present, the class supported students' personal development
and understanding. It produced increased student
motivation from within, because there were no teachers
around to impose it from 'outside' . The main idea being
pursued in this chapter is, that given an appropriate
educational environment Anglo-Indian children can become
fluent communicators in an Indian language. From an
educational point of view, this type of classroom allowed
children to explore language communication in an
environment where they were discovering how to be
imaginative.
The Anglo-Indian students had the power to produce things
and were able to make things. They composed with words and
music, fashioned with materials and most important of all,
took control over their own learning. They displayed
flexibility as they moved from one completed activity to
another. They showed originality in the interpretation of
their choices and could elaborate confidently on the
outcome of the activity in just three classroom
observations. These were a nature-study ramble, a combined
arts' class and a self-defence class. (c.f. discussion
above in Ch. 7 p.256, pp.257-258 and discussion below
p.260) .
The next section describes a music class for students (8 + -
12+) in a со-educational school in Maharashtra.
2.1.6. A Westeim Music class: Students (11+) in a co-
educational school in Maharashtra
This class of eighteen boys and girls sang songs in English
and copying out the words. While they were doing this, the
teacher attempted to play the music. Being an indifferent
pianist on an ill-tuned piano, he gave up playing the
instrument and half way through the lesson decided to play
the guitar. The teacher could barely play the piano and
259
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