Sakkubai Santram Rayannaravr

This Foundation Project implemented by IFA will engage fifth grade students of the Government Higher Primary Urdu School, Dharwad taluk, Dharwad district. The project will engage students in various language arts, visual arts, and theatrical activities with the Garaga Khadi Gram Udyog a centre crafting the Indian national flag from khadi fabric, since 1974. The project titled Neladallu Noolinallu Deshapremave (Patriotism from Soil and Cotton Thread), will connect students with local histories Sakkubai Santram Rayannaravr is the project coordinator for this project. 

Sakkubai Santram Rayannaravr is an assistant teacher who comes from the pool of trained facilitators who has participated in the Kali Kalisu orientation workshop that was conducted in Dharwad this year. Having been exposed to various forms of literary arts, she now wants to use her skills to aid the learning process of her students. Given her experience, she is best placed to be the project coordinator of this foundation project of IFA.

Flags have a long history and an even longer prehistory. Objects that resembled flags were in use across the world in ancient times. The magic of the flag is that it is an integral and most widespread artefact of the nation. The design of the Indian national flag was finalised and approved unanimously in the constituent assembly on July 22, 1947. A small village, Garaga, near Dharwad, with few families and artisans, has been quietly upholding a proud tradition for more than five decades. The tradition of flag-making at Garaga Khadi Gram Udyog is not just a job for them; it’s a familial legacy. Despite the modest earnings, the artisans consider this work a national duty rather than a mere livelihood. The entire project revolves around the Garaga village, its community, and local historical events; and hopes to inculcate the concepts around nationhood in the children.

This project will take place in different phases. In the first phase, children learn patriotic songs collectively along with the local band that will serve as resource persons. Further, being a writer and singer herself Sati Sakkubai will be able to lead and introduce children to national culture and songs, enhancing their emotional connection to the country.

This project seeks to listen to the stories of people and of their experience in the town. Students will visit the weaving centre, in the second phase, and this approach ensures that students not only know about their neighbourhood stories but also develop a personal connection to them. Sakkubai will attempt to engage students with the story of Garaga, its multilayered histories and the lived realities of the communities attached to the weaving centre. Furthermore, the project explores how the educational objectives can be achieved through various subjects taught in primary school, such as reading, writing and fine arts. Sakkubai will involve her peer teachers in the school in all her engagements with the students and the community.

Hubli and Dharwad, the twin cities, were at the forefront of India's freedom struggle in Karnataka. During the third stage of the project, on weekends, Sakkubai will invite community elders for story-telling sessions to narrate the different stages in the history of the making of the national flag, recall local independence and historical events that will complement the text book on India's independence struggles. Each student will summarise and share at least 50 stories through postcards with their parents, friends, and relatives. These exercises will encourage creative writing and understanding of history. The common thread that links the various activities in the project is the involvement of the community and an understanding that the making of the national flag is more than a craft. It is also a tribute to the sacrifices made by their forefathers for India’s freedom. Meanwhile students will collect flags from different countries for a permanent display in the school. A huge poster will be an outcome from this.  

It is also an exceptional exchange that the peer teachers have been brought into the project with the task of publishing a quarterly magazine during the project period. Such institutional participation is crucial for the sustainable progress of the project. With each issue focusing on the Hangarki village, four publications will document its stories, community interviews, essays, and voices of the youth.

The outcomes of the project will be publications, performances and an exhibition in the school. The Project Coordinator's deliverables to IFA, along with the final report, will be copies of the publications, photographs, and video documentation of the entire project.

This project suitably addresses the framework of IFA’s Arts Education programme in the manner in which it attempts to connect students and schools to the cultural knowledge of the local communities they live in. 

IFA will ensure that the implementation of this project happens promptly and funds expended are accounted for. IFA will also review the progress of the project at midterm and document it through an Implementation Memorandum. After the project is finished and all deliverables are submitted, IFA will put together a Final Evaluation to share with Trustees.