CCRT Cultural package upto Puppetry

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CCRT
Dr SAJEENA S
Post-Doctoral Research Fellow (ICSSR)
School of Pedagogical Sciences
Mahatma Gandhi University, Kottayam, Kerala

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Centre for Cultural Resources and
Training (CCRT)
 CCRT is one of the premier institutions working in the field of linking
education with culture.
 Established in 1979, pioneered by Smt. Kamaladevi Chattopadhyay and Dr.
Kapila Vatsyayan, it functions as an autonomous organization under the
aegis of Ministry of Culture, Government of India.
 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.

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4. zCCRT’s main thrust is to
make variety of training
programmes for in-service
teachers, teacher educators,
educational administrators
and students throughout the
country.
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 role of culture in science
and technology, housing,
agriculture, sports i.e. in all
aspects of development and
growth is emphasised.

5. zCCRT has been contributing to the strengthening of the
foundation of the nation by making education culture based and
meaningful.
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.
The CCRT revitalizes the education system by creating an
understanding and awareness among teachers, students and
educational administrators about the plurality of the regional
cultures of India and integrating this knowledge with education.

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 The importance of in-service teachers training was also
stressed. Change in educational system can only be brought
about if the teachers have been trained and prepared to
understand and recognise the need for a changes in the
methodologies of teaching. Since the teacher training is
limited to nine months, it cannot possibly produce teachers
well-versed in crafts. Therefore trained craftsmen though not
fully educated in the formal way, should be associated with
 the trained teachers in the teaching of crafts to the pupils.
Educational visits to museums, monuments and historical
sites are arranged to expose students to the rich Indian
cultural heritage.

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 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.

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 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..

9. zPrepares publications and other audio-visual material
which attempt to provide an understanding and
appreciation of the different aspects of Indian art
and culture.
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.

10. z The CCRT also implements some other important policies of
the Ministry of Culture, e.g., awarding Scholarship to Young
Artiste, Junior and Senior Fellowships focusing on "in-depth
study/ research" in various facets of culture, these include
New Emerging Areas of Cultural Studies.
 The CCRT has started organizing training programmes on arts
management under NICHM Scheme, a new initiative of
Ministry of Cultural, Govt. of India.
 The CCRT is also implementing Cultural Heritage Young
Leadership Programme, aimed at promotion of social values
and community engagement amongst the youth of the
Country.

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 In order to fulfill its aims and objectives and also to share
and enlarge the scope of the Centre for Cultural Resources
and Training’s (CCRT) work in the field of education, it
conducts a variety of in-service teacher training
programmes throughout the year.
 While covering broad areas of interlinking education with
culture, the basic emphasis in the in-service teacher training
programmes 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.

13. z 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 involve students
in conservation of the natural and cultural heritage.
 Over the years, the Centre for Cultural Resources and Training
(CCRT) has conducted research and worked out methodologies
for providing a cultural component in classroom teaching,
thereby achieving the objectives of the integrated approach to
education to some extent, using a culture base to understand
the various school disciplines.

14. z PUBLICATIONS
 The Centre for Cultural Resources and Training (CCRT) has
been producing a variety of publications for the benefit of
people associated with the field of culture and education
particularly teachers and students.
 Some of these publications are theme based Cultural
Packages, Series of Booklets, Folios, Work-books, Journals,
etc. that provide knowledge on India’s rich natural and
cultural heritage, information on Indian art and culture and
ideas on how to link culture with education.
 These publications contain illustrated material, bilingual
descriptions and creative activities for students and teachers.

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 The CCRT's publications aim at providing an understanding
and appreciation of different aspects of Indian Art and Culture.
 They also highlight the influence of nature on artistic
expressions so as to develop an understanding of the impact
of environment on cultural manifestations.
 The educational materials developed by CCRT on Cultural
Education are the outcome of the continued interaction with
scholars and guidance provided by the experts. A great deal of
study and research is conducted for bringing out these
publications.

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 Educational Kit
 The Educational Kit consisting of audio-visual materials
and publications of CCRT is provided to the institutions
from where the teachers have been trained.
 The Kit is issued after evaluating the performance of
the participating teacher(s) specifically in two training
programmes i.e. Orientation Course and the Workshop
on Puppetry in Education.
 The institutions which are provided with an
Educational Kit by CCRT are duly instructed to send
regular half-yearly reports on the use of the material
of the Kit in their classrooms, in other institutions and
for the community.

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Cultural Package
(Up to Art of Puppetry)

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National Symbols
(8 booklets)
CCRT/CP/1
National Flag - Chakradhvaja ( Including
booklet on National Flag Code )
• National Anthem - Jana-Gana-Mana
• National Song - Vande Mataram
• National Animal - Tiger
• National Bird - Peacock
• National Flower – Lotus
• National Calendar - Saka Era
• National Emblem - Sarnath Lion - Capital
of Ashoka

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Forts and Palaces of
Madhya Pradesh
CCRT/CP/3
Madhya Pradesh has the Vindhya and
Satpura range of mountains, which were
ideal for the construction of impregnable
forts like Gwalior, Asirgarh, Kalinjar, Mandu
etc. This package contains 24 illustrated
picture cards along with write-up’s and a
booklet, which provides general information
and creative activities for students and
teachers.

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Fatehpur Sikri 1 and 2
CCRT/CP/8
The township of Fatehpur Sikri was built by the great
Mughal emperor Akbar who ruled between 1556-1605
A.D. It is one of the most exquisite example of
architectural design, calligraphy, carving and jali work.
Geometrical and floral motifs in all their glory have been
etched on the walls of this complex with great delicacy
and aesthetic sensibility by the artisans of yore.
There are two packages on Fatehpur Sikri, which are
based on a portfolio on Indian Architectural Design, Part
I, Fatehpur Sikri has been prepared under the direction
of Edmund W. Smith of the Archaeological Survey North
West Provinces and Oudh, (Nainital, 1897). Since this
portfolio is now largely inaccessible, CCRT is presenting
some drawings in two sets of folios. The first set contains
drawings of the Turkish Sultana’s House, Rajah Birbal’s
House, and Jodh Bai’s Palace. The second set contains
drawings of the Jami Masjid. Salim Chishti’s Tomb, the
Baland Darwaza, and Islam Khan’s Tomb.

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Textile Designs
1 and 2
CCRT/CP/20
India is famous for the excellence it has achieved in the
rich variety of textiles. Most of the Indian textiles can be
commonly classified under the category of the fibre used,
such as cotton, wool, silk; the process employed for
weaving such as types of looms; the method used for
ornamentation such as printing, embroidery, painting and
dyeing.
Each set contains 12 illustrated picture cards. The first
set displays the traditional blend of weaves, motifs,
colours and textures of textiles of Kashmir, Himachal
Pradesh, Punjab, Rajasthan, Gujarat and Maharashtra
and the second set that of Andhra Pradesh, Karnataka,
Tamil Nadu, Assam, Tripura, Manipur, Bengal, Orissa and
Arunachal Pradesh.

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Forts, Palaces and
Havelis of
Rajasthan
CCRT/CP/4
Rajasthan situated in the western region of
India is the cradle of distinctive Rajput
culture and traditions. From the 7th to 9th
century A.D., the history of Rajasthan
witnessed the rise and fall of the Rajputs.
This set contains 24 illustrated picture
cards of the most imposing and magnificent
forts and palaces of Rajasthan. The booklet
provides general information and creative
activities for school students and teachers.

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31. zPurulia Chhau
CCRT/CP/16
The Chhau dances are very popular in Bengal. Bihar and Orissa.
Purulia is the name of a district in West Bengal. ‘Chhau’ is a
generic term. There are various styles of Chhau dances. Of these
Purulia, Seraikella and Mayurbhanj are most popular. The main
difference among these dance styles lies in the use of masks.
Purulia Chhau is traditionally performed in the open air and on
level ground. The performance begins with an invocation to Lord
Ganesha. In the repertoire of Purulia
Chhau, there are several dance numbers which are based on
episodes from the Mahabharata and a few Puranas. Musical
instruments played a very vital role during this dance performance.
This Cultural Package contains 24 illustrated picture cards
displaying different kinds of masks, costumes, dance movements
and musical instruments. The booklet provides information on the
kinds of Chhau dances, the areas where they are popular, their
origin, nature, timing, theme, and creative activities for school
students and teachers.

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Traditional Toys
CCRT/CP/21
Toys have a special appeal and fascination for children and
play a major role in fulfilling the need of the individuals creative
expression. The traditional figures and toy-like artifacts have
existed through out the centuries. CCRT has produced a
cultural package on Traditional Toys depicting animals, birds,
fishes, human figures and so on. This package provides
inspiration to understand the aesthetics and beauty, the
traditional technology and mechanics in the vast variety of toys
available in all regions of this country.
This set contains 24 illustrated picture cards showing the
various types of toys made of terracotta, grass, wood, cloth,
paper, metal, shell, and glass. The booklet provides general
information on the historical background of the traditional toys
and creative activities for school students and teachers.

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 Each set contains 24 illustrated picture cards with detailed description of each
picture along with a booklet. The first set gives information about Sanchi, Agra
Fort, Fatehpur Sikri and Taj Mahal. The booklet provides architectural terms and
plans of stupa, mosque, temple and church.
 The second set gives information about Sun Temple-Konarak, Khajuraho, Qutub
Complex and Humayun’s Tomb-Delhi. The booklet provides architectural terms
and plans of stupa, mosque, temple and church.
 The third set gives information about Ajanta Caves, Ellora Caves, Elephanta
Caves, and Churches and Convents of Goa. The booklet provides architectural
terms and plans of stupa, mosque, temple and church.
 The fourth set gives information about the Mahabalipuram Monuments,
Brihadesvara Temple-Tanjore, Pattadakal Temple and Hampi Monuments. The
booklet provides architectural terms and plans of stupa, mosque, temple and
church.
World Cultural
Heritage Sites –
India 1, 2, 3 and 4
CCRT/CP/7

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 In these packages the CCRT presents illustrated picture
cards along with write-ups on traditional puppets. India has
a large variety of such puppets depicting various characters
from legends and myths. Only a few have been selected
keeping in mind representation of the various categories.
 Each set contains 24 illustrated picture cards along with a
booklet giving general information about the simple
techniques of making and manipulating different types of
puppets such as rod puppets, string puppets, shadow
puppets and glove puppets.
Art of Puppetry
1 and 2
CCRT/CP/18

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 REFERNCE
 http://ccrtindia.gov.in/package_books.php