Learn the CLF way

Atif Badadr.s interactive theatre session

By Zubeida Mustafa

ON a bright sunny winter day of January in Lahore, Pakistan’s renowned poet Amjad Islam Amjad spoke to a huge audience of young people. “Karo jo baat karni hai. Haan sunn lo dosto/Jo bhi dunya kahay/Uss ko parkhay binaa maan lena nahin (Speak out what you want to … Listen to what the world says/But don’t accept it without weighing it),” he exhorted the listeners. Amjad was speaking at the inaugural session of the Children’s Literature Festival. In a few words he captured the spirit of the CLF.

Launched in 2011 to introduce children to the power of the word — how to think and how to express oneself — the CLF opens for them the fascinating world of books that are the natural kin of words and language. It is appropriate that young readers should also learn to use their mind, which, unfortunately, our education system does not encourage them to do.

Focused on rote learning, schools and teachers resort to a one-way flow of communication in which students are expected to listen and learn. Questions are taboo and, unsurprisingly, children are lulled into a world of conformism where they lap up whatever they are told. Education is not participatory and the students’ contribution to their own learning is minimal.

The festival opens up a fascinating world of books for children.

The CLF, which has had 45 sessions all over Pakistan in big cities and small, is now gradually emerging as a people’s movement offering an alternative narrative to what our education system presents. According to its founder. Baela Raza Jamil, over a million children have been reached in the seven years since its inception. Now schools in remote areas group together to hold such festivals, initially under guidance from Baela’s team. The idea has been taken up in some cities of India and Nepal from where interested people attended some CLF sessions in Pakistan and returned impressed.

The festival held at the Shahi Qila Lahore in partnership with the Walled City Lahore Authority had a different dimension which underlined the importance of such events for the children of this country. Thanks to WCLA’s restoration work at the walled city we have yet another piece of heritage to introduce to our children. The CLF wisely used this opportunity to connect the children with their past, their culture, natural beauty, music, art, et al. Not only would they have returned home on those two January days with serenity in their soul, they would have imbibed love, generosity and tolerance for a lifetime.

According to a widely cited poet, Dorothy Nolte, “Children learn what they live”. A day at the CLF was enough to instil in them all the positive qualities our education system fails to do in 10 years. This holds true especially if the exposure to such an experience is on a regular basis.

The key lesson the CLF offers to our education authorities is that the best form of learning is participatory and interactive. When a child is acting in a play or in a theatre, singing or reciting, experimenting with material related to STEM subjects as she did in Science Fuse and the pottery, sculpture, bookmaking workshops, she is learning many skills much faster than she would have in a classroom reading from a textbook. At the CLF children used all their faculties when they participated in a session.

Take Atif Badar, a passionate actor, director and drama teacher who describes himself as “a children’s person”. He held five interactive theatre workshops and story-singing and dance sessions with hand puppets which were the best learning experience the children could ever have had. Atif not only told his own stories, he also encouraged children to join in with theirs. His stories and puppets were lessons in the universality of love, peace and tolerance.

In a session ‘Socho aur Bolo’ (think and speak) children were invited to share their views and experiences on issues ranging from anxiety, anger and other topics taken from a narrative. Thus they learnt how to analyse and think critically.

With continuous research, the CLF should break new ground. It is important that the organisers do follow-up sessions with schools that have participated in a CLF to assess the impact it had on the students. Thus the CLF can be fine-tuned further. As it is, I found the 45th session that I attended in Lahore was markedly more participatory and interactive from the point of view of the young audience than the first session in 2011.

The Teachers’ Literature Festival was launched in 2013 when its need was felt but only three sessions have been held so far. It is now widely recognised that our education system would improve considerably if teachers were more motivated and committed. What could motivate them better than the TLF? Workshops, discussions, lectures, films and plays for teachers could do wonders.

Source: Dawn

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