The purpose of this study was to identify specific cultural elements within one elementary school to provide information about the school's identity and functioning. These elements included values, beliefs, play, rituals, ceremonies, and cultural objects. Schools are distinct and unique cultures. The culture of each school building drives the daily happenings. The culture either enhances or stifles growth. By creating an awareness of school culture, educators can better understand the meaning of their day to day activities and how their school evolves towards continuous improvement. The aim of interpreting a school culture is thus to understand meaning and symbols as they have been created by the members of the culture (Schultz, 1995). This study uncovered evidence to demonstrate that the awareness of stakeholders of a school's culture influences how the culture works. Interviews, artifact collection, digital photographs, meeting analysis, and fieldnotes from observations comprise the data. The interviews were conducted with educators, staff, and parents to ascertain their perceptions of their culture. Artifacts include documents such as weekly bulletins and meeting agendas that reflect the cultural workings. These focus on personal and social aspects of the culture such a party invitation, which spoke of the members' personal and interpersonal connections. Digital photographs were taken of inanimate objects within the building that visually depicted the values of the culture. Meetings play a key role in cultivating and representing a culture's values and beliefs. Meeting analysis helped to emphasize how this culture made decisions and how the culture structured its daily rhythm. Fieldnotes based on direct observations of meetings an - 3 -d of key events within specific locations in and around the school building were taken. Data sources were analyzed across interconnected themes. These themes explain how the culture worked and why its members did the things they did. This study isolated specific cultural elements, specified the internal relationships among those elements, and then characterized the whole culture based on the current knowledge of the culture.
The School auditorium had been prepared for the occasion. It was decorated with flowers of paper. It looked very beautiful. The chief guest arrived on time and look his seat. He was welcomed with a bouquet of flowers presented by two nursery children.
The cultural show began with a welcome song and a player song. The first item was presented by the nursery and K.G. students. They were dressed up as flowers and looked very lovely. They danced all around the stage without making a single mistake. Everyone clapped loudly. There was a short Odissi dance price by a very talented girl of our school. There were some solo and group songs and dances after that.
Two Hindi and English skits were played too. The Hindi play was a comedy, while the English one was Shakespeare’s ‘Taming of the Shrew’. Both were appreciated very much. We also had a miming act and magic show presented by two boys.
All the parents and other guests enjoyed the whole evening very much. It was a well organised show. We felt very happy when we heard the loud clapping. The Chief guest came up on the stage and gave away some prizes. He praised our school and its students very much.
Our school principal gave a short history of the school and read out the annual report. She also gave a volt of thanks to the chief guest and all the other guests. Finally, the National Anthem was sung and the school Annual Day came to an end. We enjoyed it very much.