Redefining Performing Arts Pedagogy in Secondary Teacher Education: A Curriculum Reflection from Manipur University

Abstract

Exploring the transformative potential of performing arts—particularly drama, music, and theatre—in teacher education, this study reimagines pedagogical practice through the lens of constructivist, experiential, and culturally responsive approaches. Grounded in key policy frameworks such as NCF 2005, the NCERT Position Paper (2006), and NEP 2020, it makes a strong case for integrating drama and theatre into B.Ed. programmes. Using Manipur University as a case study, the research highlights the continued marginalization of these art forms, despite their deep cultural roots and pedagogical relevance. The findings illustrate how theatre-based micro-teaching can foster emotional intelligence, enhance communication skills, and support inclusive classroom practices. To embed the arts more meaningfully into teacher preparation, the study proposes structured drama-theatre modules, performance-based assessments, and targeted faculty development. Placing performing arts at the heart of teacher education, it envisions educators who teach not just with skill, but with creativity, empathy, and soul.