Drama And Art in Education B.Ed Practical File, Assignment, And Project Notes Free Download PDF in English Language

Drama And Art in Education B.Ed Practical File, Assignment, And Project Notes Free Download PDF in English Language

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Drama And Art in Education Short Notes In English - Drama And Arts in Education Practical File Notes PDF For B.Ed 1st and 2nd Year in English Medium


Drama and Arts in Education (An Introduction)

Humans are social beings – which means they live, thrive, and interact in society. These interactions shape our thinking, values, and cultural heritage. Human beings often express the interactions of society in various forms of art.

Definition of Art

The dictionary defines ‘art’ as the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.

Visual forms of art or dramatic forms of art are the powerful mirrors of our society that classroom facilitators can make use of in their classrooms.


The inclusion of art education in the curriculum of school as a subject has certain important purposes apart from contributing to overall development of the child’s personality.

  • Art education enables students to fully experience the joy of teaching- learning, appreciate and experience the beauty of the universe and also helps in their mental development.
  • It also brings students closer to their environment to learn about their cultural heritage and to inculcate in them respect for each other’s work.
  • Different art forms such as visual arts (drawing, painting), performing arts (dance, drama, and music) and traditional art and crafts, puppetry, etc. that are introduced at different stages in school curriculum which can help students to become confident, balanced and well-groomed citizens


Drama in education is done in groups or with the whole class. Students run into problems where, for example, they do not agree on a solution or action that the rest of their group takes.

There may be many conflicts while working in a group. Like all group work, students must solve problem of how they will handle this conflict of interest.

This type of problem solving helps students become lifelong learners.

As adults, it is very common to face problems in our social lives. These problems could occur at home, school or in work place and we need to use problem solving skills to resolve these issues.

As drama in education involves group work so students get an opportunity to acquire skills needed throughout their lives.


Types of Drama

There are two types of drama methodologies that are adopted by teachers depending on the class, the competence of the teacher and the content that is being taught

  1. Linear drama methods : These are designed with a clear beginning, middle, and end.
  2. Process-oriented drama : (also referred to as ‘holistic drama’ or simply ‘process drama’) is open-ended, only with a skeletal structure of activities designed to evolve based on participants’ input throughout the lesson.

1. Linear Drama

Linear approach to drama is generally preferred by a teacher initiating drama into the classroom for the first time.

With this structure, drama activities are primarily planned and outlined by the teacher before involving the students into the dramatic playing.

The core techniques used by teachers through the linear drama approach are:

A. Side Coaching
  • In this technique the teacher facilitates learning of skills without stopping the action of the lesson.
  • These skills help the learner gain more awareness of the drama, the character, the plot.
  • A very good example of side- coaching that we often see while working with students in drama groups is telling the student to focus their attention on the audience, look to the audience and not look on the floor.
  • We give these instructions as the drama progresses and learners process these instructions and adapt to them while performing the drama.
B. Spotlighting And Sharing

Another technique that is commonly used in linear drama is spotlighting. This technique allows participants to

  • Informally view other participants’ work,
  • Take inspiration from other ideas, and
  • Safely share moments of work in progress.

During a ‘spotlight’ all other participants freeze except the participant on whom the spotlight is on.

Another technique used often is sharing. Sharing is similar to spotlighting as far as the experience is concerned, but the only difference is that
  • spotlighting happens during the process of drama while
  • sharing happens at the end of the performance.
C. Storytelling

Although stories are integral to every drama, using the technique of storytelling is what makes character unique in the drama.

D. Improvisation
  • Another commonly used technique in linear drama is allowing students to improvise – adding their own dramatization at the moment.
  • This means the students won’t get any rehearsal time and these actions are done at the spur of the moment.
  • Teacher as a drama facilitator, it is necessary to decide how much improvisation is permitted within a drama and share these guidelines well in advance with the learner.

Apart from these techniques there are other techniques that are often used in the linear drama approach, like,

  • Pantomime (dramatization without using words but relying solely on physical movements, gestures and facial expressions to convey the idea);
  • Starters and building block activities (often used as ice breakers within groups; link prior learning to current lessons etc);
  • Tableaux (a French word that simply means frozen pictures that people create with their bodies) etc.

2. Process-oriented Drama

Process-oriented drama involves allowing the learner to experience the entire learning process as a continuum rather than having a beginning, middle or end part.

Techniques of Process Oriented Drama:

Some of the techniques in practice with Process-oriented drama include:

1. Mantle of the Expert:

The method was propounded by Dorothy Heathcote. In this method the participants work in a collaborative environment and share their area of interest.

2. Facilitation:

Another technique used in process-oriented drama is facilitation. In this technique, the leader follows a very democratic approach and helps guide the drama without steering the drama towards a certain direction.

3. Role Play:

In this technique participants create believable and realistic characters that have a vested interest in the character.

4. Simulation:

Simulation is an imitation of the real-world experience. In process-oriented drama, the facilitator can develop simulations either based on real or imaginary events.

Types of Art

1. Creative Writing:

  • Creative writing is the bedrock of many art forms like – poetry, fiction, lyrics, play scripts and drama.
  • Creative writing helps students explore and express their understanding of the world around them.

2. Dance:

  • Dance is an art that engrains discipline, control, rhythm and graciousness in the learner.
  • It helps develop kinesthetic skills in the students and provides a medium to experience life in a different form.

3. Music:

Music can be explored by singing, playing an instrument or composing on a synthesizer and computer, or listening and learners learn the art of expression and communication through sound.

4. Visual and Media:

Arts Education in visual and media arts can take many forms and have several aims. Learners are usually taught a specific technique in some visual medium — pencil or paint or video imaging or collage


Aesthetics is the branch of philosophy that explores the nature of art, creation and expression of beauty in various forms of art.

Although it is said, beauty lies in the eyes of the beholder and is an extremely subjective term, yet aesthetics tries to capture the essence and meaning of the beauty that is expressed in various forms of art. Like, for example,

  • the aesthetic design of a building,
  • the aesthetic design of a temple,
  • the aesthetic presentation of a flower arrangement,
  • the aesthetic presentation of a dish by a chef,
  • the aesthetics behind the design of a mobile phone

Rabindranath Tagore was one of the first Indian educationists and philosophers who acknowledged the importance of art in education. In his endeavor to define art, he acknowledges that:

“I shall not define Art, but question myself about the reason of its existence, and try to find out whether it owes its origin to some social purpose, or to the need of catering for our aesthetic enjoyment, or whether it has come out of some impulse of expression, which is the impulse of our being itself” (Tagore, 1917).

Just like Tagore, Dewey was among the first western educational philosophers to write explicitly about art as an experience and how the arts connect to education. Dewey believes, the photograph, dance, poem or story which the student creates from looking out of the window “is charged with meanings that issue from intercourse with a common world” (Dewey, 1980, p. 306)

  • Teachers have a pivotal role to play in helping students achieve and express these experiences.
  • Teachers need to be cognizant of various ways in which they wish to shape students' experiences inside the classroom and outside the classroom so as to enable their students become better sponges and fountains.


Integrating drama and art in school curriculum, means making connections between the school subjects and forms of art expression.

There are many ways in which classroom facilitators can integrate drama, and art in school curriculum.

One such example is given below.

Example is based on NCERT :
  • English Textbook - Beehive - Class IX - Chapter 2 – The Sound of Music – Evelyn Glennie Listens to Sounds without Hearing it and
  • Class IX – Science Textbook – Chapter 12- Sound.


1. Infrastructure

All schools should have the basic facilities to provide arts education, which will include trained teachers, resources to provide basic materials, separate space for conducting visual and performing arts (NCERT).

Some examples of basic infrastructure include

  • Colours,
  • A Dholki,
  • Chart Paper,
  • Props Of Various Kinds,
  • Few Dupattas,
  • A Thalli, A Bell, A Stick Etc.LearningClassesOnline

2. Classroom Organization

  • Classroom organization and the concept of space, especially for the activities in arts education is an integral part of the teaching-learning process.
  • In an ideal situation, schools should have rooms especially allocated for art activities, whether for visual or performing arts.

3. Practices in classroom and outside

Teachers should try to conduct group activities so far it is possible. This will enable the students to share their resources; materials and a sense of cooperation and sharing will develop among the students.

4. Using local resources

All the schools should provide experience to children to work with the community, beyond the four walls of the school

Assessment for Learning of Drama and Art

By introducing Drama and Art as an assessment tool, teachers have the capability of providing a stress-free method of assessment which is continuous and is capable of measuring various dimensions in the learning journey of the student.


Educational drama is defined as “drama in which there is no external audience, no prepared script, and in which the teacher frequently takes on roles with students” (Wihelm & Edmiston, 1998, ).

Educational drama utilises skills across the range of dramatic activity, everything from teacher-in-role to normal theatrical conventions of audience and spectator.

Drama theorists and practitioners such as Boal (1979), Heathcote (2000), McCaslin (1996), O’Neill (1995), and Wagner (1998) contend that drama can be used to encourage social change and development because drama:

  • is suspended by time, place, and identity;
  • is a social activity driven by rules; and
  • uses stories to explore human significance.
Drama is an umbrella term which includes use of many techniques such as
  • games,
  • story dramatization (pieces of literature enacted, improvisation) and
  • process drama.

Augusto Boal’s work with Brazilian peasant population forms the basis for ‘Theatre of the Oppressed (TO)’ which is now being used all over the world for social as well as political activism, for resolving individual and group struggles, community building, therapy and treatment, and also in the making of government legislations.

The techniques used in Theatre of the Oppressed (TO) include:

1.Image Theatre:

In this technique, participants are given an idea or theme and in response, they create with their bodies, a shape, and a statue.

2. Forum Theatre:

It is an interactive theatre which helps a community to explore multiple strategies in response to a problem presented on stage. Forum Theatre poses a problem, not a solution.

3. Invisible Theatre:

  • It is one of Augusto Boal’s Theatre of the Oppressed Techniques, and it has been used around the world in many different settings.
  • This technique is performed in a public place.
  • The objective is to unsettle passive social relations and initiate critical dialogue among the spectators, who never realize that they are a part of a play.


What is creative work?

It is an imaginative activity, original and has a value.

Role of a Teacher in Encouraging Creative Expression

A teacher must understand that creativity is a process and they need to open their all channels of allowing, accepting and turning over some control to the children themselves.

Moran (1988), suggests that teachers should:

  1. Emphasize process rather than product.
  2. Let children explore, experiment and make mistakes, correct themselves and then finally arrive at something.
  3. Provide a classroom environment that allows children to explore without undue restraints.
  4. A teacher must allow students in open-ended tasks so that they can engage in experimentation, role-play, problem-finding and problem-solving.
  5. Adapt to children’s ideas rather than trying to structure the children’s ideas to fit the adult’s.
  6. Accept unusual ideas from children by suspending judgement of children’s divergent problem solving.
  7. Use creative problem solving in all parts of the curriculum, Use the problems that naturally occur in everyday life.
  8. Allow time for children to explore all possibilities, moving from popular to more original ideas.

Drama and Art for Self Realization

The highest goal of any art form is ‘self-realisation’ – knowing, observing, awareness, and its growth – a living and growing conscious individual (National Focus Group Position Paper on Arts, Music, Dance and Theatre, 2005).

Different forms of art including drama, helps the learners in self-expression followed by discovering themselves meaningfully especially when the environment is safe and supportive.


Creating an ‘inclusive classroom’ means a classroom which is safe and welcoming for all learners and where individual differences of all learners are valued, and embraced.

There are learners in class with various disabilities who can benefit from the arts.

Selection of Drama OR Art Expression according to Special Needs

Selection of the different dramatic modes and activities needs to be done keeping in mind the respective disability of each child.

According to National Focus Group Position Paper on Arts, Music, Dance and Theatre (2005) for physically challenged children, we can use

  • Narration, story-telling, and speech-related activities
  • Sound and music
  • Puppetry
  • Formal drama with clear plan and instructions

For visually challenged children, we can use

  • Narration, story-telling, and speech-related activities
  • Sound and music
  • Playing musical instruments

For emotionally disturbed and neurotic children, we can use

  • Role play
  • Improvisation
  • Music and movement
  • Preparation of masks and puppets


A teacher may face many challenges in discussing social and environmental issues in a classroom but these issues can be explored easily through drama and art.

For example, when a student is involved in a role-play on some social issue, she feels ownership in a problem and automatically that social issue becomes more relevant.

  • A teacher can involve students in various imaginary situations and environments which can create a new awareness for the students.
  • Students in a drama perform the role of some other person and are not threatened by the problem because it does not seem as personal as it would in real life.
  • Playing different characters in a drama can affect a student’s judgement, provide insight into a problem and develop better understanding of a situation.

Let us explore how drama and art can be used for understanding social and environmental issues. A number of examples have been presented here for your better understanding on practice of drama and art. .

Example 1: Visual Teaching Aid in raising awareness about an “Environmental Issue Deforestation”

Example 2: Pictorial Representation of ‘Water Cycle’ and learning about Conservation of Water (Environmental issue)

Example 3: Role-play to create awareness about ‘Global Warming’ (Environmental Issue)

Example 4: Role-play to create awareness about Social Issue ‘Gender Stereotypes’ which are commonly visible in Indian Society.


The first highly influential definition of the term ‘culture’ came from Edward Taylor (1871) who defines culture as “that complex whole which includes knowledge, belief, art, morals, and law, custom and any other capabilities and habits, acquired by man as a member of society.”

Ellwood (1927) says that “culture includes man’s entire material civilization, tools, weapons, clothing, shelter, machines and even system of industry”.

The culture of people is

  • the way of life of those people,
  • the things its people value,
  • the things they don’t value,
  • their habits of life,
  • their work of art,
  • what they do and what they like.

The culture could be:

  1. Individual Or Personal culture: Personal traits such as likes, dislikes, interests, modes of thinking and patterns of social behavior constitute individual/ personal culture
  2. Local Or Communal Culture: Different communities have their different customs, traditions, beliefs and styles of living which is known as local/ community culture.
  3. National Culture: Each nation has some distinct patterns of ideals, values, modes of thoughts and behavior. Such national traits are known as national culture.
  4. World Or Global Culture: Today life is not limited by geographical boundaries. World has shrunk into a unit due to use of technology.

Art and drama activities help to reveal and enhance the identity – the unique, meaning and character of a community. Understanding of our own culture and a sense of identity is a prerequisite for showing respect for diversity of cultural expression and openness towards other cultures.

Role of Art in Enculturation

Enculturation refers to the process through which we learn about the culture we live in.

Through enculturation, we learn what behaviors, values, language, and morals are acceptable in our society. We learn by observing other members of our society, including

  • our parents,
  • friends and
  • teachers

Enculturation is learned through communication in the form of speech, words, and gestures.

We also learn through the unique images, objects, places and experiences that are characteristic of different cultures.

Art forms convey a lot about a particular culture. These art forms are used as outlets for expression, voices for change and also as creativity for giving life to new ideas.

Interactions with Artisans

Looking at the socio-economic and cultural diversity of the country, it would be all the more essential for the schools, parents and teachers to be able to use the local regional arts and craft traditions both visual and performing in the developmental stages of school education.

All the schools should provide experience to children to work with the community, beyond the four walls of the school .

One way of doing this is to provide opportunities to children to interact with local artisans. Artisans invited from the community or from far off areas can conduct workshops and help students in learning about our culture.

Theoretical understanding about designs, crafts does not help in learning them. Working with our hands makes us aware of different patterns, symbols and also connects with our culture.

In schools, students can be made to connect with craft work by:

  • Inviting artists for workshops on madhubani paintings, worli art, weaving, embroidery work, puppet making, pottery, tie and dye, candle making and ceramic making etc.;
  • Encouraging students for making rangoli and alpana during various celebrations at home or school;
  • Ceating mosaic work on walls by using glass, stone and tiles; and
  • Celebrating ‘State weeks’ or ‘State day’ in the school where students of every house can depict folk dance, art forms related to state theme alloted to that house.


Art forms can open a dialogue between diverse groups thereby providing a safe haven for engagement. It acts as a bridge between diverse cultural groups.

When children are exposed to art forms they have never seen and make connections then it opens up doors to new forms of learning e.g.

  • Greek pottery,
  • Persian art of calligraphy, and
  • terracotta army in China.

When we visit any art museum or art exhibition where artists from different parts of the world put up their work, the art forms bring us together to share, discuss and thereby making us more tolerant of differences and of one another.

The encounter with art and with others over art – can help us in understanding others and also expands our notions of ‘we’.

Drama And Arts in Education B.Ed Practical File in English Download PDF

List of The Topics Covered IN Drama And Art in Education PDF File in English:

  • What is Drama? - Forms, Importance, Benefits
  • Importance of Drama and Arts in Education
  • Theatre in Education and Its Main Elements
  • What is Art?
  • Types of Arts
  • Importance of arts in Education
  • Benefits of Arts and Crafts



Drama And Art in Education File English

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Drama And Arts in Education File in English for B.Ed 1st Year

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Drama and Arts in Education FileDrama and Art In Education B.Ed Practical File in English Free Pdf download download pdf of drama and art in education bed practical and project file of crus, mdu, kuk, ignou, cdlu and nios
Here you can easily download pdf of bed practical file of Drama and art in education in English. This drama and art file is according to MDU (Maharshi Dayanand University, Rohtak), CRSU (Chaudhary Ranbir Singh University, Jind University – Haryana), Kuk ( Kurukshetra University )
Curriculum but will be beneficial for all the BEd student.  The link to download drama and art files and notes is given below.

drama and arts in education b.ed first year practical file in engilsh medium

List of The Topics Which are Covered in the Drama and Arts PDF File:
  • What is Drama?
  • Forms of Drama
  • Important Benefits of Drama
  • Importance of Drama and Ars in Education
  • Theatre in Education (TIE)
  • Different Theatre Forms 
  • Main Element of TIE
  • What is Art?
  • Classification of Art
  • Importance of Arts in Education for Children
  • Developmental Benefits of Art and Crafts
  • Role of Teacher
  • Role of Student
Drama and Arts in Education
Drama and Art in Education PDF Drama and Arts in Education PDF Book, Practical File, Notes in English free download pdf for B.Ed first and second year
If you are looking or Drama And Arts in Education PDF Notes and Books in English. Then This is the right place. Here you can easily download the PDF of Drama and Art in Education.

drama and art in education pdf in english for b.ed first and second year

Table of Content or topics in Drama and Art in Education PDF file are : 
  • Meaning & Concept of ‘Art’ and ‘Arts in Education
  • Understanding aesthetics and its education relevance
  • Drama & Arts as Pedagogy of learning and development- understanding drama,
  • Arts (Visual & Performing Arts) & their importance in teaching-learning of
  • Different subjects at the school level.
  • Range of art activities in drama
  • Experiencing, responding and appreciating the drama
  • Exposure to selective basic skills required for drama
  • Drama: Facilitating interest among students: planning and implementing activities
  • Enhancing learning through drama for children with and without special needs:
  • Strategies and adaptations
  • Range of art activities in media & electronic art forms
  • Experiencing, responding and appreciating media & electronic arts
  • Exposure to selective basic skills in media and electronic arts
  • Media and electronic arts: Facilitating interest among students: planning and
  • Implementing activities
  • Enhancing learning through media and electronic art for children with and
  • Without special needs: strategies & adaptations

Drama and Art in Education PDF in English
Drama and Arts in Education Practical File Drama and Arts in Education Practical File, Assignment, And Project In English For B.Ed 1st And 2nd Year / Semester Free Download PDF

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Drama and Art in Education Practical File in english for b.ed first and second year free download pdf, bed 1st,2nd,3rd,4th,5th,6th,7th,8th semester year bed practical file of Drama and Arts in Education in english medium language for all college and universities free download pdf

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Not Only B Ed But It Will Be Helpful to Every Teacher and Student of Any Course. This PDF File Will Provide A Lot of Help in Making Your Drama and Arts in Education Assignments and Projects On Time. The Download Link Is Provided Below the Post.

List of The Topics Covered in The Practical File

  • What is Drama? - Forms, Importance, Benefits
  • Importance of Drama and Arts in Education
  • Theatre in Education and Its Main Elements
  • What is Art?
  • Types of Arts
  • Importance of arts in Education
  • Benefits of Arts and Crafts

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