTING THEORIES

There are three acting theories

Iff theory- Actor prepares in 27 steps to transform himself/herself into the personality of the character that he/she is playing. This theory works very well for that particular play but has a somewhat permanent effect on the actor and therefore is not prescribed.
Method acting- in this the actor undergoes a training in the situations that he has to face. For example if he/has to play a role of a blind person he/she goes and stays for some days with the blind people.
Simultaneous acting- this that type in which the actor in his daily life has already observed the situations and hence does not need an extra training.


Mr. D’souza says that if someone is interested in theatre he/she must read and watch more and more plays.

In the afternoon session there we started with some games. The first game was “Tom says”, in which we were supposed to do what Tom says and nothing else. If we did some thing that Tom did not say and we were out. Suppose Mr. Walter said ‘ lift your left hand’ we are not supposed to lift our hand, but if he says ‘Tom says lift your left hand’ then you are supposed to lift your left hand.

He even promised a return ticket from Singapore and hotel fare, but unfortunately no one won it.

The main point of this exercise was to inculcate absolute concentration into the actor. That he has to do whatever Tom says, and he must not pay attention to anything else at all. It applies to an actor on stage who must not be distracted by anything or anyone in the audience or anywhere else. His absolute concentration must be on the stage.

Then we played a game in which we were supposed to move randomly in a space and as soon as he said a number we were supposed to form groups of the same number. And whoever failed to form that number was out.

After doing this several times he asked us to be in groups of six and gave a theme ‘Cave’ in which we had to form a still scene where the theme was portrayed . Two more similar exercises were done with themes of Marriage and Mourning House.

Then after the lunch break we had voice training session in which everyone’s pitch was discovered. Before that we did some breathing exercises. In the voice exercise we needed to say all vowels loud and check our pitch.

D'Souza, Walter. Class Lecture. Theatre Training Workshop. Christ University. Bangalore, India. 12 June 2009


13 June 2009

MAKE UP

The day started with learning about make-up. “you should know what you want and be able to tell the designer or the make-up person what exactly you want.

There are two kinds of make-up, character make-up in which mythological characters are depicted on the face and the other is straight make-up which is a realistic play make-up. For example beard.

In straight make-up, to highlight certain face muscle pan cakes are used.

Then comes the age factor. Using this wrinkles can be made on the required areas. Now on that if a moustache or a beard is required crape hairs are used.

Crape hairs are of two kinds the American and Indian. The American crape hair is first comes in knots which needs to be opened and soaked in water. When it is dried it becomes pulpy. Then the ends are cut. It now looks like hairs. Spirit gum is applied on the skin and hair is pressed on it with a wet cloth. Then the desired shape is given. In the Indian one the hair does not get pulpy at all, and 2-3 coats of hair are required to be applied, with high chances of the layers falling off on the stage!

For greying of hair, in theatre Zinc powder is used and in TV aluminium powder is used. There are different effects that you can gain by different ways like, to show a fallen teeth spirit gum is applied on the teeth and let dry, then kajal is applied on the area.

Putti make-up is used to enlarge nose or for other facial distortions. First spirit gum is applied and then latex.

Egg make up can also be used to bring wrinkles. The white of the egg is applied on the face and let dry, it produces wrinkles.

Spirit gum is water and oil friendly. There for can easily be removed by cream or oil.

There are a few things that one must remember. First of all I think everyone knows, make up must always be put after the putting on the costumes and one of the most important things is that when make-up is on, actor must not leave the green room.

REHEARSAL

There are two kinds of rehearsals

Scheduled rehearsal- it starts from act 1 till the end and requires everyone to be present at the practice.

Break-up rehearsal- the practice is carried on in a segmented way in which only the actors participating in that act needs to be present.


NATIONAL SCHOOL OF DRAMA

To get into National School of Drama in started in 1965. It initially started for a one year course then built on to 3 years degree course. It had one seat for every state and five seats for foreign students. Now it has 18 seats for scholarship with stipend.

The minimum requirement to enter is to have atleast ten years of experience in theatre, a bachelor’s degree worked in atleast 10 productions and a recommendation by two passed out NSD students.

NSD in Bangalore is also starting.

MIME

Mime originally evolved though church. The church was initially against theatre but somehow decided to use the theatre for to serve its own purpose. They had three parts in which the holy body would be at the centre with minimum movements, the angels at the right with restricted movements that were only to praise the holy one and on the left side was the evil one showing lot of movements and instability.

Since the movement in the left side was free people kept improvising and putting in more and more varieties. It was made more interesting to make the audience sit for the whole thing and not get bored. But slowly they got so good with their different professional abilities on the left side that people would only come and watch that part and leave. So the purpose with which the church brought theatre in was not fulfilled. Therefore ultimately the left side team was thrown out of the church. Now these people did not know anything but theatre so they started putting up there shows outside in the commercial places. Since they did not have any money for the props they started miming. That is how mime started.

Points to remember for mime

Lot of practice required

Arms and legs must be strong.

Good imagination and creativity is required

Always remember what you have created, as the audience is keenly keeping a check on your mistakes.

Observe day to day activities and learn from them

Miming does not mean that you are acting like a speech impaired person, you can move your mouth but not say anything.

Exaggeration of expression and action.

Timing must be perfect

Costumes must be relative to the background, for example if the background is black costume must be white and vice versa.

Mime is not only for comedy but also for tragedies.

D'Souza, Walter. Class Lecture. Theatre Training Workshop. Christ University. Bangalore, India. 13 June 2009


14 June 2009

Today each grout was supposed to enact the scene given to them using creative props. Some groups had a scene from Girish Karnad’s ‘Tughlaq’ while the other groups were given a scene from his play ‘Hayavardana’.

Once all the performances were over he showed us where we went wrong and what were our strong points.

He ended by speaking about Street Theatre.

The experience was entirely thrilling! And we are extremely thankful to all the teachers whose efforts were into keeping five seats for us undergraduate students.


D'Souza, Walter. Class Lecture. Theatre Training Workshop. Christ University. Bangalore, India. 14 June 2009