Abstract:
Kerala’s traditional performing arts, including Mohiniyattam, Kathakali, and
Koodiyattam, are embodied systems of knowledge that preserve centuries of artistic
practice, cultural memory, and sophisticated modes of communication. Their pedagogy
has traditionally relied on the guru–shishya tradition, where knowledge is transmitted
through demonstration, repetition, and embodied practice. While this approach has
been instrumental in preserving technical excellence and artistic authenticity, it
presents significant challenges in addressing the educational needs and expectations of
contemporary learners. The research problem addressed in this study is the growing
gap between traditional pedagogical practices and the learning experiences of presentday
students. Although these art forms possess immense communicative and cultural
potential, existing pedagogical approaches often emphasise technical mastery and
embodied memory without adequately fostering critical thinking, reflective inquiry,
contextual understanding, and meaningful dialogue.The objectives of the study were
to examine the pedagogical practices followed in Kerala’s traditional performing arts
institutions, to explore students’ perceptions and expectations regarding learning, and
to propose a learner-centred pedagogical framework that integrates embodied practice
with critical thinking, educational psychology, and ethical teaching practices. The study
adopted a qualitative research design used a sample survey among students of Kerala
Kalamandalam, India’s premier institution for traditional performing arts education.
The survey examined students’ learning experiences, expectations, and perceptions
of existing pedagogical approaches. The collected data were analysed to identify
pedagogical strengths, limitations, and opportunities for innovation. The study proposed
a pedagogical framework that complements experiential and embodied learning with
critical inquiry, reflective learning, and contextual understanding. The findings indicated
that preserving the artistic integrity of Kerala’s traditional performing arts did not require
preserving pedagogical practices unchanged; rather, sustainable arts education depended
on integrating traditional modes of transmission with contemporary educational
principles. Such a framework could be contribute to healthier learning environments,
stronger student engagement, and the long-term sustainability of Kerala’s classical
performing arts.
