Distance Education in Indian Music 1 Distance Education in Indian Music Distance Education in Indian Music : : feasibility and prospects feasibility and prospects Sanjoy Bandopadhyay ndia is now fully on with the latest advancements in Information Technology. So, it is time that the music-academicians think of making the music education available in Distance learning mode. Our music is so rich in content and approach that availability of Indian Music through DE 1 is expected to receive global welcome. This will also help in fostering this great art and retaining its values intact. One is to one is the best ratio for teaching and learning Indian Music. Talking of classical music, individualistic teaching has been the key-word for effective teaching that has been proved and practiced for thousands of years. During the last four decades we saw a boost in institutionalized music teaching. The initial intention to introduce such a teaching-mode was to boost the clientele in the society so that classical music may sustain with glory. Ultimately, the classroom teaching could assume an important role in music teaching. This proved to be good as a hobby class but this teaching-learning system failed to prove to be compatible when someone asks for a more individualistic outcome like formation of a promising musician. This mode of teaching can reach a wider student audience and can meet the needs of students who are unable to attend in-campus classes. This mode can involve outside teachers who would otherwise be unavailable. This can link students from different social, cultural, economic, and experiential backgrounds Distance learning mode may be a solution to cater individual demands of students. Looking at the Distance E ducation against the classroom teaching we can see that DE is more student-friendly. The CRT 2 is time-bound but the future teaching-learning through DE mode may see a more self-paced, self-directed learning which can take place in a wide variety of individualized but interactive settings. The shift in educational paradigm will focus on the learning process and the learner, rather than the traditional teacher-centered course. In a learner-centered environment, the traditional role of the teacher or faculty member will change significantly. Introduction of this technology promises a change in the way the education is designed and delivered to off- campus individuals and groups. There may be mix instructional system where the students are free to also join classes in campus. 3 In institutionalized music teaching, faculty was the primary source of knowledge and expertise, and the practical classes and lectures were the principal instructional methodologies to transfer knowledge to students. Faculty members 1 DE : Distance E ducation 2 CRT : class room teaching 3 In this case, the Study Centers have to be established at different geographical locations so that the students may get assistance with not too long travels. The DE offering institutions may consider of contacting the touring musicians for this job. There may be a list of musician-teachers those may be approached for this job. This may be attractive to both the musicians and the institute as the musicians will have some job during their free days and the institute will be able to save on the travel expenses of their teachers. I The Proposal Paper for the International Seminar/Bharat Bhavan, Bhopal/ 27-29 Nov., 2000