Published Paper Details:

Sanskrit has served as the foundational language of India's classical knowledge systems, preserving centuries of philosophical, literary, artistic, and scientific traditions. In the field of Indian classical dance, particularly Kuchipudi, Sanskrit occupies a central position as the language of the Natya Shastra by Bharata Muni and the Abhinaya Darpana by Nandikeswara, two seminal treatises that continue to shape dance pedagogy, performance aesthetics, and artistic interpretation. Despite the enduring significance of these texts, contemporary institutional dance education often places greater emphasis on practical training than on developing linguistic competence in Sanskrit. Consequently, many students learn theoretical concepts through translations, limiting their ability to interpret original slokas, comprehend technical terminology, and appreciate the philosophical depth of classical dance. This paper examines the need to integrate Sanskrit into the Kuchipudi curriculum as a pedagogical tool for strengthening theoretical understanding, enriching performance practice, and preserving India's cultural heritage. Adopting a qualitative and descriptive approach, the study draws upon classical treatises, contemporary literature on dance education, curriculum studies, and the principles of the Indian Knowledge Systems (IKS) framework. It explores the pedagogical relationship between Sanskrit and Kuchipudi, identifies existing curricular gaps, and proposes a structured framework for incorporating foundational Sanskrit learning into dance education. The study argues that Sanskrit proficiency enables students to engage directly with primary sources, fosters authentic interpretation of rasa, bhava, abhinaya, and hasta terminology, and strengthens the connection between theory and practice. Integrating Sanskrit into Kuchipudi education also contributes to the preservation of intangible cultural heritage by ensuring that the knowledge embedded in classical texts is transmitted accurately to future generations. The paper concludes with recommendations for curriculum developers, universities, and dance institutions to adopt interdisciplinary approaches that reinforce both academic excellence and cultural continuity.