Department of
PERFORMING-ARTS,-THEATRE-STUDIES-AND-MUSIC






Syllabus for
Bachelor of Arts (Performing Arts, English, Psychology)
Academic Year  (2020)

 
1 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
ENG121 ENGLISH - I 3 2 100
EST131 BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN 5 4 100
FRN121 FRENCH 3 3 100
HIN121 HINDI 3 3 50
KAN121 KANNADA 3 03 100
PEP131P INTRODUCTION TO DANCE, MUSIC AND THEATRE 6 4 100
PEP151 BHARATHANATYAM 6 2 100
PSY131 BASIC PSYCHOLOGICAL PROCESSES - I 5 5 100
SAN121 SANSKRIT 3 3 100
TAM121 TAMIL 3 3 100
2 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
ENG221 ENGLISH - II 3 2 100
EST231 BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT 5 4 100
FRN221 FRENCH 3 3 100
HIN221 HINDI 3 3 50
KAN221 KANNADA 3 03 100
PEP231P DYNAMICS OF DANCE, MUSIC AND THEATRE 6 4 100
PEP251 CARNATIC MUSIC 6 2 100
PSY231 BASIC PSYCHOLOGICAL PROCESSES - II 5 5 100
SAN221 SANSKRIT 3 3 100
TAM221 TAMIL 3 3 100
3 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH 3 3 100
ENG321 ENGLISH-III 3 3 100
EST331 AMERICAN LITERATURES 5 4 100
FRN321 FRENCH 3 3 100
HIN321 HINDI 3 2 50
KAN321 KANNADA 3 03 100
PEP331AP REPRESENTATIONS OF BHARATHANATYAM 6 4 100
PEP331BP TERMS AND CONCEPTS IN CARNATIC MUSIC 6 4 100
PEP331CP INDIAN THEATRE 6 4 100
PEP351 PLAYBACK THEATRE 4 2 100
PEP381 FIRST INTERNSHIP 6 2 100
PSY332 SOCIOCULTURAL FOUNDATIONS OF BEHAVIOR 5 5 100
PSY352 PERSONAL GROWTH 2 2 50
4 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH 3 3 100
ENG421 ENGLISH-IV 3 3 100
EST431 INTRODUCTION TO LITERARY THEORY 5 4 100
FRN421 FRENCH 3 3 100
HIN421 HINDI 3 2 50
KAN421 KANNADA 3 03 100
PEP431AP HISTORY OF BHARATHANATYAM 6 4 100
PEP431BP EVOLUTION OF CARNATIC MUSIC 6 4 100
PEP431CP EVOLUTION OF INDIAN THEATRE - 1950 ONWARDS 6 4 100
PEP451 ART ENTREPRENUERSHIP 5 2 100
PSY432 LIFE SPAN DEVELOPMENT 5 5 100
PSY452 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS 2 2 50
5 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST531 POSTCOLONIAL LITERATURES 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS 5 4 100
PEP531A RASA AND BHAVA 5 4 100
PEP531B MUSICAL FORMS IN CARNATIC STYLE 5 4 100
PEP531C BRIEF INTRODUCTION TO EASTERN AND WESTERN THEATRE 5 4 100
PEP551A FORMS OF DANCING 5 4 100
PEP551B KALPITHA SANGEETHAM 5 4 100
PEP551C APPLIED THEATRE 5 4 100
PEP581 SECOND INTERNSHIP 6 2 100
PSY531 ABNORMAL PSYCHOLOGY 4 4 100
PSY533 THERAPEUTIC INTERVENTIONS - I 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I 2 2 50
6 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST631 INTRODUCTION TO WORLD LITERATURES 5 4 100
EST641A CULTURAL STUDIES 4 04 100
EST641B ENGLISH LANGUAGE TEACHING 4 04 100
EST641C INTRODUCTION TO SHORT STORY 4 04 100
EST641D INTRODUCTION TO FILM STUDIES 4 04 100
EST641E ECOLOGICAL DISCOURSES AND PRACTICES 4 4 100
EST641F REVISITING INDIAN EPICS 4 4 100
PEP631A TRADITION AND INNOVATION 5 4 100
PEP631B TALA AND DECORATIVE ANGAS 5 4 100
PEP631C MODERN THEATRE CONCEPTS 6 4 100
PEP651A FORMS OF DANCING - II 5 4 100
PEP651B MANODHARMA SANGEETHAM 5 4 100
PEP651C THEATRE IN PRACTICE 5 4 100
PSY631 POSITIVE PSYCHOLOGY 4 4 100
PSY633 THERAPEUTIC INTERVENTIONS - II 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II 2 2 50
        

  

Assesment Pattern

Theory

CIA I20marks

CIA II -50 marks

CIA III- 20 marks

End Semester Exam- 100 marks

 

Practical

End Semester Exam – 100 marks

Examination And Assesments

Theoretical courses are examined through relevant tasks that ask students to demonstrate their individual, cumulative understandings of the syllabus content taught throughout the semester.

Practical courses are examined through various performance-based tasks that require students to demonstrate various combinations of individual fine-motor skills taught throughout the semester.

Both theoretical and practical tasks are assessed using rubrics that break each task down into their component criteria.

Department Overview:
The Department of Performing Arts was established in 2010 with the vision of providing ?Integrity through Aesthetic performance?. Its mission is to inspire and mentor the birth and sustained growth of artists who, through cultural ethos, will embody respect, humanity and discipline. The primary aim of the programme is not to make students experts in one art form or the other, but introduce them to the possibilities with art and to help them get an integrated sense of art. The department has more than 150 students who are guided by 5 permanent and 2 guest faculty members. The first batch graduated in the year 2013. At present, the department offers three undergraduate and one postgraduate programmes
Mission Statement:
Vision ?Integrity through aesthetic performance? Mission To inspire and mentor the birth and sustained growth of performance artists who, through cultural ethos, will embody respect, humility and discipline.
Introduction to Program:
The Bachelors in Performing Arts is envisioned for students who have a flair for dance, music and theatre and are looking for structured intervention at the UG level. The programme hopes to give a strong platform for our students to develop a passion for the arts, sharpen their artistic skills and broaden their theoretical base. While the focus will be predominantly within the parameters of dance, music and theatre, other art forms would act as subsidiaries under this three-dimensional approach. The primary aim of the programme is not to make students experts in one art form or the other, but introduce them to the possibilities with art and to help them get an integrated sense of art. It is desirable that every students continues to work under an artist/group in one art form or the other outside curriculum, towards long term development. As of now, the Performing Arts papers will function alongside of English and Psychology as a part of a triple-major combination. This combination will hopefully give linguistic, literary and psychological insights to the students. Since there is scope for accommodating only one paper from all the three fields in each of the first two semesters, the second year is conceptualized in a form where the students can choose an area of specialization in one of the three art forms- dance, music or theatre, through the elective option. However, they need to stick on to the same specialized area until the last semester. In the third year, they shall
Program Objective:
Programme Outcomes and Objectives (Arts) PO1. Academic expertise: ? Exhibit knowledge of the discipline ? Identify and explain seminal pieces of work in the area ? Conduct guided academic inquiries in various areas of interest in the chosen discipline ? Apply theoretical notions into practice in different forms PO2.Critical Thinking: ? Recognize the social structures underlying our society ? Identify the implications of the same in our existence ? Analyse and engage with their social surroundings, problematize and raise questions based on academic inquiry ? Take informed actions PO3.Effective Communication: ? Communicate effectively based on the context within which one is operating ? Develop soft skills ? Operate effectively in multicultural spaces PO4. Social Interaction: ? Function as a collaborating member/leader in teams in multidisciplinary settings ? Demonstration of interpersonal intelligence or skills PO5. Effective Citizenship: ? Act with an informed awareness of issues ? Engage in initiatives that encourage equity and growth for all PO6. Ethics: ? Recognize and respect different value systems including one?s own ? Follow the norms of academic integrity ? Take cognizance of the moral implications of our decisions PO7. Environment and Sustainability: ? Demonstrate awareness of local, regional, national, and global needs ? Engage with their socio-cultural contexts along with environmental needs and concerns PO8. Self-directed and Li

ENG121 - ENGLISH - I (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

·         Understand how to engage with texts from various countries, historical, cultural specificities and politics

 

·         Understand and develop the ability to reflect upon and comment on texts with various themes

 

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

 

·         Develop the ability to communicate both orally and in writing for various purposes

 

Unit-1
Teaching Hours:6
language
 

Common errors- subject-verb agreement, punctuation, tense errors 

 

Unit-1
Teaching Hours:6
Unit 1 1. The Happy Prince By Oscar Wilde 2. Shakespeare Sonnet 18
 

Unit-2
Teaching Hours:6
language
 

sentence fragments, dangling modifiers, faulty parallelism,

Unit-2
Teaching Hours:6
unit 2
 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

 

Unit-3
Teaching Hours:6
unit 3
 

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

Unit-3
Teaching Hours:6
language
 

Note taking

Unit-4
Teaching Hours:6
unit 4
 

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

 

2. Poem: Holy Willie's Prayer

By Robert Burns

Unit-4
Teaching Hours:6
language
 

Paragraph writing

Unit-5
Teaching Hours:6
unit 5
 

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

 

Unit-5
Teaching Hours:6
Language
 

Newspaper report

Unit-6
Teaching Hours:6
unit 6
 

1.Long text:My Story- Nicole DeFreece

 

2. short text: Why You Should Never Aim for Six Packs

 

Unit-6
Teaching Hours:6
Language
 

Essay writing

Unit-7
Teaching Hours:6
Language
 

Paraphrasing and interpretation skills

Unit-7
Teaching Hours:6
unit 7
 

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Unit-8
Teaching Hours:3
visual text
 

Visual Text: Before the Flood

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

Addfitional  material as per teacher manual will be provided by the teachers

Evaluation Pattern

CIA 1=20

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2020 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.

 

Course Objectives

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Learning Outcome

Awareness of the production, dissemination and reception of literary material in England across different eras and the contemporary debates and trends they stimulate and cognizance of classical forms, genres and styles of literature

Unit-1
Teaching Hours:5
The Anglo-Saxon Period and The Medieval Period
 

Emergence of English language, History of England from 42 BC to Norman Conquest- salient features

 Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism 

Unit-2
Teaching Hours:20
The Renaissance Period and after
 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Unit-3
Teaching Hours:25
Reformation, Restoration and after
 

Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,

 

Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment 

Unit-4
Teaching Hours:25
Romantic and early Victorian Age
 

Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England 

Text Books And Reference Books:

Chaucer: The Prioress from Prologue to The Canterbury Tales

William Shakespeare:          

Sonnet 116

‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2

‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1

 

Francis Bacon: “Of Truth”

John Donne: “Canonization”

 

John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost

John Dryden:  First three stanzas of “Mac Flecknoe”

Alexander Pope: Belinda’s Boudoir from The Rape of the Lock

Addison and Steele: “Character of Will Wimble”

Oliver Goldsmith: “Beau Tibbs”

 

Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus 

William Wordsworth: “Lines Written in Early Spring”

S.T. Coleridge: “Christabel”

Shelley: “Ode to the Westwind”

Keats: “La Belle Dame Sans Merci”

Charles Lamb: “Dream Children”

Mary Shelley: Frankenstein

Essential Reading / Recommended Reading

Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print.

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print.

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print

Sampson, George.The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print

 

Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print

Evaluation Pattern

CIA I

  1. group presentations on topics relevant to British literature/Art and literary movements
  2. an exhibition/display based on different eras, movements and literary and non-literary genres

 

CIA III will be a moddle test on the Novel

 

These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.

 

Mid Semester Examination CIA II: 2 Hours

 

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

 

Total: 50 Marks

 

End Semester Examination: 3 Hours

 

Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

 

 

Total: 100 Marks

FRN121 - FRENCH (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

French as second language for the UG program

Learning Outcome

Enhancement of linguistic competencies and sharpening of written and oral communicative skills.

 

Unit-1
Teaching Hours:5
Chapter 1- I Discover
 

Lesson 1: Good Morning, How are you?

Unit-2
Teaching Hours:5
Chapter 1 - I discover
 

Lesson 2: Hello, My name is Agnes.

Unit-3
Teaching Hours:5
Chapter 2- Culture : Physical and Political france
 

Lesson 1: Who is it?

Unit-4
Teaching Hours:5
Chapter 2- Culture: Physical and Political France
 

Lesson 2: In my bag , I have......

Unit-5
Teaching Hours:5
Les Fables de la Fontaine
 

1. La cigale et la fourmis

Unit-6
Teaching Hours:5
Visual Text
 

A French Film 

Unit-7
Teaching Hours:5
Chapter 3- Viideo Workshop: He is cute!
 

Lesson 1 : How is he?

Unit-8
Teaching Hours:5
Les Fables de la Fontaine
 

2. Le renard et le corbeau

Unit-9
Teaching Hours:5
Chapter 3- Video Workshop: He is cute
 

Lesson 2: Hello?

Text Books And Reference Books:

1.      Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 

2.      De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668

 

Essential Reading / Recommended Reading

1. Thakker, Viral. Plaisir d’écrire. New Delhi : Langers International Pvt. Ltd., 2011

2. French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

 

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignment & MOODLE Testing (Quiz)

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Role Play / Theatre and DELF Pattern: Reading & Writing

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

 

HIN121 - HINDI (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves:

  • to impart the knowledge of poetics
  • to acquire translation skills
  • to expose students to veriety of texts to interact with them
  • to help students develop a taste to appreciate works of literature through the organisation of language
  • to help students understand the relationship between the world around them and the text
  • to improve their oral and written skills
  • to expose them to the world of music

Learning Outcome

Students will be exposed to the world of poetry and Music. Through translation and cultural studies, students can understand different languages, literature and culture. Grammar portions will help the students to develop their language proficiency.

Unit-1
Teaching Hours:20
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
 

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

 

Level of knowledge: Analytical

 

Unit-2
Teaching Hours:10
Translation-Theory and Practice
 

                                                                                            

                                      

                                          

                                           

         

Translation-Practice                English to Hindi and vice- versa.

Unit-3
Teaching Hours:10
Bharath ki pramukh sanskruthic kalayen-
 

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Unit-4
Teaching Hours:5
Hindusthani Sangeeth-parampara evam pramukh kalakar
 

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

Text Books And Reference Books:

  1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.
Essential Reading / Recommended Reading

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

                                                                 

Evaluation Pattern

CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

KAN121 - KANNADA (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

Selections from Old Kannada, Medieval Kannada and Modern Kannada Literature are introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the students Language and Communication skills, and also their critical and analytical skills.  This will help them to enhance their social sensitivity.  

Learning Outcome

  • Develops analytical and critical bent of mind to compare and analyse the various literature they read and discuss in class.
  • Develops a more humane and service oriented approach to all forms of life around them.
  • Ability to communicate effectively in speech and in writing.
  • Ability to use better language to communicate effectively.

Unit-1
Teaching Hours:20
Old , Medieval and Modern Kannada Literature
 

1. Raghavanka- Harishchandra Kavya. Selected chapter( Purada Punyam Purusha Roopinde Pooguthide) 

2. Vachanas- Devara Dasimayya, Basavanna, Akkamahadevi, Aydakki Lakkamma, Gajesha Masanaiah.

    Keerthanegalu: Purandaradasa, Kanakadasa

3. Modern Kannada poetry: Mumbai Jataka, Kari Heggadeya Magalu

Unit-2
Teaching Hours:15
Prose- Selected Short Stories
 

1. Dheera Kumara- A Folk tale

2. Mandannana Marriage- (An episode in Novel Karvalo) K. P. Poornachandra Tejaswi

3. Gili Kathe-(Translation) -  Ravindranath Tagore

Unit-3
Teaching Hours:10
Grammar- Folk Art forms
 

1. Differences in Prounounciation ( L-l) (A-H) 

2. Change of meanings

3. Report Writing

4. Folk Art forms of Karnataka ( Dollu Kunitha, Pooja Kunitha, Goravara Kunitha, Patada Kunitha ) 

Text Books And Reference Books:

       1. Adipurana- Pampa

       2. Yashodhara Charite- Janna

       3. Harishchandra Kavya- Raghavanka

       4. Shree Sahitya- B M Shreekantaiah

       5. Janapada Kathegalu- Jee sham paramashivaiah

Essential Reading / Recommended Reading

1. Pampa Ondu Adhyayana- G S Shivarudrappa

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

4. Kanakadasa- Basrur Subba Rao

5. Samagra Kannada Sahitya Charithre- Ed. G.S Shivarudrappa

 

 

Evaluation Pattern

CIA-1 Written Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

PEP131P - INTRODUCTION TO DANCE, MUSIC AND THEATRE (2020 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:6
Max Marks:100
Credits:4

Course Objectives/Course Description

 

: In this course the students will be introduced to the basic concepts of Bharatanatyam, Carnatic Music and Theatre to provide them with a clear overview of the three fields that they will be studying in the duration of this programme.

Objectives:

·         To give a strong base in the respective areas of dance, music and theatre.

·         To expose them to the terms and practices in the field.

·         To get an insider’s perspective of the field.

Learning Outcome

: Introductory knowledge about the field

Unit-1
Teaching Hours:25
Natyotpatti
 

·        The Origin of Dance as per the Natya Sastra of Bharatha Muni

Unit-1
Teaching Hours:25
Origin and development of Bharathanatyam
 

·         

Unit-1
Teaching Hours:25
Introduction to Bharathanatyam - Introduction to Indian classical dance forms
 

  Bharatanatyam

·         Kathak

·         Kathakali

·         Kuchipudi

·         Manipuri

·         Mohiniattam

·         Odissi

·         Sattriya

 

 

Introduction to the eight classical dance forms in terms of origin, history, technique, repertoire, costume and make up and accompaniments.

 

 

 

Unit-1
Teaching Hours:25
Fundamental Technical forms
 

Natya

·         Nritta

·         Nritya

·         Adavu

·         Korvai

·         Jathi

·         Sollukettu

·         Nattuvangam

·         Tandava

·         Lasya

Definitions and the understanding of the terms in brief.

Unit-1
Teaching Hours:25
Shlokas
 

·         AsamyuthaHastas – Single Hand Gestures – From Pataka to Trishula

·         SamyuthaHastas – Double Hand Gestures – From Anjali to Avahita

Unit-1
Teaching Hours:25
Notations
 

·         Structure of Adi Taala and Rupaka Tala

·         Tala notations for the Adavus

 

Unit-2
Teaching Hours:25
Musical instruments and their classification in general
 

Classification of instruments like Thadha, Avanatha, Sushira and Gana vadyas.

Explanation and examples of each category.

Unit-2
Teaching Hours:25
Technical Terms
 

·         Nada

·         Swara

·         Swarasthana

·         Shruthi

·         Arohana, Avarohana

·         Sthayi

·         Kala

·         Akshara Kala

·         Avartha

·         Prakriti Swara

·         Vikriti Swara

·         Shadangas

·         Dhatu, Matu

·         Poorvanga, Uttaranga

 

The detailed explanation of each term with types and examples.

Unit-2
Teaching Hours:25
Introduction to Carnatic Music- Brief history of Carnatic Music with special reference to Shri Purandara Dasa
 

Study of Musical form and Biography of Purandaradasa.

Geetham, Jathiswaram,Swarajathi, Varnam, Keerthana, Krithi, Keerthana, Padam Javali, Thillana

Unit-2
Teaching Hours:25
Description of Saptha talas and the 35 variant talas
 

The names of the seven talas, angas, symbols, akshara kalas and jathis.

Unit-2
Teaching Hours:25
Brief knowledge of the following ragas:
 

·         Mayamalavagowlai

·         Malahari

 

Arohana, avarohana of the raga, its essential features, raga sancharas and famous compositions in the raga.

Unit-2
Teaching Hours:25
Practical
 

·         SwaravaliVarisai

·         JantaiVarisai

·         HechusthyaiVarisai

·         DhatuVarisai

·         Sapta tala alankaras.

The above mentioned preliminary lessons done in Mayamalavagoula raga, set to adi tala.

Unit-3
Teaching Hours:25
Moving
 

Warming Up –Isolating – Centering – Expressing – Using Pantomime – Creating Illusions – Creating Mime 

 

Unit-3
Teaching Hours:25
Speaking
 

Warming up – Breathing – Articulating – Projecting – Expressing

Unit-3
Teaching Hours:25
Facing the audience
 

Over coming fear – Relaxing Physical Tension – Relaxing Mental Tension

Unit-3
Teaching Hours:25
Imagining
 

Sensing – Imagining Sensations – Imagining Situations – Improvising 

Text Books And Reference Books:

Dance:

 Devi, R. (2002). Dance dialects of India. Delhi: MotilalBanarsidass.

 

Venkataraman, L., &Pasricha, A. (2002). Indian classical dance: tradition in transition. New Delhi: Roli Books.

 

Eshwar, J. (2010). Bharatanatyam: how to-. Delhi: B.R. Rhythms.

 

Sahai, K. (2003). The story of a dance.Indialog Publications.

 

Rao, K., & Devi, C. (1993). A panorama of Indian dances. Delhi: Sri Satguru Publications.

 

Soneji, D. (2012). Bharatanatyam: a reader. New Delhi: Oxford India Paperbacks.

 

Khokar, A. (2003). Bharatanatyam.Rupa.

 

 

Music:

Sambamoorthy, P. (1966). South Indian music. Madras: Indian Music Pub. House.

Rao, B. D. (1995). Carnatic music composers: a collection of biographical essays. Hyderabad: Triveni Foundation.

Sambamoorthy, P. (1958). South Indian music. Madras: Indian Music Pub. House.

S., P. I. (1982).Gānāmruthabōdhini: sangeethabalapadam. Mylapore, Madras: GanamruthaPrachuram.

Theatre:

Adyarangacharya, Natyashastra.

Avasthī, S. (2008).Performance tradition in India. New Delhi: National Book Trust, India.

Jaina, N. (2007). From the wings: notes on Indian theatre. New Delhi: National School of Drama.–

Metzler, B. (2008). What we do: working in the theatre. West Conshohocken, PA: Infinity Publishing.com.

Miles-Brown, J. (1994). Directing drama. London: Peter Owen.

Gāragī, B. (1966). Folk theater of India. Seattle: University of Washington Press.

Essential Reading / Recommended Reading

 

Dance:

 

 Devi, R. (2002). Dance dialects of India. Delhi: MotilalBanarsidass.

 

 

 

Venkataraman, L., &Pasricha, A. (2002). Indian classical dance: tradition in transition. New Delhi: Roli Books.

 

 

 

Eshwar, J. (2010). Bharatanatyam: how to-. Delhi: B.R. Rhythms.

 

 

 

Sahai, K. (2003). The story of a dance.Indialog Publications.

 

 

 

Rao, K., & Devi, C. (1993). A panorama of Indian dances. Delhi: Sri Satguru Publications.

 

 

 

Soneji, D. (2012). Bharatanatyam: a reader. New Delhi: Oxford India Paperbacks.

 

 

 

Khokar, A. (2003). Bharatanatyam.Rupa.

 

 

 

 

 

Music:

 

Sambamoorthy, P. (1966). South Indian music. Madras: Indian Music Pub. House.

 

Rao, B. D. (1995). Carnatic music composers: a collection of biographical essays. Hyderabad: Triveni Foundation.

 

Sambamoorthy, P. (1958). South Indian music. Madras: Indian Music Pub. House.

 

S., P. I. (1982).Gānāmruthabōdhini: sangeethabalapadam. Mylapore, Madras: GanamruthaPrachuram.

 

Theatre:

 

Adyarangacharya, Natyashastra.

 

Avasthī, S. (2008).Performance tradition in India. New Delhi: National Book Trust, India.

 

Jaina, N. (2007). From the wings: notes on Indian theatre. New Delhi: National School of Drama.–

 

Metzler, B. (2008). What we do: working in the theatre. West Conshohocken, PA: Infinity Publishing.com.

 

Miles-Brown, J. (1994). Directing drama. London: Peter Owen.

 

Gāragī, B. (1966). Folk theater of India. Seattle: University of Washington Press.

 

Evaluation Pattern

·         1. CIA I –Darpan Theatre Festival

·         Performance as a class in the Darpan theatre festival involving aspects of dance, music and theatre.

·         2. CIA II – Mid Semester Examinations

·         This will have two components – Theory (50 marks), Practical (50 marks)

·         Theory: 5 questions to be answered out of 6 – 2 from each unit viz. dance, music, theatre. Practical: Practical exam from the portions covered in class.

·         3. CIA III – Swaraanjali

·         An annual musical event organized by the department which provides a platform for students to learn new musical compositions and perform.

PEP151 - BHARATHANATYAM (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:6
Max Marks:100
Credits:2

Course Objectives/Course Description

 

·         To introduce the students to the basics of Bharatanatyam.

·         To make the students understand the subtle nuances of expression and movement.

Learning Outcome

Confidence to do Bharatanatyam

Unit-1
Teaching Hours:45
PRACTICAL
 

·         Tattadavu – 8

·         Naatadavu – 8

·         Paravaladavu – 4

·         Kudhittamettu adavu – 4

      Pakkadavu – 4

Text Books And Reference Books:

Dance dialects of India – Ragini Devi

2.       Indian Classical Dance Tradition in transition – Leela Venkataraman

3.       Hastha Prayogah – Vocabulary of hand gestures in Bharatanatyam – Jayalakshmi Eshwar

4.       The story of a Dance – Bharatanatyam – Krishna Sahai

5.       Panorama of Indian Dances – Prof. U.S. Krishna Rao and U.K. Chandrabhagadevi

Essential Reading / Recommended Reading

HASTHA PRAYOGAHA- A VOCABULARY HAND GESTURES IN BHARATHANATYAM BY JAYALAKSHMI ESHWAR

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Final Exam

PSY131 - BASIC PSYCHOLOGICAL PROCESSES - I (2020 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. This course will help the learner to learn about

  • The world of Psychology with a brief historical sketch of the science of psychology, multiple perspectives and recent trends in the field.
  • The biological basis of behaiour
  • The fundamental processes underlying human behaviour such as learning, motivation, emotion, personality
  • Ethics in studying human behaviour and using them in academic assignments. Students will have an opportunity to develop skills such as writing, making presentations and using technology for academic purposes and teamwork.

Learning Outcome

By the end of the course the learner will be able to:

  • Explain psychological concepts, including fundamental concepts, principles, theoretical perspectives, overarching themes, and arguments from across a range of psychology content domains like learning, personality, motivation, emotion and consciousness to various situations and contexts.
  • Critically evaluate the different schools of thought in psychology
  • Define the basic biological process that influence behaviour
  • Analyse methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science
  • Write assignments and make presentations demonstrating basic knowledge of APA (American Psychological Association) style.

Unit-1
Teaching Hours:15
History and Schools of Thought
 

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will gain a better appreciation of why contemporary psychology takes the shape it does.

  1. Describe the evolution of psychology and the major pioneers in the field
  2. Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures
  3. Describe the value of psychology and possible careers paths for those who study psychology
Unit-2
Teaching Hours:15
Biological basis of behaviour
 

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function.

  1. The interaction between biological factors and experience
  2. Methods and issues related to biological advances
  3. To develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems.
  4. To develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

Unit-3
Teaching Hours:15
Learning
 
This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasizes the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence.  
 
Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning 
Unit-4
Teaching Hours:15
Personality
 

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed.

  1. Identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power.
  2. Theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive.
  3. Understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science
  4. To develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

Unit-5
Teaching Hours:15
Motivation and Emotion
 

The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion.

  1. Explain motivation, how it is influenced, and major theories about motivation
  2. Describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia
  3. Describe sexual behaviour and research about sexuality
  4. Explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Text Books And Reference Books:

 Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning.

Essential Reading / Recommended Reading

King, L. A. (2010). Experience Psychology. McGraw-Hill.

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

Evaluation Pattern

 CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

SAN121 - SANSKRIT (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam"

Strotra shithya 

Learning Outcome

The students will have exposure for the  style of poetry. Ruthusamhara is the work based on the nature which makes the students to understand about changes in nature

Unit-1
Teaching Hours:30
test
 

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Unit-1
Teaching Hours:35
Ruthusamharam
 

Ruthusamharam

Strotra sahithya 

Unit-2
Teaching Hours:5
Grammar
 

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

Unit-3
Teaching Hours:5
. Language component.
 

language component.

Translation from Sanskrit to english                                                     

Level of Knowledge:  Analytical/. Conceptual

Composition to write in Sanskrit                                                              

Level of Knowledge:  Analytical/. Conceptual

Comprehension in Sanskrit                                                                     

Level of Knowledge:  Analytical/. Conceptual

Text Books And Reference Books:

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

Essential Reading / Recommended Reading

1) Ruthusamharam- Shivaprasad Dvivedi

2) Ruthusamharam- Dr. K . Narayanabhatta

3) sanskrit grammar Translation from English to Sanskrit by M.R.Kale

4) Sanskrt Grammar Kannada version by Hegde. 

Evaluation Pattern

CIA 1  Wikipedia  assignment   Evaluated for 20 marks

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

          End semester   Evaluated for 50 marks

 

TAM121 - TAMIL (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

Learning Outcome

To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20th century and to bring them to the realities of 21st century. They will also learn, on their own, about the nuances of music and a unique aesthetic experience it offers 

Unit-1
Teaching Hours:15
Modern Poetry
 

Poems of Bharathiyar, Bharathidasan and women poets

Unit-2
Teaching Hours:5
Practical Grammar
 

2  Grammar as reflected in the poems

Unit-3
Teaching Hours:15
Contemporary Cultural Issues
 

Prose including reference to contemporary literary issues

Unit-4
Teaching Hours:10
Language Skills
 

Language Skills:  Piramozhichorkal

Text Books And Reference Books:

 

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

 

      published by Kalachuvadu Publications, Nagercoil, 2014

 

 

 

 

Essential Reading / Recommended Reading