The name is absent

materials, methods and tools could all be employed while a
student was using an Indian language and understanding
Indian culture during a creative and practical activity.

(i) ACTIVITIES:

Gardening, cooking, singing, acting, reading, writing,
weaving, painting, printing, bookbinding, puppet-making and
the list could be expanded to include the skills of
teachers .
(ii) WORK;

Manual skills and technical efficiency
(iii) MATERIALS:

Paper, cardboard, wood, cloth, yarns, clay, sand, metals,
leather.
(iv) METHOD:

Folding, cutting measuring, moulding, pattern-making,
heating, cooling,
(v) TOOLS:

Brushes, pencils, paper, hammer, saw, file, scissors,
utensils, costumes.

Discovering an Indian language or learning about non Anglo-
Indian culture while involved in a group creative activity
would promote a favoured learning environment. Favoured
learning, where the storing away of words and sentences is
completed, when thought is aroused, is relevant to the
theory-practice model. The model advocates "purposeful
handling" (19) of creative and practical materials. This
enables the Response (R) to be a discovery of an Indian
language and Indian culture.

The response to learning an Indian language or
understanding Indian cultures rests in holding a completed
object in one's hand, or looking at drawings or paintings.
It could also be found while listening to a drama
improvisation with easily available props, costumes and
sound effects. Forget pitch, vibrato and harmony and let

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