ARTS EDUCATION

T
he Arts are organised expressions of ideas, feelings and experiences in images, music,
language, gesture and movement. They provide for sensory, emotional, intellectual and
creative enrichment and contribute to the child's holistic development. Much of what is finest
in society is developed through a variety of art forms which contribute to the cultural ethos and sense
of well-being of an individual.

Overview
Various policy documents have recommended Arts Education as an area of immense importance for
the overall development of students. Report of the Education Commission (1952-53) emphasized the
"release of creative energy among the students so that they may be able to appreciate cultural
heritage and cultivate rich interests, which they can pursue in their leisure and later in life" and the
Kothari Commission re-emphasized the role of arts in education and stated, “The neglect of arts in
education impoverishes the educational process and leads to a decline of aesthetic tastes and values."

Arts education was always recommended as an important component of the school curriculum in all
National Curriculum Frameworks. The NCF 2005 recommendations brought in the major shift
giving Arts Education the status of a curricular area of school education from classes I to X on one
hand and arts as an approach to learning to be integrated across the complete school curriculum on
the other.

At International front, the UNESCO outlines the importance of Arts Education and its essential role
in improving the quality of education. UNESCO's Road Map (2006) endeavors to define concepts and
identifies good practices in the field of arts education, globally. It is meant to serve as an evolving
reference document which outlines concrete changes and steps required to promote arts education in
educational settings.

The Seoul Agenda (2010) is another important policy document of UNESCO on Arts Education. Its
three Goals for the Development of Arts Education reflect that Arts education has an important role
to play in the constructive transformation of educational systems that are struggling to meet the needs
of learners in a rapidly changing world characterized by remarkable advances in technology on the
one hand and intractable social and cultural injustices on the other.

Objectives of Teaching and Learning Arts

Education deals with human nature, which has its own potential and pace of growth. Its objective is
not to mould, but to facilitate the individual to grow and develop into a creative and productive
citizen. The aim is to make an individual free to make his/her own choices in life and grow
holistically. In other words, education in general and Art Education in particular is a way for one to

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grow and become sensitive to the beauty in nature, of social values and the aesthetic aspects of life
as a whole.

The Objectives of teaching and learning Arts are:

 Awareness about oneself and one's immediate environment, from physical existence of objects
to daily life experiences and their social importance.
 Development of individuality, sense of self and self-identity including personal identity and
social identity.
 Opportunity for experiential learning through exploring, appreciating, creating, imagining and
expressing.
 Develop sensory, kinaesthetic, psycho motor and affective abilities.
 Develop cognitive abilities such as imagination, divergent thinking, critical and reflective
thinking.
 Develop an understanding of art materials, methods, tools & techniques, and of processes to
communicate and express ideas and feelings in different ways.
 Develop a non-verbal means of communicating ideas and seeing relationships to reinforce verbal
learning.
 Develop the sensory and other skills in differently abled children (children with special needs) so
as to include them in to the mainstream of the process of art learning with normal children.
 Appreciation of India’s heritage and cultural diversity, and that of the world.
 Develop humane values of peaceful co-existence with nature and other human beings.

Art Education Curriculum and Suggestive Pedagogical Guidelines

Art is essential for cognitive, affective and psychomotor development of every child. It also helps
them in modes of expression, visualizing, scenario building, creative problem solving, divergent,
critical and reflective thinking. Arts education enhances a child’s ability to understand their
traditional art heritage as a national treasure and conserve and preserve it. Experiencing arts and its
explorations during the school years give them avenues to nurture creativity which makes them
contributing citizens.

The Curriculum of ‘Art Education' is delimited to the 'Visual Arts', which consists of; 2-D work such
as; Drawing, Painting, Printing, Still-life, pen & Ink, Collage, Paper-craft, Photography, Animation,
Graphic-designing etc. and 3-D work such as; Mask making, Clay-modelling, Puppet making,
Sculpture, Installations etc.
Stage wise/class wise pedagogical guidelines are given in detail alongside the theme charts of
curriculum outcomes, with general guidelines to assist teachers / facilitators plan and conduct the
teaching learning experiences better are as given below;

Pedagogical Guidelines -Primary Level

At the primary level children develop an understanding of the school and its environment as their
first introduction to a formal setup. Art is known to be the best tool to cater to the needs at this stage
and adds to the learning and development of children.

Profile of the learner

Children at this stage are between the ages of 6 to 11 years (varying from 5+ to 10+ in some cases).
They move into the world of fantasy, increased curiosity, take initiatives on their own, and start
developing skills. They are hyperactive with high levels of physical energy, start understanding
different identities, they pick up personality traits and associate themselves with their role models.

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Their participation in art experiences increase with liking for analytical thinking and appreciation.
At this stage, children prefer to work in groups / teams. They start questioning their own work and
this can be used for developing self-assessment and peer assessment among themselves.

Content and Methodology

Content is based on self, family, school and the immediate environment. Methodology – At primary
level for teaching and learning arts can be used creatively to channelize the high energy levels of
children by exposing them to different art forms such as; drawing & painting, rangoli, sand art, clay-
modeling, printing, paper crafts, constructing and sculpting, crafts etc. Outside activities such as:
field trips to zoos, gardens, parks, fire station, post office, museums, fairs etc. are an important
component to learn about their immediate environment at this level. Encourage participation in
community celebrations, festivals and visits to the place of work of artists and artisans to give them
better exposure of our cultural diversity. Collaborative learning can be promoted to ensure the
inclusion of differently abled children. Teachers should ensure that children of different learning
abilities are grouped together while making teams.
All activities, whether individual or group, should be evaluated and tools and techniques
recommended should include: observations, interactions, portfolios, displays, sketch books, scrap-
books, presentations etc.

Visual Arts Education

Visual Arts education is the area of learning that is based solely on the kind of art that one can see
which includes drawing, painting, print making, collage, textiles, sculpture, artefacts and design in
jewellery, pottery, weaving, fabrics, etc. and design applied to more practical fields such as
commercial graphics and home furnishings.

Drawing
Drawing is a means of making an image, using any of a wide variety
of tools and techniques. It generally involves making marks on a
surface by applying pressure from a tool, or moving a tool across a
surface using dry media such as graphite pencils, pen and
ink, inked brushes, wax colour pencils, crayons, charcoals, pastels,
and markers.

Painting

Painting is the practice of applying paint, pigment, colour or other

medium to a solid surface. The medium is commonly applied to the
base with a brush, but other implements, such as knives, sponges,
and airbrushes, can also be used. Painting is a mode of creative
expression, and the forms are numerous. Drawing, gesture,
composition, narration, or abstraction, among other aesthetic
modes, reflect the expressive and conceptual intention of the artist.

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 Print making

Print making is the process of making artworks by printing,

normally on paper that involves the making of a work of art by
transferring ink from the surface upon which the work was originally
drawn or otherwise composed to another surface.

Collage
Collage is a technique of an art production, primarily used in
the visual arts, where the artwork is made from an assemblage of
different forms, thus creating a new whole. A collage may sometimes
include magazine and newspaper clippings, ribbons, paint, bits of
coloured or handmade papers, portions of other artwork or texts,
photographs and other found objects, glued to a piece of paper or
canvas.

Textiles
Textiles are arts and crafts that use plant, animal and or synthetic
fibres to construct practical or decorative objects. The textile arts
also include those techniques which are used to embellish or
decorate textiles – dyeing and printing to add colour and pattern;
embroidery and other types of needlework; tablet weaving; and lace-
making.

Three Dimensional
Work Three-dimensional art design is comprised of three main elements:
balance, proportion and rhythm. Balance denotes visual balance and
not the actual ability to stand upright. Proportion refers to the
various parts of the three-dimensional object. The parts need to give
the appearance of belonging together. Rhythm is the repetition of
line or shape within the overall form.

Art & Artefacts

An artefact is something made or given a shape by man, such as a
tool or a work of art, especially an object of archaeological interest.
Examples include stone tools, pottery vessels, metal objects such as
weapons, and items of personal adornment such as buttons,
jewellery and clothing.

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Suggested Resource List

1. Drawing : Pencil, Chalk, Wax Crayons, Brushes and Pens

2. Painting : Powders, Tempera, Posters, Inks, Natural Dyes
3. Print Making : Potato, And Other Vegetables, Card, Woodspring
4. Collage : Paper, Card, Fabric, Threads, Feathers, Wood, Metal,
5. Textile Experience : Threads, Fibres Fabrics (Knotted, Woven, Patterned,
Dyed, Embroidered, etc.)
6. Three Dimensional : Clay, Plasticine, Dough, Junk, Modelling, Wood,
Styrofoam, Sculpture etc.
7. Response to Artefacts : Displays, Visits, Objects, Drawings, Paintings, Sculpture,
Reproductions etc.

The themes being focussed on in the syllabus for Arts Education for Classes I to V, are presented in
the diagram given below. There are totally seven themes.

Form

Art
Appreciatio Colour
n

Themes

Art
Texture
Vocabulary

Tools and
Composition
techniques

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Theme 1 Form

Forms; Lines, shapes and sizes of the objects in the immediate

surroundings/environment, both natural and man-made.

Theme 2 Colour

Colours and naming them after common objects /flowers /fruits /

vegetables /animals etc. Understanding and using the
characteristics of colour – hue, tint, shade

Theme 3 Texture

Different surfaces; soft, smooth, hard, rough etc.

Theme 4 Composition

Organisation of 2-D and 3-D space, Artistic placement of colours

and forms, installation of 3-D objects, painting landscapes/
seascapes, composition based on seasons, sports, parks, situations,
arranging patterns, making designs etc. Identification of different
kinds of symmetry as types of balance – radial, symmetrical and
asymmetrical

Theme 5 Tools and Techniques

Use of flat and round brushes, exploring 2-D and 3D methods &
materials, such as; drawing, painting, printing, collage making,
paper crafts, clay modelling, pottery, construction of objects &
situations, mask making, etc.

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 Theme 6 Art Vocabulary

Identification of tools, papers and materials with their names.

Names of techniques, such as: drawing, painting, folding, stretching,
printing, block impression, spray work, blow painting and thumb
painting. Names of colours, shapes, sizes, words of appreciation etc.

Art Appreciation or Responding to Artefacts and

Theme 7
Nature

Appreciation of artefacts and nature around us, understanding of

visual representation of objects, situations and concepts.

All the seven themes will be dealt with in the sequence given above in Classes I to III
followed by Classes IV & V.

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 Theme 1: Form

The theme “Form’ is aimed at developing an understanding of line, shape and size of
objects. The prime focus of this theme is to observe and identify lines and shapes in
nature and in man-made objects from the immediate surroundings. Understanding of sizes
such as: small, big, tall, huge, tiny etc., and creation of different forms with 2-D and
3-D materials. The process of identification of forms enhances skills, such as;
observation, exploration, concentration and creative expression. Learning from this theme
will be utilised for facilitating learning of language, EVS and Maths.

CLASSES – I to III

Learning Outcomes:
Children will be able to:
identify and name different shapes of household objects, furniture items, buildings, plants and
trees, etc.;
draw and paint different shapes of different sizes on paper;
make shapes of different sizes with clay;
identify and draw lines namely; straight, curved, smooth, crooked, vertical and horizontal etc.;
share and communicate (verbally and in writing) the details, i.e. name of the shape, size and line
of objects;
make images of objects, animals, trees, etc., using lines and shapes;
identify the differences in sizes of objects, trees, buildings, etc., and create 2-D representation;
demonstrate use of extended vocabulary related to theme;
apply the experience of forms (in line, shape and size) with mathematics;
engage and learn to observe and explore immediate surroundings for joy of knowing.

Theme – Form
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Knowledge on Lines,  Providing opportunities for sharing  Children’s own learning
Shapes and Sizes. personal experiences by children. experiences related with
 Lines, Shapes and Sizes in  Facilitating guided observation and their toys, household
plants, trees, in buildings exploration of the school park/s, objects, pets, nature etc.
and objects. school building by the teacher.  Art Room with working
 Differentiation between  Initiating discussion on different tables of appropriate
shapes, sizes and lines, shapes and sizes of objects in the height
their examples from classroom and in immediate  School building and
immediate surroundings surroundings. garden
 Draw and paint different  Providing opportunities to draw &  Picture cards on shapes,
shapes, different sizes and paint, clay-model different forms, sizes and lines.
label them. using different shapes and sizes.  Drawing and painting
 Clay-model the form of a  Providing an opportunity to observe materials, drawing sheets
table, box, house, etc., picture cards (flash cards) and  White board or classroom
using different shapes. matching their drawings and clay- board
 Play quick games to draw models for their appropriateness.  Water colours

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 Theme – Form
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
images of different shapes.  Discussing the differences between  Potter's clay
shapes, sizes and lines with the whole  Origami paper
 Integration of art class and in groups.  Apron and towel
experiences with  Ice-breaker on quick draw of shapes
learning of other and lines (10 seconds to each child)
subject, such as; using class-board/white board.
language, EVS and  Involving children in origami activity
Maths. to creative different shapes.
Integration with other subjects:
 Language Providing opportunities to
make poems, songs on shapes, sizes
and lines for developing verbal
expression.
 EVS: Engaging children in the
upkeep of the classroom after the art
activity (to learn cleanliness,
beautification and working together).
 Mathematics: concept of lines and
shapes, segregation and grouping of
triangles, rectangles, circles, etc.

Life Skills: Cleanliness through participation, working together

CLASSES – IV & V

Learning Outcomes:
Children will be able to:
identify different geometrical shapes in furniture items, school building, plants and trees and
other objects.;
draw and paint objects using different shapes of different sizes on paper;
make objects using shapes of different sizes with clay;
draw patterns using different lines namely: straight, curved, smooth, crooked, vertical and
horizontal lines;
share and communicate (verbally and in writing) the meaning of form;
differentiate between geometrical and natural forms;
demonstrate use of extended vocabulary related to the theme;
link the experience and understanding of forms (in line, shape and size) with mathematics;
engage and learn to observe and explore immediate surroundings for joy of knowing more.

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 Form
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Different geometrical  Providing opportunities to children  Children’s own learning
shapes in furniture items, for sharing their personal experiences experiences related to
school building, plants & related with the theme. their toys, furniture items,
trees.  Encouraging children to create school building and nature
 Draw and paint different different forms, such as, my school, etc.
shapes of different sizes the playground I like, my chair, my  Picture cards/ placards on
on paper. classroom, furniture in my bedroom different forms.
 Create different forms etc. in drawing or/and painting.  Drawing and painting
with clay,  Engaging children in clay modelling materials.
 Draw different patterns on themes of common interest, such  Potters clay.
using straight , curved , as; drawing room furniture, means of  Art Room with working
smooth , crooked , vertical transportation etc., in small groups. tables of appropriate
and horizontal lines.  Encouraging children to creating height.
 Linking the experience their own patterns on objects made  White board or classroom
and understanding of with clay. board/s.
forms (lines, shapes and  Organising discussions based on  Water colours.
sizes) with learning of placards/ pictures/video clips on  Potter's clay.
concepts in other variety of forms.  Origami paper.
subjects.  Conducting exercises on 'Who is  Apron and towel
 Observe and explore one’s Quicker' in drawing of household
immediate surroundings objects (10 seconds to each child)
for the joy of knowing using class-board/white board.
more.  Encouraging children to participate
in Origami: to create birds, animals,
aeroplane, boat etc.

Integration with Other Subjects:

 Language: Providing opportunities
to make poems/ songs on objects to
develop verbal expression.
 Science/SST: Engaging children in
the upkeep of the classroom after the
art activity (to learn cleanliness,
beautification and working together).
 Mathematics: concept of lines,
angles of triangles, rectangles, square,
circle etc. in Maths.

Life Skills: Creative expression.

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 Theme 2: Colour

The theme “colour’ is aimed at developing an understanding of different colours on the

one hand and developing aesthetic sensibility on the other. The prime focus of this theme
is to observe and identify colours in nature and in man-made objects. Understanding
relationship of certain colours with plants, flowers, fruits and nature. For example, leaf
green, sea blue & sky blue, bottle green, lemon yellow etc. Creation of different shades
by mixing of two different colours. For example; mixing of red and yellow in equal quantity
will create orange colour. The process of identification and understanding of colours
enhances skills, such as; observation, exploration, experimentation and artistic expression.
Learning from this theme will be utilised for facilitating learning of language and EVS.

CLASSES – I to III

Learning Outcomes:
Children will be able to:
identify and name different colours of household objects, furniture items, flowers, vegetables,
fruits, plants and trees;
paint directly on paper with liquid (water based) colours;
draw images (dry colours) of their liking from the immediate surroundings and colour them in
appropriate colours;
create new colours/shades by mixing primary colours;
demonstrate use of extended vocabulary related to theme;
link the experience and understanding of colours with learning of language and EVS;
engage and learn to observe and explore immediate surroundings for joy of knowing different
hues and colours;
feel better emotionally/internally after experiencing with colours of their choice;
appreciate beauty in nature and in human-made objects.

Colour
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different colours: - identify  Providing opportunities to children  Children’s own learning
and name them. for sharing their personal experiences experiences related with
 Primary colours to create on colours around them. their toys, flowers,
different colours and  Facilitating through guided visits to vegetables, fruits, pets,
shades – their uses the school garden or children’s park plants & trees, etc.
 Use of extended vocabulary observation and exploration amongst  School garden /children’s
related to theme. children for seeing colours of nature park.
 Differentiation between and collecting leaves, flowers, feathers,  Picture cards.
shades of the same colour twigs, pebbles from the school  Drawing and painting
with examples from grounds. materials, drawing sheets,
immediate surroundings  Assigning children to see and draw Pigment, Paints, Inks,
 Beautification of vegetables and fruits at home/in Dyes, Colours etc.
surroundings using colours kitchen garden/on fruit & vegetable  Cellophane sheets of red,

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 Colour
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
and coloured objects. cart and write name of the colours. yellow and blue colours.
 Create small poems/ songs  Facilitating creation of picture cards by  Thread, sponge, straw, etc.
on colours children.  Art Room with working
 Integration of art  Encouraging participation of children tables of appropriate
experiences with in Hand painting with basic colours in height, slabs on sides.
learning in other small teams (each child using a  Boards for art displays.
subjects, such as; separate colour), exploring new  Aprons and towels.
language and EVS. colours using cellophane paper of  Water arrangements for
different colours. painting.
 Demonstrating and discussing the
creation of new colours and shades.
 Organising individual activity to use
materials such as; sponge, straws,
thread, pebbles etc., to play with
colours.
 Providing children Opportunities to
observe picture cards (flash cards) and
match their drawings and clay-models
appropriately.
 Facilitating children making Rangoli
with leaves, flowers, sand, shells,
coloured pebbles, etc.
Integration with other subjects:
Language:
 Facilitating the composition of a poem
or song colour- wise. (Group activity)
EVS:
 Rangoli to explain cleanliness and
beautification of the places where we
live.
 Engaging children in the upkeep of the
classroom after the art activity (to
learn cleanliness, beautification and
working together).

Life Skills: Creative expression

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 CLASSES – IV & V

Learning Outcomes:
Children will be able to:
identify and name different colours / shades of household objects, furniture items, flowers,
vegetables, fruits, plants & trees etc.;
drawing and painting images of their liking from immediate surroundings and colour them with
their appropriate colours;
create secondary colours and their shades by mixing primary colours;
identify neutral colours and use them for creating tones;
demonstrate use of extended vocabulary related to the theme;
link the experience and understanding of colours with learning of language and EVS;
feel better emotionally/internally after experiencing and expressing through colours;
appreciate beauty of colours in nature and in human-made objects around.

Colour
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different colours and their  Providing children opportunities for  Children’s own experiences
shades/ tones: - Identify sharing personal experiences with related to the colours.
and name them. colours around them and their likes  Scrap book on colours and
 Draw and paint images of and dislikes about certain colours. shades.
the child’s liking and colour  Conducting activities to emphasize on  Exploration of the school
them with appropriate names of the secondary colours and garden /children park or
colours. shades of these colours. any other places in the
 Creation of Secondary  Encouraging children to keenly immediate surroundings.
colours and their shades by observe and explore nature to notice  Picture cards on colours
mixing primary colours. the variety of colours and shades in and shades of different
 Neutral colours and using nature; leaves, flowers, feathers, twigs, colours.
them for creating tones. fruits, vegetables etc., for making scrap  Drawing and painting
 Extended vocabulary book on colours. materials, drawing sheets,
related to the theme – their  Using the created scrap books to pigment, paints, inks, dyes,
uses discuss colours, shades and tones with powder colours, sawdust,
 Tones of the same colour children. sand, etc.
with examples from  Giving home assignments to children  Thread, sponge, straw,
immediate surroundings. to draw & colour or click pictures of paper cuttings.
 Beautification of objects of same colour but with  Art Room with working
surroundings using different tones or shade of that colour. tables of appropriate
colours/ coloured objects. For example; Green of spinach, of height, slabs on sides.
lady-fingers, of bitter gourd, of  Boards for art displays.
cucumber etc.  Aprons and towels.
 Encouraging children to make their  Water arrangements for
own colour chart. painting.
 Organising discussions in groups on
creation of new colours/shades and

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 Colour
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
tones. Use sample cards. Ask questions
such as;
 How do you make lemon green?
 What do you mix in red to get the
colour pink?
 Organising individual activity to use
variety of materials such as; sponge,
straws, thread, pebbles, paper cuttings,
etc., to play with colours.
 Encouraging children to make Rangoli
with leaves, flowers, sand, shells,
coloured pebbles, saw dust, powder
colours etc.

Integration with:
Language:
 Facilitating to create poem/s on any
one colour. (individual activity)
Science/ SST:
 Rangoli to explain cleanliness and
beautification of the places where we
live.
 Engaging children in the upkeep of the
classroom after the art activity (to
learn cleanliness, beautification and
working together).

Life Skills: Beautification through participation

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 Theme 3: Texture

The theme “Texture’ is aimed at developing an understanding of different textures and

surfaces. The prime focus of this theme is to observe, identify and create textures.
Understanding the relationship of certain textures with plants, trees, flowers, fruits,
furs, feathers, wool, sand, fabric, etc. For example, fur is soft, sand is rough, bark of
a tree is rough and thick, etc. Creation of different textures and surfaces by using mix
mediums and materials. For example; sand painting, impression of bark on clay slab etc.
Experiences with different textures can sharpen the sense of touch among children. The
process of identification, understanding and creation of texture enhances skills, such as;
observation, imagination, experimentation and artistic expression. Learning from this
theme will be utilised for facilitating learning of language and EVS.

CLASSES – I to III

Learning Outcomes:
Children will be able to:
identify and name different textures and surfaces of household objects, flowers, vegetables,
fruits, plants & trees, animals, fabric, wool, sponge etc.;
create new textures by mixing and pasting, different mediums and materials;
demonstrate use of extended vocabulary related to theme;
link the experiences and understanding of textures with learning of language and EVS;
engage and learn to observe and explore immediate surroundings for joy of knowing different
surfaces and textures;
feel better emotionally after experiencing the touch of different textures of their liking;
appreciate beauty and variety of surfaces in nature.

Texture
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different Textures. –  Providing children opportunities for  Children’s own learning
identify and name them sharing their personal experiences on experiences related with
likes and dislikes about different their toys, flowers,
 Different materials to textures. fabrics, vegetables, fruits,
create different surfaces  Facilitating a 'Collection Walk' by pets, plants, trees, etc.
and textures – its uses children in and around school for
observation, and touching different  Guided collection walks
 Extended vocabulary textures and surfaces. of the surroundings.
related to the theme – its  Encouraging children to collect a
uses variety of leaves, flowers, feathers,
bark, pebbles, sand, sponge, feathers  Samples of different
 Narration on the and fabrics from immediate surfaces.
differences between soft surroundings.
and rough, smooth and  Organizing participation of children in  Drawing and painting
sandy textures and classroom games to identify different materials, brushes,
surfaces. textures and surfaces while drawing sheets, glue,

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 Texture
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
blindfolded. sponge, pieces of
 Create small poem or song  Discussing new textures. different fabrics, sand,
on texture/s.  Conducting group activities with bark, wool, feathers,
children to create different textures and potters clay, etc.
 Integration of art surfaces making use of collected objects  Art Room with working
experiences with learning such as; leaves, flowers, feathers, bark, tables of appropriate
of other subject, such as; pebbles, sand, sponge, feathers, fabrics. height, slabs on sides
language and EVS.  Learning to take impressions of tree
barks on clay slabs and imprinting  Boards for art displays.
one’s own name to the surface created.
 Encouraging children to walk bare feet  Aprons and towels.
on sand, grass, wood planks, marble,
carpet and narrate the feeling to peers  Water arrangements for
in class. painting
 Making soft toys of a rabbit, cat, dog
and dolls with soft materials with
children individually and in groups.
 Exploring textures by walking on
different surfaces in school.

Integration with other subjects:

Language:
Facilitating the composition of a poem
or narration of a story based on a soft
toy that children have played with
(individual activity).
EVS:
 Learning to keep the immediate
surroundings neat and clean i.e class,
school and home.
Engaging children in the upkeep of the
classroom after the art activity (to learn
cleanliness, beautification and working
together).
Life Skills: Keeping surroundings Neat and Clean, working together

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 CLASSES – IV & V
Learning Outcomes:
Children will be able to:
identify and name different textures and surfaces of the household objects, flowers, vegetables,
fruits, plants & trees, animals, fabrics, wool, sponge etc.;
create new textures in 2-D and 3-D mediums and materials;
demonstrate use of extended vocabulary related to the theme;
link the experience and understanding of textures with learning of language and EVS;
engage and learn to observe and explore immediate surroundings for joy of knowing and
experiencing different surfaces and textures;
appreciate beauty and variety of surfaces in nature.

Texture
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different textures and  Encouraging ‘Collection Walk' by  Children’s own learning
surfaces of the household children in and around school for experiences related with
objects, natural objects, observation, and touch of different their toys, household
textiles, etc. :- Identify and textures and surfaces. objects, flowers, vegetables,
name them.  Providing opportunities to children for fruits, plants & trees,
sharing their personal experiences animals, fabrics, wool,
 Create new textures in 2-D related to different textures and sponge etc.
and 3-D mediums and surfaces with peers.  Samples of different
materials.  Drawing, painting and printing surfaces.
activities to create texture of stone,  Drawing and painting
 Extended vocabulary and wood. materials, drawing sheets,
related to textures: - its use  Developing collages and/or clay Glue, sponge, pieces of
modelling with children for creating different fabrics, sand,
textures of wool and sand. bark, wool, feathers,
 Identifying textures and surfaces potters clay, etc.
while blindfolded by children (group  Art Room with working
activity) with a bag full of mixed tables of appropriate
objects to explore with. height, slabs on sides.
 Encouraging children to walk bare feet
on sand, grass, wood planks, marble,  Boards for art displays.
carpet, jute mates, sponge sheets, wet
and dry space and share/ narrate their  Aprons and towels.
experiences/feelings with peers in the
class.  Water arrangements for
painting
Integration with other subjects:
Language:
 Facilitation to create poem or story on

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 Texture
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
topic such as;
'I still remember that rough surface.'
'The comforting touch of my blanket.'
etc.
(individual activity)
Science/ SST:
 Cleanliness of the places where we live.
 Aesthetic sensibility towards diversity
in nature.
 Engage children in the upkeep of the
classroom after the art activity (to
learn cleanliness, beautification and
working together).

Life Skills: Appreciation of Cleanliness, Creative expression and working together

278
 Theme 4: Composition

The theme “composition’, particularly in visual arts (painting, printing, graphic design,
sculpture, installation, etc.) is meant for the placement or arrangement of visual elements
and organisation of the space (2-D and 3-D both) in a suitable manner. The prime focus
of the theme is on artistic placement of colours and forms, painting of landscapes/
seascapes, composition based on seasons, sports, parks, situations, arranging patterns,
making designs, installation of 3-D objects, etc. In the visual arts, composition is often
used interchangeably with various terms such as design, visual ordering or formal
structure, depending on the context. The process of visualizing and making composition
enhances skills, such as; observation, imagination, experimentation,
communication and artistic expression. The prime focus of this theme is to observe and
find out compositions in nature, and in human-made structures. It will also promote
understanding the relationship of one object with another, of form with the colours, of
objects with the overall theme and visual impact of the work of art. For example, in a
composition of the 'Rainy Day', the form of clouds, the lines of falling rain drops, colours
supporting mood of the weather and finally the visual impact of the composition, all are
interrelated and interdependent.
Learning from this theme will be utilised for facilitating learning of Languages, EVS and
Mathematics.

CLASSES – I to III
Learning Outcomes:
Children will be able to:
identify different compositions of their liking from the immediate surroundings;
arrange different shapes, objects, images on paper (2 D space) and on ground/slab/corner (3D
spaces);
draw / paint compositions on themes, such as; myself, my family, my school, park where I play;
demonstrate use of extended vocabulary related to the theme;
link the experience and understanding of composition with learning of language, maths and EVS;
engage and learn to observe and explore immediate surroundings for joy of knowing different
composition;
feel better emotionally/internally after communicating and expressing through their
arrangement of visual images;
appreciate beauty in nature and in man-made objects around them.

Composition
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different compositions  Providing opportunities to children for  Children’s own learning
from the immediate sharing their personal experiences on experiences related with
surroundings- Identify and arrangements they observe around arranging their toys, plants,
name them. them. furniture, different rooms,
 Organising discussions with children including own room,
 Different shapes, objects, on their likes and dislikes on which arranging idols during

279
 Composition
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
images in 2 D space and in corner at home, school, ground looks special days, pooja, festivals
3D space: - arranging good and reasons for the same. etc.
them.  Conducting guided visits to the school
garden/children’s park.  School garden /children
 Draw / paint compositions  Helping children make their own park.
on themes, such as; myself, viewfinders with a thick sheet, card
my family, my school, my board or soft board.  Sheets of paper card board
park etc.  Facilitating observation, and and soft board.
exploration amongst children for
 Extended vocabulary seeing compositions in nature with the  Picture cards depicting
related to composition: - its help of their view finders. different compositions.
uses.  Encouraging children as part of their  Drawing/painting
 Immediate surroundings home assignments to explore best materials. (sheets, paints,
for joy of knowing different corners/ scenes in their own houses, clay, thread, sponge, straw,
composition: - Engage and gardens and neighbourhood with the adhesive, card board,
learn to observe and help of their view finders. Rangoli material, etc.)
explore.  Encouraging children to make their
own compositions on simple themes,  Art Room with working
 Learn to link the such as; myself, my family, my school, tables of appropriate
experience and my park etc. height, slabs on sides
understanding of  Organising brain storming sessions on
composition with learning rearranging classroom boards and  Boards for art displays.
of language, maths and displays.
EVS.  Organising discussions on different  Aprons and towels.
compositions based on picture
cards/placards. Examples should be  Water arrangements for
related to the immediate surrounding painting
of the child.
Facilitating children to make border
design/s using shapes/blocks/fingers
and create patterns.
 Making Rangoli with leaves, flowers,
sand, shells, coloured pebbles etc.
Integration with other subjects:
Languages:
 Facilitating children to freely narrate
their own experiences on composition.
 Writing a few lines on own
compositions.
Mathematics:
 Understanding of shapes and patterns.
Segregation and grouping of objects
EVS:
 Making of Rangolis and explaining
cleanliness and beautification of the
places where we live.

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 Composition
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Composing short essays on myself, my
family, my school, my park etc., within
relevant units/chapters.
 Engaging children in the upkeep of the
classroom after the art activity (to learn
cleanliness, beautification and working
together).

Life Skills: Cleanliness, appreciating beauty and working together.

CLASSES – IV & V
Learning Outcomes:
Children will be able to:
select compositions from the immediate surroundings, using the view finder;
draw or paint compositions on themes, such as; festival/s I like, Hockey/Football/Cricket match,
landscape, seascape.;
compose poster and greeting cards;
install 3-D objects in a given theme;
demonstrate use of extended vocabulary related to the theme;
link the experiences gained while creating composition, with learning of other subjects;
engage with and learn to observe and explore their immediate surroundings for joy of knowing
different composition;
feel better emotionally/internally after communicating and expressing through their
arrangement of visual images.

Composition
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Selection of compositions  Providing children opportunities for  Children’s own learning
from the immediate exploring and selecting compositions from experiences related with
surroundings. their immediate environment. arranging their toys,
 Drawing and/or painting  Encouraging children to explore landscapes/seascapes,
compositions based on independently interesting locations in furniture items in
themes/topics. their immediate surroundings. different rooms/ settings
 Compose posters and  Doing a quick sketching of the selected including his/her own
greeting cards. compositions with pencil or with dry room,
 Install 3-D objects on a pastels.
given topic /theme.  Encouraging children to draw and/or  School garden,
 Extended vocabulary paint compositions on themes, such as; my children’s parks,

281
 Composition
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
related to composition – family, my school, festival/s, Hockey/ historical monuments,
its use. Football/ Cricket match of my school, etc.
 Engage and learn to landscapes, seascapes etc.
observe and explore  Arranging idols during Poojas, special  View finder, Picture
immediate surroundings days, festivals etc. cards depicting different
for joy of knowing more.  Guiding children to make their own compositions.
 Link the experience and viewfinder.
understanding of  Providing opportunities to children to  Drawing/painting
compositions with create 3-D objects on themes, such as; materials such as paints,
learning in other furniture in my room, kitchen objects, clay, adhesive, card
subjects. garden furniture etc., and installation of board, Rangoli material,
the same. etc.
 Brain storming with children on
rearranging classroom boards and  Art Room with working
displays. tables of appropriate
 Conducting discussions on age height, slabs on sides.
appropriate compositions. Examples
should be related to the immediate  Boards for art displays.
environment of the child.
 Facilitating children in making border  Aprons and towels.
design/s using shapes/blocks/fingers and
creating patterns.  Water arrangements for
 Facilitating children in making a Rangoli painting
with leaves, flowers, sand, shells, coloured
pebbles etc.
Integration with other subjects:
Languages:
 Facilitating children to narrate experiences
on a composition.
 Writing a paragraph describing experience
related to the compositions created.
Science/SST:
 Relating a composition/s on; my family,
my school, my playground, my city, etc.,
with relevant units/ chapters.
 Engaging children in the upkeep of the
classroom after the art activity to learn
cleanliness and beautification of the
surroundings.
 Through group activities inculcating the
value of cooperation and working together.

Life Skills: Mutual respect for working together.

282
 Theme 5: Tools and Techniques

The theme “Tools and Techniques’ is aimed at developing an understanding of different

tools and techniques used for experiencing visual arts. The process of knowing and working
with tools and techniques enhances skills, such as; observation, experimentation, problem
solving and free expression. The prime focus of this theme is to identify, experiment and
understand the appropriate use of different tools, materials and techniques used for
expressing through the visual arts. It will promote understanding the relationship of tools
and materials with that of techniques. For example, soft brushes for water based colours,
poster colours for block printing, inks and water colours for blow painting, poster colours
for hand painting and finger painting, etc.
Handling of different tools and techniques. For example; Use of soft but flat brushes (of
bigger number) for broader strokes, Round brushes for drawing lines of varied thickness,
dry colours (pencils, wax crayons, pastels etc.) for drawing images, filling colours mainly
on paper, glue for fixing of paper cuttings and collage making, slab method and coil method
for clay modelling [Link] with different tools and techniques can sharpen their
common sense and make them a confident user.

CLASSES – I to III

Learning Outcomes:
Children will be able to:
identify and name different tools and techniques, such as; round brushes, flat brushes, scissors,
roller/rolling pin, drawing, painting, printing, clay modelling, spray painting, origami,
construction, paper craft, etc.;
create art work using age appropriate tools;
practice different techniques, such as; hand painting, thumb painting, blow painting, block
printing, tearing pasting, paper folding, construction of small toys with wool, cotton and balloon,
clay modelling with coil, slab and pressing and pinching, etc.;
demonstrate use of extended vocabulary related to the theme;
link the experience and understanding of tools and techniques with learning of other subjects;
engage and learn to explore immediate surroundings for joy of knowing and creating with
different tools, materials and techniques;
feel better emotionally after learning to control and use of different tools techniques;
appreciate beauty and variety of methods and materials of visual expression.

Tools and Techniques

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Age appropriate tools  Providing opportunities to children for  Children’s own experiences
and techniques of visual sharing their personal experiences on of drawing, painting,
Arts, such as; round their likes and dislikes about different printing or playing with
brushes, flat brushes, tools, materials and techniques seen, sand, clay, papers or self-
scissors, rollers drawing used or created. found art materials.
& painting, printing, clay  Facilitating children’s individual  Collection and display of

283
 Tools and Techniques
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
modelling, construction, engagement with activities with tools and age appropriate art tools
paper craft, etc.: - materials from their homes and and materials in the class.
Identify and name them. immediate surroundings.  Collection and display of
 Create art work using  'Demonstrating the use of tools and local specific /easily
age appropriate tools. materials collected by children or available tools and
 Practice age appropriate provided by the school and the materials in the art
techniques, such as; techniques that can be used. room/classroom.
hand painting, thumb  Facilitating the appropriate use of tools  Samples of different art
painting, blow painting, and materials for picking up the right techniques.
block printing, tearing technique/s, such as; hand painting,  Videos on age appropriate
pasting, paper folding, thumb painting, poster colour painting, 'how to do' on different
construction of small reverse technique with wax crayons, chalk techniques.
toys with wool, cotton drawing, sand painting, use of pastel  Drawing & painting
and balloon, clay colours, taking impressions with spray materials such as- brushes,
modelling with coil, slab painting, blow painting, thread painting, drawing sheets, dry and wet
and pressing and block printing, tearing pasting, paper colours of different types,
pinching etc. folding, construction of small toys with glue, sponge, pieces of
 Extended vocabulary wool, cotton and balloon, etc. etc. different fabrics, sand,
related to the theme – Its  Devising new tools, materials and new bark, wool, feathers,
uses techniques by children. potters clay, etc.
 Sharing of likes and  Conducting group activities to create clay  Art Room with working
dislikes on techniques models of common furniture items, tables of appropriate
with reasons. household objects, animal etc., in coil, height, slabs for 3-D
 Composition of small slab and press and pinch technique. display on sides.
poems or songs on  Organising group activities on block  Boards for art displays.
tool/s. printing for creating border of the  Aprons and towels.
classroom display boards, using block  Water arrangements for
made of sponge/ foam, buttons, nail painting
head, wood piece etc.
 Facilitating children taking impressions
of tree barks , coins and leaves on clay
slabs for demonstrating the reverse
techniques of taking prints.
 Helping in creating their own blocks for
stamping.
Integration with other subjects:
Language:
 Assisting them in composition of a
poem/s based on their brush, colour,
block, objects created with clay etc. in
small groups.
EVS:
 Knowing our immediate surroundings.
 Engaging children for classroom display
to learn cleanliness and beautification.
Life Skills: Creative expression, appreciating beauty and working together.

284
 CLASSES – IV & V
Learning Outcomes:
Children will be able to:
identify and name the age appropriate tools and materials;
differentiate and describe different age appropriate techniques, such as; drawing, colouring,
painting, pen & ink, block printing, 2-D and 3-D work, origami, coil, slab and pinching methods
of clay modelling, paper masks, 3-D masks and puppets, simple crafts (local specific) rangoli,
wall painting, etc.;
create art works using age appropriate tools and techniques;
demonstrate use of extended vocabulary related to the theme;
create their own tools and techniques of visual expression;
link the experience and understanding of tools and techniques with learning of other subjects;
engage and learn to explore use of materials for joy of knowing and creating with different
materials;
appreciate beauty and variety of methods and materials for visual expression.

Tools and Techniques

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Age appropriate tools and  Providing opportunities to children for  Children’s own experience
materials – identify and sharing their personal experiences on with different tools &
name them. likes and dislikes about different tools, techniques.
 Age appropriate materials and techniques seen, used or  Collection and display of
techniques: - drawing, created. age appropriate art tools,
colouring, painting, pen &  Participating children’s engagement in techniques and materials in
ink, block printing, 2-D and the collection activities on tools, the classroom.
3-D work, origami, coil, techniques and materials from home  Collection and display of
slab and pinching methods and from immediate surroundings. local specific /easily
of clay modelling, paper  Asking children question in the 'Do available tools and
masks, 3-D masks and you know?' format, such as; materials in the art
puppets, simple crafts  Name any 3 painting tools and room/classroom.
(local specific) rangoli, wall materials you have seen and used.  Age appropriate samples in
painting, etc.  Name any 3 printing picture or in video form, of
 Art works using age tools/materials you know. different art methods and
appropriate tools and  Which collage materials did you techniques.
techniques. like the most?  Drawing & painting
 Creation of own tools and  What precautions do you take materials: (dry and wet
techniques of visual while working ink & pen colours of different types,
expression. technique? glue, sponge, pieces of
 Extended vocabulary  What is Block printing? different fabrics, sand,
related to the theme – its  What is the difference between bark, wool, feathers,
use. slab and coil method? potters clay, etc.)
 Likes and dislikes on  What is Origami? What material  Art Room with working
techniques with reasons. do you use in origami? etc. tables of appropriate
 Composition of a small  Facilitating the learning of new height, slabs for 3-D work

285
 Tools and Techniques
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
poem or song on tool/s of technique/s and use of new tools and display on sides.
the child’s liking. through demonstration method. For  Boards for art displays
example; creating human face in press  Aprons and towels
 Integration of knowledge and pinch technique, create a  Water arrangements
& experience of tools, geometrical block using soft surfaces
materials and techniques (clay/cork/ potato/soft wood) etc.
with learning of other Making of a wall painting is another
subject. example which involves local specific
tools, materials, motifs and
composition.
 Organising discussions on imagining
new tools, materials and new
techniques. Encourage and appreciate
creation of new tools.
 Conducting group activities on block
printing for creating carpet design on
large size paper, using block created by
the team.
 Taking impressions of all Indian coins
(in use) on clay slabs for
demonstrating relief and reverse
techniques.
Integration with other subjects:
Language:
 Encouraging them in creating a story
of the brush / colour/ block etc. in
small groups.
 Script of role play, such as; 'I am the
brush', 'I am your new block' etc.
(story making can cover it's making
process, it's use, it's value, etc.)
Science/SST:
 Knowing the immediate surroundings.
 Subject related themes can be selected
for the art experience.
 Engaging children in the upkeep of the
classroom after the art activity to learn
cleanliness and beautification of the
surroundings.

Life Skills: Appreciation of Beauty, working together

286
 Theme 6: Art Vocabulary (Visual Arts)

The theme “Art Vocabulary’ is aimed at learning and using appropriate names and terms
related to art techniques, to hues and shades of colours, to tools and accessories used,
to different mediums and materials and to the art appreciation. The prime focus of this
theme is to know, to remember, and to use art related vocabulary appropriately. For
example, block printing is done with the blocks, block printing is a technique which is used
to take same kind of impression again and again. Soft paint brushes are used for doing
water based colours, flat brushes (of bigger number) are used for broader strokes whereas
round brushes are used for drawing lines of varied thickness, slab method and coil method
are techniques of making 3-D objects with potter's clay, [Link] and experience
of art vocabulary helps in better learning of the subject on one hand and effective
communication on the other. The process of knowing and using appropriate vocabulary will
enhance the communication skills of the learner.

CLASSES – I to III
Learning Outcomes:
Children will be able to:
identify and name different tools and techniques, such as; round brushes, flat brushes, scissors,
roller/rolling pin, drawing, painting, printing, clay modelling, spray painting, origami,
construction, paper craft;
differentiate between painting and printing, soft and hard brushes, between coil technique and
slab technique;
narrate art experiences using appropriate vocabulary;
practice different techniques, such as; hand painting, thumb painting, blow painting, block
printing, tearing pasting, paper folding, construction of small toys with wool, cotton and balloon,
clay modelling with coil, slab and pressing and pinching etc., with clear understanding of the art
techniques and name of the materials to be used for that;
demonstrate use of extended vocabulary related to the theme;
link the knowledge of art vocabulary with learning of other subjects;
appreciate beauty and variety of artistic expression using appropriate vocabulary.

Art Vocabulary
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Different tools and  Providing opportunities to children  Children’s scrap book of
techniques, such as; round and encouraging them to use visual art tools and
brushes, flat brushes, appropriate vocabulary while sharing medium.
scissors, roller/rolling pin, knowledge about different tools,  Samples of different art
drawing, painting, printing, materials and techniques of children’s' techniques with
clay modelling, spray liking. appropriate titles and
painting, origami,  Organising discussions on samples of elaboration.
construction, paper craft, different art techniques with the use of  Collection and display of
etc.: - Identify and name appropriate vocabulary. age appropriate art tools
them  Providing opportunities to children to and materials in the class.
 Painting and printing, soft make presentations on: my tools, my  Collection and display of

287
 Art Vocabulary
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
and hard brushes, coil colours, my painting, my toy, my tree local specific /easily
technique and slab etc. based on their scrap books. available tools and
technique.: - Differences to  Providing opportunities to participate materials in the art
be stated. in the display of art materials, in the room/classroom.
 Narration of art classroom.  Drawing & painting
experiences using  Engaging in the practice of different materials, brushes, drawing
appropriate vocabulary. techniques, such as; hand painting, sheets, dry and wet colours
 Practice of different thumb painting, blow painting, spray of different types, glue,
techniques, such as; hand printing, block printing, reverse sponge, pieces of different
painting, thumb painting, painting, chalk drawing, sand painting, fabrics, sand, bark, wool,
blow painting, clay use of pastel colours, clay modelling feathers, potters clay, etc.
modelling with coil, slab with coil, slab techniques, paper  Boards for art displays
etc., with clear folding and mask making, painting
understanding of the art and making of finger puppets, etc.,
techniques and name of the with clear understanding of the art
materials to be used for techniques and name of the materials
that. and tools being used.
 Extended vocabulary
related to the theme: - Its Integration with other subjects:
uses. Language:
 Appreciation of beauty and  Assisting children in composing
variety of artistic poem/s on a painting of their liking,
expression using on topics such as my brush, my
appropriate vocabulary. colours, my etc. using appropriate
vocabulary.
 Integration of art EVS:
experiences with learning  Knowing our immediate surroundings.
of other subject. Engaging children to learn the upkeep
of the classroom through cleanliness
and beautification.

Life Skills: Creative Expression, Appreciate beauty

288
 CLASSES – IV & V
Learning Outcomes:
Children will be able to:
identify different tools and techniques, such as; round brushes, flat brushes, hard and soft
brushes, type of scissors, rollers/rolling pins, drawing & painting, printing, clay modelling,
pottery, spray painting, Reverse techniques, origami, construction, Round and relief work, 2-D
and 3-D work, paper craft;
name terms/specifications of materials, such as; colours, medium of colours, water colours,
pastel colours, neutral colours, shades and tones of colours, paints, background and foreground
in the composition, landscapes, seascapes, lines of different types, shapes and sizes ;
narrate art experiences using appropriate (age appropriate) vocabulary;
communicate their art experience with appropriate use of art vocabulary;
demonstrate use of extended vocabulary related to the theme;
link the knowledge of art vocabulary with learning of other subjects;
appreciate beauty and variety of artistic expression using appropriate vocabulary.

Art Vocabulary
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Age specific tools and  Providing opportunities to children for  Children’s scrap book on
techniques (brushes, type use of art vocabulary while sharing tools and medium of visual
of scissors, rollers/ rolling knowledge and experience of different arts.
pins, drawing & painting, art activities.  Children’s portfolios on art
printing, clay modelling,  Encouraging peer observations on all activities.
pottery, spray painting, art activities to promote and practice  Samples of paintings,
reverse techniques, art vocabulary. photographs, of selected
origami, construction,  Organising discussions on samples of compositions, slides, videos
round and relief work, 2-D different art techniques, quality of of art camps and
and 3-D arts, paper craft, materials value of art tools while using exhibitions etc.
etc.): - Name and identify art vocabulary.  Collection and display of
them.  Facilitating viewing of art video clips age appropriate art tools
 Terms/specifications of by children for quick observations. and materials in the class.
materials, such as; colours,  Giving opportunities to children to This also includes local
medium of colours, water make presentations on my tools, my specific and easily available
colours, pastel colours, colours, my paintings, materials of my tools and materials.
neutral colours, shades and liking, my art room, paintings in my  Drawing and painting
tones of colours, paints, classroom, art work in school materials, potters clay, etc.
background and corridors, etc. This can be based on  Museums, galleries, art
foreground in a painting or their scrap books. fairs, local craftsmen,
in a composition,  Organising visits to the museums, potters, etc.
landscapes, seascapes, lines galleries, art exhibitions, local  Boards for art displays.
of different types, shapes craftsmen, potter, etc. followed by
and sizes, accessory in the writing of field experiences or an
art room, etc : Name and appreciation note on selected artefacts.
identify them .  Providing opportunities to children to
 Art experience using participate in the display of art

289
 Art Vocabulary
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
appropriate vocabulary: - materials, in the classroom.
Narrate in own language.
 Communicate art Integration with other subjects:
experience with Language:
appropriate use of art  Assisting children in creating poem/s
vocabulary. stories on painting/s of their liking, by
 Extended vocabulary using appropriate vocabulary.
related to the theme. For
example, write an Science/SST:
imaginary dialogue  Knowing our immediate surroundings.
between colour and its  Engaging children in classroom
shades, brush and sheet, displays, to learn cleanliness and
potters clay and potter, etc. beautification.
– its use.
 Artistic expression using
appropriate vocabulary.

Integration of art
experiences with learning
of other subjects.

Life Skills: Appreciation of beauty, working together

290
 Theme 7: Responding to the Artefacts and Nature

The theme “Responding to the Artefacts and Nature’ is aimed at knowing, understanding
and appreciating the beauty of nature and the artefacts. The process of responding to
the artefacts and nature will enhance the skills of; observation, exploration, critical
analysis and creative expression. The prime focus of this theme is to make children aware
and sensitive towards beauty and value of natural, as well as human-made objects. The
process of appreciation will sensitize their eye for aesthetics and will develop an attitude
for accepting and appreciating different aspects of objects and situations.
For example; (i) block printing done by 'A' can be beautiful because it has nice pattern,
(ii) printing done by 'B' can also be beautiful as it has been done with contrast colours,
(iii) Printing done by 'C' can also be considered beautiful as all impressions taken are
sharp and clear. Similarly, in nature; beauty of the trees, of the flowers, of shape and
colour of leaves, of the butterflies, of the birds and their nests, of sky in different
colours, etc.

CLASSES – I to III
Learning Outcomes:
Children will be able to:
identify the objects, scenes and situations of their liking in the immediate surroundings;
appreciate the aesthetics of art work done in class;
appreciate nature and natural objects; such as trees, plants, flowers, animals, lakes, sea beaches,
rivers, mountains, clouds, wind, rain, sun and moon, sky, parks, butterflies etc.;
respond to the different kinds of artefacts;
narrate their experiences of the art museum, by describing artefacts seen;
demonstrate the use of extended vocabulary related to the theme;
link the knowledge of appreciating and responding to nature and the artefacts with learning of
other subjects;
appreciate beauty and variety in nature and of artefacts.

Responding to the Artefacts and Nature

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Objects, scenes and  Encouraging children to appreciate  Children's own
situation of the child’s their immediate surroundings with a experiences, likes and
liking in the immediate critical eye. dislikes on natural objects
surroundings: - Identify  Motivating children to observe and and on artefacts, in the
them. share their views on trees, on clouds, immediate surroundings.
 Art work done by on flowers, on butterflies, on rain, on  Work done by the child
classmates – reflections. birds and their nests, etc. herself/himself and of all
 Appreciation of the nature  Providing opportunities to respond to her/his classmates.
and natural objects; such the art work done by classmates and  School garden and school.
as trees, plants, flowers, by oneself.  Museum or / and art
animals, lakes, sea beaches,  Organising discussions on samples of gallery
rivers, mountains, clouds, different artefacts, based on questions,  Placards on different

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 Responding to the Artefacts and Nature
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
wind, rain, sun and moon, such as; objects and situations from
sky, parks, butterflies etc.  what do I see in this piece of art? nature.
 Different kinds of artefacts:  what do I like about it?
- A brief description.  During a museum visit, children can  Children’s scrap books.
 A visit to a museum: - A be provided a well-designed worksheet
description of the artefacts to facilitate knowing of any one  Samples/images of
observed. section. For example: different artefacts.
 Appreciation of beauty and • How many toys are there in
variety in nature and of Indus Valley section?'  Collection and display of
artefacts. • Which toy did you like the most? age appropriate art tools
 Providing children with an opportunity and materials in the class.
 Learn to link an to arrange their 2-D and 3-D work in
appreciation of skill and the classroom and show appreciation  Display boards with theme
reflect to nature and of their work. based displays.
artefacts with learning of  Organising guided tour of the school
other subjects. garden and of different sections, to
understand their value.

 Integration with other subjects:

Language:
 Assisting them in composing and
narrating a poem/s on any one of their
paintings.
 Encouraging children to write 5
sentences on the things they like about
butterflies/cats/rabbit /chicks etc.

EVS:
 Knowing myself, my family, my
neighbourhood.
 Making a list of things 'I like' and 'I do
not Like' in my immediate
surroundings.
 Engaging children to learn about
cleanliness and beautification of the
classroom.

Life Skills: Keeping surroundings neat and clean, appreciating beauty and working together.

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 CLASSES – IV & V
Learning Outcomes:
Children will be able to:
describe the objects, scenes and situations of their liking in the immediate surroundings;
respond to the good in art work done by their classmates and self;
appreciate nature and natural beauty based on form, colours, composition, etc.; such as plants,
flowers, animals, lakes, deserts, sea beaches, rivers, mountains, clouds, wind and rain, sun, moon
and stars, rainy day, starry night, sunny day;
describe artefacts of different kinds; paintings, pottery, terracotta and sculptures, installations,
etc. of known artists;
write their experiences of the art museum, by explaining artefacts seen;
demonstrate use of extended vocabulary related to the theme;
link the knowledge of appreciation and responding to the nature and to the artefacts with
learning of other subjects.

Responding to the Artefacts and Nature

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Objects, scenes and  Providing opportunities to children  Children's own
situations of his / her and encouraging them to explore and experiences, likes and
liking in the immediate experience the beauty of nature and dislikes on nature and
surroundings: - a brief natural objects in their immediate natural objects, on
description. surroundings. artefacts and architectural
 Art work done by oneself  Conducting individual or/and group sites in the immediate
and classmates: – their presentations of their surroundings.
reflections experiences/appreciation on scenes of
 Nature and natural beauty their liking.  Art work of every child in
based on form, colours,  Providing opportunities to record and the class.
composition, etc.; such as share self/ peer assessment of art
plants, flowers, animals, activities/ experiences, periodically.  Museums and Art
lakes, deserts, sea beaches, Worksheet/s on appreciation of Galleries.
rivers, mountains, clouds, nature and its beauty and on specific
wind and rain, sun, moon theme/s, such as; plants, flowers,
and stars, rainy day, starry animals, lakes, deserts, sea beaches,  -Samples/replicas of artists
night, sunny day, etc.: - An rivers, mountains, clouds, wind and work in 2-D and 3-D,
appreciation. rain, sun, moon and stars, rainy day, pictures or videos of artists'
starry night, sunny day, etc. work.
 Artefacts of different kind;  Childrens’ Scrap books.
paintings, photographs,  Conducting Visual thinking sessions  Collection and display of
pottery / ceramics, on paintings, photographs, pottery and age appropriate art tools
terracotta and sculptures, ceramics, terracotta and sculpture, and materials in the class.
installations, etc. of known installations, etc. of known artists.  Display boards with theme
artists: - A brief based display of children
description  Presenting a well-designed worksheet work and/or artist work.
on museum and gallery visits to
 A visit to the art museum: - facilitate appreciation of any one

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 Responding to the Artefacts and Nature
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Narration of the experience section. For example, 'Make a sketch
describing the artefacts of the Harrappan terracotta, and
observed. describe its beauty in five lines'.

 Link the experience and  Providing guided tour to the

skills with appreciation museum/s and art galleries.
and learning of other
subjects. Integration with other subjects:
Language:
 Assisting them in illustrating one story
from his/her course book.
 -Writing 10 sentences describing the
weather in any one of your
drawing/painting.

Science/ SST:
 Knowing myself, my family, my
neighbourhood.
 Encouraging children to make a list of
things 'I like' and 'I do not Like' in my
immediate surroundings.
 Engaging children in classroom
display/s to learn cleanliness and
beautification.

Life Skills: Appreciate natural beauty

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