Report_2017-18-1

okf\"kZd fooj.k Annual Report 2017-18 lkLa Ñfrd lkz rs ,oa çf'k{k.k oQs Uæ Centre for Cultural Resources and Training

Annual Report 2017-18 Contents Introduction.......................................................................................................................... 4 Training .............................................................................................................................. 10 Evaluation and Feedback..................................................................................................... 36 Extension Services and Community Feedback Programme..................................................... 48 Collection of Resources....................................................................................................... 52 Production of Educational Material...................................................................................... 54 Publications........................................................................................................................ 58 Cultural Talent Search Scholarship Scheme........................................................................... 60 Initiatives in the North-Eastern States.................................................................................. 68 Cultural Exchange Programme............................................................................................. 68 Annex................................................................................................................................. 72 Financial Statements and Audit Report................................................................................. 84 2

okf\"kZd fooj.k 2017-18 fo\"k; lwph ifjp; ------------------------------------------------------------------------------------------------------------------------------- 5 çf'k{k.k----------------------------------------------------------------------------------------------------------------------------- 11 ewY;kadu rFkk iqufuZos'k----------------------------------------------------------------------------------------------------- 37 foLrkj lsok,¡ rFkk leqnk; iqufuZos'k dk;ZØe ------------------------------------------------------------------- 49 lzksrksa dk laxzg.k---------------------------------------------------------------------------------------------------------------- 53 'kSf{kd lkexzh dk mRiknu------------------------------------------------------------------------------------------------- 55 çdk'ku----------------------------------------------------------------------------------------------------------------------------- 59 lkaLÑfrd çfrHkk [kkst Nk=ko`fÙk ;kstuk ---------------------------------------------------------------------------- 61 mÙkjiwohZ jkT;ksa esa igy------------------------------------------------------------------------------------------------------ 69 lkaLÑfrd fofue; dk;ZØe --------------------------------------------------------------------------------------------- 69 ifjf'k\"V --------------------------------------------------------------------------------------------------------------------------- 73 foÙkh; fooj.k ,oa ys[kk ijh{kk çfrosnu -------------------------------------------------------------------------- 85 3

Annual Report 2017-18 Introduction Established in 1979, pioneered by Smt. Kamaladevi Chattopadhyay and Dr. Kapila Vatsyayan, the Centre for Cultural Resources and Training (CCRT) functions as an autonomous organization under the aegis of Ministry of Culture, Government of India. It is one of the premier institutions working in the field of linking education with culture. CCRT conducts a range of training programmes for in-service teachers, educators and administrators from across India to foster their creative potential. It also organizes special training programmes for the physically and mentally challenged children. The training programmes provide an understanding and appreciation of the philosophy, aesthetics and beauty inherent in Indian art and culture and focus on formulating methodologies for incorporating a cultural component in curriculum teaching. The training programmes are tailored to introduce the participants to various art forms and focus on development of their observational skills, enhance their writing and verbal skills and develop their powers of deduction and conclusion. They help to make learning informative, interesting and fun. At the philosophical core of the CCRT lies a commitment to holistic education, encompassing the cognitive, emotional and spiritual development of children. To this end the CCRT conducts education grounded in cultural knowledge and understanding as conducive to clarity, creativity, independence of thought, tolerance and compassion. In sensitizing students, teachers and others to the arts and cultures of India, the CCRT aims to encourage local communities to take the lead in the preservation of their cultural and natural heritage, promote respect for diversity and reinforce cultural identity. The underlying emphasis is on imbibing architectural, aesthetic, historic, environmental, archaeological and even spiritual and symbolic values embedded in our heritage. The CCRT has its headquarters in New Delhi and three Regional Centres at Udaipur in the west, Hyderabad in the south and Guwahati in the north-east to facilitate the widespread dissemination of Indian art and culture. Main Functions Organizes theoretical and theme based academic programmes on Indian art and culture for teachers and students. Conducts Workshops to provide practical training and knowledge in crafts to be incorporated in school curriculum. Various art activities like drama, music, narrative art forms, classical dances, etc. are organized to create an awareness of the regional variations and richness of cultural expressions of our country. Organizes various educational activities for school students, teachers and children belonging to governmental and non-governmental organizations under its Extension Services and Community Feedback Programme, to create an awareness of the need for conservation of the natural and cultural heritage. Collects and develops a library of resources in the form of scripts, digital photographs, audio and video recordings and films with the objective of producing culturally-oriented educational aids to encourage the art and craft forms of rural India and their revival. Prepares publications and other audio-visual material which attempt to provide an understanding and appreciation of the different aspects of Indian art and culture, such as, architecture, music, drama, dance, painting, crafts etc. They explore many intertwining threads of tradition, values and culture present in our rich heritage. Implements Cultural Talent Search Scholarship Scheme for providing facilities to young talented children in the 10-14 age group to study one or the other art form and Scheme for Award of Scholarship to Young Artists in different cultural fields for advance training of various art forms. Junior and Senior Fellowships focussing on in depth study/research in various facets of culture including New Emerging Areas of Cultural Studies are also awarded. 4

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Brief account of activities conducted by CCRT during 2017-18 Annual Report 2017-18 Training Programmes organised Cultural Talent Search Scholarship Scheme • Orientation Courses.............................. 21 • New Scholarships awarded................. 509 • Workshops........................................... 42 • Total no. of Live Scholarships............. 4021 • Short-term Workshops.......................... 03 • Short-term Programmes........................ 14 Publications • Seminars.............................................. 03 • Refresher Courses................................. 17 • Cultural Package - 'Mohiniyattam Dance' • Total No. of Teachers Trained........... 11408 • Book - 'Chamba' (Series on Lesser Known Cities of India) Extension Services and Community • Magazine - 'Sanskritiki' Feedback Programme • Annual Report (2016-2017) • Workshops ........................................270 Reprints • Educational Tours.................................08 • Students trained ............................69183 • Manipuri Dance • Kathak Dance Cultural Clubs....................................285 • Kathakali Dance • Musical Instruments of India - Part -1 Production • Forts and Palaces of Madhya Pradesh • National Symbols • Educational Kits distributed............... 1188 Imparting aesthetic and cultural sensitivity 6

lhlhvkjVh }kjk foÙkh; o\"kZ 2017&2018 osQ nkSjku vk;ksftr xfrfof/;ksa dk laf{kIr fooj.k okf\"kZd fooj.k 2017-18 vk;ksftr fd, x, çf'k{k.k dk;ZØe lkaLÑfrd çfrHkk [kkst Nk=ko`fÙk ;kstuk • vuqLFkkiu ikB~;Øe 21 • ubZ tkjh dh x;ha Nk=ko`fÙk;k¡ 509 • dk;Z'kkyk,¡ 42 • fo|eku Nk=kof` Ùk;kas dh oQq y l[a ;k 4021 • y?kq vofèk dk;Z'kkyk,¡ 03 • y?kq vofèk dk;ZØe 14 çdk'ku • laxks\"Bh 03 • lkaLÑfrd iSdst & ^eksfguhvkV~Ve u`R;* • iqu'p;kZ ikB~;Øe 17 • iqLrd & ^pack* ('kgjksa dh vudgh • izf'kf{kr f'k{kdksa dh oqQy la[;k 11408 nkLrk¡) • if=kdk & ^lkaLÑfrdh* foLrkj lsok,¡ rFkk leqnk; iqufuZos'k dk;ZØe • okf\"kZd fooj.k (2016&2017) • dk;Z'kkyk,¡ 270 iqu%eqæ.k • 'kSf{kd Hkze.k 08 • ef.kiqjh u`R; • izf'kf{kr Nk=k 69183 • dFkd u`R; • dFkdyh u`R; lkaLÑfrd Dyc 285 • Hkkjr osQ laxhr ok|&1 • eè; izns'k osQ nqxZ ,oa egy mRiknu • jk\"Vªh; izrhd • forfjr 'kSf{kd fdV 1188 dyk] ;kuh thou dh lh[k 7

Number of Teachers/Teacher Educators of different States/UTs trained by CCRT Annual Report 2017-18 N WE S Not to scale 8

lhlhvkjVh }kjk çf'kf{kr fofHkUu jkT;ksa@la?k 'kkflr {ks=kksa osQ f'k{kdksa@çf'k{kdksa dh la[;k okf\"kZd fooj.k 2017-18 mú vuqikr esa ugha gS iú iwú nú 9

Annual Report 2017-18 Training The Centre for Cultural Resources and Training is one of the premier institutions working in the field of linking education with culture. In order to fulfil its aims and objectives and also to share and enlarge the scope of CCRT’s work in the field of education, it conducts a variety of in-service school teachers training programmes throughout the year, which are held in different parts of the country. The emphasis of the training programmes organised for in-service school teachers, Heads of institutions and teacher educators is on devising methodologies for development of the child’s personality particularly in terms of helping the child to discover his/her latent talent and to express it creatively. The thrust is on building up a pervasive consciousness of the Indian Cultural Heritage through the utilization of local material and community interaction and also by involving students in conservation of the natural and cultural heritage. Each art is unique and essential in the curriculum because of the particular avenues of perception that it develops. Heightened perception provides a stimulus for imagination and creativity. It also has an impact on all learning creative activities to inculcate aesthetic sensibility and values incorporated in the programmes. To develop aesthetic values, the participants study the sensory, intellectual, emotional and philosophic bases for understanding the artistic manifestations and cultural traditions. Over the years, CCRT has conducted action research and worked out methodologies for providing cultural components in teaching learning processes, thereby to some extent, achieving the objectives of the integrated approach to education using a culture base to understand the various school disciplines. Orientation Courses • Orientation Course (s) for in-service teachers • Orientation Course (s) for teacher educators The Orientation Course is organised for in-service Middle/Secondary/Senior Secondary School teachers and Teacher Educators (referred as teachers henceforth) from all parts of the country. It is approximately of three weeks duration and consists of a variety of programmes such as lectures, lecture-demonstrations, practical classes and educational tours to places of natural and cultural interest. The Training Programme introduces the participating teachers to the rich fabric of our artistic and cultural heritage. It is designed to give the teachers an idea of the variety of creative expressions in India and how the school children can be exposed to the beauty in nature and art. Members of the community and specially the younger generation need to understand the cultural heritage and the variety of geo-physical features and racial, religious, linguistic groups that have contributed to the aesthetic quality and richness of our culture. It is this awareness that fosters love for all mankind and helps in producing better citizens. Aims of the Orientation Course • Create an awareness of the fundamental principles underlying the development of Indian culture in order to foster a spirit of national integration; • Provide an opportunity to formulate methodologies in which aspects of Indian culture and creative activities constitute an integral part of the process of learning and teaching; • Provide teachers an occasion to interact with scholars and artists in order to devise ways of making education a total experience; • Provide skills and training in creative activities in order to improve class-room teaching techniques and, • Provide an opportunity to the participants, teaching different disciplines from all parts of the country to work together. 10

izf'k{k.k okf\"kZd fooj.k 2017-18 lkaLÑfrd lzksr ,oa çf'k{k.k osQUæ ns'k dk ,d vxz.kh laLFkku gS] tks f'k{kk dks laLÑfr osQ lkFk tksM+us dk dk;Z dj jgk gSA vius mís';ksa dh iwfrZ rFkk f'k{kk osQ {ks=k esa laLÑfr dks çpkfjr&çlkfjr djus gsrq lhlhvkjVh o\"kZ Hkj fofo/ ^lsokjr f'k{kd@f'kf{kdkvksa gsrq çf'k{k.k&dk;ZØe* vk;ksftr djrk gS] tks ns'k osQ fofHkUu Hkkxksa esa gksrs gSaA çf'k{k.k&dk;ZØe çkFkfed] ekè;fed rFkk mPp ekè;fed fo|ky;ksa osQ f'k{kd@f'kf{kdkvksa] laLFkkuksa osQ ç/kuksa rFkk f'k{kd&çf'k{kdksa gsrq vk;ksftr fd;s tkrs gSaA Nk=k@Nk=kkvksa osQ O;fDrRo&fodkl] fo'ks\"kdj fufgr çfrHkk dks [kkstus rFkk jpukRed :i esa O;Dr djus esa lgk;rk djus osQ fy,] çfof/;ksa dh vfHkdYiuk dks fo'ks\"k egÙo fn;k tkrk gSA Nk=k@Nk=kkvksa dks çkÑfrd o lkaLÑfrd fojklr osQ laj{k.k esa 'kkfey djus rFkk LFkkuh; lkexzh osQ mi;ksx vkSj lkeqnkf;d esy&feyki }kjk Hkkjrh; lkaLÑfrd fojklr osQ çfr O;kid psruk fodflr djus ij fo'ks\"k cy fn;k tkrk gSA ikB~;Øe esa fl[kk;h tkus okyh çR;sd dyk vf}rh;] egÙoiw.kZ rFkk vko';d gS] D;ksafd blls Hkkjrh;rk dk fof'k\"V cks/ gksrk gSA xgu cks/ ls dYiuk o l`tu osQ fy, çsj.kk feyrh gS rFkk f'k{k.k&lEca/h l`tukRed xfrfof/;ksa ij bldk çHkko bl :i esa iM+rk gS fd lkSUn;kZRed laosnuk vkSj ewY;ksa dks eu esa fcBkrs gq, vkSipkfjd o vukSipkfjd f'k{kk esa layXu dkfeZdksa osQ fy, vk;ksftr dk;ZØeksa esa bldk lekos'k laHko gks tkrk gSA lkSan;kZRed ewY;ksa dks fodflr djus osQ fy, dykRed vfHkO;fDr;ksa o lkaLÑfrd ijaijkvksa dks le>rs gq, çfrHkkxh laosnh] ckSf¼d] HkkokRed o nk'kZfud vk/kjksa dk vè;;u djrs gSaA o\"kks± ls] lhlhvkjVh us dk;Z vuqla/ku }kjk d{kk dh i<+kbZ esa lkaLÑfrd vo;oksa osQ lekos'k gsrq çfof/;k¡ fodflr dh gSa vkSj buosQ ekè;e ls oqQN gn rd fo|ky; esa i<+k, tkus okys fofo/ fo\"k;ksa dks le>kus gsrq] lkaLÑfrd vkèkkj dk mi;ksx djrs gq,] f'k{kk osQ çfr lesfdr n`f\"Vdks.k osQ mn~ns';ksa dks çkIr djus dk ç;kl fd;k gSA vuqLFkkiu ikB~;Øe • lsokjr f'k{kd@f'kf{kdkvksa osQ fy, vuqLFkkiu ikB~;Øe • f'k{kkfonksa osQ fy, vuqLFkkiu ikB~;Øe vuqLFkkiu çf'k{k.k&dk;ZØe dk vk;kstu ns'k osQ lHkh Hkkxksa osQ ekè;fed] mPp ekè;fed rFkk mPprj ekè;fed Lrj osQ fo|ky;ksa osQ lsokjr f'k{kdksa@f'kf{kdkvksa rFkk f'k{kd&çf'k{kdksa osQ fy, fd;k tkrk gSA bldh vof/ yxHkx rhu lIrkg rd dh gksrh gS rFkk blesa fofo/ dk;ZØe 'kkfey gksrs gSa] tSls&O;k[;ku] O;k[;ku&çn'kZu] O;kogkfjd d{kk,¡ vkSj çkÑfrd rFkk lkaLÑfrd #fp osQ LFkkuksa dh 'kSf{kd ;k=kk,¡A bl çf'k{k.k esa Hkkx ysus okys vè;kidksa dk ifjp; viuh le`¼ dykRed vkSj lkaLÑfrd fojklr dh lajpuk ls djk;k tkrk gSA ;g çf'k{k.k dk;ZØe f'k{kdksa@f'kf{kdkvksa dks Hkkjr dh fofo/ jpukRed vfHkO;fDr;ksa dks fopkj nsus gsrq bl n`f\"V ls rS;kj fd;k tkrk gS fd LowQyh cPps çÑfr vkSj dyk esa fufgr lkSan;Z dks mn~Hkkflr dj losQaA tu leqnk; osQ lnL;ksa osQ lkFk] fo'ks\"kdj ;qok ih<+h }kjk viuh lkaLÑfrd fojklr rFkk fofo/ çdkj dh HkkSxksfyd fof'k\"Vrkvksa o mu çtkrh;] /kfeZd] Hkk\"kk;h lewgksa osQ ckjs esa le>k tkuk t:jh gS] ftUgksaus gekjh laLÑfr dh le`f¼ vkSj lkSan;kZRed xq.koÙkk dks c<+kus esa ;ksxnku fd;k gSA ;gh tkx:drk laiw.kZ ekuo tkfr osQ fy, çse dh Hkkouk l¡tksrh rFkk vPNs ukxfjd cukus esa enn djrh gSA izf'k{k.k dk;ZØe osQ y{; • jk\"Vªh; ,drk dh Hkkouk l¡tksus osQ Øe esa Hkkjrh; laLÑfr osQ fodkl dks js[kkafdr djrs gq, ewyHkwr fl¼karksa osQ izfr tkx:drk mRi djuk_ • ,slh çfof/;ksa osQ çfriknu dk volj çnku djuk] ftuesa Hkkjrh; laLÑfr o jpukRed xfrfof/;ksa osQ fofHk igyqvksa osQ ekè;e ls vè;;u&vè;kiu dh çfØ;k dks ,d vfHk vax osQ :i esa la?kfVr fd;k tk losQ_ • f'k{kk dks f'k{kdksa osQ fy, lok±xh.k vuqHko cukus osQ Øe esa fo}kuksa o dykdkjksa osQ lkFk ckrphr@esy&feyki dk lq;ksx nsuk_ • d{kk dh f'k{k.k rduhdksa osQ lq/kj osQ Øe esa jpukRed xfrfof/;ksa esa dkS'ky o çf'k{k.k nsuk_ vkSj • ns'k osQ lHkh Hkkxksa osQ f'k{kdksa@f'kf{kdkvksa dks fofHk fo\"k;ksa osQ f'k{k.k osQ fy, ,d lkFk fey&tqy dj dke djus dk volj çnku djukA 11

Annual Report 2017-18 The Orientation Course comprises the following six major components: (i) Theoretical Study of Art and Culture (ii) Practical Training in Art and Culture • Learning of skills in traditional crafts • Practical training in learning of songs in National languages • Enhancing communication skills through movement and mime (iii) Preparation of educational aids for cultural education and to support classroom teaching (iv) Educational tours to museums, monuments, art galleries and nature parks (v) Evaluation(s) (vi) Other Educational Activities Sl. No. Duration Venue No. of Participants 1. April 05 to 25, 2017 New Delhi 49 2. April 19 to May 08, 2017 Udaipur, Rajasthan 50 3. May 04 to 24, 2017 Hyderabad, Telangana 38 4. May 17 to June 06, 2017 Guwahati, Assam 77 5. June 01 to 21, 2017 New Delhi 66 6. June 12 to 24, 2017 Hyderabad, Telangana 32 7. June 19 to July 08, 2017 Udaipur, Rajasthan 81 8. July 11 to 29, 2017 New Delhi 116 9. August 01 to 12, 2017 New Delhi 44 10. August 21 to September 09, 2017 New Delhi 29 11. September 04 to 23, 2017 Guwahati, Assam 17 12. September 07-27, 2017 Udaipur, Rajasthan 56 13. October 24 to November 11, 2017 New Delhi 82 14. Novemebr 01 to 21, 2017 Hyderabad, Telangana 57 15. November 20 to December 01, 2017 New Delhi 36 16 December 04 to 23, 2017 Guwahati, Assam 69 17 December 22, 2017 to January 11, 2018 New Delhi 44 18. January 10 to 31, 2018 New Delhi 75 19. January 19 to February 09, 2018 Hyderabad, Telangana 52 20. January 22 to February 10, 2018 Udaipur, Rajasthan 81 21. StatewFiesrebrupaarryt0ic5iptoa2t4io, n20o18f Teachers/Teacher EducatoNrsewinDOelrhiientation Course(s) 2015-1964 Total 1245 Statewise participation of Teachers/Teacher Educators in Orientation Course(s) 2017-2018 35 04 10 40 5 65 43 39 134 19 147 15 9 190 2 1 13 11 34 2 Sikkim 241 12 21 116 33 1 1 2 Puducherry 12

vuqLFkkiu ikB~;Øe osQ varxZr ;s N% eq[; vo;o 'kkfey fd, x, gSa % okf\"kZd fooj.k 2017-18 (i) dyk ,oa laLÑfr dk lS¼kafrd vè;;u (ii) dyk ,oa laLÑfr dk O;kogkfjd çf'k{k.k • ikjaifjd f'kYidyk osQ dkS'ky dks lh[kuk • jk\"Vªh; Hkk\"kkvksa osQ xhr lh[kus dk çf'k{k.k • gkoHkko vkSj ewdkfHku; ukV~;dyk }kjk laizs\"k.k dkS'ky dh mUufr (iii) lkaLÑfrd f'k{kk vkSj d{kk laca/h f'k{k.k esa enn osQ fy, 'kSf{kd lgk;d lkexzh rS;kj djuk (iv) laxzgky;ksa] Lekjdksa] dykohfFk;ksa rFkk çkÑfrd m|kuksa osQ 'kSf{kd nkSjs (v) ewY;kadu (vi) vU; 'kSf{kd xfrfof/;k¡ Øe vof/ LFkku izfrHkkfx;ksa dh la[;k la[;k ubZ fnYyh 1. 05 ls 25 vizSYk] 2017 49 2. 19 vizSy ls 08 ebZ] 2017 mn;iqj] jktLFkku 50 3. 04 ls 24 ebZ] 2017 gSnjkckn] rsyaxkuk 38 4. 17 ebZ ls 06 twu] 2017 xqokgkVh] vle 77 5. 01 ls 21 twu] 2017 ubZ fnYyh 66 6. 12 ls 24 twu] 2017 gSnjkckn] rsyaxkuk 32 7. 19 twu ls 08 tqykbZ] 2017 mn;iqj] jktLFkku 81 8. 11 ls 29 tqykbZ] 2017 ubZ fnYyh 116 9. 01 ls 12 vxLr] 2017 ubZ fnYyh 44 10. 21 vxLr ls 09 flrEcj] 2017 ubZ fnYyh 29 11. 04 ls 23 flrEcj] 2017 xqokgkVh] vle 17 12. 07 ls 27 flrEcj] 2017 mn;iqj] jktLFkku 56 13. 24 vDVwcj ls 11 uoEcj] 2017 ubZ fnYyh 82 14. 01 ls 21 uoEcj] 2017 gSnjkckn] rsyaxkuk 57 15. 20 uoEcj ls 01 fnlEcj] 2017 ubZ fnYyh 36 16 04 ls 23 fnlEcj] 2017 xqokgkVh] vle 69 17 22 fnlEcj 2017 ls 01 tuojh] 2018 ubZ fnYyh 44 18. 10 ls 31 tuojh] 2018 ubZ fnYyh 75 19. 19 tuojh ls 09 iQjojh] 2018 gSnjkckn] rsyaxkuk 52 20. 22 tuojh ls 10 iQjojh] 2018 mn;iqj] jktLFkku 81 21. 05 ls 24 iQjojh] 2018 ubZ fnYyh 94 oqQy 1245 vuqLFkkiu ikB~;Øe esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 2017&2018 13

Statewise participation of Teachers/Teacher Educators in Orientation Course 1979-2018 Annual Report 2017-18 Lecture/Lecture-Demonstration Series During the year 2017-18, a series of lectures/lecture demonstrations were organized and delivered by renowned artists, scholars and educationists advocating the peacemaking potential of art and the use of experiential education techniques and practices to help students make these vital connections…….Unity……..Harmony……..Perspective……..Value. The languages of art has much in common with the language of peace and this is no coincidence. Art gives us a way of communicating even when we share no common languages. It provides a nonviolent means of expressing our outrage at unjust acts and it is through art that we come to accept – and even, appreciate – the unique ways in which people see and interpret the world. Participants learn about the life and culture of the Indians including celebrations, customs, and role of environment in shaping their lives. Also included are descriptions and details of the native art forms and the ways in which art is helping to preserve traditional culture and lifestyles. Some of the lectures were on the following topics: Subject (s) Name of the Speaker/Artist Indian Languages and Literature Prof. I.N. Choudhury Rajbhasha Neeti Avam Uski Samvedhanik Sthiti Shri Ved Prakash Gaur Architecture and Sculpture Dr. Amitabh Divakar Cultural History of India Prof. J.G. Dastidar Role of Archaeology in Search and Conservation of Shri A.K. Khanna Heritage Indian Miniature Painting Dr. Vijay Mathur Environmental Education Shri Sharad Gaur Globalization & Education Dr. M.P. Sharma Handicrafts Janab Mushtak Khan Gender and Culture Dr. Sushma Jaireth Indian Culture & Modern Science Dr. S.C. Goswami 14

vuqLFkkiu ikB~;Øe esa f'k{kd ,oa f'kf{kdkvksa@f'k{kkfonksa dh jkT;okj la[;k 1979&2018 okf\"kZd fooj.k 2017-18 O;k[;ku@O;k[;ku çn'kZu Ük`a[kyk o\"kZ 2017&18 osQ nkSjku O;k[;ku@O;k[;ku izn'kZuksa dh Üka`[kykvksa dk vk;kstu fd;k x;k ftuesa iz[;kr dykdkjksa] fon~okuksa rFkk f'k{kkfonksa }kjk O;k[;ku fn;s x,A ftUgksaus Nk=kksa dks ,drk] lfg\".kqrk] ikjLifjdrk] ewY;ksa dk egÙo le>kus osQ fy, vius 'kSf{kd vuqHkoksa rFkk rduhdksa dk mi;ksx fd;kA dyk dh Hkk\"kk 'kkafr dh Hkk\"kk ls lkE; j[krh gS vkSj ;g dksbZ ,d la;ksx ugha gSA dyk gesa ml le; laisz\"k.k dk ekxZ fn[kkrh gS tc ge vke Hkk\"kkvksa dk iz;ksx ugha djrsA ;g gekjs vU;k;iw.kZ dk;ks± ij jks\"k izdV djus dk ,d vfgalkRed lk/u Hkh gS vkSj ;g dyk gh gS ftlosQ ekè;e ls ge ,d u;k rjhdk Lohdkj djrs gSa rFkk iz'kalk Hkh djrs gSa ftls yksx ns[krs gSa vkSj nqfu;k dks crkrs gSaA izfrHkkxh Hkkjrh;ksa dh laLÑfr vkSj thou osQ lkFk&lkFk muosQ mRloksa] jhfr&fjoktksa rFkk thou fuekZ.k esa i;kZoj.k dh Hkwfedk vkfn osQ ckjs lh[krs gSasA O;k[;kuksa esa LFkkuh; dyk 'kSfy;ksa rFkk rjhdksa dk fooj.k rFkk C;kSjk Hkh 'kkfey fd;k tkrk gS] ftuesa ;g of.kZr gksrk gS fd dyk fdl izdkj ikjEifjd laLÑfr rFkk thou'kSfy;ksa dk laj{k.k djrh gSA oqQN O;k[;ku fuEufyf[kr fo\"k;ksa ij vk;ksftr fd, x, % fo\"k; oDrk@dykdkj Hkkjrh; Hkk\"kk,¡ o lkfgR; izks- banzukFk pkS/jh jk\"VªHkk\"kk uhfr ,oa mldh laoS/kfud fLFkfr Jh osn izdk'k xkSM+ LFkkiR; o ewfrZdyk MkW- vferkHk fnokdj Hkkjr dk lkaLÑfrd bfrgkl izks- ts-th- nLrhnkj fojklr dh [kkst o laj{k.k esa iqjkrRo dh Hkwfedk Jh ,-ds- [kUuk Hkkjrh; y?kq fp=k MkW- fot; ekFkqj i;kZoj.k&f'k{kk Jh 'kjn xkSM+ Hkwe.Myhdj.k o f'k{kk MkW- ,e-ih- 'kekZ gLrf'kYi tukc eq'rkd [kku fyax o laLÑfr MkW- lq\"kek t;jFk Hkkjrh; laLÑfr o vk/qfud foKku MkW- ,l-lh- xksLokeh 15

Annual Report 2017-18 Health Education & Yoga Dr. Suresh Bhandarkar Hindustani Music Dr. Sudha Mathur Carnatic Music Dr. T.V. Manikandan Songs in National Languages Smt. Gurinder Kaur Bharatnatyam Dance Smt. Jayalakshmi Eshwar Odissi Dance Ms. Kiran Segal Kuchipudi Dance Dr. Alekhya Punjala Kathak Dance Ms. Anu Sinha Kathakali Dance Shri Rajendren Pillai Indian Folk Traditions Dr. Mahendra Bhanawat Innovation in Education Dr. Dhananjay Joshi Religious Pluralism in India (Panel Discussion) Dr. A.K. Merchant National Curriculum Framework Prof. Jyotsana Tiwari Traditional & Contemporary Indian Theatre Dr. Suwarn Rawat National Unity and Integrity with special reference to Prof. Salil Misra Sardar Vallabhbhai Patel 16

LokLF; f'k{kk o ;ksx MkW- lqjs'k HkaMkjdj okf\"kZd fooj.k 2017-18 fgUnqLrkuh laxhr MkW- lq/k ekFkqj dukZVd laxhr MkW- Vh-oh- ef.koaQnu jk\"Vªh; Hkk\"kkvksa esa xhr Jherh xqfjanj dkSj HkjrukV~;e u`R; Jherh t;ky{eh bZ'oj vksfM+lh u`R; lqJh fdj.k lgxy dqphiqM+h u`R; MkW- vkys[;k iqatkyk dFkd u`R; lqJh vuq flUgk dFkdyh u`R; Jh jktsUnz fiYybZ Hkkjrh; yksd iajijk,¡ MkW- egsUnz Hkkukor f'k{kk esa uokpkj MkW- /uat; tks'kh Hkkjr esa /kfeZd cgqyrk (iSuy laokn) MkW- ,-osQ- ejpasV jk\"Vªh; ikB~;Øe dk <k¡pk izks- T;ksRLuk frokjh ikjaifjd o ledkyhu Hkkjrh; fFk,Vj MkW- Lkqo.kZ jkor Hkkjrh; ,drk ,oa v[k.Mrk_ izks- lfyy feJk fo'ks\"k lanHkZ % ljnkj oYyHkHkkbZ iVsy 17

Annual Report 2017-18 Workshops The CCRT organizes Workshops for in-service teachers of schools from all parts of the country where innovations meet traditions. A hands-on component is also available to reassure the students that every one has the capacity to do art and encourage creativity and sensitivity in them. They are introduced to discipline based art education and engaged in activities that model successful implementation. These Workshops help teachers to integrate the arts across the curriculum and provide methodologies of cultural inputs in curriculum teaching. The various Workshops organized by the CCRT are as given below:- • Role of Puppetry in Education • Role of Schools in Conservation of the Natural and Cultural Heritage • Integrating Craft Skills in School Education • Theatre Arts in Education • Other Workshops General Activities: Providing children opportunities to exercise their innate thinking capabilities • Learning of Crafts • Selection and Completion of Projects • Preparation of Educational Aids • Learning of Songs in National Languages • Quiz, Educational Games and Slide Shows • Educational Visits • Interaction with Local School Students • Evaluation(s) Role of Puppetry in Education Puppetry has played an important role in disseminating knowledge in most parts of the world. Puppetry imbibes elements of all art forms such as literature, painting, sculpture, music, dance, drama and enables students to develop their creative abilities. Puppetry has been used traditionally in India as a popular and an inexpensive medium to transmit knowledge about Indian myths and legends. Since Puppetry is a dynamic art form that appeals to all age groups, this medium of communication has been selected to serve as an aid for imparting education in schools. The CCRT provides a comprehensive and an integrated training in the preparation, manipulation and production of such puppet programmes which may be used in variety of formal and non- formal teaching situations. Aims of the Workshop • To introduce puppetry as an aid to education • To teach preparation and manipulation of various forms of puppets • To prepare educational scripts and programmes for teaching curricular subjects through puppetry • To enable teachers to acquire knowledge about traditional puppet forms of India and to provide them with an opportunity to interact with traditional puppeteers • To encourage teachers to improvise inexpensive teaching aids and to make creative activities for students an integral part of classroom teaching Towards building individual creativity Recognizing their cultural strengths 18

dk;Z'kkyk,¡ okf\"kZd fooj.k 2017-18 lhlhvkjVh] n's k Hkj oQs fo|ky;ksa eas los kjr f'k{kdk@as f'kf{kdkvkas oQs fy, dk;'Z kkykvkas dk vk;kts u djrk g]S tgk¡ uokpkj ijia jkvkas ls feyrs gAaS dk;'Z kkykvkas }kjk Nk=kk@as Nk=kkvkas eas ;g fo'okl inS k fd;k tkrk gS fd mueas iRz ;ds eas dyk {kerk ektS nw gAS mUgas viuh dyk {kerkvkas dks fodflr djus dk volj inz ku fd;k tkrk gAS lkFk gh lda k; vk/kfjr d{kk dh i<k+ bZ ls Hkh ifjfpr djk;k tkrk gS vkjS ,ls h jpukRed xfrfof/;kas eas lfa yIr fd;k tkrk g]aS ftUgas os liQyrkiow dZ ijw k dj ldrs gAaS bu dk;'Z kkykvkas oQs ekè;e ls f'k{kdkas dks ikB;~ Øe&f'k{k.k eas lkLa Ñfrd rÙokas dh ifz of/;k¡ vkjS ikB;~ Øe eas dykvkas dk leko's k djus eas Hkh lgk;rk feyrh gAS lhlhvkjVh }kjk vk;kfs tr fofo/ dk;'Z kkyk,¡ bl idz kj g&aS • f'k{kk esa iqryh dyk dh Hkwfedk • çkÑfrd ,oa lkaLÑfrd fojklr osQ laj{k.k esa fo|ky;ksa dh Hkwfedk • LowQyh f'k{kk esa gLrdyk dkS'ky dk lekos'k • f'k{kk esa ukV~; dyk,¡ • vU; dk;Z'kkyk,¡ lkekU; xfrfofèk;k¡% dyk lalkj dh Nfo • f'kYidykvksa dks lh[kuk • ifj;kstuk dk p;u ,oa mUgsa iwjk djuk • 'kSf{kd lgk;d lkexzh rS;kj djuk • jk\"Vªh; Hkk\"kkvksa osQ xhr lh[kuk • iz'uksÙkjh] 'kSf{kd [ksy ,oa LykbM izn'kZu • 'kSf{kd Hkze.k • LFkkuh; fo|ky;hu Nk=kksa ls ckrphr • ewY;kadu f'k{kk esa iqryh dyk dh Hkwfedk fo'o osQ vf/dka'k Hkkxksa esa Kku osQ izpkj&izlkj esa iqryh dyk us ,d egRoiw.kZ Hkwfedk fuHkkbZ gSA ;g iqryh dyk] lkfgR;] fp=kdyk] ewfrZdyk] laxhr] u`R;] ukVd tSlh lHkh dyk 'kSfy;ksa osQ rRoksa dks vkRelkr djrh gS vkSj Nk=kksa dh jpukRed {kerkvksa dks fodflr djus esa l{ke cukrh gSA Hkkjr esa ikjaifjd :Ik ls iqryh dyk dks Hkkjrh; iqjk.kksa vkSj nar dFkkvksa osQ ckjs esa tkudkjh izlkfjr djus osQ yksdfiz; o lLrs ekè;e osQ :Ik iz;ksx esa yk;k tkrk jgk gSA pwafd iqryh dyk ,d xfr'khy dyk 'kSyh gS] tks lHkh vk;q oxksZa osQ fy, mi;qDr gS] vr% bl lapkj ekè;e dks LowQyksa esa f'k{kk iznku djus dh lgk;d lkexzh osQ :Ik esa pquk x;k gSA lhlhvkjVh fofo/ vkSipkfjd rFkk vukSipkfjd f'k{k.k ifjfLFkfr;ksa esa iz;qDr fd, tk ldus okys iqryh dk;ZØeksa dks rS;kj djus] pykus vkSj fufeZr djus esa O;kid rFkk lesfdr izf'k{k.k iznku djrk gSA f'k{kk esa iqryh dyk ij dk;Z'kkyk osQ mn~ns'; • iqryh dyk dks f'k{k.k esa lgk;d lkexzh osQ :i esa ifjfpr djkuk • fofo/ çdkj dh iqrfy;k¡ cukuk rFkk mUgsa pykus dk rjhdk fl[kkuk • iqryh dyk osQ ekè;e ls f'k{k.k ikB~;Øe osQ fo\"k;ksa osQ fy, 'kSf{kd vkys[kksa rFkk dk;ZØeksa dks rS;kj djkuk • Hkkjr dh ijEijkxr iqryh dykvksa ls voxr djkuk rFkk iqryhdkjksa ls feyus dk volj iznku djuk ftlls fd izfrHkkxh f'k{kd@f'kf{kdk,a Hkkjrh; iqryhdyk osQ Kku osQ vftZr djus esa l{ke gks losaQ • f'k{kd@f'kf{kdkvksa dks lLrh 'kSf{kd lkexzh osQ fuekZ.k osQ fy, çksRlkfgr djuk rFkk muls Nk=kksa osQ fy, d{kk dh i<+kbZ osQ vfHk Hkkx osQ :i esa jpukRed xfrfof/;k¡ djokuk dykÑfr;k¡ % ;kuh thou vFkZe;h f'k{kk 19

Annual Report 2017-18 SI. No. Duration Venue No. of Participants 1. April 11-25, 2017 Guwahati, Assam 2. July 13-27, 2017 Hyderabad, Telangana 36 3. July 15-30, 2017 Udaipur, Rajasthan 35 4. August 09-24, 2017 Guwahati, Assam 50 5. September 12-26, 2017 New Delhi 50 6. December 06-20, 2017 Udaipur, Rajasthan 48 7. December 06-20, 2017 New Delhi 63 8. January 3-17, 2018 Hyderabad, Telengana 95 9. February 7-21, 2018 New Delhi 52 88 Total 517 Statewise participation of Teachers in Workshops on Role of Puppetry in Education 2017-18 160 120 80 40 17 8 58 11 18 35 48 3 4 124 4 Manipur 6 Meghalaya 5 Nagaland 9 8 28 9 Telangana* 7 48 65 1 Chandigarh 1 Statewise participation of Teachers in Workshops on Role of Puppetry in Education 1979-2018 1243 103 663 301 479 107 929 311 211 580 64 1547 1104 581 2198 405 283 147 154 774 353 1300 261 1092 14 9 205 573 492 22 70 1494 9 242 20

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Annual Report 2017-18 Role of Schools in Conservation of the Natural and Cultural Heritage The Centre for Cultural Resources and Training (CCRT) organises a variety of in-service teacher training programmes to enable teachers from different regions to share knowledge of their culture with others and sensitise them towards the diversity and richness of India’s natural and cultural heritage. These programmes provide teachers teaching various disciplines, an opportunity to interact with one another so that their approach to education may become inter-related and the teaching-learning process less compartmentalised. The Workshop concentrates on studying the Role of Schools in the Conservation of our Natural and Cultural Heritage and involve students and teachers in such activities which enable them to understand the cultural and biodiversity values of the site, the importance to preserve these values and the associated threats. The Workshop also develops a practical ‘plan of action’ that may inspire students to appreciate their natural and cultural heritage and feel responsible, to protect the environment as citizens of India. The accelerated pace of development in our country has brought forth changes both in the physical environment and cultural patterns, on an unprecedented scale. With the result. the familiar surroundings and the related cultural identities are being lost. It must be realised that what is lost today due to ignorance, lack of awareness or concern or thoughtless planning cannot be recovered, be it a plant species or a historical monument. The teachers are invited in Workshops to take up the task of sensitising the students to their role as future guardians of the rich natural and cultural resources of our country. Aims of the Workshop • To study simple conservation techniques by which students can be involved in looking after historical monuments and natural and cultural heritage of their region. • To develop a practical plan of action that may inspire students to take up cleanliness and beautification of local historical sites and parks. • To provide an opportunity to teachers from various parts of the country to stay together and interact with each other and with local students, fostering a spirit of national integration. SI. No. Duration Venue No. of Participants 1. April 17-27, 2017 Hyderabad, Telangana 2. May 08-18, 2017 New Delhi 20 3. May 22 to June 01, 2017 Udaipur, Rajasthan 40 4. July 04-14,2017 Guwahati, Assam 63 5. July 18-28, 2017 New Delhi 27 6. August 02-12, 2017 Hyderabad, Telangana 27 7. August 07-18, 2017 Udaipur, Rajasthan 31 8. October 03-13, 2017 Guwahati, Assam 25 9. October 04-14, 2017 New Delhi 41 10. October 04-14, 2017 Udaipur, Rajasthan 61 11. November 20-30, 2017 Guwahati, Assam 56 93 12. December 12-22, 2017 Hyderabad, Telangana 13. March 12-22, 2018 Guwahati, Assam 87 86 Total 657 22

çkÑfrd o lkaLÑfrd fojklr osQ laj{k.k esa fo|ky;ksa dh Hkwfedk okf\"kZd fooj.k 2017-18 lkaLÑfrd lzksr ,oa izf'k{k.k oQs Uæ (lhlhvkjVh) dk;Zjr vè;kidksa gsrq ¶izkÑfrd rFkk lkaLÑfrd fojklr osQ laj{k.k eas LowQyksa dh Hkwfedk¸ fo\"k; ij dk;Z'kkyk,¡ vk;ksftr djrk gS] tks fd fHkUu&fHkUu Hkkxksa oQs vè;kidksa dks viuh laLÑfr oQs vknku&iznku dk volj iznku djrh gSa] rkfd izkÑfrd rFkk lkaLÑfrd èkjksgj dh fofo/rk vkSj le`f¼ oQs izfr os ljkguk dh Hkkouk mRiUu dj losQaA bu izf'k{k.k dk;Z'kkykvksa esa izfrHkkfx;ksa dks fofoèk fo\"k;ksa ls voxr djk;k tkrk gS ftlls fd f'k{kk osQ fofHkUUk vk;keksa esa lg&lEcUèk vkSj lh[kus&fl[kkus dh izfØ;k dks lesfdr cuk dj fo|kfFkZ;ksa osQ 'kSf{kd vuqHkoksa dks le`¼ cuk;k tk losQA bu dk;Z'kkykvksa dk eq[; mn~ns'; izkÑfrd rFkk lkaLÑfrd fojklr oQs laj{k.k esa LowQyksa dh Hkwfedk dk vè;;u djuk rFkk Nk=k ,oa vè;kidksa dks ,slh xfrfof/;k¡ lq>kuk gS tks fojklr esa izkIr dyk :iksa osQ lja{k.k esa lgk;d gksaA bu dk;Z'kkykvksa esa f'k{kd@f'kf{kdk,¡ LFky osQ lkaLÑfrd ifjos'k ,oa tSo fofo/rk fo\"k;d ewY;ksa ls ifjfpr gksrs gSaA buosQ laj{k.k osQ egRo rFkk pqukSfr;ksa osQ ckjs esa tkudkjh nh tkrh gSA bu dk;Z'kkykvksa osQ nkSjku izfrHkkfx;ksa esa dk;kZUo;u dh ,slh fØ;kRed ;kstuk fodflr dh tkrh gS tks Nk=kksa dks ,d ftEesnkj ukxfjd cuus vkSj Hkkjr dh izkÑfrd rFkk lakLÑfrd fojklr dh ljkguk o okrkoj.k dh lqj{kk djus gsrq izsfjr djrh gSA gekjs ns'k esa rhoz xfr ls fodkl osQ dkj.k HkkSfrd okrkoj.k rFkk lkaLÑfrd <k¡ps esa cM+s iSekus ij vHkwriwoZ ifjorZu gq, gSaA blosQ ifj.kkeLo:Ik ge ifjfpr ifjos'k vkSj blls lacaf/r lakLÑfrd igpku [kks jgs gSaA vr% vkt bl okLrfodrk dks tkuuk pkfg, fd geus vKku] tkx:drk dh deh ,oa vfu;ksftr ;kstukvksa ls tks oqQN [kks;k] mldh iqu% izkfIr vlaHko gS] pkgs ;g fdlh ikS/s dh iztkfr ;k ,sfrgkfld Lekjd gh gksA dk;Z'kkykvksa esa vè;kidksa dks blfy, vkeaf=kr fd;k tkrk gS] ftlls fo|kFkhZ ns'k dh le`¼ izkÑfrd ,oa lkaLÑfrd lalkèkuksa oQs laj{kd osQ :Ik esa viuh Hkwfedk dh vuqHkwfr dj losQaA dk;'Z kkykvkas oQs mnn~ 's ; • laj{k.k dh ,slh ljy rduhdksa dk vè;;u djuk] ftuosQ }kjk Nk=kksa@Nk=kkvksa dks muosQ {ks=k esa vofLFkr ,sfrgkfld Lekjdksa rFkk vU; çkÑfrd rFkk lkaLÑfrd fojklr dh ns[kHkky esa 'kkfey fd;k tk losQ • dk;kZUo;u gsrq ,slh O;kogkfjd ;kstuk fodflr djuk] ftlosQ }kjk Nk=kksa@Nk=kkvksa dks LFkkuh; ,sfrgkfld LFkyksa rFkk m|kuksa dks LoPN] lqUnj ,oa vkd\"kZd cukus gsrq mRçsfjr fd;k tk losQ vkSj • jk\"Vªh; v[k.Mrk dh Hkkouk fodflr djus osQ mn~ns'; ls ns'k osQ fofHk Hkkxksa ls vk, gq, f'k{kd@f'kf{kdkvksa dks LFkkuh; Nk=kksa@ Nk=kkvksa osQ lkFk jgus@Bgjus rFkk fopkj djus dk lqvolj çnku djuk Øe la- vof/ LFkku izfrHkkfx;ksa dh la[;k 1. 17 ls 27 vizSy] 2017 gSnjkckn] rsyaxkuk 2. 08 ls 18 ebZ] 2017 ubZ fnYyh 20 3. 22 ebZ ls 01 twu] 2017 mn;iqj] jktLFkku 40 4. 04 ls 14 tqykbZ] 2017 xqokgkVh] vle 63 5. 18 ls 28 tqykbZ] 2017 ubZ fnYyh 27 6. 02 ls 12 vxLr] 2017 gSnjkckn] rsyaxkuk 27 7. 07 ls 18 vxLr] 2017 mn;iqj] jktLFkku 31 25 8. 03 ls 13 vDVwcj] 2017 xqokgkVh] vle 9. 04 ls 14 vDVwcj] 2017 ubZ fnYyh 41 10. 04 ls 14 vDVwcj] 2017 mn;iqj] jktLFkku 61 11. 20 ls 30 uoEcj] 2017 xqokgkVh] vle 56 12. 12 ls 22 fnlEcj] 2017 gSnjkckn] rsyaxkuk 93 13. 12 ls 22 ekpZ] 2018 xqokgkVh] vle 87 86 oqQy 657 23

Annual Report 2017-18 Integrating Craft Skills in School Education (ICSSE) Education at all stages has been regarded as a powerful instrument for social transformation. The major task of education in India today is to usher in a democratic, socialistic secular society which removes prejudices among people. The objectives of introducing 'Integrating Craft Skills in School Education' (ICSSE) in the schools is to help in the realisation of these goals. Therefore, not only does it form an integral part of the school curriculum, but has its ramifications into other subjects of the school curriculum. The National Policy on Education states that the basic emphasis in interlinking education and culture should be on helping a child to discover his latent talent and to express it creatively. This can be achieved through a participative process, using their immediate environment giving special emphasis to curriculum reorientation and motivating teachers to interact with the students at different levels. Handicrafts in this country are an important part of our rich cultural heritage, which serve to satisfy the aesthetic needs of human beings and provide a vehicle for their urge for self expression. The real significance of handicrafts lies in the newness and utility of each object. Today we are losing not only an ancient heritage but an essential element in our social composition which has been a strong cementing force. ICSSE in schools gives an opportunity to revive and keep alive the rich heritage and cultural traditions of our country and encourages creativity among students. During the Workshop on ICSSE, the teachers get intensive training in 3 to 4 crafts. The crafts generally taught are Pottery, Clay Modelling, Papier Mache, Mask Making, Tie & Dye, Rangoli, Wall decoration, Cane Work, Bamboo Work, Book Binding, Paper Toys, etc. Classes for Songs in Indian Languages are also conducted to inculcate a spirit of communal harmony and a sense of respect for all the languages. Lecture-demonstrations and slide-shows are arranged on a variety of topics related to Indian Handicrafts and Culture and sessions on use of CCRT's educational material for creative activities in curriculum teaching are also organised. Aims of the Workshop • To revive an interest in Indian Crafts and study their relevance to contemporary life. • To help teachers to value and recognise the importance of local craft resources. • To guide teachers to formulate a syllabus for teaching crafts/ ICSSE, in schools with the new awareness created during the Workshops. • To learn about the lifestyles of craftspersons and recognise their contribution in society. • To instil in teachers, the importance of value and moral education, and to suggest projects that can be taken up while working for the welfare of the community. • To inculcate the value of dignity of labour. • To develop an aesthetic sensibility pertinent to Indian culture. Making education more meaningful and relevant Making creativity a part of Teaching-Learning process 24

fo|ky;h f'k{kk esa gLrdyk dkS'ky dk lekos'k okf\"kZd fooj.k 2017-18 f'k{kk dks lHkh Lrjksa ij lkekftd ifjoRkZuksa dk ,d 'kfDr'kkyh ekè;e ekuk tkrk gSA vkt ns'k esa f'k{kk dk izeq[k mn~ns'; yksxksa dks yksdrkaf=kd] lektoknh] loZ/eZ leHkko lekt osQ fy, rS;kj djuk gSA 'kSf{kd laLFkkuksa esa ^fo|ky;h f'k{kk esa gLrdyk dkS'ky dk lekos'k* dk;kZfUor djus dk mn~ns'; blh y{; dh izkfIr djuk gSA blhfy, ;g fo|ky; ikB~;Øe dk ,d vfHkUu vax gh ugha gS] cfYd fo|ky; ikB~;Øe ds vU; fo\"k;ksa ls Hkh laca/ j[krk gSA jk\"Vªh; f'k{kk uhfr osQ vuqlkj] f'k{kk dks laLÑfr osQ lkFk tksM+us dk ewy mís';] cPpksa esa fufgr izfrHkk dks [kkstuk ,oa mldks jpukRed :i ls vfHkO;Dr djuk gSA bldh izkfIr lh[kus&fl[kkus dh izfØ;k ,oa ikB~;Øe osQ iqu% vuqLFkkiu rFkk vè;kidksa dks fofHkUu Lrjksa ij fo|kfFkZ;ksa osQ lkFk laca/ LFkkfir djus dh vfHkizsj.kk }kjk gks ldrh gSA gekjs ns'k dh gLrdyk,a gekjh lkaLÑfrd /jksgj dh vewY; nsu gSa] tks ekuo osQ lkSUn;Z&cks/ dh vko';drk ,oa vfHkO;fDr dh ftKklk dk ekè;e gSA gLrdykvksa dk okLrfod egÙo izR;sd oLrq osQ u;siu o mi;ksfxrk esa fufgr gSA vkt ge u osQoy viuh izkphu /jksgj [kks jgs gSa] cfYd lkekftd lajpuk osQ vko';d rÙoksa dk Hkh gzkl gks jgk gS] tks lekt dks tksM+us dk ,d l'kDr ekè;e gSA ^fo|ky;h f'k{kk esa gLrdyk dkS'ky dk lekos'k* ns'k dh le`¼ /jksgj ,oa lkaLÑfrd ijEijkvksa osQ iquxZBu vkSj budks iqu% thfor djus osQ voljksa dks iznku djrk gS rFkk fo|kfFkZ;ksa esa jpukRedrk dks Hkh izksRlkfgr djrk gSA ^fo|ky;h f'k{kk esa gLrdyk dkS'ky dk lekos'k* dk;Z'kkyk osQ nkSjku vè;kid 3&4 f'kYidykvksa dks xgu :Ik ls lh[krs gSaA lkekU;r% feV~Vh osQ crZu cukuk] feV~Vh osQ f[kykSus cukuk] isij es'kh] eq[kkSVs cukuk] cka/uh] jaxksyh] csar dk dk;Z] ftYnlkth] dkxt osQ f[kykSus cukuk vkfn f'kYidyk,a fl[kkbZ tkrh gSaA Hkkjrh; gLrf'kYi ,oa laLÑfr ls lacaf?kr fofHkUu fo\"k;ksa ij O;k[;ku rFkk LykbM&izn'kZu fd, tkrs gSa] f'kYi esa lkSUn;Z cks/ ij fo'ks\"k cy fn;k tkrk gS rFkk ikB~;Øe f'k{k.k esa jpukRed xfrfof/;ksa gsrq lhlhvkjVh dh 'kSf{kd lkexzh dk mi;ksx fd, tkus ij Hkh l=k vk;ksftr fd, tkrs gSaA dk;Z'kkykvksa osQ mn~ns'; • Hkkjrh; f'kYi&dykvksa osQ çfr #fp tkx`r djuk vkSj ledkyhu thou esa mudh çklafxdrk dk vè;;u djuk • LFkkuh; f'kYidyk lalk/uksa osQ egÙo dks tkuus esa f'k{kd@f'kf{kdkvksa dh enn djuk • dk;Z'kkyk osQ nkSjku mRi ubZ tkx`fr osQ lkFk fo|ky;h f'k{kk esa gLrdyk dkS'ky dk lekos'k ikB~;Øe osQ çfriknu gsrq f'k{kdksa@f'kf{kdkvksa dk ekxZn'kZu djuk • f'kYidkjksa dh thou&'kSyh osQ ckjs esa tkudkjh gkfly djuk vkSj lekt esa mudh Hkwfedk dh igpku LFkkfir djuk • f'k{kd@f'kf{kdkvkas oQs eu eas f'k{kk oQs eYw ; dk egÙo fcBkuk] lkLa Ñfrd f'k{kk çnku djuk vkjS mUgas ,ls h ifj;kts uk,¡ cukus oQs fy, l>q ko nus k] ftudk lkenq kf;d dY;k.k oQs dk;Z oQs nkjS ku mi;kxs gks loQs • Je dh egÙkk dks le>kuk vkSj • Hkkjrh; laLÑfr osQ çfr lkSan;Zcks/ dh izklafxdrk tkx`r djuk l`tukRedrk dk miyfC/&cks/ thou dh dykRed thoarrk 25

Annual Report 2017-18 SI. No. Duration Venue No. of Participants 1. April 03-13, 2017 Udaipur, Rajasthan 2. April 24 to May 04, 2017 New Delhi 22 3. May 29 to June 08, 2017 Hyderabad, Telangana 25 4. June 05-15, 2017 Udaipur, Rajasthan 20 5. June 27 to July 07, 2017 New Delhi 34 6. July 24 to August 03, 2017 Guwahati, Assam 34 7. August 21-31, 2017 Udaipur, Rajasthan 40 8. September 12-22, 2017 Hyderabad, Telangana 40 9. November 13-23, 2017 Udaipur, Rajasthan 47 10. November 27 to December 07, 2017 Hyderabad, Telangana 101 11. January 22 to February 01, 2018 Guwahati, Assam 67 12. February 13-23, 2018 Hyderabad, Telangana 94 13. February 20 to March 02, 2018 Guwahati, Assam 100 14. March 06-16, 2018 New Delhi 96 97 Total 817 Our Cultural Diversity The Workshop on \"Our Cultural Diversity\" focusses on promotion of national integration among the school students and how it can be made a part and parcel of their general ethos. The workshop is an initiative of CCRT, to generate awareness and enhance understanding of rich culture of India. The Workshop aims to spread the message of universal brotherhood and respect for each religion and region. The teachers are invited in this Workshop to take up the task of sensitizing school students to their role as future guardians of the rich natural and cultural resources of our country. SI. No. Duration Venue No. of Participants 1. June 12-22, 2017 Guwahati, Assam 91 2. October 04-14, 2017 Hyderabad, Telangana 65 3. January 08-18, 2018 Guwahati, Assam 126 4. February 19-28, 2018 Udaipur, Rajasthan 155 437 Total Other Workshops CCRT organises Workshops on ”Theatre Arts in Education” for teachers working with differently abled children with the objective of developing learning strategies through theatre to teach areas of curriculum, social issues, life skills etc. Workshop on photography ”Creative Aspects of Photographic Documentation” is organised to enhance the skills of the participants in documenting the tangible and intangible heritage of India. SI. No. Duration Programme Venue No. of Participants 1. June 04 to 11, 2017 Theatre arts in Education Kanhe, Maharashtra 98 2. February 05 to 09, 2018 Photography Workshop New Delhi 30 Total 128 26

Øe la- vof/ LFkku izfrHkkfx;ksa dh la[;k okf\"kZd fooj.k 2017-18 03 ls 13 viySz ] 2017 mn;ijq ] jktLFkku 1. 24 viySz ls 04 eb]Z 2017 ubZ fnYyh 22 2. 29 ebZ ls 08 tuw ] 2017 gnS jkckn] rys xa kuk 25 3. 05 ls 15 tuw ] 2017 mn;ijq ] jktLFkku 20 4. 27 tuw ls 07 tyq kb]Z 2017 ubZ fnYyh 34 5. 24 tyq kbZ ls 03 vxLr] 2017 xoq kgkVh] vle 34 6. 21 ls 31 vxLr] 2017 mn;ijq ] jktLFkku 40 7. 12 ls 22 flrEcj] 2017 gnS jkckn] rys xa kuk 40 8. 13 ls 23 uoEcj] 2017 mn;ijq ] jktLFkku 47 9. 27 uoEcj ls 07 fnlEcj] 2017 gnS jkckn] rys xa kuk 101 10. 22 tuojh ls 01 iQjojh] 2018 xoq kgkVh] vle 67 11. 13 ls 23 iQjojh] 2018 gnS jkckn] rys xa kuk 94 12. 20 iQjojh ls 02 ekp]Z 2018 xoq kgkVh] vle 100 13. 06 ls 16 ekp]Z 2018 ubZ fnYyh 96 14. 97 oQq y 817 gekjh lkaLÑfrd fofo/rk ¶gekjh lkaLÑfrd fofo/rk¸ fo\"k; ij vk;ksftr dk;Z'kkyk esa ;g crk;k tkrk gS fd fo|ky; Nk=kksa esa fdl izdkj jk\"Vªh; ,drk iSnk djus esa enn dj ldrs gSa vkSj bls lkekU; yksdkpkj osQ ,d Hkkx osQ :i esa fdl izdkj cuk;k tk ldrk gSA dk;Z'kkyk dk mís'; Hkkjr dh ekuo dY;k.kdkjh ,oa le`¼ laLÑfr osQ izfr tkx:drk ,oa le> dk izlkj djuk Hkh gSA dk;Z'kkyk dk mís'; fo'o ca/qRo ,oa ,d&nwljs osQ /eZ osQ izfr lEeku dh Hkkouk dks ykuk Hkh gSA bl dk;Z'kkyk esa LowQyh Nk=kksa dks gekjs ns'k osQ le`¼ izkÑfrd ,oa lkaLÑfrd lzksrksa osQ izfr tkx:d ,oa Hkkoh laj{kd cukus dk dk;Z vius gkFk esa ysus osQ fy, leFkZ cukus gsrq f'k{kdksa dks vkeaf=kr fd;k tkrk gSA Øe la- vof/ LFkku izfrHkkfx;ksa dh la[;k 1- 12 ls 22 twu] 2017 xqokgkVh] vle 2- 04 ls 14 vDVcw j] 2017 gSnjkckn] rsyaxkuk 91 3- 08 ls 18 tuojh] 2018 xoq kgkVh] vle 65 4- 19 ls 28 iQjojh] 2018 mn;iqj] jktLFkku 126 155 oqQy 437 vU; dk;Z'kkyk,¡ lhlhvkjVh fo'ks\"k :i ls l{ke cPpkas osQ lkFk dk;Zjr f'k{kdksa osQ fy, ukV~; osQ ekè;e ls lkekftd eqn~nksa] #fp osQ dkS'kyksa bR;kfn osQ {ks=k esa f'k{k.k j.kuhfr;ka fodflr djus osQ mn~ns'; ls ¶f'k{kk esa ukV~; dyk,¡¸ fo\"k; ij dk;Z'kkyk,¡ vk;ksftr djrk gSA osQUnz osQ izfrHkkfx;ksa esa Hkkjr dh ewrZ ,oa vewrZ fojklr osQ izys[ku esa dkS'ky dh o`f¼ djus gsrq ¶iQksVksxzkiQh osQ jpukRed igyqvksa dk izys[ku¸ fo\"k; ij dk;Z'kkyk vkjaHk dh gSA Øe la- vof/ dk;ZØe LFkku izfrHkkfx;ksa dh la[;k 1- 04 ls 11 twu] 2017 f'k{kk esa ukV~; dyk,¡ dkUgs] egkjk\"Vª 98 ubZ fnYyh 30 2- 05 ls 09 iQjojh] 2018 iQksVksxzkiQh dk;Z'kkyk oqQy 128 27

Annual Report 2017-18 Statewise participation of Teachers in Workshops 2017-2018 Statewise participation of Teachers in Workshops 1979-2018 28

dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj izfrHkkfxrk 2017&2018 okf\"kZd fooj.k 2017-18 dk;Z'kkykvksa esa f'k{kd@f'kf{kdkvksa dh jkT;okj izfrHkkfxrk 1979&2018 29

Annual Report 2017-18 Workshops for Teacher Trainers The CCRT constantly in search of means and ways of broadening her base of work reinitiated the implementation of the concept project of Teacher Trainers in the year 2003. The project proved to be a success venture and CCRT could reach to the teachers working in the remote rural parts of the country through it. These Workshops stress on the need to present India as a cultural entity. Various themes covered under these Workshops are architectural and sculptural heritage, folklore and lifestyle of rural and tribal India, visual, oral and aural performing and other fine arts of India, etc. The stress is on the need to go beyond the political and geographical boundaries and encourage the participants to share heritage and values. The participants are trained to conduct short term workshops in the districts under the guidance of respective Principals and District Education Authorities. SI.No. Duration Theme of the Programme Venue No. of Participants 1. April 27 -May 02, 2017 Cultural Inputs in Curriculum Teaching Kolkata, West Bengal New Delhi 101 2. August 01-05, 2017 Cultural Inputs in Curriculum Teaching 57 New Delhi 3. October 09-13, 2017 Cultural Inputs in Curriculum Teaching Total 16 174 Introducing children to the nuances of music 30

f'k{kd izf'k{kdksa osQ fy, dk;Z'kkyk,¡ okf\"kZd fooj.k 2017-18 lhlhvkjVh us yxkrkj dk;Z osQ vk/kj dks foLrkfjr djus osQ rjhdksa dh [kkst esa] o\"kZ 2003 esa f'k{kd&izf'k{kdksa dh ifj;kstuk dh vo/kj.kk osQ dk;kZUo;u dks nqckjk 'kq: fd;kA bl ifj;kstuk ls ,d pqukSrhiw.kZ dk;Z dks djus esa liQyrk izkIr gqbZ vkSj blosQ ekè;e ls ns'k osQ nwj&njkt osQ xzkeh.k bykdksa esa Hkh dk;Zjr f'k{kd@f'kf{kdkvksa rd igq¡puk vklku gqvkA bu dk;Z'kkykvksa esa Hkkjr dks ,d lkaLÑfrd gLrh okys ns'k osQ :i esa izLrqr djus ij cy fn;k tkrk gSA dk;Z'kkyk esa fofo/ fo\"k;ksa dks 'kkfey fd;k tkrk gS] tSls okLrqf'kYih; ,oa ewfrZdyk laca/h fojklr] yksd lkfgR; rFkk xzkeh.k ,oa tu&tkrh; Hkkjr dh thou&'kSyh] Hkkjr dh n`';ijd] ekSf[kd rFkk Jo.kh; fu\"iknu rFkk vU; yfyr dyk,a vkfnA dk;Z'kkyk eas cPpksa dks jktuSfrd rFkk HkkSxksfyd lhekvksa ls ckgj tkus ij cy nsrs gq, lkaLÑfrd fojklr ,oa ewY;kas osQ ckjs esa tkudkjh izkIr djus gsrq izsfjr fd;k tkrk gSA izfrHkkfx;ksa dks lacaf/r iz/kukpk;ks± rFkk ftyk f'k{kk vf/dkfj;ksa osQ ekxZfunsZ'ku esa vius ftyksa esa y?kq&vof/ dh dk;Z'kkyk,a vk;ksftr djus osQ fy, izf'kf{kr fd;k tkrk gSA Øe vof/ dk;ZØe LFkku izfrHkkfx;ksa dh la- la[;k 1. 27 vizSy ls 02 ebZ] 2017 ikB~;Øe f'k{k.k esa lkaLÑfrd dksydkrk] if'pe caxky 101 rÙo 57 2. 01 ls 05 vxLr] 2017 ikB~;Øe f'k{k.k esa lkaLÑfrd ubZ fnYyh rÙo 3. 09 ls 13 vDVwcj] 2017 ikB~;Øe f'k{k.k esa lkaLÑfrd ubZ fnYyh 16 rÙo oqQy 174 Loj f'k{kk 31

Annual Report 2017-18 Short-term Workshops The CCRT, in order to broaden its base at the grass root level and aiming larger number of training teachers, introduced Direct Teacher Trainers Schemes. Under the scheme, previously trained teachers of the CCRT, doing good work in their areas, are further trained and are made responsible for organizing Short-term Workshops for the teachers at the district level. Short-term Workshops promote the development and nurturing of quality teachers. Education is both a tool for and a reflection of cultural diversity. Education should raise awareness of the positive value of cultural diversity and threats to it. The focus is on developing respect for one’s native culture, traditions and language, promote tolerance for other cultures and capacity for cross-cultural communication. Statewise participation of Trainees of Short-term Workshops 2017-2018 Statewise participation of Trainees of Short-term Workshops 1979-2018 32

y?kq&vof/ dk;Z'kkyk,¡ okf\"kZd fooj.k 2017-18 lhlhvkjVh us cM+h la[;k esa vè;kidksa dks izf'kf{kr djus osQ è;s; dks izkIr djus rFkk muosQ çf'k{k.k dh cqfu;kn dks vk/kjHkwr Lrj ij foLrkj nsus osQ fy, izR;{k f'k{kd&izf'k{kd ;kstuk iqu% vkjaHk dhA bl ;kstuk osQ vUrxZr] lhlhvkjVh osQ vPNk dk;Z dj jgs iwoZ izf'kf{kr f'k{kd@f'kf{kdkvksa dks iqu% izf'kf{kr fd;k tkrk gS vkSj mUgsa ftyk Lrj ij y?kq vof/ dk;Z'kkyk,¡ vk;ksftr djus dh ftEesnkjh nh tkrh gSA y?kq vof/ dh dk;Z'kkyk,¡ f'k{kd dks ,d ;ksX; ,oa l{ke f'k{kd cukus esa lgk;rk iznku djrh gSaA f'k{kk] lkaLÑfrd fofo/rk osQ fy, ,d ekè;e dk dke djrh gSA f'k{kk dks lkaLÑfrd fofo/rk osQ ewY;ksa osQ izfr ldkjkRed ,oa pqukSfr;ksa dk lkeuk djus esa l{ke gksuk pkfg,A dk;Z'kkyk esa Lons'kh lkaLÑfrd ijEijkvksa rFkk Hkk\"kkvksa osQ izfr lEeku dh Hkkouk fodflr djus ij izdk'k Mkyk tkrk gS o vU; laLÑfr;ksa osQ izfr lfg\".kqrk dh Hkkouk rFkk fHkUu lkaLÑfrd laizs\"k.k dh {kerk fodflr dh tkrh gSA y?kq&vof/ dk;Z'kkykvksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 2017&2018 y?kq&vof/ dk;Z'kkykvksa esa izf'k{k.kkfFkZ;ksa dh jkT;okj izfrHkkfxrk 1979&2018 33

Annual Report 2017-18 Short-term Programmes The Centre in order to augment her activities in the State/UT level, initiated a scheme of appointing senior level officer of State Education Department(s) as CCRT Nodal Officer. These incumbents extend their help and guidance to trained teachers for implementation of CCRT’s mission at the grassroot level within the respective States/UTs. The Nodal Officers forwarded a suggestion to register or to strengthen the presence of CCRT at the grassroot level by organizing ‘Short Term Programme’ in collaboration with State Education Departments with two pronged approach. These ‘Short Term Programmes’ would not only create an awareness about CCRT’s work amongst teachers within the State/ UT but also inspire the participants to work more intensely in the area of introducing ‘Cultural Education in Schools’. In addition, the CCRT would also get enriched in identifying Experts/Resource persons for various educational activities. SI. NO. Duration Title Venue No. of Participants Surat, Gujarat 116 1. July 26-30, 2017 Introducing Cultural Inputs in Curriculum Teaching 2. September 12 to 16, 2017 Introducing Cultural Inputs in Curriculum Puri, Odisha 96 Teaching 3. October 03-07, 2017 Introducing Cultural Inputs in Curriculum Raigarh, Chhattisgarh 96 Teaching 4. October 23 to 27, 2017 Introducing Cultural Inputs in Curriculum Khordha, Odisha 97 Teaching 5. October 23 to 27, 2017 Introducing Cultural Inputs in Curriculum New Delhi 54 Teaching 6. November 25 to 29, 2017 Introducing Cultural Inputs in Curriculum Nahan, Himachal Pradesh 73 Teaching 7. December 05 to 09, 2017 Introducing Cultural Inputs in Curriculum Hooghly, West Bengal 108 Teaching 8. December 19 to 23, 2017 Introducing Cultural Inputs in Curriculum Roorkee, Uttarakhand 97 Teaching 9. December 26 to 30, 2017 Enriching Knowledge of Music Education Goa 82 Surendernagar, Gujarat 89 10. January 02 to 06, 2018 Introducing Cultural Inputs in Curriculum Teaching 11. January 04 to 06, 2018 Enriching Knowledge of Music Education Pune, Maharashtra 63 Bengaluru, Karnataka 90 12. January 08 to 12, 2018 Introducing Cultural Inputs in Curriculum Teaching 13 January 19 to 23, 2018 Introducing Cultural Inputs in Curriculum Sonitpur, Assam 96 Teaching 14. January 29 to February 02, Introducing Cultural Inputs in Teaching Port Blair, Andaman and 95 2018 Nicobar Islands 1252 Total 34

y?kq&vof/ dk;ZØe okf\"kZd fooj.k 2017-18 lhlhvkjVh us jkT;@la?k 'kkflr izns'kksa esa viuh xfrfof/;ksa esa o`f¼ djus osQ mís'; ls jkT; f'k{kk foHkkx@foHkkxksa osQ ofj\"B vf/dkfj;ksa dh fu;qfDr lhlhvkjVh uksMy vf/dkjh osQ :i esa djus dh ,d ;kstuk vkjEHk dh gSA ;s vf/dkjh vius lacaf/r jkT;ksa@la?k 'kkflr izns'kksa esa cqfu;knh Lrj ij lhlhvkjVh osQ mn~ns';ksa dks dk;kZfUor djus osQ fy, izf'kf{kr f'k{kdksa dh lgk;rk ,oa mUgsa ekxZ funsZ'ku esa lgk;rk djrs gSaA uksMy vf/dkfj;ksa us nks izo.k n`f\"Vdks.kksa osQ lkFk jkT; f'k{kk foHkkx dh lgHkkfxrk ls y?kq vof/ osQ dk;ZØeksa osQ ekè;e ls lhlhvkjVh osQ lq>ko dks t+ehuh Lrj ij cy iznku djus osQ fy, lq>ko HkstkA bu dk;ZØeksa ls u osQoy jkT;@la?k 'kkflr izns'kksa osQ f'k{kdksa osQ eè; lhlhvkjVh osQ dk;ks± osQ izfr tkx:drk iSnk dh tk losQxh cfYd izfrHkkfx;ksa dks ^LowQyksa esa lakLÑfrd f'k{kk* dks tksM+us@'kkfey djus osQ {ks=k esa Hkh mUgsa xgu :i ls dk;Z djus osQ fy, izsfjr fd;k tk losQxkA blosQ vykok osQUnz viuh fofo/ 'kSf{kd xfrfof/;ksa osQ fy, fo'ks\"kKksa] lzksr O;fDr;ksa dh igpku vPNh rjg ls djus esa l{ke gksxkA Øe vof/ dk;ZØe LFkku izfrHkkfx;ksa dh la- la[;k 1. 26 ls 30 tqykbZ] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; lwjr] xqtjkr 116 2. 12 ls 16 flrEcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; iqjh] vksfM+'kk 96 3. 03 ls 07 vDVwcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; jk;x<+] NÙkhlx<+ 96 4. 23 ls 27 vDVwcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; [kksjnk] vksfM+'kk 97 5. 23 ls 27 vDVwcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; ubZ fnYyh 54 6. 25 ls 29 uoEcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; ukgu] fgekpy izns'k 73 7. 05 ls 09 fnlEcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; gqxyh] if'pe caxky 108 8. 19 ls 23 fnlEcj] 2017 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; #M+dh] mÙkjk[kaM 97 9. 26 ls 30 fnlEcj] 2017 laxhr f'k{kk dh Kku le`f¼ xksok 82 10. 02 ls 06 tuojh] 2018 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; lqjsUnzuxj] xqtjkr 89 11. 04 ls 06 tuojh] 2018 laxhr f'k{kk dh Kku le`f¼ iq.ks] egkjk\"Vª 63 12. 08 ls 12 tuojh] 2018 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; caxyq:] dukZVd 90 13. 19 ls 23 tuojh] 2018 ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; lksfuriqj] vle 96 14. 29 tuojh ls 02 iQjojh] ikB~;Øe esa lkaLÑfrd rÙoksa dk ifjp; iksVZ Cys;j] vaMeku 95 2018 vkSj fudksckj }hilewg oqQy 1252 35

Annual Report 2017-18 Distance Learning Programme The CCRT trains in-service teachers by organizing various training programmes.A constant need is felt to increase the number of trained teachers. Distance Learning which provides access of learning when the source of information in the learning are separate by time and distance of both seems to be an ideal solution. CCRT mooted the idea of starting a Distance Learning Programme. The Centre has been recording the lectures/lecture-demonstration/panel discussions of prominent scholars, artists and educationists with the help of Central Institute of Educational Technology (CIET).These recordings has also been used for the programmes conducted through Distance Learning mode. The CCRT in collaboration with State Education Department/RIE’s/Colleges of Education has also started conducting training for in-service/pre-service teachers under Distance Learning Programmes. S.No. Duration Venue No. of Participants 1. April 17-21, 2017 Chitradurga, Karnataka 85 2. July 17-21, 2017 Bhopal, Madhya Pradesh 60 3. September 18-22, 2017 Gangtok, Sikkim 93 4. December 06-10, 2017 Raipur, Chhattisgarh 60 5. January 09-13, 2018 Raipur, Chhattisgarh 190 6. Jan. 29 to Feb 02, 2018 Haldwani, Uttarakhand 88 7. March 09-13, 2018 Karaikal, Puducherry 115 8. March 19-23, 2018 Mumbai, Maharashtra 90 781 Total Evaluation and Feedback Evaluation is process of assessing, measuring the effectiveness of the training programmes. The CCRT has been training school teachers from all parts of the country both in the rural and urban areas. Evaluation is an essential component of each training programme organized by the CCRT. In every training programme, three or four evaluation sessions are conducted.The participants are given structured questionnaires so that they may express their views on different aspects of the course content. Various techniques of formal and informal evaluations are applied to assess the knowledge during the training programmes. The CCRT trains approximately 1700 teachers in the various “Orientation Courses” and Workshops on “Role of Puppetry in Education” organized from time to time in a year. A feedback programme has been designed to maintain regular contact with trainees to study their follow up work in schools and to evaluate the effectiveness of the programmes conducted and use of educational material provided. The evaluations and suggestions from trainees working in the schools assist the CCRT in revitalizing and enriching its activities. Refresher Course The CCRT organizes Refresher Courses for teachers who have participated in its Orientation Course and Workshop on Role of Puppetry in Education. They are invited on the basis of the work that they have been carrying out in their respective schools after being trained by the CCRT. These courses are directed towards specific subjects, aiming to improve the quality of the teaching of curriculum subjects with relevant activities connected with culture. Aims of the Refresher Course (s) are : • To obtain a feedback from trained teachers on the CCRT’s training programmes and educational materials for future improvements. • To acquaint teachers with innovative teaching methods. • To encourage schools to network with other centres of learning, such as museums, art galleries, research institutions, etc • To encourage teachers to draw upon the creative human resources in the community and bring them to the school for interaction with students. The content of each training programme is open-ended to a certain extent to meet the specific needs and requirement of different groups of trainees. 36

nwjLFk f'k{k.k dk;ZØe lhlhvkjVh }kjk lsokjr f'k{kdksa gsrq fofo/ izf'k{k.k dk;ZØeksa dk vk;kstu fd;k tkrk gSA izf'kf{kr f'k{kdksa dh la[;k esa o`f¼ djus okf\"kZd fooj.k 2017-18 dh vko';drk yxkrkj eglwl dh xbZ gSA nwjLFk f'k{k.k osQ ekè;e ls le; ,oa nwjh dh lhek dks yka?krs gq, f'k{k.k lzksr rd vklkuh ls igqapk tk ldrk gSA lhlhvkjVh us nwjLFk f'k{k.k dk;ZØe dh 'kq#vkr djus dk fopkj cuk;k gSA fo}kuksa@dykdkjksa }kjk fn;s x, O;k[;kuksa@O;k[;ku izn'kZuksa@iSuy ppkZ dh lsaVªy baLVhV~;wV vkWo~ ,T;qosQ'kuy VsDyksykWth (lhvkbZbZVh) dh lgk;rk ls lhlhvkjVh us fjdkfMZax dh gSA bu fjdkfMZaxksa dk mi;ksx nwjLFk dk;ZØe esa Hkh fd;k x;kA jkT; f'k{kk foHkkx @ {ks=kh; f'k{kk laLFkku@egkfo|ky;ksa dh lgk;rk ls lhlhvkjVh us lsokjr@iwoZ lsokjr f'k{kdksa osQ fy, nwjLFk f'k{kk dk;ZØe osQ rgr izf'k{k.k vkjaHk fd;k gSA Ø-la- LFkku vofèk izf'kf{kr f'k{kdksa dh la[;k 1. 17 ls 21 vizSy] 2017 fp=knqxZ] dukZVd 2. 17 ls 21 tqykbZ] 2017 Hkksiky] eè;izns'k 85 3. 18 ls 22 vxLr] 2017 xaxVksd] flfDde 60 4. 06 ls 10 fnlEcj] 2017 jk;iqj] NRrhlx<+ 93 5. 09 ls 13 tuojh] 2018 jk;iqj] NRrhlx<+ 60 6. 29 tuojh ls 02 iQjojh] 2018 gY}kuh] mÙkjk[kaM 190 7. 09 ls 13 ekpZ] 2018 dkjdky] iqnqpsjh 88 8. 09 ls 23 ekpZ] 2018 eqEcbZ] egkjk\"Vª 115 90 oqQy 781 ewY;kadu rFkk iqufuZos'k ewY;kadu] izf'k{k.k dk;ZØeksa dh ,d tkap ,oa leh{kk izfØ;k gSA lhlhvkjVh ns'k Hkj osQ lHkh xzkeh.k ,oa 'kgjh {ks=kksa osQ f'k{kd@f'kf{kdkvksa dks izf'kf{kr djrk jgk gSA lhlhvkjVh }kjk vk;ksftr izR;sd izf'k{k.k dk;ZØe dk ,d vfuok;Z ?kVd gS & ewY;kaduA izR;sd izf'k{k.k dk;ZØe osQ nkSjku rhu ;k pkj ewY;kadu l=k vk;ksftr fd, tkrs gSaA izf'k{k.kkfFkZ;ksa dks ,d lajpukRed iz'ukoyh nh tkrh gS] rkfd os izf'k{k.k dk;ZØe dh fo\"k;oLrq osQ fofHkUu igyqvksa }kjk viuk n`f\"Vdks.k vfHkO;Dr dj losQaA izf'k{k.k dk;ZØeksa osQ nkSjku Kku osQ ewY;kadu osQ fy, vkSipkfjd vkSj vukSipkfjd ewY;kadu dh fofHkUu rduhdksa dks ykxw fd;k tkrk gSA lhlhvkjVh ,d o\"kZ esa le;&le; ij vk;ksftr fofHkUu vuqLFkkiu izf'k{k.k dk;ZØeksa ,oa f'k{kk esa iqryhdyk dh Hkwfedk ij dk;Z'kkyk esa djhc 1700 lsokjr f'k{kd@f'kf{kdkvksa dks izf'k{k.k nsrk gSA bu izfrHkkfx;ksa }kjk vius fo|ky;ksa esa vkxs tkdj fn, tkus okys dk;ks± osQ vè;;u] vk;ksftr dk;ZØeksa vkSj nh xbZ 'kSf{kd lkexzh dh mi;ksfxrk rFkk izHkko osQ ewY;kadu osQ fy, izf'k{k.kkfFkZ;ksa ls fu;fer laidZ cuk, j[kus osQ fy, ,d iqufuZos'ku dk;ZØe rS;kj fd;k x;k gSA fo|ky;ksa esa dke dj jgs bu izf'k{k.kkfFkZ;ksa ls izkIr lq>ko vkSj ewY;kadu osQUnz osQ dk;Zdykiksa dks vkSj vfèkd le`¼ cukus rFkk bldks uothou iznku djus esa enn djrs gSaA iqu'p;kZ ikB~;Øe lhlhvkjVh mu f'k{kdksa osQ fy, iqu'p;kZ ikB~;Øe vk;ksftr djrk gS ftUgksaus f'k{kk esa dBiqryh dh Hkwfedk ij vius vuqLFkkiu ikB~;Øe vkSj dk;Z'kkyk esa Hkkx fy;k gSA mUgsa lhlhvkjVh }kjk izf'kf{kr gksus osQ ckn muls lacaf/r LowQyksa esa fd, x, dke osQ vkèkkj ij vkeaf=kr fd;k tkrk gSA bu ikB~;Øeksa dks fof'k\"V fo\"k;ksa dh vksj funsZf'kr fd;k tkrk gS] tks fd laLÑfr ls tqM+h izklafxd xfrfof/;ksa osQ lkFk ikB~;p;kZ fo\"k;ksa osQ f'k{k.k dh xq.koÙkk esa lq/kj djus dk y{; j[krs gSaA iqu'p;kZ ikB~;Øe osQ eq[; mn~ns'; Ÿ Hkfo\";xr l/q kj grs q lhlhvkjVh oQs ifz 'k{k.k dk;ØZ ekas vkjS 'kfS {kd lkefx;z kas ij ifz 'kf{kr f'k{kdkas ls ifz rifq \"V ikz Ir djukA Ÿ uokpkjh 'kSf{kd izfof/;ksa osQ lkFk f'k{kdksa dk ifjp; djkukA Ÿ fo|ky;ksa dks vU; f'k{kk&osaQnzksa ls tqM+ko osQ fy, izsfjr djuk] tSls&laxzgky;] dyk&ohfFkdk,¡] 'kks/ izfr\"Bku vkfnA Ÿ tu leqnk; esa l`tukRed ekuoh; lzksrksa osQ ckjs esa f'k{kdksa dk mRlkgo¼Zu djuk rFkk fo|kfFkZ;ksa ls laokn gsrq LowQyksa esa mUgsa ys vkukA izR;sd izf'k{k.k&dk;ZØe dh fo\"k; oLrq dks ,d fuf'pr lhek&foLrkj rd [kqyk j[kk tkrk gS rkfd fofHkUu izf'k{k.kkFkhZ lewgksa dh fof'k\"V vko';drkvksa dks iwjk fd;k tk losQA 37

Annual Report 2017-18 Statewise participation of Trained Teachers in Refresher Course (Orientation Course) 2017-2018 Statewise participation of Trained Teachers in Refresher Course (Puppetry for Education) 2017-2018Arunachal PradeshKeralaOdishaTamil NaduWest Bengal Assam Punjab Uttar Pradesh 40 30 Bihar 20 26 101 4 6 16 2 39 6 11 7 9 10 38 22 9 6

iqu'p;kZ ikB~;Øe (vuqLFkkiu ikB~;Øe) esa izf'kf{kr f'k{kdksa dh jkT;okj izfrHkkfxrk 2017&2018 okf\"kZd fooj.k 2017-18 iqu'p;kZ ikB~;Øe (f'k{kk esa iqryhdyk) esa izf'kf{kr f'k{kdksa dh jkT;okj izfrHkkfxrk 2017&2018 39

Annual Report 2017-18 SI. Duration Theme of Programme Venue No. of Participants No. 1. May 04-09, 2017 The Heritage of Creative Puppetry Guwahati, Assam 18 2. May 15-20, 2017 14 3. July 03-08, 2017 The Heritage of Creative Puppetry Udaipur, Rajasthan 103 4. August 10-17, 2017 46 5. September 01, 2017 The Heritage of Creative Puppetry Hyderabad, Telangana 33 6. September 05-09, 2017 26 7. October 06, 2017 An Integrated Approach to Education New Delhi 27 8. October 09, 2017 An Integrated Approach to Education Barmer, Rajasthan 85 9. October 11, 2017 61 10. October 13, 2017 An Integrated Approach to Education Hyderabad, Telangana 30 11. October 23-28, 2017 47 12. October 23-28, 2017 Feedback Programme on CCRT’s Nainital, Uttarakhand 43 13. October 30-Nov.04, 2017 training and use of Educational Kit 42 14. November 13-18, 2017 Material in Schools/Community 10 15. Nov. 27-Dec. 02, 2017 72 16. December 18-23, 2017 -do- Satara, Maharashtra 29 17. January 22-27, 2018 55 -do- Kolhapur, Maharashtra 741 -do- Sangli, Maharashtra An Integrated Approach to Education Guwahati, Assam An Integrated Approach to Education Hyderabad, Telangana An Integrated Approach to Education Udaipur, Rajasthan The Heritage of Creative Puppetry New Delhi An Integrated Approach to Education Udaipur, Rajasthan The Heritage of Creative Puppetry New Delhi An Integrated Approach to Education New Delhi Total Cultural Club Scheme The promotion, preservation and dissemination of information on India’s cultural heritage have been the prime concern of this Centre (CCRT). With these objectives in mind, the CCRT has undertaken the task of setting up Cultural Clubs in schools. The Cultural Clubs provide an avenue to the students to form a collective voice to raise awareness of prevalent concerns and encourage active participation in fostering a welcoming, caring, celebrative community. Aims of the Cultural Club • Motivate school students to acquire knowledge about India’s rich natural and cultural heritage • Sensitizing them towards appreciation of Indian Arts and Culture • Develop a sense of respect towards continuity of traditions • Empower children to undertake action-projects to conserve and preserve cultural ethos and become custodians of our heritage. • Identify talented student(s) and encourage them to apply under Cultural Talent Search Scholarship Scheme implemented by the CCRT. 40

Øe la- vof/ dk;ZØe dh fo\"k; oLrq LFkku izfrHkkfx;ksa dh okf\"kZd fooj.k 2017-18 la[;k 1. 04 ls 09 ebZ] 2017 jpukRed iqryhdyk dh fojklr xqokgkVh] vle 2. 15 ls 20 ebZ] 2017 jpukRed iqryhdyk dh fojklr mn;iqj] jktLFkku 18 14 3. 03 ls 08 tqykbZ] 2017 jpukRed iqryhdyk dh fojklr gSnjkckn] rsyaxkuk 103 46 4. 10 ls 17 vxLr] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k ubZ fnYyh 33 26 5. 01 flrEcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k ckM+esj] jktLFkku 27 6. 05 ls 09 flrEcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k gSnjkckn] rsyaxkuk 85 7. 06 vDVwcj] 2017 Ldwy@leqnk; esa 'kSf{kd fdV lkexzh uSuhrky] mÙkjk[kaM 61 dk mi;ksx o lhlhvkjVh osQ 'kSf{kd dk;ZØeksa ij izfriqf\"V 30 8. 09 vDVwcj] 2017 Ldwy@leqnk; esa 'kSf{kd fdV lkexzh lrkjk] egkjk\"Vª 47 dk mi;ksx o lhlhvkjVh osQ 'kSf{kd 43 dk;ZØeksa ij izfriqf\"V 42 10 9. 11 vDVwcj] 2017 Ldwy@leqnk; esa 'kSf{kd fdV lkexzh dksYgkiqj] egkjk\"Vª 72 dk mi;ksx o lhlhvkjVh osQ 'kSf{kd 29 dk;ZØeksa ij izfriqf\"V 55 741 10. 13 vDVwcj] 2017 Ldwy@leqnk; esa 'kSf{kd fdV lkexzh lkaxyh] egkjk\"Vª dk mi;ksx o lhlhvkjVh osQ 'kSf{kd dk;ZØeksa ij izfriqf\"V 11. 23 ls 28 vDVwcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k xqokgkVh] vle 12. 23 ls 28 vDVwcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k gSnjkckn] rsyaxkuk 13. 30 vDVwcj ls 04 uoEcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k mn;iqj] jktLFkku 14. 13 ls 18 uoEcj] 2017 jpukRed iqryhdyk dh fojklr ubZ fnYyh 15. 27 uoEcj ls 02 fnlEcj] 2017 f'k{kk osQ izfr lesfdr n`f\"Vdks.k mn;iqj] jktLFkku 16. 18 ls 23 fnlEcj] 2017 jpukRed iqryhdyk dh fojklr ubZ fnYyh 17. 22 ls 27 tuojh] 2018 f'k{kk osQ izfr lesfdr n`f\"Vdks.k ubZ fnYyh oqQy lkaLÑfrd Dyc ;kstuk Hkkjrh; lkaLÑfrd fojklr dk fodkl djuk] cuk, j[kuk rFkk lwpuk dk izpkj&izlkj djuk lhlhvkjVh dk eq[; mís'; gSA bl mís'; osQ fy, lhlhvkjVh us laLÑfr ea=kky; ls LowQyksa esa lkaLÑfrd Dyc LFkkfir djus dh ;kstuk vius gkFkksa esa yh gSA lkaLÑfrd Dyc] fon~;kfFkZ;ksa esa izpfyr ljksdkjksa@leL;kvksa osQ izfr tkx:drk mRiUu djus osQ fy, ,d lkewfgd Loj iSnk djus dk eap miyC/ djkrs gSa rFkk leqnk; dks lfØ; :i ls Hkkx ysus mudh ljkguk djus] ns[kHkky djus ,oa iksf\"kr djus osQ fy, izsfjr djrs gSaA lkaLÑfrd Dyc osQ mís'; Ÿ fo|kfFkZ;ksa dks Hkkjr dh le`¼ lkaLÑfrd fojklr osQ ckjs esa xgjkbZ ls tkuus osQ fy, izsfjr djuk Ÿ mUgsa Hkkjrh; dyk vkSj laLÑfr dks tkuus vkSj le>us osQ fy, mRizsfjr djuk Ÿ ijEijkvksa dh fujUrjrk osQ izfr le> dk Hkko iSnk djuk Ÿ lkaLÑfrd yksdkpkj osQ laj{k.k gsrq cPpksa dks dk;Z;kstuk,¡ gkFk esa ysus gsrq l{ke djuk ,oa mUgsa gekjh fojklr dk vfHkj{kd cukuk Ÿ izfrHkk'kkyh cPpksa dh igpku djuk rFkk mUgsa lhlhvkjVh }kjk dk;kZfUor dh tk jgh lkaLÑfrd izfrHkk Nk=ko`fÙk ;kstuk esa Hkkx ysus gsrq izsfjr djuk 41

Statewise break-up of Cultural Clubs in schools during 2017 - 2018 80 60 40 20 Annual Report 2017-18 5 3 7 2 15 6 8 10 8 2 39 3 4 31 21 3 4 5 11 12 11 75 This scheme also supports training in form of dance, music, theatre, and visual arts in schools of remote areas of the country. The scheme provides ` 7500/- as financial assistance to the school to run the CCRT’s Cultural Club. During 2017-18, 148 new Cultural Clubs were opened in addition to the existing 137 Cultural Clubs. At present, 285 Cultural Clubs are operative in 22 states/UT’s in different schools. Seminars The CCRT organizes Seminars stressing the continuing need to train personnel in all areas of cultural and educational development and advocating the existence of culturally well trained personnel for encouraging the participation of the people at large in cultural sphere. The participants of the Seminars are mainly District Education Officers/CCRT’s Nodal Officers/Principals of DIET and B.Ed Colleges. Aims of the Seminars • Provide participants with an understanding of CCRT’s aims and objectives. • Create an understanding of the need for cultural education. • Discuss and develop methodologies for implementation of CCRT programmes. • Involve Administrators at the State level in the process of improving school education. • Create an awareness of the importance of cultural education for all round development of the student’s personality. • To get feedback regarding implementation of the training in the schools. During the year 2017-18, the CCRT organized (02) Seminars for national level and one (01) Seminar for state level (i.e. Rajasthan) on \"Strengthening Cultural Education in Schools\" for Educational Administrators. SI. No. Duration Venue No. of Participants 1. June 01 to 03, 2017 Udaipur, Rajasthan 2. December 28 to 30, 2017 New Delhi 28 3. February 23 to 25, 2018 New Delhi 35 23 Total 86 42

o\"kZ 2017&2018 osQ nkSjku fo|ky;ksa esa lkaLÑfrd Dyc dk jkT;okj C;kSjk okf\"kZd fooj.k 2017-18 ;g ;kstuk ns'k osQ nwjLFk {ks=kksa osQ fo|ky;ksa esa u`R;] laxhr] jaxeap o vU; n`';dykvksa esa nh xbZ tkudkjh ,oa izf'k{k.k dks Hkh lkFkZd cukrh gSA ;kstuk osQ vUrxZr p;fur fo|ky; dks lhlhvkjVh lkaLÑfrd Dyc pykus gsrq ` 7500@& dh foÙkh; lgk;rk nh tkrh gSA o\"kZ 2017&18 osQ nkSjku igys ls dk;Zjr 137 lkaLÑfrd Dyc osQ vykok 148 u;s lkaLÑfrd Dyc [kksys x,A orZeku esa 26 jkT;ksa@ la?k'kkflr {ks=kksa esa fofHkUu LowQyksa esa 285 lkaLÑfrd Dyc pyk, tk jgs gSaA ifjlaokn lkaLÑfrd lzksr ,oa çf'k{k.k osQUæ] lkaLÑfrd ,oa 'kSf{kd fodkl osQ lHkh {ks=kksa osQ dkfeZdksa osQ lrr çf'k{k.k dh vko';drk ij cy nsrs gq,] lkaLÑfrd thou esa yksxksa dh Hkkxhnkjh dks çksRlkfgr djus osQ fy, çf'kf{kr dkfeZdksa osQ fy, LowQyksa esa lkaLÑfrd f'k{kk fo\"k; ij ifjlaokn vk;ksftr djrk gSA ifjlaokn esa eq[;r% ft+yk f'k{kk vf/dkjh] ç/kkukpk;Z rFkk gsMekLVj izfrHkkfxrk djrs gSaA ifjlaoknksa dk mn~ns'; • çfrHkkfx;ksa esa lkaLÑfrd lzksr ,oa çf'k{k.k osQUæ osQ y{; mn~ns';ksa dh le>nkjh fodflr djuk • lkaLÑfrd f'k{kk dh vko';drk osQ çfr le>nkjh iSnk djuk • lkaLÑfrd lzksr ,oa çf'k{k.k osQUæ osQ dk;ZØeksa osQ fØ;kUo;u gsrq çfof/;ksa dk fodkl djuk • LowQyh f'k{kk dh lq/kj çfØ;k esa jkT; Lrj ij ç'kkldksa dks lfEefyr djuk • Nk=kksa@Nk=kkvksa osQ O;fDrRo osQ lok±xh.k fodkl osQ fy, f'k{kk dh egÙkk osQ fo\"k; esa tkx`fr mRiUu djuk • LowQyksa esa çf'k{k.k dk;kZUo;u gsrq çfriqf\"V izkIr djuk o\"kZ 2017&18 oQs nkjS ku lhlhvkjVh }kjk 'kfS {kd i'z kkldkas oQs fy, uhps fn, x, C;kjS s oQs vulq kj ^LoQw ykas eas lkLa Ñfrd f'k{kk dk lnq <` h+ dj.k* fo\"k; ij jk\"Vhª ; Lrj ij 02 rFkk jkT; Lrj ij (jktLFkku e)as 01 ifjloa kn dk vk;kts u fd;k % Øe la- vof/ LFkku izfrHkkfx;ksa dh la[;k 1. 01 ls 03 tuw ] 2017 mn;ijq ] jktLFkku 28 2. 28 ls 30 fnlEcj] 2017 ubZ fnYyh 35 3. 23 ls 25 iQjojh] 2018 ubZ fnYyh 23 oQq y 86 43

Annual Report 2017-18 Project “Sanskriti” at Varanasi Project Sanskriti is an initiative of Ministry of Culture in developing/establishing of Interpretation Centers in Education Institutions in Varanasi envisioned by Hon’ble Prime Minister. In his speech in Varanasi on December 25, 2014, he stressed the need for developing some schools and colleges in Varanasi in a way that they have mastery over any Iuminary of Varanasi or over any theme regarding the heritage of Varanasi. To translate the concept, an exercise was done in collaboration with State Education Department (Varanasi Mandal), 32 educational institutions have been chosen to implement the Pilot Project. Nine organizations under the Ministry of Culture have been assigned the job to handhold the educational institutions. The CCRT has been shouldering the responsibility for establishing/developing ten Interpretation Centres in ten different schools located across Varanasi, U.P. The details of the Ten Interpretation Centres are as follows: SI. Name of the Educational Institutions Theme of the Interpretation Centres No. 1. Nivedita Shiksha Sadan Balika Inter College, Varanasi Rani Laxmibai 2. Gangapur Inter College, Gangapur, Varanasi Dr. Sampoornanand 3. Mahamana Malviya Inter College, Bachchav, Varanasi Pt. Mahamana Madan Mohan Malviya 4. Bharatiya Shiksha Mandir Inter College, Englishia Swami Karpatri Ji Line, Varanasi 5. C.M. Anglo Bengali Inter College, Bhelupur, Varanasi Sant Chintamani Mukherjee 6. Radha Kishori Rajkiya Balika Inter College, Ramnagar, Kashi Naresh Varanasi 7. Rajkiya Balika Inter College, Maldahiya, Varanasi Shri Lal Bahadur Shastri 8. National Inter College, Pindara, Varanasi Dr. Vidya Niwas Mishra 9. Gurunanak Khalsa Inter College Gurubagh, Varanasi Sant Ravidas 10. Vivekanand Abhinav Shikshan Sansthan, Lohatia, Swami Vivekananda Varanasi • Workshop on ‘Creative Activities’ at 09 Interpretation Centres of CCRT in Varanasi, Uttar Pradesh from November 06- 15, 2017 was organized. 2100 students of 09 Interpretation Centres participated and learnt Theatre, Learning Songs in National Languages, Story Telling and Crafts like Madhubani Painting, Rangoli, Tie & Dye, Pottery, Sikki Grass, Beads Work, Mask Making, Macrame, Warli Painting, Natural Waste in this programme. • Workshop on ‘Creative Activities’ for 21 students and 08 teachers of Nivedita Shiksha Sadan Balika Inter College and Uday Public School, Varanasi from December 27-30, 2017 was organized. • Workshop on ‘Creative Activities’ at 10 Interpretation Centres of CCRT in Varanasi, Uttar Pradesh from January 16-18, 2018 was organized. 1074 students of 10 Interpretation Centres participated and learnt Theatre, Classical Dances, Art of Story Telling and Creative Writing in this programme. • 900 Students of 7 Interpretation Centres of CCRT in Varanasi participated in the programme organized on March 12, 2018 during the visit of Hon’ble French President and Hon’ble Prime Minister of India in Varanasi. 100 girls from Nivedita Shiksha Sadan Balika Inter College gave a performance of dance on ‘Swachhata Geet”. 44

okjk.klh eas ¶lLa Ñfr¸ uked ifj;kts uk okf\"kZd fooj.k 2017-18 ekuuh; i/z kue=a kh dh njw nf` \"V okyh ¶lLa Ñfr¸ uked ifj;kts uk lLa Ñfr e=a kky; dh ,d ,ls h igy g]S ftleas okjk.klh eas 'kfS {kd lLa Fkkukas oQs O;k[;k&oQs Unz fodflr@LFkkfir djuk gAS ekuuh; i/z kue=a kh us okjk.klh eas 25 fnlca j] 2014 dks vius Hkk\"k.k eas LoQw ykas rFkk dkyW ts kas dks bl idz kj ls fodflr ,oa LFkkfir djus ij cy fn;k Fkk fd ;s f'k{k.k lLa Fkku okjk.klh oQs fdlh ,d {k=s k vFkok fojklr ls lca fa /r fo\"k; fo'k\"s k eas xgu tkudkjh j[kAas bl voèkkj.kk dks lkFkdZ :i nus s oQs fy, jkT; f'k{kk foHkkx (okjk.klh eMa y) dh lgHkkfxrk ls ,d i;z kl fd;k x;k ftleas ikbyV (ikz ;kfs xd) ifj;kts uk dks ykxw djus oQs fy, 32 'kfS {kd lLa Fkkvkas dk p;u fd;k x;kA lLa Ñfr e=a kky; us 'kfS {kd lLa Fkkvkas ls lia dZ cukus oQs fy, vius v/hu 09 lLa Fkkvkas dks ;g dk;Z lkiaS kA lhlhvkjVh dks ijw s okjk.klh] mÙkj inz 's k oQs fofHkUu LoQw ykas eas nl O;k[;k oQs Unkz as dh LFkkiuk@fodkl djus dh ftEens kjh lkiaS h xbZ gAS bu nl O;k[;k&oQs Unkz as dk fooj.k bl idz kj g%S Øe la- 'kSf{kd laLFkkvksa osQ uke laidZ osQUnzksa dh fo\"k; oLrq 1- 2- fuosfnrk f'k{kk lnu ckfydk bUVj dkWyst] okjk.klh jkuh y{ehckbZ 3- 4- xaxkiqj bUVj dkWyst] xaxkiqj] okjk.klh MkW- lEiw.kkZuan 5- 6- egkeuk ekyoh; bUVj dkWyst] cPpko] okjk.klh ia- egkeuk enu eksgu ekyoh; 7- 8- Hkkjrh; f'k{kk eafnj baVj dkWyst] baxfyf'k;k ykbu] okjk.klh Lokeh djik=kh th 9- 10- lh-,e- ,aXyks caxkyh baVj dkWyst] Hksywiqj] okjk.klh lar fparkef.k eq[kthZ jkèkk fd'kksjh jktdh; ckfydk baVj dkWyst] jkeuxj] okjk.klh dk'kh ujs'k jktdh; ckfydk baVj dkWyst] eynfg;k] okjk.klh Jh yky cgknqj 'kkL=kh us'kuy baVj dkWyst] fiaMkjk] okjk.klh MkW- fo|kfuokl feJ xq# ukud [kkylk baVj dkyst] xq#ckx] okjk.klh lar jfonkl foosdkuan vfHkuo f'k{k.k laLFkku] yksgfV;k] okjk.klh Lokeh foosdkuan 06 ls 15 uoEcj] 2017 rd okjk.klh] mÙkj izns'k esa lhlhvkjVh osQ 09 O;k[;k osaQnzksa ij l`tukRed xfrfof/;ksa ij dk;Z'kkyk vk;ksftr dh xbZA 09 O;k[;k osaQnzksa osQ 2100 Nk=kksa us fFk,Vj] jk\"Vªh; Hkk\"kkvksa esa xhr lh[kus] dFkk&dFku vkSj f'kYi tSls&e/qcuh isafVax] jaxksyh] VkbZ ,aM MkbZ] dqEgkjh dyk] flDdh ?kkl] eksrh ooZQ] eq[kkSVk&fuekZ.k] >kyj] ojyh isafVax] izkÑfrd vif'k\"V esa Hkkx fy;k vkSj bl dk;ZØe esa lh[kkA 27 ls 30 fnlEcj] 2017 rd fuosfnrk f'k{kk lnu ckfydk baVj dkWyst vkSj mn; ifCyd LowQy] okjk.klh osQ 08 f'k{kdksa o 21 Nk=kksa osQ fy, l`tukRed xfrfof/;ksa ij dk;Z'kkyk vk;ksftr dh xbZ FkhA 16 ls 18 tuojh] 2018 rd ls mÙkj izns'k osQ okjk.klh esa lhlhvkjVh osQ 10 O;k[;k osaQnzksa ij l`tukRed xfrfof/;ksa ij dk;Z'kkyk vk;ksftr dh xbZ FkhA 10 O;k[;k&osaQnzksa osQ 1074 Nk=kksa us bl dk;ZØe esa jaxeap u`R;] 'kkL=kh; u`R;] dFkk&dFku dh dyk vkSj jpukRed ys[ku&dyk esa Hkkx fy;k vkSj lh[kkA okjk.klh esa lhlhvkjVh osQ 7 O;k[;k osQanzksa osQ 900 Nk=kksa us ekuuh; izQkalhlh jk\"Vªifr vkSj Hkkjr osQ ekuuh; iz/kuea=kh dh ;k=kk osQ nkSjku 12 ekpZ] 2018 dks vk;ksftr dk;ZØe esa Hkkx fy;kA fuosfnrk f'k{kk lnu ckfydk baVj dkWyst dh 100 yM+fd;ksa us ^LoPNrk xhr* ij u`R; dk izn'kZu fd;kA 45

Annual Report 2017-18 Virasat - Cultural Festival The three day Cultural Festival- ‘Virasat-Kamaladevi’ was organised from February 23 to 25, 2018 at CCRT, New Delhi. The festival commenced with the delivery of 8th Kamaladevi Chattopadhyay Memorial Lecture (KCML) by Smt. Jaya Jaitly titled “Towards a Renaissance of India’s Crafts” on February 23, 2018. In her lecture, Jaya Jaitly talked about disconnect between technology and the arts. She hinted at how technology can be honed for dissemination and promotion of arts amongst various other issues. Next day, the theatrical performance “Nandan Katha” was presented by Natyakulam Sansthan, Jaipur. The play was performed by 30 blind children raising the sensitive issue of discrimination against divyang children by their own family members as well as society. The need for imparting skills and enabling them to lead a dignified life was highlighted. The play was written and directed by Shri Bharat Ratna Bhargav and it gained immense appreciation from the audience. On February 25, 2018, the Virasat - Kamaladevi Cultural Festival Disseminating cultural wealth Imbibing and practicing the elements of theatre Bridging cultural barriers finale of the festival, \"Meera\" mono act written, choreographed and acted by Smt. Vidyahari Deshpande left the audience spell bound. It was a coherent well etched portrait that focussed on Meera's reformist persona. Vidyahari sang well known dohas and bhajans to the accompaniment of music which involved a great deal of planning and practice. National Institute of Cultural and Heritage Management (NICHM) The need for innovative cultural management within the cultural sector as well as conversations around cultural policy, the creative industries and their possible role in the cultural regeneration of cities amongst other things has become crucially important in India today. Under Centrally Sponsored New Plan Scheme, document of the Ministry of Culture for 12th Five Year Plan period, starting of National Institute of Cultural and Heritage Management (NICHM) had been recognised. The Ministry of Culture took this initiative by assigning CCRT the task of carrying out this Project/Scheme by making it the Nodel Agency for implementation. A training programme entitled “Management of Cultural Resources: Trends and Nascent Developments” for the Librarians/ Library Professionals was organised at CCRT headquarters, New Delhi from January 4 to 8, 2018 in which 57 Librarians/Library Professionals from 09 different states participated. 46

fojklr & lkLa Ñfrd mRlo okf\"kZd fooj.k 2017-18 rhu fnolh; lkaLÑfrd egksRlo& ^fojklr&deyknsoh* dk vk;kstu 23 ls 25 iQjojh] 2018 rd lhlhvkjVh] ubZ fnYyh esa fd;k x;k FkkA ;g mRlo 8osa deyknsoh pV~Vksikè;k; Le`fr O;k[;ku osQ lkFk 'kq: gqvkA 23 iQjojh] 2018 dks Jherh t;k tsVyh us ^^Hkkjr osQ f'kYi osQ iqutkZxj.k dh vksj** 'kh\"kZd O;k[;ku fn;kA vius O;k[;ku eas] t;k tsVyh us izkS|ksfxdh vkSj dyk osQ chp ledkyhu vyxko osQ ckjs esa ckr dhA mUgksaus crk;k fd fofHkUu eqn~nksa osQ chp dyk osQ izpkj vkSj izlkj osQ fy, rduhd dks oSQls iz;qDr fd;k tk ldrk gSA vxys fnu] t;iqj osQ ukV~;oqQye laLFkku }kjk ^uanu dFkk* ukV~; izLrqfr dh x;hA ,e-,y- JhokLro }kjk nhi izTToyu ^ehjk* dk vfHku; djrha fo|kgjh n's kik.Ms ,e-,y- JhokLro dk oDrO; ;g ukVd 30 izKkp{kq cPpksa }kjk vfHkuhr fd;k x;k Fkk] ftleas vius ifjokj osQ lnL;ksa vkSj lekt }kjk fnO;kax cPpksa osQ f[kykiQ HksnHkko osQ laosnu'khy eqn~ns dks mBk;k x;k FkkA fnO;kax cPpksa dks dkS'ky iznku djus vkSj mUgsa lEekfur thou thus esa l{ke cukus dh vko';drk ij izdk'k Mkyk x;k FkkA ;g ukVd Jh Hkkjr jRu HkkxZo us fy[kk o funsZf'kr fd;k Fkk rFkk bls n'kZdksa ls vR;f/d iz'kalk feyhA 25 iQjojh] 2018 dks bl mRlo dk lekiu ,dy ik=kh; u`R;&ukfVdk ^^ehjk** ls gqvk ftldk ys[ku] u`R; funsZ'ku o vfHku; Jherh fcn~;kgjh ns'kik.Ms }kjk fd;k x;kA fon~;kgjh ns'kikaMs us Jksrkvksa dks vius vfHku; osQ tknw ls ck¡/ fy;kA ;g ,d lqlaxr n`';kadu Fkk tks ehjk osQ lq/kjoknh O;fDrRo ij osaQfnzr FkkA fon~;kgjh us laxhr dh laxr osQ fy, izfl¼ nksgs vkSj Hktu xk,] ftlls vfHku; eas ijaijk dk tqM+ko fn[kk o lh[k feyhA lkLa Ñfrd rFkk fojklr icz /a u dk jk\"Vhª ; lLa Fkku lkaLÑfrd {ks=kksa rFkk laLÑfr uhfr osQ rgr laoknksa osQ v/hu uokpkj lkaLÑfrd izca/u dh vko';drk dks ns[krs gq, Hkkjr esa lfØ; m|ksxksa ,oa 'kgjksa esa mudh laHkkO; Hkwfedk cgqr gh mi;ksxh gks xbZ gSA bl osQUnzhÑr izk;ksftr ubZ ;kstuk osQ rgr lkaLÑfrd rFkk fojklr izca/u osQ jk\"Vªh; laLFkku dh 12oha iapo\"khZ; vof/ osQ fy, laLÑfr ea=kky; osQ nLrkostksa dks vfHkysf[kr djus osQ fy, ekU;rk iznku dh xbZ FkhA laLÑfr ea=kky; us lkaLÑfrd lzksr ,oa izf'k{k.k osQUnz dks uksMy ,tsalh osQ :i esa 'kkfey djrs gq, ;g ifj;kstuk@dk;Z vius gkFk esa fy;k gSA ykbczsfj;u@iqLrdky; xq.kKksa osQ fy, ^^lkaLÑfrd lalk/u izca/u% #>ku vkSj uotkr fodkl** uked ,d izf'k{k.k dk;ZØe 4 ls 8 tuojh] 2018 rd lhlhvkjVh eq[;ky;] ubZ fnYyh esa vk;ksftr fd;k x;k Fkk ftlesa 9 fofHkUu jkT;ksa ls 57 iqLrdky;kè;{kksa@ iqLrdky; xq.kKksa us Hkkx fy;kA 47

Annual Report 2017-18 Extension Services and Community Feedback Programme The CCRT believes in the fundamental value of enabling all children, young people and the community at large to experience and access a diverse range of creative and cultural activities because this • brings intrinsic pleasure and benefits; • raises their aspirations; • improves their academic achievements and skills; • unlocks their imaginations, and • brings about lasting improvements in the quality of their lives. The CCRT organizes a variety of educational activities for school students and children studying in non-formal schools run by voluntary organizations under its Extension Services and Community Feedback Programme. The activities include: • Educational tours to Monuments Museums Art Galleries Zoological Parks/Gardens Craft Centres Theme based special exhibitions • Workshops on learning crafts using low cost locally available resources; • Camps on Conservation of the Natural and Cultural Heritage; • Lectures and demonstrations by artists and experts on various art forms; • Demonstrations by artists and craft persons in schools and colleges; • Slide-presentation supplementing class-room teaching; • Workshops for children in resettlement and basti colonies; • Workshops for specially challenged students; • Workshops on Puppetry in Education A Summer Workshop on “Creating an Awareness of Art and Culture’ was organized in the premises of the CCRT at New Delhi from May 18-28, 2017 in which 256 children participated at the CCRT Headquarter, New Delhi. Some of the creative activities such as Classical & Folk Dances, Art of Film Making, Theatre in Education, Creative Puppetry, Songs in National Languages, Aesthetics in Photography, Art of Story Telling, Calligraphy, Nature Painting and Crafts like, Pottery, Papier Mache, Tie and Dye, Book Binding, Macrame, Beads Work, Solapith, Flower Making, Sikki Grass, Sanjhi Craft, Soft Toys, Toys of Natural Waste, Madhubani Painting and Warli Painting etc. were taught during the Workshop. • Workshop on ‘Swachhagraha’ was organized in CCRT premises, New Delhi on September 16, 2017. 110 B.Ed. students of Guru Nanak B.Ed College of Education, Shahdara, New Delhi participated and learnt Theatre, Mime, Madhubani Painting, Warli Painting, Wall Decoration and Rangoli in this programme. Learning together Students showing interest in learning 48

foLrkj lsok rFkk leqnk; iqufuZos'k dk;ZØe okf\"kZd fooj.k 2017-18 lhlhvkjVh cqfu;knh ewY;ksa esa fo'okl j[krk gS vkSj blh lksp osQ rgr cPpksa] ;qokvksa ,oa leqnk; osQ yksxksa dks fofo/ jpukRed xfrfof/;ksa ls ifjfpr djkus esa lgk;rk djrk gS] ftlosQ dkj.k % Ÿ mUgsa xgjk vkRe&lq[k ,oa ykHk izkIr gksrs gSaA Ÿ mudh egÙokdka{kk esa o`f¼ gksrh gSA Ÿ mudh vdknfed miyfC/;ksa rFkk dkS'kyksa esa lq/kj gksrk gSA Ÿ mudh dYiukvksa dks ewrZ :i feyrk gS vkSj Ÿ muosQ thou Lrj esa fpj LFkk;h lq/kj gksrk gSA vukSipkfjd fo|ky;ksa esa i<+us okys cPpksa rFkk LowQyh cPpksa osQ fy, fofo/ 'kSf{kd xfrfof/;k¡ vk;ksftr djrk gSA bu xfrfof/;ksa dk fooj.k bl çdkj gS % Ÿ 'kSf{kd Hkze.k & Ÿ Lekjd Ÿ dyk ohfFk;k¡ Ÿ f'kYi osQUnz Ÿ laxzgky; Ÿ çkf.k&m|ku@cxhps Ÿ fo\"k;&oLrq osQfUær fof'k\"V çn'kZfu;k¡ Ÿ LFkkuh; :i ls de dher okys lalk/uksa dk mi;ksx djrs gq, f'kYi lh[kus ls lacaf/r dk;Z'kkykA Ÿ çkÑfrd rFkk lkaLÑfrd fojklr osQ laj{k.k ij f'kfojA Ÿ fofo/ dyk&:iksa ij dykdkjksa rFkk fo'ks\"kKksa }kjk O;k[;ku rFkk çn'kZuA Ÿ fo|ky;ksa vkSj dkWystksa esa dykdkjksa rFkk f'kfYi;ksa }kjk O;k[;ku&çn'kZuA Ÿ d{kk&f'k{k.k osQ iwjd :i esa LykbM&O;k[;kuA Ÿ iquokZl ,oa cLrh dkWyksuh osQ cPpksa osQ fy, dk;Z'kkyk,¡A Ÿ fo'ks\"k :i ls l{ke Nk=kksa@Nk=kkvksa osQ fy, dk;Z'kkyk,¡ ,oe~ Ÿ f'k{kk esa iqryh dyk ij dk;Z'kkyk,¡A 18 ls 28 ebZ] 2017 rd lhlhvkjVh] eq[;ky;] ubZ fnYyh esa ¶dyk vkSj laLÑfr osQ izfr tkx`fr dk l`tu¸ fo\"k; ij ,d xzh\"edkyhu dk;Z'kkyk dk vk;kstu fd;k x;kA lhlhvkjVh eq[;ky;] ubZ fnYyh esa oqQy 256 cPpksa us Hkkx fy;kA dk;Z'kkyk osQ nkSjku oqQN jpukRed xfrfof/;ksa osQ ckjs esa tkudkjh nh xbZ] tSls&'kkL=kh; ,oa yksd u`R;] fiQYe fuekZ.k dyk] f'k{kk esa ukV~;] jpukRed iqryhdyk] jk\"Vªh; Hkk\"kkvksa osQ xhr lh[kuk] Nk;kadu esa lkSan;Z'kkL=k] dFkk&dFku dh dyk] lqys[k] izÑfr fp=k.k rFkk f'kYi tSls dqEgkjh dyk] isij es'ks] VkbZ ,s.M MkbZ] ftYnlkt+h] eSØse] eksrh dk;Z] 'kksykihFk] iwQy cukuk] flDdh ?kkl] lk¡>h f'kYi] lkWÝV Vk;t+] izkÑfrd vof'k\"V osQ f[kykSus] e/qcuh isafVax] oyhZ isafVax vkfnA Ÿ ^LoPNkxzg* ij lhlhvkjVh] ubZ fnYyh ifjlj esa 16 flracj] 2017 dks dk;Z'kkyk vk;ksftr dh x;hA xq# ukud ch-,M- dkWyst] 'kkgnjk] ubZ fnYyh osQ 10 ch-,M- Nk=kksa us blesa Hkkx fy;k rFkk fFk,Vj] eq[kkSVk] e/qcuh isafVax] ojyh isafVax] nhokj fp=k.k o jaxksyh bl dk;ZØe esa lh[kkA dyk% dYiuk vkSj ;FkkFkZ dk lfEeJ.k dyk ls cky eu dk fodkl 49