Trainings

We need many more practitioners who use non-conventional methods to help individuals learn better. Our training programs at various academic institutions focus on enabling students, professionals to look at the arts as a creator of empathetic learning spaces. This being the larger goal, we refrain from engaging in just one off training sessions as a progressive effort is essential in bringing this fundamental shift in the way we look at experiencing learning.

Some Trainings We Have Conducted

Gender Equality, Disability and Social Inclusion Integration at CDRI

Snehadhara Foundation’s collaboration with Coalition for Disaster Resilient Infrastructure (CDRI) and Miyamoto International was focussed on holistic inclusion of Gender Equality, Disability, and Social Inclusion (GEDSI) in disaster-resilient infrastructure. This partnership aimed at co-developing a framework that integrates the principles of GEDSI into disaster-resilient infrastructure, bringing together global expertise with a deep understanding of social inclusion.

Established in 2019, CDRI is a multistakeholder and a unique coalition aiming to promote the resilience of new and existing infrastructure systems against natural hazards. Drawing from SF’s body of work, which has focused on using arts practices for inclusion, we brought in a unique perspective that centers on ensuring that infrastructure development serves the needs of marginalized populations, including women, people with disabilities, and other vulnerable groups.

This engagement was done through consultation meetings, research, a three-day workshop with CDRI leadership, and co-developing of a GEDSI Framework. 

    

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Udhbhavaha School, Bangalore

Snehadhara Foundation conducted an enriching engagement with the teachers at Udhbhavaha, a learning space set up by Umesh Prabhu, one of our board members, with a focus on holistic education. This community of teachers, parents and children seek to lead a connected-purposeful life and encourages children to express creatively, nourishing their head, hearts and hands while building a connectedness to the environment and community around. The training was designed to equip teachers with innovative tools and approaches. The teachers dove deep into the realms of reflective and restorative practices, exploring avenues such as appreciative inquiry and arts-based methods. Drawing inspiration from “The Book of Joy” by Douglas Abraham, they delved into the profound wisdom shared by Archbishop Desmond Tutu and The Dalai Lama.

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ABT Course at Kashmir, 2018

We are happy to share with you that BOAT, a Delhi based organization in collaboration with Prajnadhara launched the first ever ABT course in Charar i Shareif, Kashmir. The first batch had 8 students from Kashmir , Delhi and Goa. As we completed the first contact session, we carried with us a group of compassionate aspiring practitioners who believe in the unifying power of the Arts to bring about change.

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Prajayatna, Bangalore, (2017-2018)

We launched our engagement this year with Prajayatna. Over two days we worked with the team at Prajayatna on capacity building for the Anganwadi teachers using the multi Arts and Play. The teachers were from Thelangana, Chennapatna and Bangalore who work with a total of 215 Anganwadis. Prajayatna is a development initiative working towards improving the quality of education of children in government schools and anganwadis with approach based strategies. From a systems perspective, this initiative attempts to address quality in Education through facilitating capabilities based learning paradigm in Government schools with the active involvement of the local communities, teachers, local elected representatives Panchayati Raj structures and the Education Bureaucracy ensuring both-better management of the schools and better delivery of quality education from these schools.

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Ananda Niketan, Wardha, (2017-2018)

Snehadhara flagged off a yearlong engagement with Anand Niketan – The Nai Talim School in Wardha on Dec 9th 2017. The school is situated in Sevagram, the same premises where Gandhiji’s earlier experiments in education took place between 1937-1974. The social principle of Nai Taleem is that all human beings are to be equally respected and that education should be intimately and harmoniously related to life. The goal of education is to achieve self-discipline and build character and one should not be dependent on externally-forced discipline. Snehadhara conducted two day training for the teachers on how pedagogical practices and best practices using the Arts can build inclusion and impart learning facilitation to achieve values like love, freedom, compassion, cooperation, justice, equality in all learners. The training was fun-filled with learning, sharing, exchange of ideas, dialogues, music, play, theatre and stories. Our engagement with the school will involve observation and supervision in classrooms post the initial training, working with the teachers individually and in small groups to weave arts in the curriculum as a medium of instruction.

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Matrikiran School, Gurgaon, (2017-2018)

We launched our year long intervention with Matrikiran School with a two-day workshop on “Creative Interventions in Co-creating Empathetic Inclusive Learner led Classrooms” in August this year. It gave the teachers a window into integrating the Arts into teaching methodologies and therapeutic environments within classroom settings. They were introduced to the structure and design of the facilitation of an arts based session. The intent was to observe the teachers in their classes as to how they have understood the use of the arts to enhance their teaching learning process. The feedback, based on session flow and content, children’s response, what the facilitators show as their strengths and what could be worked on differently, strengthens the objective. Through the engagement with children of primary, middle and senior school the aim was to demonstrate the usage of art forms with focus on social domain goals within classrooms. Storytelling, play and theatre games were some of the mediums used to see how the children perceive and respond to art forms hitherto unexplored in this manner.

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Makkala Jagriti, Bangalore, (2017-2018)

As a part of one our year long engagements, we flagged off our sessions ‘ Creative interventions in learning facilitation ‘ with the facilitator team at MakkalaJagriti. Makkala Jagriti (literally meaning ‘Awakening of Children’) established in 2003, is an Indian non-profit organization that seeks to create a holistic learning environment for marginalized children who cannot afford holistic learning opportunities.

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Amar Jyoti, Delhi and Gwalior, (2016-2017)

Our engagement with them has been to see how we can look at re-imagining classrooms and build the internal capacity of the team to influence learning outcomes in all children. As a part of our year long interaction the focus was to see how creative interventions are implemented in the class rooms, what challenges have emerged and how can we work towards it.

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APL Global, Chennai, (2015-2016)

How do we understand our mind, body and voice and employ them effectively to hone our craft of facilitation? These questions formed the basis our interaction with the teachers at APL. There was a classroom observation and feedback mechanism to discern how much they had grasped of how to bring arts into facilitation and create a varied learning environment. The sessions on Arts andBrain as well as Theatre worked at enabling the teachers to look within and open their minds to their own capacities. Their enthusiasm during the sessions was evident and the sharing revealed their tentative experimentation with new ideas in the classroom.

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Kamala Niketan,Trichy, (2015-2016)

The intent of our association with KNMS, Trichy has been to introduce the group to integrate the Arts into teaching methodologies and therapeutic environments within classroom settings. The attempt was to create an interdisciplinary approach comprising of practical, artistic and conceptual elements in the existing learning protocols. It has been interesting to facilitate sessions for the teachers of the primary school. Each of these engagements contributes to refining the content and also gives all of us a chance collect data of how learning takes place in our environments.

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Khushboo Welfare Society, Gurgaon, (2013-2014)

Training and Capacity building for the team at Khushboo Welfare Society (2013-2014)- Conducted a year long Training and Capacity building for teachers at Khushboo Welfare Society, Gurgaon

Harshyotsava, Bangalore, (2013-2014)

ABT sessions at Harshyotsava, Bangalore (2013-2014)- Conducted ABT sessions at Harshyotsava which was a weekly once program for children with special needs conceptualized by ASHA (Academy for Severe Handicaps and Autism).