The challenges of being a Bharatanatyam teacher today

As classes go online and requirements of millennial students change, it’s time to revisit the teaching methodology

Esha enters her first Bharatanatyam class hoping to wear a costume and perform on stage very soon or make a video for YouTube like her friend. She has been watching her sister dance and wishes to mimic the beautiful moves one day. However, when she begins to train, she realises her regular classes involve a mundane drill of adavu movements that cause sore legs. The dream of donning a costume and performing seems far-fetched. As a young Bharatanatyam teacher, the challenge is to find new ways to sustain Esha’s interest, without compromising on the technique and learning process. ‘Teach your students the way you were taught’ has been the pedagogical premise of Bharatanatyam classes for many years. The transfer of knowledge through the guru-sishya parampara relies heavily on traditional methods of instruction. The technique is codified and teachers feel obliged to follow the established practice. This legacy involves the guru, who is considered the ultimate authority, and the student, who is expected to follow instructions with implicit obedience. Despite considerable changes in dance repertoires and in the demographics of the student population, pedagogical practices largely remain the same. And today’s students have access to multiple teachers through workshops, and can enhance their repertoire and technique through easily available online resources. I ask myself what my role is, as a teacher in this context. In an era, where children insist on actively engaging in the learning process through questions and activity-based learning, my role as a Bharatanatyam teacher is to kindle a love for the form, encourage creativity, and foster individuality. I realise my pedagogy and classroom practices need to go beyond what I have learned, and I draw inspiration from my varied experiences as dancer, scientific researcher, and, more recently, curator. The breadth and scope of my previous experiences influence my pedagogical practices and shape my identity as a teacher.