Scientific Communication

Scientific Communication (SciComm)

Scientific Communication (SciComm) is the practice of sharing scientific knowledge, methods, and research findings with diverse audiences, including experts, policymakers, and the general public. This communication takes place through various channels such as scientific journals, conferences, media platforms, and digital technologies.

The primary aims of scientific communication are to:

• inform and educate,

• raise awareness,

• influence policy decisions,

• build public trust in science, and

• engage society in scientific discourse.

A key function of scientific communication is bridging the knowledge gap between scientific experts and non-experts. This is achieved through the use of plain language, clear explanations, visuals, and relatable examples, which help make complex scientific ideas understandable, meaningful, and relevant. In doing so, scientific communication fosters scientific literacy and encourages informed decision-making in society.

Understanding Scientific Communication through Science

To understand scientific communication, it is essential first to understand what science is.

What is Science?

Science can be defined as:

“Science is the systematic enterprise of gathering knowledge about the world and organizing and condensing this knowledge into testable laws and theories.”

Science seeks to explain natural phenomena through observation, experimentation, and reasoning. Since scientific knowledge is constantly evolving, it must be communicated accurately and transparently so that others can evaluate, replicate, and build upon it.

Scientific Communication and the Scientific Method

The objective of scientific communication is to accurately and clearly communicate new scientific knowledge. Therefore, it is intimately linked with the scientific method, which provides the foundation for all scientific inquiry.

The Scientific Method

The scientific method generally involves the following steps:

1. Making careful observations of the world

2. Asking questions based on those observations

3. Proposing tentative explanations or hypotheses

4. Using hypotheses to make predictions about unobserved data or phenomena

5. Testing predictions through experiments or further observation

6. Rejecting or modifying hypotheses that fail to predict new observations

Scientific communication ensures that each of these steps, along with their results, is shared transparently and systematically.

The Scientific Communication Path

The process of scientific communication closely follows the research process itself and can be described through the following stages:

1. Defining the research question

2. Gathering relevant information and resources

3. Formulating a hypothesis

4. Performing experiments and collecting data

5. Analyzing the data

6. Interpreting results and drawing conclusions or new hypotheses

7. Publishing and communicating results

At every stage, communication plays a vital role in ensuring clarity, reproducibility, and scholarly dialogue.

Modes of Scientific Communication

Scientific information is communicated through multiple modes, depending on the audience and purpose:

1. Making scientific or technical presentations or posters

2. Writing technical or laboratory reports

3. Writing scientific research papers

4. Writing research or project proposals

5. Sharing data and information through digital and web-based platforms

Each mode requires different levels of detail, technicality, and accessibility.

Importance of Scientific Communication

Effective scientific communication is essential for several reasons:

Addressing Urgent Issues

Scientific communication helps inform the public and decision-makers about critical challenges such as climate change, public health crises, and environmental degradation, enabling evidence-based policies and actions.

Building Transparency and Trust

Since much scientific research is publicly funded, communicating findings openly helps justify this investment and builds public trust in scientific institutions by acknowledging both results and limitations.

Educating and Inspiring

Scientific communication educates non-scientists, improves scientific literacy, and inspires future researchers, innovators, and informed citizens.

Fostering Collaboration

Within the scientific community, clear communication facilitates collaboration across disciplines and contributes to the collective growth of knowledge.

Clarity, Precision, and Objectivity: Click here to read

Conclusion

Scientific communication is a vital bridge between scientific research and society. By following the principles of clarity, precision, and objectivity, scientists ensure that knowledge is shared responsibly, understood widely, and used effectively. In doing so, scientific communication strengthens public trust, supports informed decision-making, and advances both science and society.

References: 

Introduction to Scientific Communication

Scientific Communication

Scientific Communication: Clarity, Precision, and Objectivity

What is Scientific Communication?

Click here to read

Clarity, Precision, and Objectivity

Clarity, Precision, and Objectivity are foundational ideals of scientific communication. These principles ensure that research is presented accurately, ethically, and without bias. While these qualities may appear as stylistic choices in genres such as science fiction—especially hard science fiction—they are essential requirements in scientific writing.

Adhering to these principles maintains credibility and enables other researchers to verify and build upon existing work.

1. Clarity

Clarity involves presenting complex information in a simple, direct, and logical manner so that the audience can understand the message without confusion.

Principles of Clarity:

• Use simple language and short sentences

• Maintain a logical structure

• Define technical terms when necessary

• Prefer active voice where appropriate

Avoid:

• Vague statements

• Wordiness

• Unnecessarily complex vocabulary

Example (Unclear):

“A significant amount of biomass was subjected to an elevated temperature regime for an indeterminate timeframe, eventually leading to a noticeable alteration in molecular structure.”

Example (Clear):

“The plant samples were heated to 100°C for 24 hours, which caused a breakdown of the cellulose structure.”

2. Precision

Precision requires the use of exact and specific language, measurements, and data. It eliminates ambiguity and ensures accurate interpretation.

Principles of Precision:

• Use quantitative data

• Employ standardized units

• Specify conditions clearly

Avoid:

• Vague terms such as some, many, or around

• Colloquial expressions

• Figurative language

Example (Imprecise):

“We collected several water samples near the factory outlet.”

Example (Precise):

“We collected eight 1-liter water samples from the factory outlet pipe (N 34° 03.124', W 118° 18.452') at 10:00 AM on October 26, 2024.”

3. Objectivity

Objectivity means presenting research based solely on evidence and data, without personal opinions, emotions, or bias.

Principles of Objectivity:

• Focus on verifiable data

• Acknowledge limitations

• Present findings fairly and neutrally

Avoid:

• Emotional or persuasive language

• Personal attacks

• Selective presentation of results

Example (Subjective):

“The alarming rise in ocean temperatures is a clear sign that our current environmental policies are a catastrophic failure.”

Example (Objective):

“Data from the National Oceanic and Atmospheric Administration (NOAA) indicates an average global sea surface temperature increase of 0.8°C since pre-industrial levels, consistent with climate models.”

Conclusion

Scientific communication is a vital bridge between scientific research and society. By following the principles of clarity, precision, and objectivity, scientists ensure that knowledge is shared responsibly, understood widely, and used effectively. In doing so, scientific communication strengthens public trust, supports informed decision-making, and advances both science and society.

Group Communication

What is Group Communication?

A group means a number of people who interact with each other for a common purpose.
When people talk, discuss, share ideas, or take decisions together, it is called group communication.

A group may meet:

• once (for a specific purpose), or
• regularly (like committees, departments, or teams).

Key Features of a Group:

• More than two people
• Interaction among members
• A common goal or purpose
• Cooperation and discussion

Examples of groups:

• Classroom discussion
• Office meeting
• Committee meeting
• Conference
• Group discussion in interviews

2. Importance of Group Communication

Group communication is very important in education, offices, and organizations.

It helps to:

• understand problems clearly
• share different opinions
• take better decisions
• develop leadership skills
• improve confidence and communication skills

In modern organizations, most decisions are taken through meetings and discussions, not by individuals alone.

3. Problems of Group Communication

Group communication is useful, but it also has some problems.

Common Problems:

1. Lack of participation
   Some members do not speak or take part in discussion.
2. Fear and hesitation
   Some people feel nervous or afraid to speak in front of others.
3. Dominating members
   A few people talk too much and do not allow others to speak.
4. Lack of control
   If the leader does not control the discussion, it becomes confusing.
5. Wasting time
   Meetings may take too long without reaching a conclusion.

These problems can be reduced with good leadership and preparation.

4. Meaning of a Meeting

A meeting is a formally arranged gathering of people to:

• discuss an issue
• solve a problem
• take decisions

Meetings are an important part of business and professional communication.

Types of Meetings

Meetings can be classified based on formality and purpose.

A. Based on Formality

1. Formal Meetings

• Follow rules and procedures
• Examples:
• Company board meetings
• Parliament meetings
• University senate meetings

2. Semi-formal Meetings

• Some rules, but not very strict
• Examples:
• Committee meetings
• Advisory meetings

3. Informal Meetings

• No strict rules
• Friendly and relaxed
• Examples:
• Group discussions
• Brainstorming sessions

B. Based on Purpose

1. Decision-Making Meetings

• Purpose: to take important decisions
• Example: Board of Directors meeting

2. Executive Meetings

• Executives discuss policies and actions

3. Reporting Meetings

• Information is shared
• Example: Briefing sessions

4. Negotiation Meetings

• Two groups discuss to reach agreement
• Example: Management and workers meeting

5. Group Discussion

• Informal discussion
• Used in:
• interviews
• classrooms
• training programs

6. Conference

A conference is a large meeting where:

• many people participate
• ideas, problems, and solutions are discussed

Features of a Conference:

• Large number of participants
• Divided into smaller groups sometimes
• Participants may come from different organizations

Conferences help in learning, sharing experiences, and policy making.

C. Committee Meettings

A committee is a small group of people selected to:

• perform a specific task
• give suggestions or decisions

Types of Committees:

1. Ad-hoc Committee
• Temporary
• Formed for a specific problem
2. Standing Committee
• Permanent
• Works continuously
3. Special Committee
• Formed for special purposes
4. Sub-committee
• Smaller group formed from a main committee

Advantages and Disadvantages of Committees

Advantages:

• Decisions are more democratic
• Many ideas are shared
• Responsibility is shared

Disadvantages:

• Takes more time
• Expensive
• Decisions may be delayed

Advantages and Disadvantages of Meetings

Advantages:

• Exchange of ideas
• Better understanding
• Multiple Points of View
• Democratic decision-making
• Improves teamwork

Disadvantages:

• Time-consuming
• May be costly
• Sometimes unproductive

CONDUCTING A MEETING

 Conduct of a Meeting

A meeting of any kind is conducted by the convener, leader, or moderator.
These three persons have slightly different job descriptions.

• A convener is one who calls and arranges for the meeting.
• A leader or moderator is someone else appointed by the convener.
• The convener may conduct the meeting himself or may ask someone else to conduct it.

The organization’s rule book for the meeting and maintaining correct procedure is usually followed.
In case of court meetings and the chairman has to give a ruling and may have a casting vote.

A leader or moderator generally conducts the meeting or conference session.

Chairman’s Responsibilities

A person acting in any of the three capacities needs to be a skilful leader of discussion.

Whether appointed by statute or elected for the occasion or elected from among the group, the leader has to:

• carry out the function of guiding discussion
• keep the meeting on track
• arrive at a useful conclusion at the end of the given time

The leader must work up the agenda before the meeting and check that:

• all requirements are made available in the meeting room
• necessary staff is in attendance to assist at the meeting

Duties of the Chairman During the Meeting

The chairman must be tactful, courteous, and impartial.

The chairman should:

• keep the meeting moving
• maintain discipline
• ensure that discussion does not go beyond reasonable time

Time is an important factor in communication.
Long and boring meetings tire out participants and create a sense of wasted time.

The meeting usually runs a bad effect if:

• the leader arrives late
• the leader is not prepared

If the meeting requires note-taking, the leader may ask someone to take notes.
If no one is available, the leader himself can make notes on the chairman’s order.

1. Opening the Meeting

The opening of the meeting is very important because it sets the tone of the meeting.

A good opening:

• marks a productive beginning
• creates optimism

The chairman or leader must:

• outline the goal and objectives of the meeting
• explain the procedure to be followed
• clarify the break-up of the discussion topic
• specify the time allowed

The chairman’s introductory remarks should be:

• limited to two or three minutes
• addressed to all participants

2. Running the Meeting (Discussion Stage)

Running the meeting requires tact, patience, and control.

The chairman must:

• address a general question to the group
• if discussion does not work, address a specific question to a particular person

Some leaders take the discussion lightly and allow free talk, but:

• discussion should not exceed 20% of the total meeting time
• the leader’s job is to guide the discussion, not to take part in it

The leader should:

• avoid acting as an expert or authority on any matter
• ensure maximum participation from all members

If someone talks too much:

• the leader may intervene tactfully

Example from the book:

• “Mr. Agarwal, how would your section be affected by this?”
• “What has been your experience in this, Mrs. Mehta?”

If the discussion goes off track:

• The leader may interrupt politely
• Bring the discussion back to the main issue

If only a few people talk repeatedly:

• The leader must involve silent members

 Dealing with Differences of Opinion

Differences of opinion are natural in a meeting.

The chairman should:

• remain neutral
• avoid personal bias
• Focus on the subject, not on individuals

If necessary:

• The chairman may summarize different viewpoints
• encourage compromise

3. Closing the Meeting

When the meeting has slowed down or the topic has been fully discussed:

• the chairman should summarize the discussion
• restate the conclusions and decisions

The chairman should:

• ensure clarity about decisions taken
• Mention any follow-up action required

Finally, the chairman should:

• Thank the participants for their contribution
• officially declare the meeting closed

 Post-Meeting Activities

After the meeting:

• Conclusions must be recorded
• The chairman may write the report or get it written
• Minutes may be circulated to participants

Information like:

• letters
• office notes
• instructions

may be sent to concerned persons to implement decisions.

 

RESPONSIBILITIES OF THE PARTICIPANTS

Every participant has a stake in the meeting.

In fact, the alert participant finds a meeting an opportunity for continuing education in business management.

If participants actively participate, they gain:

• up-to-date information
• new viewpoints
• better understanding of the department or organization

The meeting also:

• develops the participant’s thinking ability
• improves presentation skills
• gives practice in expressing ideas clearly

Responsibilities of a Participant

The following are the suggestions for effective participation in a meeting:

(i) Be Prepared

• Never fail to do homework.
• Study every item on the agenda.
• Read all papers distributed with the agenda thoroughly.

(ii) Keep an Open Mind

• However well-prepared you may be, there is a possibility that:
• you may be wrong
• others may have better information
• Be prepared to:
• learn
• correct mistakes in thinking or information

(iii) Do Not Disturb Others

• Do not disturb other participants by:
• talking on the side
• shuffling papers
• unnecessary movements

(iv) Offer Helpful Suggestions

• If your idea or suggestion is defeated in the discussion:
• be graceful
• help clarify weak ideas of others

(v) Show Respect to Others

• Show interest in what others say.
• When someone makes a good point:
• show appreciation
• This encourages healthy discussion.

(vi) Disagree Politely

• Never personalize a difference of opinion.
• If disagreement is necessary:
• state your opinion clearly
• summarize the other person’s point
• explain why you disagree

(vii) Speak When Necessary

• Speak up if you have something useful to say.
• Especially speak on topics where:
• you have knowledge
• you have comments to contribute
• Avoid making lengthy speeches.

(viii) Control Emotions

• Do not get carried away by emotions.
• Problems cannot be solved by:
• jealousy
• revengefulness
• spite
• Willingness to examine ideas objectively is essential.

(ix) Be a Good Listener

• Be a good listener.
• You will learn:
• about matters
• about human behaviour
• Careful listening improves understanding.

(x) Be Courteous

• Be courteous at all times.
• Remember:
• manners must be as good as your ideas
• you are either the host or a guest

 Work Cited

Rai, Urmila, and S. M. Rai. Business Communication. Ninth Revised ed., Himalaya Publishing House, 2020.

Resume Writing

 Resume Writing

A resume is a formal document that highlights your education, skills, work experience, and achievements. It is used to apply for jobs and should be well-structured, concise, and tailored to the job you are applying for.

1. Choose the Right Format

There are three main types of resume formats:

• Chronological Resume: Lists work experience in reverse chronological order. Best for experienced professionals.
• Functional Resume: Focuses on skills rather than work experience. Best for career changers or fresh graduates.
• Combination Resume: Mixes chronological and functional formats. Best for those with strong skills and relevant experience.

2. Add Personal Information

At the top of your resume, include:

• Your full name
• Professional email address
• Phone number
• LinkedIn profile (optional)
• Location (City and State)

3. Write a Strong Resume Summary or Objective

• Resume Summary: A brief statement (2-4 sentences) summarizing your skills, experience, and career achievements. Suitable for experienced candidates.
• Resume Objective: A statement focusing on your career goals and how you can contribute to the company. Best for fresh graduates or career changers.

4. Highlight Your Work Experience

• List your job title, company name, and employment dates.
• Include key responsibilities and achievements using bullet points.
• Use action verbs and quantify results where possible (e.g., "Increased sales by 20% in six months").

5. Showcase Your Education

• Include degree obtained, institution name, and year of graduation.
• Mention any relevant coursework, honors, or extracurricular activities (if applicable).

6. List Key Skills

• Include a mix of hard skills (technical abilities) and soft skills (communication, teamwork).
• Ensure they align with the job description.

7. Add Certifications, Training, and Projects

• List relevant certifications and online courses.
• Mention important projects that showcase your expertise.

8. Include Additional Sections (Optional)

• Languages: Mention if you are bilingual or multilingual.
• Volunteer Work: Show involvement in social or professional communities.
• Awards & Achievements: Highlight recognitions that add value to your profile.

9. Format Professionally

• Keep your resume one page long (for freshers) or two pages max (for experienced professionals).
• Use clear headings and bullet points for readability.
• Choose a professional font (Arial, Calibri, or Times New Roman).
• Maintain consistent formatting (font size 11-12 for text, 14-16 for headings).

10. Proofread Before Submitting

• Check for spelling and grammar errors.
• Ensure clarity and conciseness.
• Tailor your resume for each job application.

Examples:

Resumes prepared by Students (Year 2024-25)

Sherni: Movie Review

“Sherni” (2021): Ecology, Power, and the Politics of Coexistence

Recently, I watched Sherni (2021), directed by Amit V. Masurkar. The film revolves around a jaded forest officer, Vidya Vincent, who leads a team of trackers and locals in an effort to capture an unsettled tigress, T12. As Vidya navigates bureaucratic apathy, political pressures, and social hostility, the film becomes much more than a story about a tiger hunt—it transforms into a quiet, layered meditation on ecology, gender, and power.

I vividly recall my Master’s days when Prof. Dilip Barad was teaching Ecocriticism and the Future of Postcolonial Studies. He had mentioned this film as a case that vividly represents ecological imbalance and human interference with nature. That lecture stayed with me and inspired me not only to revisit the film but also to write this reflection.

My motivation, however, goes beyond nostalgia. The ecological crises surrounding us—deforestation, climate shifts, animal displacement—make Sherni profoundly relevant today. My own doctoral research in ecocritical studies deals with similar intersections of environment, displacement, and human responsibility. Moreover, the place where I teach—Rajpipla, surrounded by forests and tribal communities—constantly reminds me of the fragile balance between human life and wilderness. It is not rare to spot multiple snakes in a single day within our college campus. These daily encounters with nature make Sherni not just a film but a mirror to our lived reality.

The Story Beyond the Plot

On the surface, Sherni narrates the journey of T12—a tigress labeled a “man-eater”—and the forest department’s attempts to capture her. The villagers, terrified after a series of attacks, demand immediate action. The forest officials, led by Vidya Vincent, try to find a humane solution, but their efforts collapse under political manipulation and bureaucratic lethargy. Eventually, the tigress is killed by the self-proclaimed hunter Pintu Bhaiya, who symbolizes the triumph of masculine aggression over ecological ethics.

What stands out, however, is not the plot itself but the ethical ambiguity it presents. No one in the film is entirely right or wrong. Vidya’s compassion clashes with her helplessness; villagers’ fear is genuine, yet their anger is exploited; politicians use tragedy for publicity, while conservation becomes a performance of power. The question lingers: Who truly encroaches on whom?

Women, Nature, and Resistance

The film also establishes a quiet parallel between Vidya Vincent and the tigress T12. Both are female figures navigating patriarchal structures—Vidya within bureaucratic and political systems, and T12 within shrinking natural habitats dominated by human intrusion. Both are silenced, controlled, and ultimately punished for asserting their presence.

This resonance echoes ecofeminist theory, which draws connections between the oppression of women and the exploitation of nature. As Vandana Shiva (1989) and Carolyn Merchant (1980) argue, patriarchal power systems view both women and nature as resources to be subdued or regulated. Vidya’s integrity, her moral isolation, and her resistance to political spectacle mirror the tigress’s instinctive struggle to survive within an altered ecosystem.

The Forest as Character

The forest in Sherni is not a backdrop—it is an active participant. It breathes, hides, threatens, and shelters. The film’s cinematography deliberately avoids romanticizing wilderness; instead, it shows the forest as fragmented, encroached upon by human settlements, and scarred by development projects. The slow pacing and muted tones remind us that ecological imbalance is not sudden—it unfolds silently, almost invisibly, through everyday human activities.

Ecologists studying Human–Wildlife Conflict (HWC) in India have documented similar realities. Research by Baishya et al. (2025) and The Indian Forester journal shows that habitat fragmentation, prey depletion, and expanding agriculture are key reasons behind tigers straying into villages. As natural corridors shrink, wild animals lose prey and shelter, forcing them to enter human spaces in search of food. The “conflict” is therefore not a sudden anomaly—it is the inevitable outcome of human expansionism (Sukumar, 2003; Thapar, 2019).

Politics of Conservation

What Sherni captures brilliantly is how conservation often becomes politicized. The forest department’s aim—to capture T12 alive—is continually undermined by local politicians eager for quick solutions and media attention. Vidya’s ethical stand is dismissed as weakness, while Pintu Bhaiya’s violent act is celebrated as heroism.

This aligns with the observations of environmental sociologist Rob Nixon (2011), who coined the term “slow violence” to describe the gradual, invisible destruction wrought by ecological neglect and bureaucratic indifference. Environmental degradation, displacement, and exploitation happen not through spectacle but through silence, policy, and neglect. Vidya Vincent’s silent resignation at the film’s end becomes symbolic of how integrity and ecological ethics are often devoured by the machinery of politics.

The Human–Animal Boundary

At the film’s heart lies a haunting question: When nature retaliates, who is to blame? The villagers’ fear of T12 stems from real loss—human lives are at stake. Yet, the film subtly exposes the deeper irony: it is humans who have intruded upon the tiger’s habitat. The so-called “man-eater” is, in fact, the victim of ecological displacement.

Ecologists like Raman Sukumar (2003) and Valmik Thapar (2019) have long emphasized that conflicts between humans and tigers in India are ecological symptoms, not behavioral anomalies. Deforestation, mining, and unsustainable development alter migration routes and prey patterns. The tiger, much like T12, becomes a scapegoat in a human drama of greed and governance failure.

Rajpipla and the Everyday Ecology

Living and teaching in Rajpipla makes Sherni more than cinema for me—it feels lived. The region’s forests, tribal communities, and wildlife form a delicate ecosystem where human coexistence with nature is an everyday negotiation. Villagers know the forest intimately, but like those in the film, they are often voiceless in policy decisions. Ecologists suggest that community participation is the only sustainable path forward: involving locals in forest monitoring, benefit sharing, and conservation strategies reduces conflict and fosters empathy (Baishya et al., 2025).

Such involvement could turn fear into stewardship—a principle both Sherni and real-world ecology agree upon.

Conclusion: The Roar Beneath the Silence

Sherni refuses to offer easy answers. It does not glorify nature nor demonize humanity; instead, it exposes the uneasy coexistence of both. Vidya Vincent’s quiet dignity contrasts sharply with the loud politics around her, just as the tigress’s unseen presence dominates the narrative.

The film ultimately invites us to rethink what ecological responsibility means. It is not about saving animals from humans, but about redefining how humans live with animals. It reminds us, as Lawrence Buell (1995) suggests, that the environment is not a passive setting for human action—it is a participant in human moral and cultural imagination.

In the end, Sherni roars not through sound but through silence—through Vidya’s restrained defiance, through the forest’s mute endurance, and through the haunting memory of T12. It reminds us that ecology is not only about trees and tigers—it is about ethics, empathy, and the courage to protect what cannot speak for itself.

References

Baishya, R., Bhuyan, M., & Deka, R. (2025). Human–Wildlife Conflict and Management with Special Reference to India. Asian Research Journal of Agriculture and Biology.

Buell, L. (1995). The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture. Harvard University Press.

Merchant, C. (1980). The Death of Nature: Women, Ecology, and the Scientific Revolution. Harper & Row.

Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press.

Shiva, V. (1989). Staying Alive: Women, Ecology, and Development. Zed Books.

Masurkar, A. V. (Director). (2021). Sherni [Film]. Abundantia Entertainment. Amazon Prime Video.

Sukumar, R. (2003). The Living Elephants: Evolutionary Ecology, Behaviour, and Conservation. Oxford University Press.

Thapar, V. (2019). Tiger Fire: 500 Years of the Tiger in India. Aleph Book Company.

Play Screening: Ghashiram Kotwal by Vijay Tendulkar

 

Experiencing Theatre Beyond the Page: A Classroom Screening of Ghashiram Kotwal

When we study literature, we do much more than simply read texts—we step into worlds of art, imagination, and performance. Literature encompasses multiple art forms, and drama is perhaps the most dynamic among them. While we may engage with plays through reading in classrooms, the very essence of drama lies in performance. Without experiencing its staging, students often miss the theatrical techniques and dramatic intensity that a written script alone cannot fully convey.

This thought guided me as I introduced my B.A. English students to Vijay Tendulkar’s celebrated play, Ghashiram Kotwal. Instead of confining our learning only to the text, I organized a screening of a stage performance to give students a glimpse into how literature transforms into theatre.

Why Screening the Play Was Important

Reading Ghashiram Kotwal provides deep insights into themes of power, corruption, morality, and gender politics. Yet, Tendulkar’s brilliance also lies in his experimentation with theatre techniques. These are not easily grasped on the page. The performance highlights elements such as:

• 🎭 Use of Chorus: The collective voice of the people, adding rhythm and commentary.

• 👥 Characters and Events: How the actors embody satire, irony, and exaggeration.

• 🥁 Tamasha Technique: A traditional folk-theatre form from Maharashtra, blending song, dance, and drama to critique society.

By watching the performance, students were able to appreciate these techniques in action, rather than simply imagining them.

The Screening Experience

We watched the play performed by भारतेंदु नाट्य अकादेमी and the Culture Department of Uttar Pradesh, presented in Hindi. 

Here is the video:

While there were some technical issues, such as sound quality due to the recording of the stage performance, the overall performance was mesmerizing. The vibrancy of costumes, the rhythm of the chorus, and the raw energy of tamasha brought the text to life.

Interestingly, the play is originally written in Marathi, later translated into English, and the performance we watched was in Hindi. Despite this linguistic shift, the staging remained remarkably faithful to the English text, allowing students to connect their reading experience with the performance on screen.

Reflections

The screening reaffirmed a crucial lesson: 

"...drama must be experienced, not just read."

Watching Ghashiram Kotwal helped students understand how theatricality enriches meaning. The satire, folk elements, and interplay of power structures came alive in ways that reading alone could not achieve.

For students, it was not only an academic exercise but also an introduction to the vitality of Indian theatre traditions. For me as a teacher, it was rewarding to see their engagement grow through performance-based learning.

Conclusion

Organizing this screening of Ghashiram Kotwal was a reminder that literature teaching should go beyond the page. Watching theatre performances allows students to witness the fusion of text and performance, making the learning process holistic and memorable.

Though challenges like language barriers and limited availability of performances exist, initiatives like these open up new dimensions of learning. After all, drama is not just a script—it is a living art form.

Have you ever watched a stage performance of a play you studied in the classroom? How did it change your understanding of the text?