sharmagaru,
IMHO, it is not a fair comment. I used to visit Tirumala every year - climbing the mountain by foot. More than one minute in the presence of the Lord with 'jaragandi, jaragandi' and the constant pushing and pulling in the sannadhi, I enjoyed the five hour journey period remembering the Lord and repeating his names. There is nothing conservatism about it.
There is a Sadasiva Brahmendra kRti - pibarE rAma rasam - Music is to be drunk - it is not fizzy drink to gulp in one go and burp.
KARNATAKA SANGEETHAM FOR MASSES-MUSIC EDUCATION SERIES, OUTREACH PROGRAM INITIATIVE.
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vgovindan
- Posts: 1937
- Joined: 07 Nov 2010, 20:01
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arasi
- Posts: 16872
- Joined: 22 Jun 2006, 09:30
Re: KARNATAKA SANGEETHAM FOR MASSES-MUSIC EDUCATION SERIES, OUTREACH PROGRAM INITIATIVE.
VG,
gOvindA
Perumal,
That TNK's BehAg with Ramabhadran was just perfect...
gOvindA
Perumal,
That TNK's BehAg with Ramabhadran was just perfect...
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Pratyaksham Bala
- Posts: 4203
- Joined: 21 May 2010, 16:57
Re: KARNATAKA SANGEETHAM FOR MASSES-MUSIC EDUCATION SERIES, OUTREACH PROGRAM INITIATIVE.
Well said !pperumal wrote:Talent, hard work, exposure to maestros....is the only rajamargam!!!
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varsha
- Posts: 1978
- Joined: 24 Aug 2011, 15:06
Re: KARNATAKA SANGEETHAM FOR MASSES-MUSIC EDUCATION SERIES, OUTREACH PROGRAM INITIATIVE.
The book The Dancing Wu Li Masters , Spends a few lines on the subject of hill climbing (as a mode to shift perspectives) very nicely . Two interesting bits are quoted here .
The first because it has some relevance to the topic being discussed .
The second for its sheer elegance as an analogy.
I now understand why my parents made us climb to the top of the hill where our family deity presided, instead of taking the bus. Time after Time.
Quote
In Einstein's words:
. . . creating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views,discovering unexpected connections between our starting point and its rich environment. But the point from which we started out still exists and can be seen, although it appears smaller and forms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up.
.....
Suppose that we are in a balloon looking down on a mountain that has a bright beacon on the top of it. The mountain rises gradually out of the plain, and becomes more and more steep as its elevation increases, until, close to the top, it rises almost straight up. There are many villages surrounding the mountain, and there are footpaths connecting all of the villages with each other. As the paths approach the mountain, all of them begin to curve in one way or another, to avoid going unnecessarily far up the mountain.
Suppose that it is nighttime and that, looking down, we can see neither the mountain nor the footpaths. All that we can see is the beacon and the torches of the travelers below. As we watch, we notice that the torches deflect from a straight path when they approach the vicinity of the beacon. Some of them curve gently around the beacon in a graceful arc some distance away from it. Others approach the beacon more directly, but the closer they get to it, the more sharply they turn away from it.
From this, we probably would deduce that some force emanating from the beacon was repelling all attempts to approach it. For example, we might speculate that the beacon is extremely hot and painful to approach.With the coming of daylight, however, we can see that the beacon is situated on the top of a large mountain and that it has nothing whatever to do with the movement of the torchbearers.
They simply followed the easiest paths available to them over the terrain between their points of origin and destination.This masterful analogy was created by Bertrand Russell. In this case, the mountain is the sun, the travelers are the planets, asteroids, comets (and debris from the space program), the footpaths are their orbits, and the coming of daylight is the coming of Einstein's general theory of relativity
........
Unquote
The first because it has some relevance to the topic being discussed .
The second for its sheer elegance as an analogy.
I now understand why my parents made us climb to the top of the hill where our family deity presided, instead of taking the bus. Time after Time.
Quote
In Einstein's words:
. . . creating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views,discovering unexpected connections between our starting point and its rich environment. But the point from which we started out still exists and can be seen, although it appears smaller and forms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up.
.....
Suppose that we are in a balloon looking down on a mountain that has a bright beacon on the top of it. The mountain rises gradually out of the plain, and becomes more and more steep as its elevation increases, until, close to the top, it rises almost straight up. There are many villages surrounding the mountain, and there are footpaths connecting all of the villages with each other. As the paths approach the mountain, all of them begin to curve in one way or another, to avoid going unnecessarily far up the mountain.
Suppose that it is nighttime and that, looking down, we can see neither the mountain nor the footpaths. All that we can see is the beacon and the torches of the travelers below. As we watch, we notice that the torches deflect from a straight path when they approach the vicinity of the beacon. Some of them curve gently around the beacon in a graceful arc some distance away from it. Others approach the beacon more directly, but the closer they get to it, the more sharply they turn away from it.
From this, we probably would deduce that some force emanating from the beacon was repelling all attempts to approach it. For example, we might speculate that the beacon is extremely hot and painful to approach.With the coming of daylight, however, we can see that the beacon is situated on the top of a large mountain and that it has nothing whatever to do with the movement of the torchbearers.
They simply followed the easiest paths available to them over the terrain between their points of origin and destination.This masterful analogy was created by Bertrand Russell. In this case, the mountain is the sun, the travelers are the planets, asteroids, comets (and debris from the space program), the footpaths are their orbits, and the coming of daylight is the coming of Einstein's general theory of relativity
........
Unquote
Last edited by varsha on 15 Oct 2015, 17:16, edited 3 times in total.
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munirao2001
- Posts: 1334
- Joined: 28 Feb 2009, 11:35
Re: KARNATAKA SANGEETHAM FOR MASSES-MUSIC EDUCATION SERIES, OUTREACH PROGRAM INITIATIVE.
Education has to meet seeker's aspirations most effectively with excellence. Education in art must meet the mass requirement for minimal knowledge for appreciation and enjoyment. It also must meet higher levels of requirements for all other stake holders for practice-Students, both naturally and exceptionally talented (very few) and average levels in majority; Opinion makers; event managers; patrons; institutions-Public and Private authorities.
Practitioner-Performer, teacher and scholar have requirement of specialized and higher levels of knowledge over all the others. In art practice, it is endless pursuit and practice for achieving elusive perfection (near perfection) and also excellence. Art education should support sense of mind in ideation, imagination and creativity. Art education also must enable self discipline and inspiration. Discipline and inspiration result in highest levels of commitment, dedication and righteousness. Art practice also must be successful in making the living with pleasure for the practitioner as well as connoisseur. Art must be on the path of growth and development to realize its highest potential. Practitioner and connoisseur have to serve and contribute to make it happen. Art to enlighten must be with potentialities and possibilities of highest levels. Firmly must secure the attained levels of excellence, creating avenue for innovation with excellence and its seamless adaptation and absorption. Innovation and creativity are vitals for art.
All the stakeholders must realize their roles and responsibilities to support the two vitals of innovation and creativity with will sans pride and prejudice.
Karnataka Sangeetha education also needs activism to strengthen these two vitals for realizing the very high potential for its growth, development and appreciation, globally in the near future. This is made possible by great maestros’ practitioners in the past and in the present. All the innovation and creativity with proven or high potential for excellence must be recognized and education systems and methods have to be standardized and universalized. Work has commenced with many practitioners striving and contributing. All the practitioners retaining their originality must come together and work together to achieve the set goals and objectives for practices, impersonally and selflessly.
Recognizing the highest capabilities and potentialities, I desire the leadership of great maestro and great genius with proven excellence Sri Chitraveena Ravikiran and dedicated team of practitioners to work together. First action is recognition of all the innovation and creativity, its evaluation, its standardization and adaptation. Revised systems and methods for practices-teaching, researching and performing are to be established. All my present thinking and actions are driven with this vision and mission.
munirao2001
Practitioner-Performer, teacher and scholar have requirement of specialized and higher levels of knowledge over all the others. In art practice, it is endless pursuit and practice for achieving elusive perfection (near perfection) and also excellence. Art education should support sense of mind in ideation, imagination and creativity. Art education also must enable self discipline and inspiration. Discipline and inspiration result in highest levels of commitment, dedication and righteousness. Art practice also must be successful in making the living with pleasure for the practitioner as well as connoisseur. Art must be on the path of growth and development to realize its highest potential. Practitioner and connoisseur have to serve and contribute to make it happen. Art to enlighten must be with potentialities and possibilities of highest levels. Firmly must secure the attained levels of excellence, creating avenue for innovation with excellence and its seamless adaptation and absorption. Innovation and creativity are vitals for art.
All the stakeholders must realize their roles and responsibilities to support the two vitals of innovation and creativity with will sans pride and prejudice.
Karnataka Sangeetha education also needs activism to strengthen these two vitals for realizing the very high potential for its growth, development and appreciation, globally in the near future. This is made possible by great maestros’ practitioners in the past and in the present. All the innovation and creativity with proven or high potential for excellence must be recognized and education systems and methods have to be standardized and universalized. Work has commenced with many practitioners striving and contributing. All the practitioners retaining their originality must come together and work together to achieve the set goals and objectives for practices, impersonally and selflessly.
Recognizing the highest capabilities and potentialities, I desire the leadership of great maestro and great genius with proven excellence Sri Chitraveena Ravikiran and dedicated team of practitioners to work together. First action is recognition of all the innovation and creativity, its evaluation, its standardization and adaptation. Revised systems and methods for practices-teaching, researching and performing are to be established. All my present thinking and actions are driven with this vision and mission.
munirao2001