Gujarati | Gujarati Gujarati | Gujarati

Gujarati

Bachelor of Arts | B.A.
Language : English | Gujarati

It is an undergraduate full time 3 year course designed to develop their intellectual, personnel and professional abilities. The objective of this course is to prepare students to think critically and find new ways to improve in the world of Gujarati literature.

This course is spread over 6 semesters. Each semester under this course makes sure that you are progressing step by step to meet the opportunities offered and face the challenges of the dynamic field of literature.

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Objectives

  • To use Gujarati effectively for study purposes across the curriculum.
  • To develop interest in appreciation of literature.
  • Through the course, the student should be able to imbibe ethical, moral, (national) patriotic and cultural values through various forms of literature.
  • During the course, students should be taught/ trained / guided to write creative stories, poems, one act play, scripts, drama. Etc.

Gujarati Sahitya Mandal

Since 1960, this association has been a part of Gujarati Department. The main objectives of this association is to develop the overall personality through various language skills, programs and competition.

To provide opportunity and platform to show their skills in performing art and also in Literary work as well as Fine Arts.

Eminent Alumni

Courses

First Year (Semester- I)
  • Poetry of Ramesh Parekh & samkalin vartao (Stories) by different author. Creative writing in film, drama and book.
  • This course will mainly focus on poetries of Ramesh Parekh, a poet of modern era. He has highlighted all the topics that comes under Social/political/Environment, etc. The impact of his poem is that students express and and relate their feelings, daily life situation.
  • Besides that the stories of modern era helps students filled with patriotism, humanity and idea about social revolution with different writing method of different authors.
First Year (Semester - II)
  • Poetry of Ramesh Parekh & samkalin vartao (Stories) by different author. Creative Writing - Review writing in film, drama and book.
  • This course will mainly focus on poetries of Ramesh Parekh, a poet of modern era. He has highlighted all the topics that comes under Social/political/Environment, etc. The impact of his poem is that students express and and relate their feelings, daily life situation.
  •  Besides that the stories of modern era helps students filled with patriotism, humanity and idea about social revolution with different writing method of different authors.
Second Year (Semester- III)
  • Various gazal by different gazalkar and poetry of madhyakalin yug.
  • The Gazal form is ancient, tracing its origins to 7th century Arabic poetry. The Gazal spread into South Asia in the 12th Century. A Gazal may be understood as a poetic expression of both the pain of loss or separation and the beauty of love in spite of that pain. From this course students can learn the formation of Gazal and five rules i.e. “Matlaa”, “Radif”, “Qaafiyaa”, “Maqtaa” and “Beher” from different Gujarati Gazalkar.
  • In Gujarati literature medieval era (Madhyakalin Yug) is mainly known as after Narsinh Yug. During this period the poetry dominated the literary activities. During this era Gujarati literature has come under tremendous way of the bhakti movement. During this age Jain and Hindu poets produced Gujarati literature in abdundance through Bhajan, Pad, Aakhyan, Raas, Chhapa, Garbi and so on. Through this course students mainly focused on the literature of Narshi Mehta, Meerabai, Premanad, Dayaram and Akhobhagat.
  • Hasya nibandh by different author and naval katha “Akupar” by Dhruv Bhatt.
  • Essay are commonly used as a literary critism. Political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. The outcome of this course is to cultivate knowledge and help students to think and see the things differently.
  • The 19th century is the dawn of Gujarati prows as well as novel. Yet last forty years of this century are remarkable for its growth and maturity. From this course students will learn a modern era of Gujarati novel and details study about the novel “Tatvamasi” which centered on protagonist working in a tribal village on the banks of Narmada river.
Second Year (Semester- IV)
  • Various gazal by different gazalkar and poetry of Gandhi yug.
  • The Gazal form is ancient, tracing its origins to 7th century Arabic poetry. The Gazal spread into South Asia in the 12th Century. A Gazal may be understood as a poetic expression of both the pain of loss or separation and the beauty of love in spite of that pain. From this course students can learn the formation of Gazal and five rules i.e. “Matlaa”, “Radif”, “Qaafiyaa”, “Maqtaa” and “Beher” from different Gujarati Gazalkar.
  • During this period, Mahatma Gandhi and Gujarat Vidyapith became the nerve-centre of all literary activities, where new values emerged and more emphasis was given to Gandhian values.
  • Students will learn the poetry of Meghani, Umashakar Joshi, Rajendra Shah and Ramnarayan Pathak.
  • Hasya nibandh by different author and naval katha “Akupar” by Dhruv Bhatt.
  • Essay are commonly used as a literary critism. Political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. The outcome of this course is to cultivate knowledge and help students to think and see the things differently.
  • The 19th century is the dawn of Gujarati prows as well as novel. Yet last forty years of this century are remarkable for its growth and maturity. From this course students will learn a modern era of Gujarati novel and details study about the novel “Tatvamasi” which centered on protagonist working in a tribal village on the banks of Narmada river.
Third Year (Semester- V)
  • Literary criticism by Plato, Aristotle, Matthew Arnold and Wordsworth. – Criticism by Western Author about poetry.
  • Plato was an Athenian philosopher during the Classical period in Ancient Greece. From this course students improve their reasoning, discussion and logical argumentation skills.
  • Aristotle was a Greek philosopher and polymath during the Classical period in Ancient Greece. One can learn the guiding principles and social conducts of life.
  • Matthew Arnold was an English poet and cultural critics, novelist and colonial administrator. This helps students to improve their critics and creates the curiosity to know about the different languages and their culture.
  • Wordsworth was an English Romantic poet. He launched Romantic age in English literature with his writing. Criticism helps to understand and appreciate the world around us.
  • Detailed study of different era of Gujarati literature from Pandit yug to Gandhi yug with their author and their books. Study of literary magazines like Dandio, Sanskruti, Gyan Sudha and Sabdha Shrusti. Study of children literary books.
  • With the colonial British Government and the new technology of printing and press, education in the English language began. The new age brought many newspapers and magazines, which spread awareness in society. Because of this, there was much more literature, and it included forms other than the ancient religious style of poetry. The creations reflect social welfare, criticism, plays, new-age thinking, worship of the country, the values of life, etc. This period is subdivided into following eras: Reformist Era or Narmad Era, Scholar Era or Govardhan Era, Gandhi Era, Post-Gandhi Era, Modern Era and Postmodern Era.
  • Study of Journalism and translated literature. – Different aspects of Journalism and one translated book from Japanese to Gujarati (To To Chan).
  • Journalism plays a vital role in the development of an individual and society in the modern world. With the rapid growth of mass media in the country, education and training in the field have assumed a greater significance. The Course seeks to foster acquisition of critical thinking amongst students so that they understand the relationship between the production, reception and construction of meanings in all forms of communication.
  • The grammar of the Gujarati language is the study of the word order, case marking, verb conjugation, and other morphological and syntactic structures of the Gujarati language, an Indo-Aryan language native to the Indian state of Gujarat and spoken by the Gujarati people. From this course students enhance the knowledge of:
    • Importance of language in day to day life.
    • Origin and growth of language.
    • Phonetic and pronunciation of Gujarati process.
    • Difference between Standard language and Dialect.
    • Different types of Gujarati Dialect.
  • Study of different era from Madhya Kal to Sudharak yug with their author and their books and Swaminarayan Sahitya.
  • The Gujarat literature in early era (up to 1450 AD) and medieval era (1450 AD – 1850 AD) are divided into 'before Narsinh' and 'after Narsinh' periods sometimes. Some scholars divide this period as 'Rāsa yug', 'Saguṇ Bhakti yug' and 'Nirguṇ Bhakti yug' also.
  • Ancient type of literature.
  • Literature of Bhakti Sampradai in the context of Narshi, Mira, Premanand and Dayaram.
  • Study of Dalit literature and stories of Meghani.
  • Like all dalit literatures, Gujarati dalit literature is about the assertion of human rights, self-pride, revolt against social injustice, chronicles of personal and collective suffering, and hopes and aspirations for a new society devoid of discrimination.
Third Year (Semester- VI)
  • Study of different Sentiment (Ras), its meaning and process according to Mamat. In Indian aesthetics, a rasa (Sanskrit: रस) literally means "juice, essence or taste". It connotes a concept in Indian arts about the aesthetic flavour of any visual, literary or musical work that evokes an emotion or feeling in the reader or audience but cannot be described.
  • The Impact and Influence of Colors on Human Emotions.
  • Study of Adhunik era with their authors and books and different types of literature (Geet, Essay, Novel and Poetry).
  • Post-independence Gujarati poetry displays a higher form of subjectivity and explores newer philosophies and lines of thought and imagery. The poems became more subjective and brutal, discarding old imageries and symbols and replacing them with new ideas. Prominent Gujarati poets of the post-independence era include critically acclaimed poets.
  • Post-independence prose literature in Gujarati had two distinct trends, traditional and modern. The former dealt more with ethical values.
  • Existentialism, surrealism and symbolism influenced the latter. The modernists also wanted to do away with moral values and religious beliefs.
  • Translated literature and use of dictionary and thesaurus.
  • The importance of literary translation is immeasurable. It enables people to understand the world. Students are able to understand philosophy, politics and history through the translated works of author. Students also studied:
    • Story book of “Chandraben Shrimadi”.
  • Study of Linguistic and Gujarati Grammer.
    • Detail study of noun, pronoun, active voice, passive voice, adverb, adjuctive, singular plural.
    • Different types of sentences.
    • Proof reading.
  • Study of Lok Sahitya (Folk Literature) and Jain Literature – Lok Geet, Lok Varta, Chand, Ukhana, etc.
  • Folk literature includes all the myths, legends, epics, fables, and folktales passed down by word of mouth through the generations. The authors of traditional literature are usually unknown or unidentifiable.
  • From the course students have moral lesson and reflect the values of the culture from which they come.
  • Dalit Literature and book “Kalakhyan” by Chinu Modi.