“Go ahead and participate. I’m here if anything goes wrong,” said Nithya ma’am with a reassuring smile. Her uplifting words gave Deepak the courage to step on stage for the first time — and today, he proudly performs in English dramas. One of his most powerful contributions was a story he wrote on bullying, which was later adapted into a play and performed during the Art Carnival. Deepak’s journey is one of many we’ve witnessed at the NalandaWay Art Schools (NAS) project.
This year, as part of the NAS project, 1,009 students from Grades 1 to 8 in Chennai explored visual arts, theatre, and music. Among them, 390 students from Grades 6 to 8 learned spoken English through musical theatre, blending performance, rhythm, and voice to enhance their language skills and confidence. The journey was enriched by the Art Corner — a creative hub where students, teachers, and parents came together to explore and express through art.
Making space for expression
To support arts integration, a Teachers’ Music Workshop was conducted where 27 teachers from three NAS schools explored practical strategies to connect music with classroom learning. As one teacher reflected, “I came with a question about how to integrate music into the school curriculum. After attending the sessions, I gained clarity and practical solutions.” The year culminated in the Art Carnival, where 1,009 students, 30 teachers, and 40 parents from the three schools actively participated in both on-stage performances and off-stage exhibitions, celebrating a year of joyful learning and artistic expression.
NAS’s journey from margins to mainstream began with the understanding that traditional teaching methods often don’t provide enough space for self-expression. To address this, NAS teaching artists introduced inclusive methods — gently encouraging each child with words of support and focused attention, while creating opportunities for them to perform, express their opinions, and share their insights. Teachers were kept informed of each child’s progress, creating continuity between NAS sessions and the regular classroom.
Small wins, big change
One powerful example of this transformation came from Teaching Artist Sangeetha, who worked with a student named Parthiban (name changed), a child with partial speech impairment. “I usually encourage each student to sing individually after the session. One day, Parthiban raised his hand enthusiastically. His class teacher mentioned that he might struggle to sing, but I encouraged him to try and guided him through each line of the song. To my surprise, he hummed along with me confidently. Later, he began singing in front of the class during all my sessions. His courage inspired other hesitant students to step forward, too.”
Yuvasri, a timid child in class, is another student whose journey reflects the positive impact of encouragement. Though she enjoyed participating in art class, she hesitated to share her work, held back by shyness and self-doubt. With support, her teaching artist helped her overcome these feelings, capturing photos of her artwork and celebrating her efforts in front of her peers. During Visual Art Lesson Plan 5, titled “I Do,” Yuvasri came forward on her own to present her artwork to the class for the first time. Every child deserves to feel proud of their creativity, because every piece of art has its own unique story worth sharing.
Additionally, a notable observation was that students who struggled academically showed remarkable growth in theatre. Many who remained passive in classrooms became highly engaged during performances driven by their intrinsic motivation. Vinoth, theatre practitioner and consultant, along with several school teachers, described this transformation as one of the NAS’s most significant impacts. “Theatre sessions have helped students improve their focus and reduce distractions,” a teacher observed. “We’ve seen a clear improvement in memory as well — students who once found it difficult to memorise textbook content were able to deliver dialogues during the Art Carnival confidently.”
Art for every generation
Parents also expressed appreciation for NAS’s programmes. One parent shared, “In my childhood, I used to participate in drawing, singing, and dancing. After marriage, this was the first time I had the opportunity to engage in these art forms again. Thanks to NalandaWay for giving us this opportunity to perform in the art carnival. Please continue this programme and give us even more opportunities. I am always ready to participate!”
The NalandaWay Art Schools project reminded us that learning doesn’t just happen through textbooks – it comes alive when children are given the space to imagine, express, and be heard. From shy smiles to confident performances, from hesitant voices to original stories, this journey has been shaped by acts of courage from students, teachers, and parents alike. Together, they turned classrooms into cradles of possibilities. Learning became joyful, inclusive, and most importantly, deeply human. And that, perhaps, is the most powerful art of all.
Written by Gautham Santhalingam and Indhu Priyadharshini R.
Gautham Santhalingam, Manager – Projects at NalandaWay Foundation, is passionate about empowering children through education, mentorship, and inclusive development initiatives. Indhu Priyadharshini R, Associate at NalandaWay Foundation, finds joy in detail-driven work and meaningful engagement across communities.
