Context 

The Covid-19 pandemic created an unprecedented educational gap for many students. Among them were the students of Azim Premji School, who initially began their schooling online. They were between the ages of 3 to 6. The school brought together students from diverse backgrounds, including children of Azim Premji Foundation employees, children of contracted labor, and students from surrounding villages in Sarjapur.

Origin

These students exhibited a remarkable ability to engage with artistic reasoning, aesthetic information, and demonstrated immense creativity, imagination, and communication skills. The genesis of their theatrical endeavor, "Jen Taroke Hogana," can be traced back to a simple adventure song in one of their classes. Inspired by the storytelling format of Michael Rosen's "We're Going on a Bear Hunt," the song underwent adaptation to a more relevant context with space for ethical reasoning. Additionally, it was translated to Kannada, the language of instruction in the school. The song showed potential to evolve into a full-fledged play with its multiple scenes and narrative, and the children's enthusiasm for movement and storytelling brought the show to life.

Process

Over the course of three months, "Jen Taroke Hogana" took the students on an experiential journey that encompassed problem-solving, learning, ethical reasoning, and storytelling. The play was expanded to include different ecosystems such as grasslands, ponds, and forests. Assuming the roles of various characters, the children developed reasoning skills, imagination, and empathy for the labor and lives within these ecosystems. 

Furthermore, the students actively participated in constructing the sets for these ecosystems. They brainstormed and implemented ideas on creating standing trees, realistic grass, and representations of pond ecosystems. The constructive pedagogy employed during these building sessions proved immensely valuable, as the children responded exceptionally well to the opportunity to think, discuss, and play. Even the younger students took ownership by creating their own costumes, studying animal and butterfly anatomy to incorporate realistic elements. 

Transformations

The most significant transformations occurred in the students' relationship with bees and beekeeping. Initially, they exhibited fear and aggression towards bees, associating honey retrieval with violence. However, through collaborative efforts with beekeepers, the lens through which they viewed bees shifted from utility and fear to building relationships. The students watched informative videos that deepened their understanding of queen bees, worker bees, larvae, and different beekeeping techniques. As they constructed the hive for the play's set, they grasped the distinctions between young and older hives. Gradually, their perception of bees transformed, and they began to exhibit excitement whenever they encountered bees or hives. They would eagerly observe them, collect deceased bees for examination, or attempt to revive dying ones. This process cultivated empathy and a caring relationship with nature.

Finally..

In April 2021, the culmination of this journey took the form of a captivating performance involving all 108 students. The production not only showcased the value of this transformative experience and pedagogy but also fostered a sense of community within the school. The students' personal investment and innovative spirit found expression on the stage. This performance served as a beautiful assessment, highlighting their skills in communication, acting, and overall growth. It fortified their sense of self, evident in their behavior and interactions. Through this venture, I, as a teacher, witnessed the immense potential of art and embodied work to nurture observation, sensitivity towards nature, and create profound internal shifts