സ്പേസ് യൂട്ടിലൈസേഷന്‍ - 'ദശ-പാത്രപ്രാണങ്ങളില്‍' പ്രധാനമായവ.

നന്ദികേശ്വരന്‍ രചിച്ച 'അഭിനയദര്‍പ്പണം' എന്ന നാട്യസംബന്ധിയായ ഗ്രന്ഥത്തില്‍ 'ദശ-പാത്രപ്രാണങ്ങളെ' കുറിച്ച് പറയുന്നുണ്ട്. സ്പേസ് യൂട്ടിലൈസേഷിനെ സംബന്ധിച്ചിടത്തോളം, 'ജവാ', 'സ്ഥിരത്വം' 'രേഖ' & ഭ്രമരി' എന്നിവ പ്രാധാന്യമര്‍ഹിക്കുന്നു. ഒരു നിശ്ചിത 'സ്ഥലപരിധിയില്‍' ശരീരത്തെയും ശരീര ഭാഗങ്ങളെയും അവരവര്‍ പ്രയോഗിക്കുന്ന ശൈലിക്ക് അനുസൃതമായി വിന്യസിക്കുവാന്‍ ആവശ്യമായ കഴിവുകളെയാണ് ഇവ സൂചിപ്പിക്കുന്നത്.ജന്മനാലുള്ള കഴിവുകളെ ഒരുപരിധിവരെ നിശ്ചിത അഭ്യാസങ്ങള്‍കൊണ്ട് പുഷ്ടിപ്പെടുത്തിയെടുക്കാവുന്നതാണ്. അഭ്യസിക്കുന്ന വ്യക്തിയുടെ ശരീരചലനങ്ങള്‍ സശ്രദ്ധം അപഗ്രഥിച്ച് ആവശ്യാനുസരണമുള്ള നിര്‍ദ്ദേശങ്ങളും അഭ്യസിപ്പിക്കലും ആവശ്യമാണ്. പാശ്ചാത്യനൃത്ത, കായികാഭ്യാസ - ഗവേഷകര്രും പരിശീലകരും ഇത് മുന്‍പേ അവരുടെ പഠനത്തിന്‍റെയും അഭ്യസനത്തിന്റെയും ഭാഗമാക്കിയിട്ടുണ്ട്. ഭാരതത്തില്‍, ഇത്തരം വസ്തുനിഷ്ടമായ, ശ്രദ്ധാപൂര്‍വ്വമുള്ള സമീപനം ഒരു പരിധിവരെ അത്ലറ്റിക്സ് രംഗത്ത് ഉണ്ടെങ്കിലും, നൃത്തരംഗത്ത് ഉള്ളതായി അറിവില്ല്യ. കലകളെ അപ്ലൈഡ് തലത്തില്‍ ഉപയോഗപ്രദമാക്കുവാന്‍ ശ്രമം തുടങ്ങിയിരിക്കുന്ന ഈ കാലത്ത് പ്രസ്തുത സമീപനത്തെ കുറിച്ച് നമ്മള്‍ ഗൌരവപൂര്‍വ്വം ചിന്തിക്കേണ്ടിയിരിക്കുന്നു.

ഇവിടെയാണ് പല 'പഠനപ്രക്രിയകളും' സംഭവിക്കുന്നത്:

സാംസ്കാരിക-രാഷ്ട്രീയ-നായകന്മാരും പെരുമാറ്റവും 

പല ദിവസങ്ങളിലായി പത്രങ്ങളിൽ കാണുന്ന സാംസ്കാരിക-രാഷ്ട്രീയ-നായക-ന്മാരുടെ  പെരുമാറ്റവാർത്തകൾ വളരെ ഖേദകരം തന്നെ. നിരവധി ജനങ്ങൾ വോട്ട് ചെയ്ത് ഒരു സ്ഥാനം കൈവരിച്ചവർ, എന്ത് പ്രകോപനം ഉണ്ടാ-യാലും അവരുടെ ഔദ്യോഗിക പദ വികൾക്കൊത്തു പെരുമാറുവാൻ ബാധ്യ-സ്ഥരാണ്.  ആവശ്യമില്ല്യാത്ത പ്രസ്താവനകൾ, അസഭ്യം പറയൽ ,  അടി, ഇടി എന്നിവ അവര്ക്ക് യോജിച്ചതല്ല; ഒരു തെറ്റായ ശരീരഭാഷപോലും. തിരഞ്ഞെ-ടുത്തവരേക്കാൾ ഉയർന്ന പെരുമാറ്റമാണ് അവരിൽനിന്ന് പ്രതീക്ഷിക്കുന്നത്. പ്രസ്തുത സംഭവങ്ങളും, അവയുടെ മറ്റ് ആവിഷ്ക്കരണങ്ങളും വഴി    ദൃശ്യ-ശ്രാവ്യ മാദ്ധ്യമങ്ങൾ നല്കുന്ന പ്രചരണം തിരഞ്ഞെടുക്കപ്പെട്ടവരുടെ പോരാ-യ്മകൾ ചൂണ്ടിക്കാണിക്കുവാൻ ആണെങ്കിലും, ഫലത്തിൽ അവയെല്ലാം തിര-ഞ്ഞെടുക്കുന്നവർക്ക് അനുകരണീയങ്ങളായ മാതൃകകളായി മാറുന്നു എന്ന-താണ് സത്യം.  അതുകൊണ്ടുതന്നെയാണ് 'എന്ത് പ്രകോപനം ഉണ്ടായാലും അവരുടെ ഔദ്യോഗിക പദ വികൾക്കൊത്തു പെരുമാറുവാൻ ബാധ്യസ്ഥരാണ്' എന്ന് പറഞ്ഞത്.

ഇത്തരം സംഭവങ്ങൾ ഉണ്ടായാൽ വോട്ട് ചെതവര്ക്കുതന്നെ ഡീവോട്ട് ചെയ്ത് പ്രസ്തുത വ്യക്തികളെ നീക്കം ചെയ്യുവാനുള്ള അവകാശംകൂടി ഉണ്ടായിരി-ക്കണം. എത്രകാലം ഒരു പദവിയിൽ പ്രവർത്തിച്ചിട്ടുണ്ടെങ്കിലും ഇപ്രകാരം നീക്കം ചെയ്യപ്പെട്ടവർക്ക്, ആ സ്ഥാനത്തുനിന്ന് വിരമിച്ചാൽ ലഭ്യമാകുന്ന ഒരാ-നുകൂല്യവും നല്കരുത്. എത്രയോ വ്യക്തികളുടെ അധ്വാനത്തിൽനിന്ന് ലഭ്യമാവുന്ന വരുമാനത്തിന് അവർ നല്കുന്ന ടാക്സ്‌ ആണ് പാഴായി പോകു-ന്നത്? തെറ്റായ സംസ്കാരം കൈമാറുന്നു എന്ന കുറ്റത്തിന് പിഴ അടയ്ക്കു-വാനും അവർ ബാധ്യസ്ഥരാവണം.

ജനകീയം, ജനായത്തം എന്നീ പദങ്ങൾക്ക് 'തന്നിഷ്ടം കാണിക്കുവാനുള്ള അവ-കാശം'  എന്ന് അർത്ഥം കൽപ്പിക്കരുത്. ബിൻ ലാദൻ ഒരു ഫോർമുല പറഞ്ഞ-തായി കേട്ടിട്ടുണ്ട്...." 100 ജനങ്ങൾ; 4 പേർ തിരഞ്ഞെടുപ്പിന് നില്ക്കുന്നു; ഓരോ-രുത്തർക്കും കിട്ടുന്ന വോട്ട് - 40, 30, 20 10;  40 കിട്ടുന്നവൻ വിജയിയായി പ്രഖ്യാ-പിക്കപ്പെടുന്നു. എന്നാൽ ആ വ്യക്തി 60% ജനങ്ങൾക്കും സമ്മതമല്ലാത്തവനാണ്. ആ വ്യക്തി ഒരു ഭരണ-സ്ഥാനത്തിന് യഥാർത്ഥത്തിൽ അർഹനാണോ?"

പൊതുജനം   കഴുതയാണ്‌ എന്ന് സമ്മതിച്ചുകൊടുക്കേണ്ട ആവശ്യമുണ്ടോ?!

kathakaliyil chinthikkavunna maattangal

കഥകളിയിലെ വേഷങ്ങളിലും അവതരണങ്ങളിലും ആവശ്യമായ, ചിന്തിക്കാവുന്ന  ഏതാനും മാറ്റങ്ങള്‍..... ---;  പ്രധാനമായവ മാത്രം

വേഷം, പ്രയോഗം.

കിരാതം.

കിരാതത്തില്‍ അവസാനത്തെ ശിവന്‍, ചിലപ്പോള്‍ പാര്‌വ്വതിയും. സമയം കുറച്ചുമതി എന്നതുകൊണ്ട്‌ വേഷവര്ഗ്ഗതെത്തന്നെ മാറ്റുന്നത് ശരിയല്ല. വെറുതെ ഇരിക്കുവാന്‍ അഥവാ ചുരുങ്ങിയ ആട്ടങ്ങള്‍ മാത്രം കാണിക്കുവാന്‍ ചുട്ടികുത്തി, ഉടുത്തുകെട്ടി വരുന്ന  എത്ര കുറച്ചു സമയത്തേക്ക് ആയാലും പഴുപ്പുതന്നെ വേണം; പാര്‍വ്വതി കിരാതി തന്നെ ആവരുത്. കുട്ടിക്കാട്ടാളന്‍മാര്‍ക്ക് നിശ്ചിതമായ ആഹാര്യമാവാം. ഭൂതഗണങ്ങള്‍ ആണെങ്കിലും, ഹാസ്യം ആവാം എങ്കിലും, പാന്റ്സും, തനി കോമാളിത്തം തോന്നുന്ന ആഹാര്യ ഘടകങ്ങളും ഒഴിവാക്കാം. പന്നിയെ ഇപ്പോള്‍ അധികം അരങ്ങത്ത് കാണാറില്ല. പലതും സങ്കല്‍പ്പിക്കുന്ന കഥകളിയില്‍ പന്നിയുടെ രൂപം പ്രേക്ഷകര്‍ അവര്‍ക്കരിവുള്ള വിധം കല്പ്പിച്ചുകൊള്ളട്ടെ.

Sanakaram Lokasankaram (Oru Nāṭyabhāshyam)

Ādi Sankara, the hitherto unparalleled personification of Advaidic wisdom, still stands as the untainted icon of Bharatheeya-samskriti. The 2 hour long presentation is a fine amalgam of the classical dances, Mohiniyattam, Bharatanatyam & Kuchipidi with few elements of Kathakali. The Nāṭyabhāshyam  is a humble attempt of the Sree Sankara School of Dance, Kalady, briefly visualizing few known episodes depicting the life and contributions of Ādi Sankaracharya, as a pioneer project of the institution with the motto, ‘Know the Hindu culture through histrionic offerings’.

Lyrics and direction by Prof. C.P. Unnikrishnan, music scored by Trissur Gopi, dance integration by Sudha Peetambaran. Concept – Prof. P.V. Peetambaran. Vocal – Sreekumar Oorakam, Mridangam and rhythm pad – R.L.V.Venu Kurumasseri, Tabala – Babu Paluuruty, Flute – M.S. Unnikrishnan, Violin & Keyboard – Baburaj Perumbavur, Facial makeup – Babu Manikkamangalam & Joy Potta.

Submitted thesis titled "Body kinetics and the Aesthetics in Kathakali - A critical study basedn Bharata's Natyasastra." at the Keralakalamandalam deemed University, Vallathol Nagar, Chruthuruthy, Trissur District, Kerala, India; on 20.06.2012. Viva-voce was held on 25th November 2013. PhD, awarded on 17. 12.2013.

PROFILE




Dr. C.P. UNNIKRISHNAN
        B.Sc[HONS], M.Sc.,M.Ed; PhD
       Dip (Vedanta), Dip (Fine Arts)

Born in 1948, Mr. C.P. Unnikrishnan completed with Distinction and First Rank, his Graduation and Post Graduation in Human Physiology, from the Wilson College, University of Bombay following which he completed his B.Ed (1981) and M.Ed (1984) degrees courses with First Class, from the Annamalai University. Later he obtained his Diplomas with Distinction in Vedanta from The CCMT, Bombay and in Fine Arts from the ICS, Madras. He was awarded the PhD Degree in Kathakali at the Kerala Kalamandalam Deemed University, 0n 17th Dec. 2014.  The thesis is titled, "Body Kinetics and The Aesthetics Of Kathakali - A Critical Study Based On Bharata's Natyasastra."

He is a recipient of The Vishnu Sohoni Memorial Full Bright Award for the Best Passing out Graduate Student (1970) as well as the Merit Scholarship, (1970 to ’73) from the University of Bombay, the Senior Research Fellowships (1974 to ’77) from the CSIR and the Ministry of Human Resources, Govt. of India and the Honour for his contributions towards Child Education (1985) from the ICCE, Delhi.

Unnikrishnan has published 27 research papers in Animal Physiology and Education in National as well as International, journals, seminars and symposia and worked as a Senior Research Fellow at the CMFRI, Cochin for three years.

During his student days, Unnikrishnan has been an active participant in various games and sports & was a member of the Cricket teams that played at the university levels.

After working for six years as a faculty member in Physiology, in the Bombay University, due to his passion for Kathakali, Unnikrishnan returned to Kerala. Under the tutelage of Sri. Kalamandalam Gopinath, an efficient teacher of Kathakali & Dances of Kerala, Unnikrishnan became a serious performer of Kathakali and Dance Dramas and a resource person in different Folk as well as Classical art forms of Kerala. He has guided PhD degree students of the Madras, MG & Sree Sankara (Kaladi) Universities.

Unnikrishnan has presented several papers and lecture demonstrations on different art forms of Kerala in the prestigious workshops, festivals and seminars in India and abroad. He is a critic of Kerala Art forms and his reviews have come out in Indian Express, Hindu and Mathrubhoomi. The Master Recording Company, Cennai (Madras) has published his four-hour long audio cassettes on Bharata’s Natyasastra. The Asia Net and the Doordarshan Kendra have telecast Unnikrishnan’s several productions, as a lyricist, actor and choreographer. “Vande Bhageerathi” a production that spoke against the pollution of Ganges, “Sugandharanjini” a stage production presented at the International Spices Conference,  “Saalabhanjika” -Theme & story for the Mohiniyaattom production done by Pallavi Krishna, Saundaryabhoomoyilekku”- Mohiniyaattom group work for the Kerala Sangeethanataka Akademy are few of his most outstanding works. He has received many honours for his contributions towards performing arts, which includes the highly prestigious “Honour of Scholarship” from the Institute of Traditional Cultures, University of Madras.

New Productions (Script & Direction) for  The Sree Sankara School of Dance, Kaladi  -“Sankaram Lokasankaram” –  -18 episodes from the Life of Aadi Shankara, 'Sree Narayana Gurudevacharitam - 21 episodes from the Life of Sree Narayana Gurudev (both were of 2 hrs. long classical style integrating the elements of Mohiniyattam, Kathakali, Bharatanatyam & Kuchupudi) 'Bhajagovindam Smaranam Sharanam - A Mohiniyattam solo on the indifference of the concerned authorities towards the stolen 'Marataka Shivalingam' of the Adi Sankara temple at Kaladi, "Keraleeya Aathmeeya Gurusmarana"- A Mohiniyattam solo on the indifference of the Sree Sankara University of Sanskrit, Kaladi- Towards establishing the Study centers for the six great personalities like Sree Sankara, Sree Narayana Gurudev, Swami Aagamananda, Chattambi Swami, Ayyankali & Mahatma Gandhiji., "Periyarinde Dukham" - The polluted condition of the river Periyar Mohiniyattam solo), Vidyaparinaamam"- The chages in the concept of Education from the vedic period to the present(Bharatanatyam solo)., "Om Sreekrishnaya Namah:"- An audi-visual adoration to Lord Krishna (Mohniniyattam solo).

Unnikrishnan is also a serious painter who prefers to use oil and water media as well as computer graphics. Writing short poems stories and plays in Malayalam and English and photography are his passionate hobbies. He has nearly completed as total computer graphics, all the different characters in Kathkali. His ambition is to continue this work to cover as many characters as possible in the related art forms too and sell them to institutions, interior decorators, museums, individuals & advertisers at the lowest possible price, which should keep this site active and beneficial to many.

Unnikrishnan’s son Krishnan, a PhD in Marine Biology, is now working as a scientist 'C' at the NCAOR, Goa. Krishnan  is also a theatre enthusiast. His daughter Lakshmi, a Postgraduate in Sociology is a keen student and performer of Mohiniyaattom & classical dance dramas. Unnikrishnan stays with his mother &  wife in Cochin (Eranakulam). Since 1979 Unnikrishnan has been the Head of the Department of Life Sciences at the Chinmaya Vidyalaya, Eranakulam. Retired in 2009 May; now fully devotes his time to study Natyasastra and participate in cultural activities.  

Lecture delivered to the delegates at the LIC Ernakulam.

                     
                       The concept of Multiple Intelligence

           
 The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities rather than seeing it as dominated by a single general ability.

            Gardner argues that there is a wide range of cognitive abilities and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence rather than the low correlations which Gardner's theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory.

            Gardner articulated several criteria for a behaviour to be identified as intelligence. He took into consideration the following aspects which influence the total ability of a person.

a.        Potential for brain isolation by brain damage

b.        Place in evolutionary history

c.        Presence of core operations

d.        Susceptibility to encoding (symbolic expression)

e.        A distinct developmental progression

f.         The existence of savants, prodigies and other exceptional people

g.        Support from experimental psychology and psychometric findings

Gardner believes that eight abilities meet these criteria:

1.             Spatial

2.             Linguistic

3.             Logical-mathematical

4.             Bodily-kinesthetic

5.             Musical (Auditory)

6.             Interpersonal

7.             Intrapersonal

8.             Naturalistic

           

1. Spatial

            This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.

2. Linguistic

            This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Verbal ability is one of the most g-loaded abilities.

3. Logical-mathematical

            This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. Logical reasoning is closely linked to fluid intelligence and to general ability.

4. Bodily-kinesthetic

            The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.

            In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience) and are generally good at physical activities such as sports or dance. They may enjoy acting or performing and in general are good at building and making things. They often learn best by doing something physically rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory, drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory.

5. Musical (Auditory)

            This area has to do with sensitivity to sounds, rhythms, tones and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

            Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning. Gardner's theory may help to explain why music and its sub-components (i.e., stress, pitch, rhythm) may be viable vehicles for second language learning.

6. Interpersonal

            This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group.

7. Intrapersonal

            This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence.

8. Naturalistic

            This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc.

Existential Intelligence

            Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence but suggested that an existential intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers.

            Existential intelligence is characterized by the ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal.

Use of Multiple Intelligence in education

            Gardner (1999) defines an intelligence as ‘bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling should be to develop intelligences and to help people reach vocational and vocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so feel more engaged and competent and therefore more inclined to serve society in a constructive way.

            Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests focus mostly on logical and linguistic intelligence. Upon doing well on these tests, chances of attending a prestige college or university increase, which in turn creates contributing members of society. According to Helding "Standard IQ tests measure knowledge gained at a particular moment in time, they can only provide a freeze-frame view of crystallized knowledge. They cannot assess or predict a person’s ability to learn, to assimilate new information or to solve new problems. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find ways that will work for this student learning this topic.

            Ultimately, it would certainly be desirable to have an algorithm for the selection of intelligence such that any trained researcher could determine whether a candidate's intelligence met the appropriate criteria. At present, however, it must be admitted that the selection (or rejection) of a candidate's intelligence is reminiscent more of an artistic judgement than of a scientific assessment.