Undisciplined Design: Risks, Challenges, Limitations and Strategies for Navigating through Chaos

Published online by Cambridge University Press:  27 August 2025

Mapping project alignment: a case study of using concept maps to analyse shared understanding in a multi-disciplinary long-term creative practice project

Published online by Cambridge University Press:  27 August 2025

Digitally Framed Bodies : The Role of Habitual Interfaces in Designing Aesthetic Perceptions in Digital Fitness.

RAW 2024, UT Dallas

Needles to Say: Women Quilters’ Narratives from the Past, Present, and Future with the Coming of Creative Technology for Creative Industries in India.

Interactive Film & Media Journal, Vol. 3, No. 2, June 2023

Abstract
Story telling and informal learning is passed down generations and has been recognized as one of the best approaches to human evolution and development. One such form of story telling and informal learning is evident in folk quilting which has an extensive history throughout the world. This living tradition is a symbol of care, comfort, and inspiration within the community. Social values; care, patience, connectedness and sisterhood are central to the form. With the growing global market, native folk quilters are approached by the creative industries with a certain sense of urgency. With market driven production care and collaboration are in question due to digital penetration in rural Indian quilters. The younger generation in the quilting communities are interested in other revenue generating opportunities as opposed to expanding the form. Traditional folk quilters struggle with technological adoption as they are threatened to survive and sustain the purity of the indigenous form and are now further challenged to impart their sense of effective passing down of traditions to their younger generation with the care different from their own given the diminishing interest in the younger generation.

STEAM-Science Technology Engineering Arts and Mathematics education is an on-going project in rural Karnataka, India is creating conditions for better understanding and contextual experiential learning for developing STEAM mindset in middle, secondary schoolers and the extended parent communities. This project is being implemented through Gram Panchayat (public) libraries since 2021 with the support of Rural Development and Panchayat Raj (RDPR) . In this paper, I present a possible addition to the existing STEAM-Ed manual to assist facilitators in the libraries and NGOs working with quilter communities to explore transdisciplinary methodologies to bridge the veteran quilters to the next generation by an artistic exploration using mobile technology to work through art history, folk feminist ethnography, cultural studies, ethno-mathematics, ethno-engineering, and creative coding to break the dominant narratives through STEAM-Ed program.

Halasuru Traverses: Alternative Local Histories

From the journal Digital Culture & Societyhttps://doi.org/10.14361/dcs-2020-0113

Vatara Shaales: Evidence for an Arts-integrated Investment for Continued Learning in Community Schools during the COVID-19 Pandemic in Karnataka, India

This paper outlines the experiences of Yuva Chintana Foundation (YCF) in rolling out a STEM education programme supported by IBM and Quest Alliance in the state of Karnataka during the first wave of the COVID-19 pandemic in 2020. The government of Karnataka announced a community schooling initiative titled Vidyagama to prevent a sustained break in the education of students from vulnerable communities who are at risk of dropping out of school. This paper outlines many of the methods used in these community schools or Vatara Shaales, drawing attention to the use of the arts in 1) connecting various members of the community by helping them make sense of what is happening around them through the process of sharing and reflecting on their collective experiences, 2) making lessons interesting, 3) learning new digital skills, 4) providing context and relevance to local art forms and traditions and 5) building a pool of resources who can teach an arts-integrated STEM curriculum in these economically “backward” and vulnerable districts.

fab educators pilot programme at workbench projects: Government School Theatre teachers leverage digital fabrication for fab 2.0

https://archive.org/details/Fab12GowdaKumar/page/n6/mode/2up

Educators have long-standing experience using FabLabs in many parts of the globe. In India FabLabs are at a nascent stage and available for a small community of informed users, mostly in urban settings. Workbench Projects (WP), a young FabLab/Makerspace in Bangalore, made its first headway working with a select group of government school ‘theatre teachers’ under its pilot initiative of the Fab Educators Programme. Teachers became the ground zero of this project because they represent a small but committed group of individuals in the system. This paper attempts to share some key processes that were set in place in selection of teacher participants, designing, preparation, conducting and reviewing the workshop. Continuation of this orientation towards a more immersive, and self-directed engagement has been charted by the teacher participants themselves as the next plan of action towards building Fab2.0 in their own small workspaces with the support of Workbench Projects along with both the central and state government

ARTS EDUCATION POSITION PAPERS FOR PRE-SERVICE TEACHER TRAINERS

One major success for the work I did at india foundation for the Arts was securing a long-term engagement with Department of State Education and Research Training (DSERT) that began with creating an Arts Education syllabus for the Diploma in Education (D.Ed.) teacher training programme. We were appointed for implementing the new Arts Education syllabus for teacher educators at District Institute of Education and Training (DIET) colleges, and for articulating two position papers for the D.Ed. curriculum review.

1. Aims of Education
2. Communication Skills in Pre-Service Teacher Training Programme

The outcome has been not just the two position papers, but also, a detailed D.Ed. course syllabus teacher educators’ manual and a source book.It is abundantly clear that the DSERT viewed our work through the Kali-Kalisu project as the preeminent arts education resource for the state.