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he National Curriculum Framework 2005 has recommended "Art as a subject at

all stages covering all four major spheres, i.e. music, dance, visual arts and
theatre....We must bring the arts squarely into the domain of the curricular,
infusing them in all areas of learning while giving them an identity of their own at
relevant stages." It also states, "The importance of India's heritage crafts, both in
terms of their economic and aesthetic values, should be recognized as being
relevant to school education."

The Board has held discussions with several stakeholders, including schools,
principals, teachers, NCERT, art professionals, etc., in this regard. A strong case
has emerged for the integration of Art with education. It is realized that all
disciplines being pursued by students at all stages require creative thinking and
problem-solving abilities. Therefore, when Art is integrated with education, it helps
the child apply art-based enquiry, investigation and exploration, critical thinking
and creativity for a deeper understanding of the concepts/topics. Secondly, Art
Integrated learning is a strong contender for experiential learning, as it enables
the student to derive meaning and understanding, directly from the learning
experience. Thirdly, this kind of integration not only makes the teaching and

0
learning process joyful, it also has a positive impact on the development of certain
life skills, such as, communication skills, reflection and enquiry skills, un-
conditioning of the mind leading to higher confidence levels and self-esteem,
appreciation for aesthetics and creativity, etc. Fourthly, this kind of integration
0 broadens the mind of the student, and enables her to see the multi-disciplinary
links between subjects, topics, and real life.

In view of the NCF requirement, NCERT'S recommendation, need for awareness

of India's vast and diverse art heritage and culture, and of the felt requirement,
the Board has decided to take up the integration of Art with education.

The present document contains details on the importance of Arts, Arts as a A'

pedagogical tool for experiential and joyful learning, guidelines for Art- Integrated
Learning for teachers and principals and a suggestive list of activities and projects
for reference. It is recommended that CBSE schools must adopt and adapt Arts in ~!1 " .. .,,,,,,i,..g'

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all its forms, as an integral part of teaching-learning process.

Page 3 of 104
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Ms. Rina Ray, Secretary, Department of School Education and Literacy, MHRD,
and Controlling Authority, CBSE, for providing the inspiration for the Board's
push towards art education and its integration with pedagogy, and for her
constantsupportand guidance to the Board in all its pursuits.

Ms. Anita Karwal, 1AS, Chairperson, CBSE, forbeingthe force behind the
Board's move towards adoption of experiential learning, including art integrated
education, and also for her creative and editorialinputs for this document.

Sh. Anurag Tripathi, IRPS, Secretary, CBSE, for his continuous and enthusiastic
ideation and support in implementing innovative ideas.

Dr. Joseph Emmanuel, Director (Academics), CBSE, for guidance at each step
in preparing this document and for ensuring an organic blend of these guidelines
with all other academic initiatives.

Dr. Praggya M. Singh, Joint Secretary(Academics), CBSE, for being the pivot for
creating this document, and for her hard work in systematically bringing together
all ideas and contributions, and compiling the guidelines in its present form.

Prof Ina Shastri, Pro-Vice Chancellor, Banasthali Vidyapith, Rajasthan, Prof 0

Pawan Sudhir, Professor, NLLR1,Dr. Sharda Kumari, Principal, DIET,
R.k.Puram, Delhi, Smt. Rachna Pant, Principal, Ramjas School, Delhi, Dr. Jyoti
Gupta, Principal, DPSG, Ghaziabad, Sh. G.K.Mishra, Principal, Nutan Vidya 0
Mandir, Delhi, Ms. Mehnaz Siddiqui, Arts Teacher, Kendriya Vidyalaya, AFS,
Delhi, Md. Anirul Islam, Artist, National Bal Bhavan, New Delhi, Ms. Divya Kapur,
TGT, Ahlcon International School, Delhi, Ms. Ishim Mukherjee, Ms. Meera
Bhardwaj PGT , Ramjas School, Delhi and Ms. Ritu Raha for participating as
committee
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members and contributing immensely towards the making of these guidelines
forthe Board.

All officers and staffofAcademic unit, CBSE, for their support.

All Regional Officers of CBSE for providing timely support by sending feedback
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on this documentfrom schools under their jurisdiction.

All Principals who have given theirvaluable inputs on this document.

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 CONTENTS

Chapter Title Page No.

1 Introduction 6-15

2 The Rich Cultural Heritage of India 16-24

3 Art Education 25-28

4 Art Education: Suggestions for Schools 29-38

5 Arts-integrated Learning: The Future of Creative 39-51

and Joyful Pedagogy

6 Art Integrated Activities: Exemplars (English) 52-64

7 Art Integrated Activities: Exemplars (Social 65-75

Science)
A . . th

8 Art Integrated Activities: Exemplars 76-86

(Mathematics)

9 Art Integrated Activities: Exemplars (Science) 87-89

10 Art Integrated projects: Exemplars 90-103

References 104

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INTRODUCTION

1. Background:

1.1 What is Art?

In the simplest of words, Art is the creative expression of an individual.

This expression can be verbal, written, an enactment, or it can be visual,
or any other form that has the potential or the ability to communicate
human thoughts.
1.2 Why is Art important?
Artistic expression in music, poetry, dance theatre and in the creation of
forms has been an integral part of human's growth and development.
Since times immemorial, what has survived the fissures and ravages of
time is only Art. Cave paintings, potteries/ seals/ornaments etc. found
during excavation clearly indicate the importance of Art since the
beginning of human civilization and it is through these that most of history
is reconstructed. Art has the power of expressing the innermost thoughts
of an individual. According to Gurudev Rabindranath Tagore, "...only man
0
knows himself, because his impulse of knowledge comes back to him in
its excess. He feels more intensely his personality than other creatures,
because his power of feeling is more than can be exhausted by his
objects. This efflux of the
consciousness of his personality requires an outpour of expression.
Therefore, in Art, man reveals himself and not his objects. "1

1.3 Art in education today

However, over the centuries, as the thrust of all education shifted to
livelihood, the importance of Art in our lives, took a back seat more or
less. In the education universe today, though at the level of primary
education, many schools do promote Art, Dance, Theatre and Crafts, but
as students progress to higher classes, core academic subjects take the
stage, while Art is forgotten or relegated to the insignificant and/or
unwanted background. There is some amount
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of 'stand-alone' Art promotion in higher classes on specific occasions; ·"aiN.

Annual days/sports day or any other such event that requires a ' ,.1
splash of energy/colours/joy. There are very few schools, if any, 4
which might be promoting Art education exclusively even in
the higher classes.

1.4 What do we mean by Art Integrated education?

It is a cross-curricular approach to teaching and learning based on
collaboration between the teaching of subject with the teaching of Art
(Visual/performing etc.), where Art, in any of its multiple forms,
becomes the primary pathway to learn the subject/topic and also of
assessment. The integration is meant not only to make the learning
process (of the chosen subject area for integration) joyful, but it also
lends itself to imbibing a greater appreciation and understanding of
the art form being utilized for this purpose.
Art Integration is not a replacement for Art education. Integration
happens only after students have been directly taught the Arts.
Without this background knowledge, neither the students nor the
0 subject teachers will be able to integrate art in education. For
example, the notes in Hindustani Classical Music can be aligned with
the teaching of Fractions in Mathematics. However, without the
0 knowledge of music notes, it will be impossible for the students to
comprehend the link between the two.

1.5 Why is Art integration necessary in education?

The following words of Gurudev Rabindranath Tagore are possibly
the best answer to this question. In Gitabitan, he says,"When I see
the Universe through my songs, I recognize it, then only I know it
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Arts integration is necessary because:

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Firstly, when Art is integrated with education, it helps the child apply
art-based enquiry, investigation and exploration, critical
thinking and creativity for a deeper understanding of the concepts/topics.
All disciplines being pursued by students at all stages require creative
thinking and problem-solving abilities. For example, the routine method
would be involving studying metallurgy in Chemistry, or mitosis and
meiosis in Biology. But art integration would provoke the student to ask
questions such as - lfl were a metal, how would I artistically depict my
journey of combination with other metals or how can luse a Nukkad
Natak to depict mitosis/meiosis?

Secondly, Art Integrated learning is a strong contender for experiential

learning, as it enables the student to derive meaning and understanding,
directly from the learning experience.

Thirdly, this kind of integration not only makes the teaching and learning
process joyful, it also has a positive impact on the development of
certain life skills, such as, communication skills, reflection and enquiry
skills, m-conditioning of the mind leading to higher confidence levels and
0
self-esteem, appreciation for aesthetics
and creativity, etc. 0
Fourthly, this integration broadens the mind of the student and enables
her / him to see the multi-disciplinary links between
subjects/topics/real life.

The Internet is studded with examples of integrating learning of

"
difiicult topics by the integration of some form of Art. For example,
~E_ ~ Mary Soon Lee has come out with a very unique Elemental Haiku',
where students can learn about each element in Chemistry though a
Haiku. Haiku is a traditional form of poetry in Japan. It consists of

2https:l/vi$.scjenc¢mag.org/chen)haiku

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exactly 17 syllables and is generally used for depicting the inter- "'Cv'
relationships between the mind and the Nature. Hence, the options
in Learning through Art are huge. The child/teacher need not be an
artist of sorts to be able to take this forward.

Similar conclusion is arrived at by Devi Prasad, who while discussing

one of the questions in his book, Arts-the Basis of Education, has
written:
"Does art help children in the other subjects? Art is related to our
visual experiences. Mental imagery is an essential part of the
thinking process. Visual images are closely related to mental
images. Art makes these images clearer and more concrete. The
experiential aspect of art helps one go deeper into the other
elements of life. "
To sum up, in the words of Julia Marshall, Professor of Art Education,
San Francisco State University, USA (in Art Education Journal,
2016), "The focus is not on the colour choices but rather the meaning,
thinking and reasoning that the artistic process generates.'?
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Therefore, it is possible to teach:
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a) The planets in the universe or forests, oceans, etc. through Art,

by each child choosing a planet/forest/ocean and making a
travel brochure on it.
b) Reactions and compounds in Chemistry by each child
becoming the element/compound of his /her choice and then . ". " "
trying to mingle or not to mingle with others in the class. Lot ,'
of humor could be the hallmark of this exercise.
C) Learning the meaning and lines of a difficult poem by breaking
each line into a dialogue spoken by Amitabh Bachchan or
James Bond or set to music based on Bollywood songs, etc.

Urt Education° is the official Journal of the National Art Education Associations, USA. It is
published bimonthly and each issue gives an instructional resource article for teachers.

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1.6. Reasons for Arts Education taking backstage:

As stated in the NCERT Position Paper·', the following are the reasons
for Arts Education taking a backstage:

1.6.1 Subject-based approach to organise the curriculum:

The curriculum developed so far focusses only on the core

disciplines. This approach tends to present knowledge as
'packaged', usually in textbooks, along with associated rituals of
examinations to assess, knowledge acquisition and marks as a
way of judging competence in the subject area.

1.6.2 Compartmentalization of subjects:

The subject areas tend to become watertight compartments. As a

result, knowledge seems fragmented rather than interrelated and
integrated. The discipline, rather than the child's way of viewing
the world, tends to become the starting point, and boundaries get
constructed between knowledge in the school and knowledge
outside.
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1.6.3 Focus only on the Known:

In the present system, what is already known gets emphasised,

subverting children's own ability to construct knowledge and
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explore novel ways of knowing. Information takes precedence
over knowledge, lending itself to producing bulky textbooks,
'quizzing' and methods of mechanical
retrieval rather than understanding and problem solving.

1.7. The National Curriculum Framework 2005

1.7.1 The aims of education as stated in the NCF are as follows:

Seeking guidance from the Constitutional vision of India as a secular,

egalitarian and pluralistic society, founded on the values of social
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justice and equality, certain broad aims of education have been J' JJ
identified in this document. These include: i A
1.7.1.1 independence of thought and action,
1.7.1.2 sensitivity to others' well-being and feelings,
1.7.1.3 learning to respond to new situations in a flexible and
manner,
creative

1.7.1.4 pre-disposition towards participation in democratic

processes, and

1.7.1.5 the ability to work towards and contribute to economic

processes and social change.

1.7.2 NCF has laid down the following five guiding principles for
education:

The fact that learning has become a source of burden and stress on
0 children and their parents is an evidence of a deep distortion in
educational aims and quality.
0 To correct this distortion, the present NCF proposes five
guiding principles for curriculum development:

1.7.2. connecting knowledge to life outside the school;

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ensuring that learning shifts away from rote methods;
1.7.2.
2 enriching the curriculum so that it goes beyond
textbooks; A

1.7.2. A'

3 making examinations more flexible and integrating

them with classroom life; and Em

1.7.2.
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1.7.2.5 nurturing an overriding identity informed by caring
concerns within the democratic polity of the country.
Page 11 of 104
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1.7.3 It further states, regarding the aims of teaching: "I

1.7.3.1 No system of education can rise above the quality of its

teachers, and the quality of teachers greatly depends on
the means deployed for selection, procedures used for
training, and the strategies adopted for ensuring
accountability.

1.7.3.2 Teaching should aim at enhancing children's natural desire

and strategies to learn.

1.7.3.3 Knowledge needs to be distinguished from information, and

teaching needs to be seen as a professional activity, not as
coaching for memorization or as transmission of facts.
1.7.3.4 Activity is the heart of the child's attempt to make sense of the
world around him/her. Therefore, every resource must be
deployed to enable children to express themselves, handle
objects, explore their natural and social milieu, and to grow
up healthy.

0
1.7.4 Regarding Arts as a subject, the NCF 2005 states as
follows: 0
1.7.4.1 Art as a subject at all stages is recommended, covering all four
major spheres, Le. music, dance, visual arts and theatre. The
emphasis should be on interactive approaches, not instruction,
because the goal of art education is to promote aesthetic and personal
awareness and the ability to express oneself in different forms. The
importance of India's heritage crafts, both in terms of their economic
and aesthetic values,
should be recognized as being relevant to school education.

1.7.4.2 The status and role of the arts and health and physical education
deserve special attention in view of the peculiar orbit of the
'extra-curricular' to which they were relegated almost a century
ago. Aesthetic sensibility and experience

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being the prime sites of the growing child's creativity, we aN. · ,.1
must bring the arts squarely into the domain of the 4
curricular, infusing them in all areas of learning while
giving them an identity of their own at relevant stages.
1.7.4.3 The arts, visual and performing, need to become an important
component of learning in the curriculum. Children must
develop skills and abilities in these areas, and not treat these
as a mere entertaining fringe. Through the arts curriculum
students must be introduced to the rich and varied artistic
traditions of the country.
1.7.4.4 Arts education must become both a tool and a subject taught
in every school as a compulsory subject (up to Class X), and
facilities for the same may be provided in every school. All
the four main streams covered by the term the arts, i.e.
music, dance, visual arts and theatre, should be included.
Awareness also needs to be built among parents and
guardians, school authorities and administrators regarding
the importance of the arts. Emphasis should be given to
learning rather than teaching, and the approach should be
0 participatory, interactive, and
experiential rather than instructive.

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1.8. The roadmap for CBSE afliliated schools:
It must be understood that Art Education and Art Integrated
Education are mutually exclusive, but build upon and strengthen
each other.
Art Education is not only relevant for developing creativity and
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appreciation of art among students, but is also necessary for inculcating art-
based enquiry skills in the students. Art Education is
a necessary precursor for the adoption of Art Integrated learning.

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Art Integrated learning will not only make classroom transactions

joyful and creative, but will also promote the appreciation of our rich
art and culture heritage.
For CBSE affiliated schools, therefore, the Board mandates both of
the aforementioned aspects:
1.8.1 Mandatory Art Education:
Art education will continue to be an integral part of the curriculum, as
a co-scholastic area and shall be mandatory for classes 1 to 10.
Every school shall compulsorily reserve a minimum of two periods
per week, per class, for Art education. The schools may also promote
and offer Visual and Performing Arts as subjects at the Secondary
and Senior Secondary level. It maybe clearly understood that taking
up visual/performing art as a subject at secondary level shall be in
addition to mandatory Art Education, through a minimum of two
periods, per week, per student.
Art teaching itself should cover, as far as possible, all four major
spheres, i.e. music, dance, visual arts (including crafts) and theatre, in
all schools. It includes the written, graphic, digital and cinematic forms. It
can also include the culinary art form, as it is felt that there is no better
way of learning about the value of
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tasty and nutritious food, and about crops and spices in India, than ,d"b,

through the medium of learning to cook. C 0

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the rich and varied artistic traditions of the country,

It is particularly recommended that the students of upper n"ijnarv

scctiQiw, that is, classes G tQ mshQul!LAIsQ be jntroduced to culinary
art byestablishing multi-disciplinary links across their subjects, so that
they learn the value of nutritious food, learn about the crops and spices
grown in India, about how oil is extracted from various seeds, about
good agricultural practices, pesticides use, etc. An attempt has been
made to enlist traditional foods of various states, with the idea that
learners must also be exposed to this aspect of our culture. As far as
possible, schools may
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introduce a few cooking classes (where girls and boys participate as aN. · ,.1
equals) as a part of Art Education in any one of the grades 6,7 or 8, 4

1.8.2 Art Integrated Education:

Art must be integrated with the teaching and learning process of all
academic subjects from classes 1 to 12, to promote
active/experiential learning for "connecting knowledge to life outside
the school, ensuring that learning shifts away from rote methods and
for enriching the curriculum, so that it goes beyond textbooks".

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The Rich Cultural Heritage of India

Explaining his scheme to the Hindustani Talimi Sangh Conference held

in Sevagram in January, 1945, Gandhiji said: "Although we have been
working for Nayee Talim all these years, we have so far been, as it
were, sailing in an inland sea which is comparatively safer. We are now
leaving the shores and heading for the open sea. So far, our course was
mapped out. We have now before us uncharted waters, with the Pole
Star as our only guide and protection. That Pole Star is village
handicrafts."'

Our local arts, handicrafts, fairs, festivals, dances, music, food and other
art forms make our country very unique. India, a vast land of 32,87,263
sq kins, inhabits a rich cultural panorama: from the mountains of north to
the oceanic southern part, and from the sunny east to the vibrant western
part. Culturally, all 36 states and Union Territories are strongly entwined
with each other. It is an interesting fact that on the same day every year,
Baisakhi is celebrated in north India, while Pongal is celebrated down
0
south. Punjabi folk dance and music is relished with the same fervour in
Kerala as it is done in Bihar; similarly, the entire country dances to the
tunes of Garba during festive times of Navratras. Papier Mache of
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Kashmir and Madhubani of Bihar fascinate everyone.

Such is the vast cultural heritage of our country that it cannot be

summed up in a few lines. Our young citizens need to be aware of this
aspect of our country. For an easy reference, the rich cultural heritage of
India and cultural diversity -fairs and festivals, visual arts, performing
arts like Bhavai, Tamesha, Sanedo etc., folk dances
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like lavani, garba, gidda, etc., folk painting madhubani, gond, wadi, J' JJ
pithoda, etc. - is compiled in a tabular form. Though this list is only
illustrative, however, teachers must encourage students to read the
table and become aware of India's cultural heritage.

For activities based on the cultural contextualization and local

mapping, the following link may be referred by teachers:
https://itpd.ncert.gov.in//course/view.php?id=46

There may be a historical background for the local arts and

crafts. Teachers must motivate the students to explore
information about their local arts and crafts.

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Kuchipudi, Tirupati Kalamkari painting, Dhoti and kurta Pootha Rekulu,

Burrakatha, Brahmotsavam, Nirmal Paintings, Saree, Langa Voni, Gongura
Andhra Veerannatyam Lumbini Maha Cherial Petticoat, Pachadi
Prades , Shivratri, Lambadie
h Butlabommal Makar s
u, Sankranti,
Dappu, Tappet Pongal, Ugadi
Gullu, Lambadi,
Banalu, Dhimsa,
Kolattam
Weaving, carpet Thukpa,
Arunacha Losar, Solung, making, wood Skullcap, which Smoked pork
l Pradesh Boori-Boot, Mopin, carving, painting, is decorated in Sengmora
War dances of Dree, Nyokum, Reh, pottery, ornament with laces and Xaak
Adis,Noctes Si-Donyi, etc. making, cane and fringes. The
and 7anchos, bamboo work, women wear
A'i Lamu, Chalo, smithy work, long jacket in
Hiirii Khaniing, basketry,
handicraftsh:indir.mftc
and combination
Popir, Ponung, mid with sleeveless
Pasi Kongki, handlooms. chemise. A long
Rekham Rnnni I inn
Pada, and narrow strip of
Roppi, Lion and cloth keeps chemise
Peacock dance etc. tied to their waist
and in place.

Assam Bihu,8agurumba Ambubachi Fair Cane and bamboo Dhoti and Gamosa Papaya Khar,
Bhaona, Ola Pall Bihu Festival, craft, bell metal and Mekhela Chador Masor Tenga
Satriya Nritya, jumur Brahmaputra Festival, brass craft, silk and

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Nach, Ali Al Ligang Elephant Festival, cotton weaving, toy and
dance, Deodhani Majuli Festival , Tea mask making, pottery
Barpeta's Bhortal Festival and terracotta work,
Nritya, Dhuliya and woodcraft, jewelle'y
Bhawariya, Khamba making, musical
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instruments making,
etc.

Bihar jat-jatin, Bidesia, Sonepur Mela, Madhubani Painting, Dhoti-kurta for men Lilli Chokha,
jhijhian dance, Kalachakra, Rajgir Rock Paintings, and saree for Sattu paratha,
Jumari Dance, Dance Festival, Textile Printing, women jhaal Moori,
Kajah, Sohar- Makar Sankranti Wooden Work, Wood Khaaja, Tilkut
Khilouna, Fagua, Mela, Nag Panchami Carvings, Pottery
Domkach Festival, Pitrapaksha Works, Bamboo
Mela, Shrawan Mela, Work, Sikki Works,
Vat Savitri Puja Brass Works, Tikuli
Works, Zari Works,
Kasida Work, Patna
Kalam, Lacquer
Works

Chhattisgarh Saila Dance, Bastar Dussera, Cotton Fabrics, Kachhora Lugda Chila, Dehrori
Karma, Sua Nacha, Bastar Lokotsav, Bamboo Art, Bell (sari) and 'Polkha'
pandavani, Panthi Madai, Bhoramdeo, Metal(DHOKRA), (blouse)
Dance, Raul Nacha, Goncha, Teeja, Godna, Wrought Iron
jhirliti, Gendi Champaran Mela, (LOHA
Narayanpur Mela SHILP),Terracotta,
Tumba, Wall Painting,
Wood Carving
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Goa Dhalo, Dekhni, Feast of St Francis Pottery and Loose cotton b'nca ,Kokum
Bebinca, Kokum ( 4
Fugdi, Shigmo, Xavier, Feast of Terracotta,. Brass clothes with a curry,
v. Fish curry
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Kunbi, Lamp Dance Three Kings, Metal Work, bright prints on
Shigmotsav, Goa Lacquerware / Wood them
Heritage Festival, turning, Crochet and
Bonderam, Sea Food Embroidery, Bamboo
Festival, Monte Music Craft, Fiber Craft,
Festival, Kesarbai JuteMacrame Craft
Kerkar Music Festival,
Christmas and New
Year Celebrations

Navratri, Ram Utsav,

Gujarat Bhavai,0andia, Bhavnath Mahadev Pithora paintings, Patra, Dhokla,
Garba, Padhar, Fair, Vautha Mela Wadi paintings, mirror Kediyu or Kurta, Fafda, Khandvi,
Tippani Fair, Modhera Dance work on mud walls Dhoti or Chomo, Thepla, Kadhi,
Festival, Kite Festival, and on fabric, sarees, Dhansak,
Bhadra Purnima Fair, Applique/Patchwork, Chaniya choli - Undhiyu
Madhav Rai Fair, Bamboo Craft, Lehnga,
Tarnetar Fair, Bandhni (Tie & Dye), Phento - headwear
Shamlaji Melo, Makar Beads work, Clay or a turban,
Sankranti, work, Hand Block Ghagra Choli
janmashtami, Rath Printing, Metal Craft,
Yatra, Chitra Vichitra Tangaliya work,
Mela, Ravechi Fair, Mashru, Agate craft,
Kavant Fair Handloom, weaving,
Namda, Stone cutting,
Puppetries,
Embellished Wooden
Crafts, Hand Painted
Textile, Patola work
Lohri, Haryana Day,
Haryana Dhamal, Daph Pinjore Heritage Terracotta, Metal Bajre ki Khichdi,
Dance, Phag, Festival, Jewellery, Zari Jutti, Dhoti- Kurta Meethe Chawal,
Ghoomar, Jhumar Gangore/Gangaur, Sandlwood carving, Kurta / Shirt - Malpuas
Dance, Loor, Gugga Baisakhi, Gugga Peedha Making, Lehnga, Odhni,
Dance, Khoria, Naumi, Surajkund Crochet, Punja Pagri
Chaupaia Mela, Karlik Fair Durries, Lac Bangle,
Mudha Making,
Sanghi Craft
Losar Festival,
Himachal Kullu Natti., Thoda Festival of Sair, Shawl, Leather Craft, Dham, Madra
Pradesh Dance, Dandras, Minjar Fair, Halda Metal Craft, Carpets, Churidar Pyjama,
Ghurehi, Shiv Badar Festival, Sazo, Chamba & Kangra Pagri, Kurta,
Natl, Lahauli Dance, Doongri Festival, Paintings, Woodcraft Ghagra / Ghaghris,
Losar Shona Maha Shivratri, & Wicker Works Choli, Head Scarf,
Chuksam, Chhanak Nalwari Fair Pattoo, Thipu,
Chham Dance, Salwar-kameez
Gugga Dance,
jhamakada
Spituk Gustor
jammu and Bacha Nagma Zanskar, Galdan Papier Mache, Rogan Josh,
Kashmir Dance, Dumhal Namchot, Hemis Kashmiri Shawls with Phiran, Churidar or Noon Chai and
Dance, Rouf Festival, Tulip Kashida, Panjrakari, Salwar, Pathani Roll, Haakh
Dance,kud, Bhand Festival, Losar, Khatamband, Suits, Skull Cap or Saag, Kalari
Pather, Bhand Sindhu Darshan Kashmiri silk carpets Turban Cheese
Jashan/jashn, Festival, Amarnath
Hafiza, Wuegi- Yatra, Ladakh
Nachun Festival, Matho
Nagrang, Dosmoche

Barura Sharif,
Jharkhand Paika, Chhau Belgada Mela, Bhadli Toy Making, Wood Ragda or
Dance, Santhal, Mela, Chatra Mela, craft, Bamboo craft, Bhagwan, Kurta - Phutka, Dhuska,
V U

Karma Paitkar or Folk Pajama or dhoti, itha, Arsa Roll !

Pitha,
Saree
Page 19 of 104

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Kolhaiya Mela, painting

Kolhua Mela,
Lawalong Mela,
Rabda Sharif,
Sangat, Tutilawa

Kamataka Dollu Kunitha, Dussehra, Hampi Stone carving, Doll Lungi, Shirt, Bisi bele Bhaath
Yakshagana dance, Festival, Kambala making, Mysore Angavastram &
Veeragase dance, Festival, Hagga, painting, Ivory Panche,
Bayalata dance Adda Halage, carving, Wood Kanchipuram or
Pattadakal Dance carving, Metal Ware, Mysore Silk sarees
Festival, Ugadi, Sandalwood craft
Pongal, Makar
Sankranti, Vairamudi
Festival, Rajyotsava

Kerala Kathakali, Onam, Vishu, Thrissur Coconut Shell Mundum Appam with
Theyyam, Pooram, Aranmula products, polished Neriyathum - Lungi coconut
Kalaripayattu, Snake Boat Race, Coconut Ashtrays, & Kurta, Saree vegetable curry
Mohiniattaml Nehru Trophy Boat Coir Carpets, Floor
Mohiniyattam, Race Mats, Granite Idols,
Thirvathirakali, Carvings in wood,
Koodiyattam, Sandal wood craft
Pulikalli

Madhya Karma, jawara, Lokrang Festival, Bamboo Work, Papier Dhoti-kurta with Bhutte ka kees
Pradesh Tertali, Lehangi, Akhil Bharatiya Mache, Silver safa, Mirzai and
Ahiri Dance, Baredi Kalidas Samaroh, Jewellery, Tribal Bandi, Lehnga-
or Yadav Dance Khajuraho Festivals, Jewellery, Carpet Choli- Odhni, Saree
Holi, Ujjain Kumbh weaving, Durrie
Mela, Malwa Utsav, Weaving
Dussehra, Nagaji
Festival, Diwali

Maharashtra Dhangari Gaja, Koli Gudi Padwa, Bidriware, Kolhapuri Dhoti - Kurta I Shirt, Misal Pav,
Dance, Lavani Janmashtami, Chappals, Kolhapur Pheta, Waistcoat, 9 Thaali Peeth,
Dance, Povadas Ganesh Chaturthi, Jewellery, Mashru& yard saree, Head Shrikhand,
Dance, Tamasha, Elephanta Festival, Himroo, Narayan dress Puranpoli,
Dindi Pune Festival, Peth, Paithani Modak
Kalidas Festival Sarees, Wadi
Painting

Manipur Manipur Dance, Christmas, Cheiraoba Bamboo craft, Wood lnnaphi Kangshoi, Red
Kartal Cholom Festival (Local New craft, Textile weaving, (Shawl), Phanek rice Kheer,
Dance, Raas Leela, Year), Yaoshang Dolls & Toys, Stone (Woven Wrap), Khaman Asinba
Khamba Thoibi, (Holi), Lai Haraoba, Carving, Block Sarong, Mayek Kangshoi
Piing Cholam Kang Festival (Rath Printing, Kama Naibi, Kanap
Yatra), Heirku (Water Reed) Mat, Phanek
Hindongba (Boat Hand Embroidery.
Race), Kut, Manipur
Sangai Festival,
Ningol Chakouba

Meghalaya Ka Shad Suk Autumn Festival, Weaving, Cane Mats, jainpien, jainboh, jadoh
Mynsiem - annual Behdeinkhlam Winnowing Fans, Re'king with
spring dance, Ka Festival, Nongkrem, Umbrellas, Stools, Dakmanda
Pom-BIang Khasi Festival Baskets, Khasi
Nongkrem - Bamboo Comb,
Religious festival, Bamboo fishing traps,
Ka-Shad Coiled Cane
Shyngwiang- Container
Thangiap -
nial dance,
Page 20 of 104
 Laho Dance

Mizoram Cheraw, Khuallam, Anthurium tesuvai, (jane work, Daskeuy, Yuan, Yuancnei, Misa Masri
Chailam, Sadamkai Chapchar Kut , weaving, bamboo Kawrchei, Poorah
Thalfavang Kut, handicraft, Ngotekherh, Cyhna
Khuado Kut, Hno
Mini Kut, Pawl Kut

Nagaland Zeliang, Fly Dance, Hombill Festival, Jewellery made from Shawls, Neikhro, Va Pork with
Cock Dance, Moatsu Festival, tin, iron and brass: Kilt, Rongsu Shawl, bamboo shoots
Hetateulee Sekrenyi Festival, weaving, wood and Rongkhim
Yemshe, Bushu, bamboo craft,
Tuluni basketry, pottery,
embroidery, cloth
painting

Odisha Chhau , Odissi, Rath Yatra, Chandan Stone carving, Dhoti and Kurta, Chenna Podah
Gotipua, Ghumra, Yatra, Konark festival, Pattachitra, sand art, Saree,
Ranapa, Chaiti Kalinga Mahotsav, silver filigree, Papier
Ghoda, Sambalpuri Dhauli Mahotsav, mache, applique
folk dance, Bagha Raja Parba, Magha works, terracotta
Nacha, Paika Fair, Durga Puja crafts
Nrutya

Punjab Bhangra, Gidda, Baisakhi, Lohri, Phulkari (flower Dhoti and Kurta Makki di Roll
Sammi,Teeyan, Jhu Gurudwara Fatehgarh embroidery), wood Salwar Suit and Sarson da
mar,Gatka, Dhamal, Sahib Jor Mela, Hola inlay work Kurta and Saag, Chola
Luddi, Kikili, Julli Mohalla, Guru Gobind Tehmat/Tamba, Bhatura, Lassi
Singh Jayanti, Rose Patiala suit, turban
Festival, Martyr's Day

Rajastha Ghoomar, Desert festival, Teej Wall painting, batik Ghagra choli and Dal Bali
n Kalbeliya, Kathputli, Festival, Nagaur fair, painting, miniature Odhni, dhoti and Choorma, Gatte
Chart Chakri, Kite festival, Mewar painting, stone art, angarkha ki sabzi, Malaai
Bhavai dance, Gair festival, Pushkar fair, Gemstone art, Ghewar
dance, Kachchi Gangaur Fair, Jaipur Pichchavi painting,
Ghodi, Gawri, Terah Literature festival, metal work, glass
taali dance Camel festival, Devji work, Bandhni and
Ka Mela Leheriya fabrics,
Block printing on
textiles

Sikkim Chu Faat, Singhi Namchi Mahotsav, Carpet weaving, jya jya, Yenthatse Momos
Chaam, Yak Tihar Lhabab Duchen, wood carving, Cherry Kera, Shambo,
Chaam, Tashi Tea Temi, Thangka paintings, Thokro - Dum,
Zaldha, Martini Teyongsi Sirijunga Choktse tables. Dumvum, Shuruval,
dance, Subba folk Sawan Tongnam, Pharia, Bakhu
dance, Mask dance, Barahimizongl,
Rechungma, Red Panda Winter
Tamang Selo Kagyed Dance

Tamil Nadu Bharatnatyam, Mayil Pongal, Natyanjali, Tanjore painting, Lungi with Pongal,
Attam, Kummi, Kai Thaipusam, Karthigai stone carving, wood Angavastra, Sari Murukku, Vadai,
Silambu Attain Deepam, craft, jewelleiy with blouse, Jaggery Pongal,
Karakattam, Mahamaham, musical instruments Pavada with Davani Kambu Koozh
Bhagvatha Chithirai festival, making, pottery
Nandanam, Kavadi

Page 21 of 104

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Attain, Kola Attain, Kavadi,

Kuravanji, Aurbathimoovar,
Bommalattam Kanthuri, Navrathri

Telangana Perini Bathukamma- festival Bidri Art, Bronze Sari, Langa-voni, Hyderabadi
Sivatandanam, of flowers, Dussehra, casting, Dokra , Salwar Kameez Biryani
Oggu Katha, Pothuraju -Bonalu Nirmal art, Lacquer with churidar
Chindu festival, Sammakka ware, Banjara needle
Bhagavatam, Saralamma jaatara, craft
Gusadi folk dance, Peerla Panduga,
Tolu Bommalata, Ramzan
Lambadi folk,
Burrakatha folk

Tripura Bizu, Lebang Diwali, Durga Puja, Cane and bamboo Rikutu Gamcha with Chakhwi, Awan
Boomani, Garia, Hal Garia Puja, Boat handicrafts, Kubai, Pagdi, Risa, bangwi wl wahan
hak dance, Jhum race, Ashokastami, handlooms Khakloo, Petticoat mosdeng and
dance, Sangrai-Mog Poush Sankranti Fair, khundrupui leaf
dance Orange and tourism
festival
Madwe ki roll,
Uttarakhand Choliya, Jhora, Basant Panchami, Wood carving, Sari, Kurta with kulath ki dal,
Langvir Nritya, Ganga Dussehra, paintings (Alpana), pyjama, Ghaghra rajma, Bhat
Ramola dance, Nanda Devi fair, jewellery making with blouse, poori, Bal Mithai
Barada Natl, Uttarayani fair, Ardh pichoras, digwa
Pandava Nritya Kumbh Fair,
Ramman, Purnagiri
Fair, Syalde Bikhauti
Fair, Phool Del
festival, Holt Hill jatra
festival, Kangdali
Festival, Magh Mela,
Bissu Mela

0
&
Holt Ramnavmi, Salwar Kameez, Gujiyas, Kabab,
Uttar Pradesh Kathak, Ramlila, Dussehra, Diwali, Taj Mughal style painting, Ghagra Choli, Sari Bharwan
Rasiya, Charkula, Mahotsav, Shilp Chikankari, rock with blouse for kachaudi, dal
Braj Raslila Mahotsav, Ganga painting, metal ware, women, Dhoti poori, Baigan ki
Water Rally, Kumbh pottery, terracotta, Kurta, Sherwani for Kalonji, dal ka
Mela, Ardh Kumbh perfume making, men phara
Mela, Lucknow Jewellery making
Mahotsav, Dadjee Ka
Huranga, Bateshwar
Fair, Eid

Ganga Sagar Mela, Dhakai Jamdani, Kosha

West Bengal Chhau dance, Tusu Banipur Lok Utsav, Kantha work, Korial and Garad, Mangsho,
Dance, Gambhira Peerer Uras, Durga Terracotta craft, Baluchari Sarees, sweets made
Dance, Jhumar Puja, Dol Jatra, Dokra metal craft, Tant sarees, Tussar from cottage
dance, Raibense, Basant Utsav, Scroll painting Silk sarees, Muslin cheese, Daab
Brita, Rash Muharram, Kali Puja, (Pattachitra), cotton sarees, Kurta Chingri
Rash Utsav, Paush Sholapith craft and Dhoti (for men)
Mela, ld-ul-fitr,
Marang Bum Utsav,
Bhadu Utsav, Vasant
Panchami, Poush
Mela, Ras jatra
Island Tourism Kurtas, Various sea
I^^A^_^^ ^^A kl;^^k^.4 Architecture,
Page 22 of 104
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Nicobar Festival, Beach

leach Handicrafts, Palm
Handicrafts, Palm Dhoti, saree,
Dhoti, saree, food delicacies
delicacies ( 4
Islands Festival, Music
fusic Mats, Woodcrafts,
Mats, Woodcrafts, salwars, pyjamas,ss
salwars, pyjamas,
Festival I Monsoon jewellery, Furniture hirts, Pants
Festival, Food Making, Shell Crafts
Festival, World
Tourism Day
celebrations, Film
Festival

Chandigarh Giddha,Sammi, Bha Baisakhi, Lohri, Holla Paintings, Drawing, Kurta salwar, Palak paneer,
ngra,Teeyan, Jhum Mohalla, Gurpurab, Sculptures, Graphics, Patiala suits, Kurta Stuffed
ar,Gatka, Dhamal, L Bhaiya Dooj, Teeyan, Photography, Pyjama parathas, besan
uddi, Kikli, Julli and Karwa Chauth Ceramics, Installation laddoos
Dankara Art and other visual
art practices

Dadra and Bhavada Dance, Akhatrij, Divasol, Leather crafts, Mat Turban and a waist- Ubadiyu,
Nagar Haveli Tarpa Dance, Nariyal Poornima, weaving, Basketry, long coat, Dhoti, Muthiya
Bohada, Tur and Tarpa Festival & Craft Warli painting Mela, shirt and waistcoat
Thali, Dhol, Gherria Monsoon Magic
Festival, Children's
Film Festival

Daman & Diu Mando Dance, Vira Garba festival, Folk Mat weaving Nauvari (9 inches Sea food and
dance, Verdigao Dance Festival craft,ivory carving sari), Pano Bhaju Portuguese
dance, Garba along with tortoise cuisine
dance shell crafts, tortoise
shell craft

Lakshadweep Kolkali, Dandi, Eid Ul Fitr, Bakri Eid, Coconut shells used Lungi for Men, Malabar Paratha
Parichakali, Full, Milad Ul Nabi, for making various Women put on and chicken and
Thara, Bandiya and Muharram decoration pieces and Kanchi veg curry
Lava Dance tortoise shells used
for making chunky
jewellety
'" Puducherry Yakshgana, Kathak, Feast of Lady of Dining mats, Pants and shirts for Coconut Curry,
Kuchipudi, Chau, Lourdes, Pongal, St candles, incense men and wearing Tandoori Potato,
Mohininattam,Garadi Theresa festival, sticks, wooden saris, long skirts and Soya Dosa,
Mangani festival, serving mats, screen blouses for women Podanlangkai,
Mandalam Vilakku, paintings, batik Assad, Kadugu
Putha Lanthira, paintings on clothes Yerra
Kandoori festival,
Mandolilthira, Sedal,
Pandokuloththira,
Bhagavathi temple
festival, Koyodan
Korothithra,
Masimagam Festival

d' '
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Page 23 of 104
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Patiala Gharana Punjab Benares Gharana Uttar Pradesh
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Pradesh
k, Page 24 of 104
 3.1 The CBSE curriculum is presently laid down as follows:

3.1.1 In addition to Music and Painting as scholastic subjects, Art Education

in CBSE schools is a mandatory co-scholastic area up to the secondary
level.

3.1.2 Every school needs to allocate at least two periods in a week, for each
section of each class, from classes 1 to 10, to involve students in the
activities as specified in the further portion of this chapter.
3.1.3 Further, Visual, Performing and Fine Arts constitute one of the six
scholastic areas at the Senior Secondary level. However, these are optional
subjects at this level.

3.2Change in Art Education teaching from academic session 2019-20:

0

Art education should become a part of the curriculum at all levels

from class 1 to 10 from the 2019-20 academic
" "".
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session.

IheMmsto be taughLjnemQdQ1Qgjlj)roce$se&£mcanhe different

at different levels, as maybe decided by different schools.
However, the interventions should be planned welj by the
schools. Cooking may be taught as a culinary art form
inAnjlgragurQm g tQ 8,

While preparing its annual pedagogical plan under the leadership of

the Principal of the school, the school must
plan out in detail the Art Education to various be imparted at
levels, and how that Art can be classroom integrated with
learning of various subjects.

Page 25 of 104 A
 JOY" I
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,, F Objectives of mandatory Art Education in CBSE schools from i«gj. .
N ika

,
' · ° 3.3
class 1 to 10 from academic session 2019-20:
3.3.1 To introduce students to different media and techniques and their use
for creative and productive expression for common use.
3.3.2 To provide opportunities for development of awareness about folk arts,
local specific arts, and other cultural components leading to an
appreciation of national heritage.
3.3.3 To assist learners to use artistic and aesthetic sensibility in day-to-day
life situation.
3.3.4 To enable learners to achieve a balanced growth as a social being in
tune with our culture through project work.
3.3.5 To get acquainted with the life and work of the local artists/artistes.
3.3.6 To use resourcefully the locally available material to make
" different products (objects) with the help of the community.
3.3.7 To refine the sense of appreciation of the beauty of nature through the
basic elements of art forms.
3.3.8 To develop creative and critical thinking skills, an exploratory and
inquisitive attitude, and the ability to do art-based inquiry.
0
3.4. Approach to Art Activities and Art forms:
Art is not only to always blindly copy the old masters or copying the teacher's
work in a rigid manner but to help learners express themselves in creative
0
and imaginative ways. Art is about creative expression of the learners,
uniquely contributed by each one. Studying the works of famous artists of the
past or present is undertaken to orient the learners
to varied expressions. Replicating or copying either the Master or the
. ... teacher's work will check the imagination of the students and therefore
h,
. "- must be avoided in all cases.
""""""" 'Similarly, creative arts cannot be a substitute of Work Education under
which a few artistic activities may be conducted but the approach and product
would be different.

Page 26 of 104

3~_
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At the secondary stage, art education is closer to the local folk art and "'Cv'
craft and folk theatre. However, in the interest of the learner, as far as
possible, all the media of creative arts may be placed before them to
facilitate selection of one form or a combination of art forms.
The art forms include:
3.4.1 Visual Arts - on all kinds of mediums
3.4.1. Two-dimensional or Pictorial
2 Drawing and Painting, including Indian folk art painting
3.4.1.
3
3.4.1.4 Collage Making
3.4.1. Printing
5 Photography
3.4.1.
6
3.4.1.7 Computer graphics

3.4.2 Three-dimensional
3.4.2. Clay modelling and pottery
1
Carving and sculpture
3.4.2.
2
3.4.2.3 Construction
0 3.4.2.4 Any others, such as basket weaving, metal art, textile making, etc
3.4.3 Performing and Language Arts
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3.4.3. Music (Vocal, Instrumental)

1
Movement and Dance
3.4.3.
Creative Drama and Puppetry
2
Creative Writing and Poetry
3.4.3.
3
3.4.3.
4
3.4.4 Culinary Art Mr"
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.ad

3.4.4. Learning about crops and spices in India '

1 Learning about traditional foods
3.4.4.
2
3.4.4.3 Appreciating the diverse culture in India through cuisines of India 3
 4.4 Learning basics of cooking and exploring creativity in cooking
" " " " "'"- -E-Z-'
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Page 27 of 104
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" 3. 5 Sources forArt Teaching i«g

3.5.1 The arts programme in schools must reflect the ethos of the region.
3.5.2 Exposure to the local environment and arts must be treated as an
essential activity of the school art programme.
3.5.3 Besides individual expression, the arts provide an opportunity to
the learners to study and appreciate the contributions made in the past
and present.
3.5.4 By learning to appreciate music, painting, dance and theatre,
students develop aesthetic sensibility and sensitivity to understand
people from other cultures. To build a harmonious society, a productive
nation or a world, requires to make learners familiar with the tradition of
arts of the local region. The strength and confidence gained from the
familiar, will make it possible for them to respect and appreciate the
K

' culture and contribution made by others.

3.5.5 A creative expression essentially depends on the approach to create
opportunities for learners to explore, imagine and communicate the same in
an art form they feel confident to use. Availability of material and experts
closer to the school or community can be asked to
contribute.
0
0

b, Page 28 of 104
 ~ Z:,)
( "4
Art Education - Suggestions for Schools
4.1 Implementing suggestions given in NCERT Position Paper:

The NCERT Position Paper on Arts, Theatre, Music and Craft has enlisted
certain suggestions for improvement of Arts Education in schools.
Accordingly, CBSE is adopting the suggestions as follows:

4.1.1 Arts education shall be compulsory up to Class X.

4.1.2 Non-examination-based and process-oriented evaluation shall be done.
4.1.3 Arts education should be an enjoyable, experiential learning process for
free expression of children.
4.1.4 Schools should provide time, space and resources for arts education
activities within and outside the school. More awareness needs to be
created regarding arts education among different beneficiaries.
4.1.5 Teacher education and orientation at different levels for this purpose,
should become a part of in-house training of teachers by

0 the schools.
4.1.6

For effective implementation of various dimensions of arts education curriculum,

0 detailed guidelines and training package on Art Education at primary school
level, please refer to NCERT manual on Arts-Integration at the link
www.ncertnic.in/departments/nie/deaa /publication/Print/pdf/tpaef
Rt!ajldf
. _
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m. .

4.1.6 Trained and specialized teachers should take arts education classes '
from upper primary stage onwards.

4.2 Visual Arts:

Depending on the expertise of the art teachers in different media in different
schools, the following syllabus/activities in terms of materials/media and
techniques may be adopted/adapted at different levels. It may be noted that this
is a suggestive list only:

,.'" X,-": "

A' ,, SsB,. ,Page 29 of 104 '/" '

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4.2.1 Two-dimensional or Pictorial Activities

4.2.1.1 Study of visual resources as means of creative expression.
4.2.1.2 Study of lines, strokes, colours, shades, tones, textures, etc. while
organizing two-dimensional space with two dimensional and three-
dimensional shapes and forms.
4.2.1.3 Sketching from nature and surrounding.
4.2.1.4 Creative use of colours to show space, atmosphere, subjective
moods.
4.2.1.5 Creative use of perspective in spatial relationship.
4.2.1.6 Study of calligraphic strokes of Devnagari and Roman alphabet
(Scripts).
4.2.1.7 Use of contrast as an expressive element of art.
4.2.1.8 Study and use of various media and techniques to the extent of
their availability.
4.2.1.9 Pencil, charcoal, water colour, crayon, oil colours, poster colour and
gouache, acrylic colour and other unconventional sources of colours
such as vermillion, yellow and red earth, rice flour, and tools like
painting brushes for water colours and oil colours, Painting surfaces
such as papers of various kinds and quality, 0
like smooth, rough, thick, thin, etc., canvas, hardboard, simple
marking cloth pasted on paper, etc.
4.2.1.10 Collage and mosaic work with a variety of coloured papers and 0
coloured printed pictures/photographs from magazines and
newspapers.
4.2.1.11 Printing: Mono printing, Printing with wood-cut blocks, lino-cut
and metal foil; serigraphy (silk screen), self-made stencil, etc.
4.2.1.12 Basic knowledge of computer graphics.
'" '"b 4.2.1.13 Study of folk art and its various forms, motifs, use of colours, etc.

4.2.3 Three-dimensional or sculptural activities

4.2.3.1
4.2.3.2
K
Study of of paris, soft-stone, wood (blocks, twigs and branches, roots, etc.),
basic forms metal scraps, plastic sheets, bamboo, wire thread, papers and
in clay cardboards, vegetables and other throw-away available materials.
S
t
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Page 30 of 104
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4.2.3.3 Study of natural and man-made forms, human figures,
birds, animals, vegetation and other objects like household
items, buildings or as desired by the students. objects of
day-to-day use in groups and in different settings and
arrangements.

4.2.4 Assignments
Assignments in two and three-dimensional subjective forms could
include among others: Paintings, murals, graphics, clay
modelling, wood-carving, soft-stone, plaster of paris, block of
brick constructions, collage mobiles, applique, pottery and
ceramics, masks, and puppets, textile designing (including tie-
dye and batik, and block printing) poster designing, lay-out
illustrations and photography, etc.

4.2.5 Correlating Art Activities with Other School Activities

4.2.5. Construction of puppets and their costumes and
1 improvised puppet stage or theatre, correlation with ""' ,jj~q
Home Science and Arts (Drama) subjects. ,
Aesthetic organization of the physical environment by '"""
4.2.5.2 enhancing the surrounding area, i.e., landscaping
including plantation of trees and other flowering plants
0 and vegetables,
etc., correlating with Agriculture, Home Science and
Environment Studies activities.
0 Constructing stage setting props such as curtain,
backdrops, stage lighting, improvised furniture sets, etc.,
designing utility (crafts) items; correlating with Work
Education activities. Designing the school magazine, wall
4.2.5.3
magazine, and bulletin

4.2.5.
4
boards, making posters for school functions, and
greeting/invitation cards, stage scenes for music, dance, ^,^"""" ""
drama performances, making brochures for a time in A"'2
history (say, for the Chandra Gupta Maurya Period),
geography and physics (say
a tourist brochure of the Milky Way) etc., correlating with
.
 applied Art activities. - _ --"- _
Note: These activities and other group activities may emerge in project
form at individual levels also.

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4.2.6 Group Activities

4.2.6.1 Organization, display and exhibitions of students' periodical and

sessional work.
4.2.6. Organizing inter school art exhibitions to widen their interaction and
2 horizon.
Planning and organizing festivals and celebrations of the
4.2.6.3 community, cultural evenings, musical concerts, film shows and
other performances including regional and folk (traditional art
forms).

4.2.6.4 Participating in study visits to museums, botanical gardens,

zoological garden, art galleries and art institutions, etc., for greater
awareness of the environment and cultural variations.

4.2.7 Theoretical Understanding of Art and Culture

4.2.7.1 Short notes on important aspects of Indian art and culture based
on Social Science. Such writing may be based on reproduction of
art work printed in Textbooks.
4.2.7.2 Contribution made by any one contemporary artist. Knowledge of
4.2.7. terms: Contour, texture, graphic, form, volume,
3 space, tone, printmaking, collage, amateur, modelling in relief, 0
Mobile construction, applique, calligraphy, layout, poster and D
composition. 0

4.3 Performing Arts - Music: Vocal

It may be noted that this is a suggestive list only:

4.3.1 Theory
4.3.1.1 Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal,
Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya,
Matra, Tat, Avartan, Sam Tal.
4.3.1.2 Basics knowledge of notation systems.
4.3.1.3 A brief introduction of Indian music

4.3.2 Practical Activities

4.3.2.1 National Anthem

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4.3.2.2 Songs for community singing "Cv'

4.3.2.3 Five folk or tribal songs of different regions, indicating time of
the year, occasion and the function with which they related.
Writing down the same with its meaning and knowledge of its
rhythm.
4.3.2.4 Five devotional songs (Bhajans, Shlokas, Hymns, Sufiana Kalam
and Shabad Kirtan)
4.3.2.5 Three songs in regional languages other than mother tongue.
4.3.2.6 Three patriotic songs on the theme of universal love and amity.
4.3.2.7 To create proper sense of swara and laya through Talabadh and
Alankaras. Introduction to the structure of any four of the following
Ragas: Bilawal, Yaman, Kafi, Bhairav, Shaxkarabharax, Kalyani,
55448
5544

Mayamalav gaud, Todi (accompaniment of Tanpura and Tabla or

Mrudang). The Teacher should communicate the characteristic
features of the raga and its swaras pattern. The teacher may use
references of popular songs for Raga
association.

4.3.2.8 The following tals and their thekas: Kaharva, Dadra, Trital,
Jhaptal & Aditala, AlankarTalas.
Learning the folk music - vocal - of the region, and of different
0 regions, their context, etc.

4.3.2.9

4.3.3 project Work

0
4.3.3.1 To collect photographs of great musicians, with a write-up on their
introduction, and all types of musical instruments
(photographs/illustrations) and the artists who play them. (To be
pasted in the scrap-book).
4.3.3.2 To listen to music programme on Radio or T.V. and to write short
description of the performances (To be written in the
scrap-book).

4.4 Performing Arts - Music: Melodic Instrument It may

be noted that this is a suggestive list only:

4.4.1 Theory
4.4.1.1 Knowledge of the terms: Sangeet, Dhwani,
ii'
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Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha,

'% Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu
Dhrutham, Anti Dhrutham.
4.4.1. Basic Knowledge of notation systems.
2 Short notes on at least four musical instruments, their main
4.4.1.3 components and the characteristics of the sound (music) they
produce.
4.4.2 Practical Activities
4.4.2.1 Tuning and playing of any one of the following instruments: Sitar,
Sarod, Violin, Flute, Veena, Mandolin, Guitar
(accompaniment of Tabla).
4.4.2.2 The candidates playing musical instruments may be allowed to opt
for community singing or for instrumental assemble based either on
the ragas from the syllabus or light and folk dhun
(Melodies).
" 4.4.2.3 To create proper sense of swaras and layas through Talabadh
Alankaras.
4.4.2.4 The following ragas with descriptive details : Bilawal, Yaman, Kali,
Bhairav, Sharkarbharanam, Kalyani, Mayamalav gaud, Todi,
Saveri (accompaniment of Tanpura and Tabla).
4.4.2.5 The following five talas and their thekas : Kaharva, Dadra, Trital, 0
Jhaptal, Adi Tala, Alankar Tala
4.4.2.6 Study of folk instruments of the region, and of other regions of
India.
0
4.5 Creative Drama
Introducing young students to theatre and related crafts helps to broaden
their understanding of drama through literature. Their previous experience of
creative drama will help in exploring the area as under (It may be noted that
this is a suggestive list only):

4.5.1 Theory
4.5.1.1 Knowledge of the terms: Mime, play script, movement,
characterization, stage, stage props, stage costumes, stage movements,
stage lighting, one- act play, etc.

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4.5.2 Practical Activities aN,· ,.1

4.5.2.1 Warming-up freeing activity in rhythmic movement and " .( 4
pantomime.
4.5.2. Exercises in characterization.
2 Exercises in speech dialogue delivery.
4.5.2.
3
4.5.2.4 Exercises in creation of plot and conflict based on: (i) episodes
and happenings in day-to-day life situations: (ii) episodes from
stories from textbooks or story books; (iii) short scenes from
classical dramas.
4.5.2. Stage Craft: Planning a stage with props and lighting placement,
5 movement of character of a given play in drawing form or model
form.

Designing of costumes for the characters of the play.

4.5.2.6
4.5.2.7 Play-writing: unscripted play to be written down in the form of a script
to be acted.
4.5.2.8 Exploring other other forms of creative writing, including '
poetry, fiction, etc.
Note: Formal performance before an audience can be an incentive to good
work at this stage.

0 4.6 Dance & Movement

Movement and rhythm, as expressed through dance, have long been the

0 heart and soul of all cultures. Dance allows people to discover, explore and
develop their natural instincts for movement, enabling students of dance to
develop not only their motor skills but also their mental and emotional
personalities. The purpose of this course is to enhance the appreciation and
understanding of the different forms of dance and movement as practiced
across cultures today, with specific reference to Indian context. It may be
noted that the following is a suggestive list
only:

4.6.1 Theory
4.6.1.1 Dance as a form of nonverbal communication, exhibited through ,__=
Gymnastics, figure skating, synchronized swimming and martial '"""="'"'"
"
4.6.1.2 [ arts as well.
Reasons for people to move and Dance: (include visual
references)
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4.6.1.2.1 for personal expression and social connection,

4.6.1.2.2 as a medium for sensing, understanding, and communicating ideas,
feelings, and experiences,
4.6.1.2.3 a means to mourn, to celebrate, to heal, to give thanks,
4.6.1.2.4 to preserve cultural heritage and treasured legends,
4.6.1.2.5 demonstrate physical prowess, to assert individuality, to provoke and
to entertain.
4.6.1.3 Forms of movement and dance
4.6.1.4 Formal, exhibitionistic dance with trained dancers (Classical
traditions)
4.6.1.5 Reflections of, or challenge to, the social, cultural, religious
traditions and values (Folk or semi-classical or dance drama
formats)
4.6.1.6 Various forms now seen in a theatrical context that have their
, roots in ancient temple dances (Ritualistic or festive dancing)
""""&8 4.6.1.7 Entertainment (Cinematic/social)
4.6.1.8 Definitions of dance through social, cultural, aesthetic, artistic
and moral contexts. (participatory, social, performed for an
' audience, ceremonial, competitive or erotic, classical, folk or
experimental)
4.6.1.9 Dance as a means of communication: elements of dance 0
(content, vocabulary, skills and technique)
4.6.1.10 Brief history of the evolution of dance (Indian/Western,
Mythology/history, regional differences, major exponents)
0
4.6.2 Practical
Introduction to the elements of costume, music form, instruments,
distinguishing features, region and language of the following:

4.6.2.1 Major styles of classical dance - Bharatnatyam, Kathakali,

Kuchipudi, Kathak, Mohiniattam, Manipuri, Odissi, Chhau and
Sattriya.
~= I 4.6.2.2 Tribal and folk dances of India: region-wise samples (need not to be
exhaustive)
4.6.2.3 Modern experimental dance (Indian and Western)
4.6.2.4 Western styles: Ballet, Jazz, Salsa, Street, Funk
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The teacher must use as much visual material in the form of videos, aN. ' ,.1
pictures, slide- shows etc. as possible to impart the training. """ ·' A

4.6.3 Assignments:
4.6.3. Creation of a scrap book that documents the different dance
1 styles
Chart tabulation of music, costume, region, language association
4.6.3. Identification of dance styles/exponents in quiz format
2
4.6.3.
3
4.6.3.4 Writing creative pieces (prose/poetry/drama) on dance
4.6.3.5 Correlating Dance Activities with other school subjects
4.6.3.6 Value education -Understanding dance and its elements helps
develop cultural sensitivity in students
4.6.3.7 Appreciation of the traditional forms of dance, including folk dance
and movement, enhance the capacity of preserving heritage
(Heritage and Culture).
4.6.3.8 Delving into Dance history helps understand the period and
context of society related to the art form (Social Sciences).

4.7 Culinary Art

Schools are free to devise their own processes, with the two pre-
0 conditions - one, that all safety aspects shall be well taken care of,
and two, it should be a fun learning activity.
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4·.8 Suggestive Assessment Criteria for Art Education

SUGGESTIVE RUBRIC FOR ASSESSING ACCOMPLISHMENT IN

ARTS EDUCATION:
Levels ) Exemplary Proficient Euoluing Beginning Nascent

Parameters

"Understanding Thorough Effective Basic Limited Little

of the art form understandin understandin understandin understanding of understanding
g g g art forms
art forms of artform
of art form
Relevance of artform
of art of artform
of art of artform
of art Art work partially Art work needs
and form Art form Art form Art
work work work
development addresses effectively addresses addresses improvement
of the theme / the theme addresses the theme the theme to address the
and the almost and
topic provides theme correctly and provides theme
effective and minimal provides limited appropriately
and provides development of .
comprehensiv effective development topic.
e development development of the topic.
of topic. of topic.
Creativity
tivitv. Art work
n le is Art n work :ie Art work has
nrk hmc Artr work has
nr hmc Art work
n has :te
completely has quite a few scarce instances only clichCd
unique and considerable instances of of new of form, form, style,
innovative
shows un- features in form, new form, style, style, content. content.
conventional , style, content content.
innovative
thinking in
form, style, 0
content.
Application - The art work is The art shows The art work The art work The art work )
applies ideas
to develop
original piece
original and
shows
application of
quite a few
innovative and
original ideas .
shows little
evidence of
original and
scarcely shows
original and
innovative ideas.
lacks originality
in ideas. 0
of art innovative and innovative
unique ideas. ideas.

Craftsmanship Deinonstratesu Demonstrates Demonstrates Demonstrates Needs

and neatness nique and effective line- some instances basic degree of improvement
innovative line- work, of effective line- line-work, for line-work,
work, composition, work, composition, composition,
composition, colours and composition, colours and colours and
colours and neatness but colours and neatness and neatness and
neatness. neatness. can needs to be
be improved in reworked.
terms of neatness
 The Future of Creative and Joyful Pedagogy

5.1 The context:

The NCF 2005 states, "Aesthetic sensibility and experience being the prime
sites of the growing child's creativity, we must bring the arts squarely into the
domain of the curricular, infusing them in all areas of learning while giving
them an identity of their own at relevant stages. Therefore, the need to
integrate art education in the formal schooling of our students now requires
urgent attention if we are to retain our unique cultural identity in all its diversity
and richness."

Following the NCF 2005 concept of 'Arts across the school curriculum' and
'Arts as an approach to learning', NCERT has developed modules on 'Arts
and Arts Education' and 'Integration of Arts with other Subjects' for the
capacity building of Primary and Upper Primary teachers on Art Integrated
Learning and its implementation in classroom teaching learning. The initiative
has been launched in 2011-2012.
0 For CBSE schools also, it has been decided to adopt the aforementioned
approach in compliance to the NCF 2005. Accordingly, guidelines for subject
0 teachers are being presented in
this document. The gist is as follows:

· The teachers should integrate Arts as a pedagogical tool for

classroom transaction.
0 The focus must be on mutually reinforcing Art as a subject and Art
as a Tool for learning with efforts towards seamless integration.
0 Collaborative teaching (combination of subject teachers and Art
teachers) should be practiced to strengthen the integration.
"0 Arts-integrated Learning will support teacher's assessment
of application-skills of the students in their subjects.

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For detailed guidelines and training package on Art-integrated education,

please refer to NCERT manual on Arts-integration at the link HYPERLINK
"http://~w,ncennic.in/departlnenu/nie/deaa/publication/Pril7thdf/tpaefptv Zjut

5.2 Arts -Integrated Learning:

Arts Integrated Learning is a creative and constructivist teaching-learning

approach through which students demonstrate their
understanding of a concept through various art forms. Arts integration signifies
exploration of academic content (ideas, concepts, prior knowledge) and skill
sets to be acquired by a student through the lens of various forms of Arts.

5.3 Principles of Arts-integrated Learning:

The basic principles of Arts-integrated Learning are:

5.3.1 Arts stimulate all senses and deeper learning.

5.3.2 Learning is trans-disciplinary.
0
5.3.3 Learning is inclusive.
5.3.4 Learning must be De-compartmentalized. 0
5.3.5 Learning is actively built.
5.3.6 Learning must be experiential/Hands-on.
5.3.7 Students must evolve through the learning.
5.3.8 Collaborative teaching-learning must be practiced.
5.3.9 Collaborative-Teaching is the key to integration.
5.3.10 Learning must result in the development of problem-solving and
reflective skills.

- 5.4 Objectives of Arts-integrated Learning:

The ultimate objective of Arts -Integrated learning is to have an affective, multi-

dimensional growth of students which will particularly impact

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Physical, Intellectual, Moral, Aesthetic, Cultural and Scientific aspects of g' ' A
development of students. The Arts-integrated Learning aims to:

5.4.1 use the soft skills and heightened awareness as learning tool. 5.4.2
promote and implement arts as a pedagogical tool in classroom
5.4.3 achieve holistic learning including aesthetic education as an integral part
of it.
5.4.4 create awareness about 'Art Education' as a subject and 'Art' as the
pedagogical tool to deeper learning.
5.4.5 make Arts the basis of all learning to help students in being active
learners and improve their cognitive abilities.
5.4.6 make the understanding and internalizing of content in all areas of the
curriculum easier/natural.
5.4.7 integrate different art forms with other disciplines.
5.4.8 understand and implement the ways in which enhanced understanding
of subject areas can be achieved through Music, Dance, Drama,
Drawing, Painting, Modeling, Crafts, Design, etc.
5.4.9 simplify complex concepts through Arts

0 5.4.10 use Arts as a tool of Learning

5.5
Implementation of Arts-integration in classroom: 0
i. Model of Arts -Integrated Pedagogy'

The following model of Arts Integrated pedagogy explains the process of

embedding Arts with other subjects for carrying out activities/ projects during
classroom transaction and subject enrichment activities.

,hg:
Page 41 of 104
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Step I: Selection
. of a Step 2:
. Providing
. .
topic/theme , drawing Creative inqui,ry
upon the previous opportunities for
knowledge of students hands-on learning to
students

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Target:
Arts Integrated Learning in classroom through:
I. Ice Breaking Activities for Classroom Transaction
II.Trans-Disciplinary Projects for Internal
Assessment
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Step 3: Reflection on Step 4: Assessment

the New Learning of the of students (for
subject using an Art subject and Art
form by students involved)

The Arts-integrated Learning can be implemented in classroom through the

following two components:

i. Ice-Breaking Activity to introduce a topic

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" ii. Trans-Oisciplinary Projects for cohesive understanding
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For instance, as part of Ice- Breaking activity, a Maths teacher who is about to
teach the topic 'Circle;' can play a video or show a picture of Rajasthani folk
dance. She/he can also ask for volunteers to perform and others to observe
the symmetry/ pattern/ concentric circles formed. The following link can be
used:
https'//youtu.be/fzg3tneMvTA

The model given above delineates the process of initiating, implementing and
inferential learning as a by-product of an Arts-integrated ice-breaking activity.

Step I: Selection of topic/theme - It should draw upon the previous knowledge

of students, stemming from their past learning experiences. Based on
interaction, the teacher will extract information on the past learning
experiences of students and select a topic / theme for an activity/project.

Step 2: Creative inquiry: Teacher will provide opportunities for

creative enquiry. Real-life situation must be provided for students to learn in
divergent ways. Opportunities must be given to promote learning through

0 collaboration .

Step 3: Reflection on New Learning of students using an art form -what

0 students have learned, how they learned it, and what it means to
them.

Step 4: Assessment of students (for subject and Art involved) to understand

their own and peers' work as part of the learning experience. Revision
opportunities for improvement of the work done by students should be given
and it must be assessed whether it has enhanced and facilitated learning
experience. In a nutshell:

For implementing this in classrooms, the subject teacher selects the

topic/concept/idea that she wants to teach through integration of Art.
The teacher can do this in collaboration with Art teacher. Then, they
align the pedagogy. Next, she/he explores the topic/concept/idea,
ensuring active learning promoted by meaningful Integration of Arts.

Finally, the teacher prepares a rubric to assess the impact of arts

integrated learning.

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.
.6 Arts- Integrated activities and Pedagogy can be used:

5.6.1 During the classroom transaction of subjects, as activities and project for
Subject-Enrichment activity for internal assessment-the aim of the
activities and projects is the seamless integration of Arts with subjects.

5.6.2 By all subject teachers at all levels: Primary, Middle, Secondary and
Senior Secondary.

5.6.3 As Ice-breaking activity to introduce a lesson.

5.6.4 Subject teachers can integrate Arts -based activity in their lesson plans.

5.6.5 Subject teachers must discuss their plans/activities with the Arts
teachers so that seamless integration may be achieved.

5.6.6 Arts Based Ice-breaking activity for beginning a lesson can also be
devised by subject teachers.

5.6.7 A list of suggestive activities:

Suggestive activities for ice-breaking and subject enrichment are 0

given on the following pages:

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' 5.7. Art activities can be used as teaching tools (an illustrative list):
5.7.1. Arts exhibition: Preparing for and holding an art exhibition will teach
students to appreciate the different forms of Art, and how art
represents learnings from real life.
5.7.2. Role play: It is used as a teaching strategy for active and
experiential learning. It becomes even more interesting when the
students incorporate drama, games, simulations, and
demonstrations of ideas related to the topic under study
5.7.3. Video making/ film making/ photography/web design/ slide
show/Ppts: Today's students are increasingly familiar with the world
of films through social media, and their rate of media multi-tasking
far exceeds that of adults. Students will therefore find the
experience of printing their own photographs, planning their own
storyboards, writing their own scripts, performing in and shooting
their own films, or having their own news channel, or designing a
web page, etc. very fascinating. "The power of technology is
unleashed when students can use it in their own hands, as authors
of their own work, and use it for critical inquiry, self-reflection, and
creative expression."7
5.7.4. Designing through Photoshop and other Apps: Learning to use 0
Photoshop and similar Apps will not only empower the students, but
also help them to imbibe original and creative thinking. Students
can create calendars, brochures, stories, etc related to study topics 0
through this.
5.7.5. Visit to historical places/documenting visits through
poetry/narratives/stories/films/photographs: This will
help students arrive at a deeper understanding about the forces, the
culture, the art, etc. that helped shape our society. This can become
a very crucial tool for experiential learning of history.
5.7.6. Sketching: This art form can be used for studying any subject.

7https://www.citejourllal.org/volume-10/issue-1-10/current-practice/video-production-as-an-
instructional-strategy-content-learning-and-teacher-prac"tice/

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5.7.7. Sculpture/clay modeling: Sculpturing and making models with "aiiN·'

clay promote creativity and can be a very rewarding method of
teaching to young students.
5.7.8. Dance performance/choreography: In education, many curricula
focus on symbolic ways of thinking, both alphabetical and
mathematical, dance education offers an opportunity for the
intentional development of thinking through the modalities of
perception, action, and emotion. In the dance classroom, the
whole person, present in the environment, becomes the object
of study. The dance classroom is a laboratory for
experimenting with the structures of nonverbal
thought.'Concepts can be learnt by creation of a "memory
dance", that is a choreographed work where the movements will
remind the child about the meaning of the concept. Creating Art
5.7.9. reservoir from recycled waste: This could be the best way to
teach about environmental conservation. Jewelry making: .'
5.7.10. Nimble fingers of young students derive motor skills from this
activity, and it can be a very good starting point to teach about
metals and metallurgy in chemistry.
© 5.7.11. Paper quilling/papier mache/bead work/using grains for creating
designs: This is again an area of art that can promote huge
('"' ". amount of creativity, and an awareness of the value of our
. ""' natural resources.
"
5.7.12. Free-talks/narratives/storytelling : "Storytelling describes the
social and cultural activity of sharing stories, sometimes with
improvisation, theatrics, or embellishment. Every culture has its
own stories or narratives, which are shared as a means of
entertainment, education, cultural preservation or instilling moral
values."' Storytelling can be a very powerful teaching strategy. It . ."
is P
the stories that stay with us, long after the formulae and
definitions fade away. Storytelling should also be used by I __5 ._ .
students to make
presentations before the class. it adds to their confidence, and
gives
them a head startin public speaking. " """ """"'"""--:-,.,..

8https://www.jedson]ine.net/sample-page/2014-jeds/theme-2-2014/
'https'//en.wikipedia.org/wiki/Storytelling
__

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 ,¢ ,,, _ .WSong and lyrics creation: India is a land of music -,,form utg X
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classical to folk, music is in the soul of every Indian. Music

marks every festival, and every major event in our lives. Music
can be used to create a "soundtrack" for a story, a sequence of
historical events, or simplification of difficult concepts, a
biological life cycle, simply writing the lyrics of a song that
explains a difficult concept will etch the concept in the
student's memory for a long time. Maths can be connected to
Music through several creative ideas (please visit
https: / /www.teachervision,.corn /mathematics-m.u.sic# or
https://www.thoughtco.com/music-education-lesson-plans-p4-
2456493 for ideas on this).
5.7.14. Nukkad natak: This form of Art can be used to express almost
any topic in any subject under the sun. Collage/montage/mosaic
5.7.15. making: Very useful for developing critical thinking skills. This
form is very good for students who
are not interested in drawing or painting.
5.7.16. Poster making: This art from is used for experiential learning, as
students are able to depict their thoughts, ideas, opinions about a
study topic through this form. Here the students need not be
assessed on art work, but they can be assessed on the 0
content.
5.7.17. Crafts: using these art forms make learning a very exciting and fun-
filled process. Craft work can be done with simple resources such
0
as paper, cloth, buttons, wool or with more advanced material such
as bamboo strips for weaving, stuffings for stuffed toys, etc.
Children can make spheres or cubes for example, to learn
mathematics, or stuffed toys of extinct animals to learn about
animal sciences, etc.
5.7.18. Installation art: Children can either study public art work or do their
own installations of their own work to represent their understanding
of a module or various topics.
5.7.19. Wood and metal work: Wood and metal fabrications learnt at an
early age will help the child relate to growth of the society and
science.

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5.7.20. Printing on various medium: Using such forms gives a degree of aN. · ,.1
control for the students over their learning. 4
5.7.21. Comic strips: "Comic strips and cartoons are two effective
instructional tools to use in class with students from different
grades. They are effective because they engage students in
meaningful learning experiences where they get to practice key
skills such as writing, reading, speaking and communicating,'"o
To know more about how to use comic strips for teaching, visit
http.c'//www.educatorstechno/oqv.com/2018/01/teacher.c-
guide-to-u.se-of-comic-.strips.html

5.8 Arts Integration can also be taken up for Trans- Disciplinary project
work for Internal Assessment:
As a part of the subject-enrichment activity/internal assessment, arts-
integrated trans-disciplinary project may be given, as follows: 5.8.1 The
projects can be taken up as subject-enrichment activity for
internal assessment. The details can be seen in the Circular No.
Acad-11/2019 dated March 6, 2019 and the initial pages of the
Curriculum Document 2019-20.
5.8.2 The aim of such projects is the seamless integration of Arts with
0^ subjects.
5.8.3 Subject teachers, along with the Arts teachers, must plan and discuss
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the projects in advance.
5.8.4 The focus should be on researching the topics not yet taken up in the
classroom.
5.8.5 Teachers must facilitate exploration of research on the topics to give
students hands-on experience.
5.8.6 Rubrics for assessment can be devised collectively while planning
the projects.
5.8.7 Students must be informed about the criteria of assessment before .
beginning work on a project.

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While planning and executing an activity/ project, the teachers must ensure
the following:
I. Activity/ project promotes Experiential learning
II. Students get opportunities for Hands-on experience III.
Activity/ project is done collaboratively
IV. Students are engaged in constructing and demonstrating their
understanding and not memorizing
V. Students create anything new
VI. Art form connects to other disciplines
VII. Connection is mutually reinforcing and not deliberate VIII.
Activity/ project simplifies the concepts being taken up
IX. The material required for the activity/ project is easily
available and does not put any financial burden for students
X. The students are familiar with the Art forms being used in the
activity/ project
XI. Students have been given time to think about the content, apart
from the prescribed book
XII. Assessment techniques are relevant / age- appropriate .

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5.10 Guidelines for Principals to help implement the concept of "" "
Integration of Arts: The
Principals need to:
a. be familiar with the concept of Arts-integrated learning and the thrust
behind it.
b. provide opportunities to the staffto be trained in implementing it. c. direct
h the Art teachers and subject teachers to plan together well in
'!!L--'.[

advance how different subject topics can be seamlessly integrated with

Arts.
d. facilitate its implementation by way of logistic and moral support.
F

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Page 50 of 104
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e. take staff and parents into confidence viz-a-viz the goals kept in J' JJ
mind and align them with the global approach.
f. create opportunities for such learning to become a regular tool for
teaching and a way of learning.
g. direct the Head of respective departments to have a follow up meeting
every fortnight to see its implementation and streamline further.

0
0

Page 51 of 104
 "I

i':7

Arts- Integrated Activities: Exemplars

ENGLISH
Grades VI, VII, VIII, IX

( Courtesy:Md. Anirul Islam, Artist, National Bal Bhavan, New Delhi)

Ak

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It must be noted that the activities given here are only suggestive, - aN. · ,.1
Teachers must be motivated to include innovative and original ' i 4
activities and projects.

6.1 GRADE/CLASS: VI
Chapter
Chapter Poem -- The
Poem The Quarrel
Quarrelby byEleanor
EleanorFarjeon
Farjeon
Covered
Covered
Name
Name ofof the
the HONEYSUCKLE,
HONEYSUCKLE,NCERT NCERT
book
Subjects and Integration
Subjects and Integrationofofdrama
drama/ theatre
/ theatrewith
with teaching
teaching of of Art
Art English
English
Integrated
Integrated
objectives
objectives i) To make
make the
the students
studentsrealise
realisethethevalue
valueofof
relationships.
relationships.
ii) To develop
develop ananunderstanding
understandingthat thatpetty
pettyquarrels
quarrels
should
should not not be
be taken
takentotothe
theheart.
heart.
iii) To teach the value of holding no grudges.
iv) To help them understand that how a small quarrel or
tiff finally becomes a memory to be cherished.

:
V) To arrive at a conclusion that quarrels are a natural
part of growing.
vi) To believe that quarrels strengthen bond among
siblings.
vii) To hone students' critical thinking and
comprehension skills.
viii) To make them understand the benefits of working in
teams / groups.
ix) To be able to appreciate poetic language and be
motivated to write a few lines on their own.
Material i) A media player with speakers
Required ii) Pen, paper and sketch pens
iii) Blackboard
iv) https://www.youtube.com/watch?v=OlvhurZ 5zSM
v) https'//www.youtube.com/watch?v=Ol6LH8

Page 53 of 104
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vi) Regular cllassroom sett--up ((fflleexxiibblke)
Time Two periods of 35 minutes each
required Ice-
Breaker The teacherr woouulldd aasskk tthheefofolllokwing leading
Activity questions to the children:
i) The students will be asked to share some of their
perrsonaall eexxppeerrieienncceessoorn quarrels or
arguments amongst familyil members.
l What are the
causes andd rreeaassoonnsstthhaattuussuuaa:lly
lead to such quarrels?
ii) The teacher woulld asskk tthhee ssttuudd€ents to
enact a scene of quarrell eiittherr wiitthh
ffrriieennCds or siblings.
iii) She will also tell the students ito draw faces showing
various moods and expj ressions such as
happiness,, sadness,, anxxiiiety, surprise, calmness
etc.
After she gets a few responses from the students, she
summarises them and proceeds to introducing the poem,

D:
'The Quarrel'
Methodology i) The poem will be read aloud with proper of the
intonation by the teacher.
Activity ii) She would encourage students to infer and deduce
meanings of words or phrases through
prompts and contexts.
iii) Thereafter, she'd consolidate students'
responses and present it in the best manner possible.
iv) To make the class more lively and interactive, the
teacher can show a video on sibling rivalry (link given
above/ or any other relevant one) to the class. After
the video has been viewed, she asks the following
questions to the students:
a) What do you think are the ways to resolve petty
quarrels?
b) How imoortant is the word 'SORRY' in

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C) Is ''SORRY'' the magic word for clearing many
misunderstandings?
d) Should you carry grudges for long?
e) Who resolves conflicts between you and your
sibling?
f) How many of them feel that parents do justice?
v) The teacher explains the importance of human
values.
vi) The students are told to enact a scene where 'sorry'
has been a magic word.
vii) The teacher asks the students to summarise the
poem in their own words.
Learning Students shall be able to:
Outcomes i) appreciate poetry.
ii) develop interests in reading and reciting.
iii) recite poems with proper voice modulation and
intonation.

0 iv) compose their own poems.

v) understand that quarrels and arguments are part
and parcel of growing up.
0 vi) realise the worth of having a sibling.
vii) learn to resolve conflicts and not hold grudges. viii)
learn to work collaboratively.
ix) infer and present.
Self- The teacher (at the end of the activity) analyses the
Evaluation response, interest and flow of thoughts and ideas of . .

the students. The ideas and writings are shared with the
class.
Follow-up The teacher provides another link on sibling bond.
The students will be asked to view the video and Ulb_i _ . __
write on the topic, 'SIBLING' n the video and
Resources Text Book : Honeysuckle by NCERT
Links httpsWwww.yc)lltube.cQm/watch?v=QMluu5zSM
=QlvhurZ5zSM
=016LH8Lz9zs
https://www.youtube.com /watch?v=Ol6LH8Lz9zs

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J, i) assess the impact of the activity.
ii) make a note of the problems.
iii) narrate a couple of instances of her own to add to
the interest.
iv) summarise asking how enactment added to their
learning and enjoyment.

6.2 Grade/Class:Vll

Chapter Poem - Chivvy by Michael Rosen

Covered
Name of the Book: Honeydew, NCERT
book Subject
and Art English /Theatre and Art (Drawing)
Integrated
Ob jectives
a) To create awareness about desirable behaviour. b)
To help understand the parents' point of view.
C) To inculcate right habits and encourage good
conduct.
d) To help children be more accepting and less
0
rebellious.
e) To gently guide parents regarding positive 0
enforcement.
g To make them realise value of group work.
g) To make them understand that parents often need
to be tough.
Material i) Media player
Required ii) Speakers
iii) Pen and paper iv)
Blackboard
Time 40 minutes
required
Ice-Breaker i) The teacher prepares the students for a short
Activity activity. She/he asks the students to take a piece
of paper and jot down answers to her/his

—" Page 56 of 104

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 questions. The questions in brief that could be
asked are :
a. Do you get annoyed when your parents give
you instructions?
b. Do you like the manner in which it is
conveyed to you?
c. Write down any three things that irritate
you when they instruct / correct you.
d. Write three ways in which, you feel, they
could / should correct you.

ii) The students will be divided into two groups.

They would be asked to think of some other
instances (at home/school/other places) where
they have shown good conduct. One group may
enact the situations at home and the other may
do it for schoo1/ other places.
Methodology i) The teacher will read the poem with proper
of the voice modulation and intonation.
activity ii) She/he would encourage students' participation
and elicit meanings of new structures and
phrases.
iii) She/he would ask a few students to read the poem
aloud with apt facial expressions.
iv) The teacher then instructs the students to watch a
video. The link for the video is
v) hmsuj~N.youtube.com/wami2jLsauQsL rtwA
vi) Based on the video, the students would be asked :
a. Do you like the video?
b. Do you experience similar situation?
I Em

c. Are you scolded for similar reasons?

" . .

d. How does it feel to be punished repeatedly?

dly?e. .. .

Do you feel you are well-mannered? Do you)0 you

need to improve?

Page 57 of104 A ' Ny'

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f. Who isi your

your'Maya'?
'Maya' What does Maya mean
"' here? Who is she?
g. Just like the students i in the video were taken
to an Institute for Good Manners, do you feel
you too need to go somewhere or take
someone's guidance?
h. As pairir work,
rk, the
the teacher
te asks the students to
compose a short rt po(
poem on "Manners".
Learning Students shall be able to:
Outcomes i) Value what parents and ( teachers teach.
ii) Learn etiquettes and i socially acceptable
behaviour.
erstand that
iii) Understand that parents
paren are humans and can, at
:
times, contradict themselves.
iv) t
Understand t t the
that the world
v is complex and will
have inherent contradictions.
v) Learn the art of reciting poems the right way. vi)
Value every participant's opinion and idea.
vii) Develop confidence and build ability to express. viii)

D:
Learn to compose short poems.
ix) Realise that their 'Maya' is their conscience. They
need to look within themselves and listen
to their hearts.
x) Know that their 'Institute for Manners are SCHOOL
and HOME.
Self- a. The teacher analyses the response, interest and flow
Evaluation of thoughts and ideas of the students.
b. She/he interacts with parents to make them realise
that punishment is not the only solution, if
they are using it as a solution.
Follow-up i) Students will be told to list down "Manners to be
followed at home" and "Manners to be followed at
School".
ii) They will be asked to draw various facial
expressions that they usually observe in
different situations; such as anger, happiness,
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Page 58 of 104
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curiosity, anxiety, fear etc. . a>;j,' jJ

Resour
Cesources i) Honeydew, NCERT -' A
ii https'//www.youtube.com /watch?v=axitOq-
) rtwA
C:oncllusion The teacher will assess the impact of the activity,
understand the problems while running it. She
would summarise and may also share her childhood
experiences.

6.3 Grade/Class: VIII

Chapter Poem - Macavity: The Mystery Cat by T. S. Eliot
Covered
Name of the Honeydew, NCERT
book Subject
and Art English / Theatre and Art (Drawing) Teaching of
Integrated Poetry with the use of theatre/ Hindi tales
Objectives 1. To emphasise correct pronunciation,
modulation and intonation.

:
2. To read and comprehend the poem.
3. To create awareness about desirable behaviour. 4.
To inculcate the habit of abiding by the laws and
rules.
5. To learn to appreciate poetic language and humour.
6. To develop skills of creativity, imagination and
writing self-composed poems.
7. To help the students learn the art of making
posters.
8. To make them appreciate fun poetry. i)
Blackboard
Material ii) Pen and paper
Required
iii) Media player iv)
Speaker
v) Drawing sheets and sketch pens
vi) httpqS;//www.yQutube.cQm/watch?v=7Lja'

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Time Two periods of 35 minutes each.
required
Ice-Breaker i) The teacherr asskkss ssttuuddeennttssoonn how
Activity cats are perceived by our society / culture.
ii) Initiate a discussion on why most Indians do not
have cats as pets.
iii) The tteachheerr aasskkssththeesstutuddeenntsts, ,'C'Ccan you think of
any movie in which cats have beenr depicted?'
iv) What are the other contexts in which the word 'cat'
is used?
v) The teacherr giivveess tthhee aannssww'ers after
an interactiion -- ''catt waallkk'',, ''PPllaayyiinngg
ccat and Mouse', The Mice are at play when the
cat is away', 'Cat on the wall', Raining cats and
dogs etc.
vi) The teacher also chooses a ffew students and
instructs them to make a presentation on 'How cats
fight among themselves' (over food, while
protecting their young ones etc.)

D:
vii) She asks a few others to depict scenes from Walt
Disney's famous cartoon, 'Tom and Jerry'/ famous
Hindi tale of 'Two Cats and a Monkey:
Methodology i) The teacher plays the video of the poem. The
of Activity link of the poem is https://www.youtube.com/watch?
v=7LjaTPOT3
Ew.
ii) The students watch the picturisation of the
poem, understand and appreciate the poem.
iii) The teacher asks a few students to read the poem
aloud.
iv) She/he then asks the students to list down the
adjectives that describe Macavity.
V) The teacher asks students what people usually do
when someone goes missing. Students come up
with responses such as lodging a complaint with the
police, putting up posters at different

ih, _ ' Page 60 of 104

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setc.
vi) She/heiethen
then brainstorms
brainstor s and t
and asks students to
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create/ draw a 'MISSING' poster for Macavity.
She/he instructs them to use the description
given in the book to draw a suitable image of the
cat - replete with reward, last seen,
identification mark, contact number etc.
vii) The teacher shares one such mysterious
experience of hers with the students. This gives
them an understanding of the activity and
encourages them to share their experiences.
Learning i) They learn the skill of reciting poem with good
Outcomes intonation and pronunciation.
ii) They also learn that adjectives can be used to
make their description more effective and
interesting.
iii) Students learn to develop the ability to connect
different aspects of a poem.
iv) Students improve their communication skills. V)
Students develop the skill of creating posters.
Self- The teacher evaluates the appropriateness of the
Evaluation topic given and gives feedback on students' work.
and Follow- She/He also takes a feedback from students on the
up poem.

As a follow-up activity, the teacher tells the students

to make a list of animals / birds associated with
Indian beliefs.
Resources Honeydew, NCERT 3Ew
A
A'

https://www.youtube.com/watch?v=7LjaTPOT3Ew

Conclusion: The teacher will assess the impact of the

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poem by asking the students to express their feelings. — "-
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Acknowledg i) YouTube
ements :POTE!
https'//www.youtube.com/watch?v=7LjaTPOT3
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Page 61 of 104

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6.4 Grade/Class: IX
Chapter i
The Fun They Had by Isaac Asimov
Covered
Name of the Beehive, Class IX, NCERT
book Subject
and Art Fine Arts, Theatre and English
Integrated
Objectives i) To create awareness about t tthe
e (education system
that existed in the past.
ii) To make the students understand and
fit of
appreciate the benefits f group
r work, discipline,
tolerance, cooperation and mutual respect learnt
through the presenti educational tt system.
iii) To let the studentst know thatt thet t curriculum is
tailored to their needs.
iv) To develop a healthy competitive spirit amongst the
students. An e.g. from the lesson is, 'when the child
under performs'.

D:
V) To present a positive outlook of the present system
of education.
Time Required 3 periods of 40 minutes each
Classroom
Arrangement Flexible
Material
Required Props and placards, blackboard, chalk, smartboard and
Pre- laptop
Preparation The teacher tells the students to speak to their parents
Activity and grandparents about the education system in their
times.
The teacher will ask the students to get an A-4 sized
sheet each and colour pencils.
Ice- Breaker Students are asked to find out from each other how
Activity their parents and grandparents studied and the kinds of
schools they attended.

b, Page 62 of 104
 0

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? will be divided into three groups and
The students
each group will be given a theme to sketch - a teaching-
learning scene from a Gurukul set-up, a contemporary
classroom and a futuristic classroom. The students will
be asked to speak about the characteristics of each set-
up and its value points.
Introduction The teacher interacts with the students on various
systems of educational practices that have been
followed. The teacher then discusses about the ways in
which education was imparted in his/her grandparents'
times when technology was not so easily available in
schools and colleges. She/He traces the journey to future
and asks them to speculate
about Schools of the Future.
Methodology 0 The students will read the text in class.
Discussion a) This will be done by way of some questions put to the
on the Text class:
i. The teacher will ask the students why Tommy and

0 Margie are astonished to see a book and why are

the pages yellow and crinkly?
ii. Why does Margie not like Geography and why is
0 the County Inspector called by her mother?
iii. The teacher would initiate a discussion based on
the text about, 'which is easier studying on the
Computer or from the Book?'
iv. Based on the ending, the students will be asked
whether Margie wants to attend a school just like
the one her grandfather attended as a young boy?
b) There is an exchange of information on the different
systems of Education and a comparison )n jaris
of the
the
systems will be made. on != - _- -.,-. .,
c) Thereafter, the teacher divides the class into) three ~. _ -
'resent
groups. Each group is allotted one topic to present
.
as a short skit.

Page 63 of 104

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I would woron 'Education system during the
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Il would
0 Group Il would woron 'Present Education System.'
work
0 Group III would work on 'Futuristic Learning-Schools
of Future'. l r:
:
After the three presentations, each group would be
asked to give commentsi and present their views on
t i
the three systems of education.
i. Students learn and understand the system of
Learning education in the past.
Outcomes ii. l tornappreciate
They learn to apµ the benefits of
collaborative work.
iii. They realise
r lis the
theadvantages
acivaj of discipline and a
structured curriculum.
iv. They understand
nderstandthe
theimportance
i: of a teacher as a
mentor.
v. They will learn to evaluate the three systems
and analyse their pros and cons.

D:
vi. They will understand the desirable values learnt such as
sharing, caring, patience and friendship along with
learning.
Self- 0 The teacher will assess the success of the activity
Evaluation undertaken through class feedback.
and Follow- 0 The teacher would analyse the changes that are
Up needed in the system and summarise.
0 The teacher would also incorporate some changes on the
basis of students' feedback.
h
Follow-up · The students will be asked to write an article on "How
Activity they would like to improve the present Education
System?"
F

0 A debate will be organised on the topic: The Present

System of Education is the best.
0 Students will be asked to make a Poster depicting
futuristic schools/Schools of Future.
Re-qol]rces Text book - Beehive, Class IX, NCERT

Page 64 of 104 q
 SOCIAL SCIENCE
Grades VI, VII, VIII, IX

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Page 65 of 104
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It must be noted that the activities given here are only suggestive. i«g
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Teachers must be motivated for having innovative and original activities and
projects.

7.1 GRADE/CLASS: VI

Topic Chapter OUR PAST

Topic PAST -- II
Chapter Name ON THE
Covered THE TRAIL
TRAILOF OFTHE
THEEARLIEST
EARLIESTPEOPLEPEOPLE
of the book
Covered
Subject
Name ofand
the Art NCERT
NCERT Textbook
TextbookininHistory
Historyfor
forClass
Class-VI
-VI
Integrated
book
Objectives
Objectives
Subject and Role play,
play, Poster-
Poster-making,
making,Story-Telling
Story-Telling& &Social
Social
Art Science. -- Early
Science. EarlyHumans
Humans
Integrated
Students will
Students will be
beable
ableto:
to:
i.i. Understand
Understand howhowthey
theyevolved.
evolved.
ii. Demonstiate
Demonstiateknowledge
knowledge of of
early human
early kind
human kind from
fromPaleolithic
the the Paleolithic Erathe
Era to to Agricultural
the Agricultural
Revolution.
iii. Know
Revolution.
Know and
andidentify
identifythe
thedifferent
differentdiscoveries
discoveries D 0
made by
made by the
the early
earlymen.
men.
iv. Appreciate, respect and conserve ancestral
inheritance. respect and conserve ancestral
iv. Appreciate,
v. Learn new vocabularies in this lesson like, Paleolithic
Era, Neolithic Era, Agricultural
Revolution, Migrate, Homo sapien, Nomadic,
Domestic etc.
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vi. Understand that curriculum helps to know our
'h
'J' past and shape our future
Material Blackboard, Chalks and Duster, Pen and
Required Paper,0isplay Board, Board Pins, Smart Boards,
Textbook, Images of early humans and their discoveries.
0 Story telling- 40 mins (I Period)
Time 0 Visit to the National Museum of Natural History-
Required 1 day

K _ ' Page 66 of 104

 0 Pictography- 40 mins (I period)
Ice Breaker Activity- Pictography (resembling cave painting) Activity
Execution of Activity - Students will be asked to come up to the black-
board and illustrate the
meaning of their name by drawing it.
Introduction In the class, the teacher will discuss about the Early Mankind
where special emphasis will be given on how they
evolved and how discoveries made life easier.
Methodology 0 Teacher will explain the entire chapter through
story-telling process in the class.
· The class will be divided into five groups.
· Each group will be given a topic, like- Food gatherers,
Stone Age, Discoveries, Domestication of animals
and Archaeological sources.
0 The groups will be given time to discuss and make
notes on their respective topics.
0 They will be asked to make posters to represent their
topics.
0 The students may also enact their topics.
0 Worksheet will be provided to the class where they
have to write whatever terminologies they came
across with meaning.
Learning 0 Students will understand that how early humans were
Outcomes initially food-gatherers and eventually
became food-producers.
0 Their communicative, collaborative, critical
thinking and leadership skills shall be enhanced. 0
They will learn about the lifestyle of early and
modern humans.
0 They will learn about different cave-paintings and their
significance in the lives of early humans.
Self- I) The success of the activity will be assessed
Evaluation through class feedback.
2) After the student's feedback, necessary
modifications will be made.

Page 67 of 104

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3) The teacher erwill
wil list
list down
downthe thechallenges
c that
arose during
i t the conduct ct ofofthe
theacti
activity
Follow-up The students will be asked to:-
Activity 0 Construct a pictorial-timeline of human : evolution.
i ti
0 Collect pictures of cave paintings and describe
them in writing.
0 Visit Nationall Museum of f Natural
atural History (FICCI
i
Building) situatedt att Barakhamba
r kha t Road, New
Delhi/ any museum nearby
Resource NCERT Textbook in History for Class -VI
s

7.2 GRADE/CLASS:VII
Topic OUR PASTS PART -
Topic
ChapterChapter II
OUR PASTS
RULERS ANDPART - II
Covered
Covered Name BUILDINGS
RULERS AND
of the book BUILDINGS
Subject and
NCERT Textbook in History for Class -VII

Craft and Social Science - Art & Architecture

Art

D
Integrated
Objectives i. To create awareness about the importance of
historical temples, buildings & monuments as they
are a part of our cultural heritage.
ii. To understand the Art and Architecture of
Medieval and Early Medieval Period.
iii. To let the students know and identify the different art
forms and patrons of various reigns.
iv. To help them appreciate, respect and conserve our
precious and priceless inheritance.
v. To recognize the style of architecture of temples,
buildings and monuments.
vi. To make students understand that curriculum helps
to know our past and shape our future.
'ial Blackboard, Chalks and Duster, Pen and

Page 68 of 104 ,E%' Np

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 Required Paper,0isplay Board, Board Pins, Enlarged images of
temples, monuments and buildings, Smart Board, Bowl
and Sketchpens. (A list of things required for
preparation of model will be communicated).
Time 0 Introduction- 40 mins (I Period) 0
Required Preparation- 40 mins (I period)
0 Presentation- 40 mins (I period)
Ice Breaker Activity- Identifying Monuments.
Activity Execution of Activity - Students would be asked to pick
the chits which will have name of monuments.
Thereafter, one by one they will come forward, enact
and provide clues.

The students sitting as audience are required to identify

the monument. For instance, 'I am made of red
sandstone and stand as tall as five storeyed building.
Who am I?'
Introduction The teacher will show the images, discuss about the various
forms of architecture, material used for construction etc.
and changes that took place with time.
Methodology 0 The class will be divided into four groups · This
will be a group activity.
· Each group will have 10-12 students.
0 Each group will represent one architectural style, like,
monuments of Sultanate period, Mughal period, Pre-
Medieval period and Post-Medieval Period.
0 Students will be asked to collect the pictures of A
A'

monuments, temples, buildings etc. of that particular

architectural style.
· They will be given time period of 2 days.
0 Each child has to collect at least five pictures.
· After two days, students will be given a period to make
a collage of the collected pictures.
0 They will be asked to make a cnlboe in their

'A

Page 69 of 104

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"' depict their architectural style.
· After completing, each group has to give a
presentation.
0 Students will be instructed before-hand that
each member of the group has to speak for at
minute. least one
Learning
Learning minute.
Outcomes
Outcomes Students
Students willwill ::
1. get
getawareness
awareness about the the
about richness of Indian
richness of Indian
architecture and
architecture andhow
howit itevolved
evolved during
during different
reigns.
different reigns.
2. get an
an insight
insightinto
intothe
thetechnologies
technologiesusedusedforfor
construction.
construction.
3. enhance their knowledge about various
architectural fields.
4. be able to analyse and appreciate the
different forms of architecture.
5. get to know some lesser known facts about

D:
Self- buildings and monuments.
Evaluation I) The success of the activity will be assessed through
class feedback
2) After the student's feedback, necessary
modifications will be made.
3) The teacher will list down the challenges that arose
Follow-up during the conduct of the activity.
Activity The students will be asked to view the link given
below. They will be asked to choose and prepare

b
models of various temples and monuments of
Medieval, Early Medieval and Sultanate period
https'//bit.ly/2RwTGnq.
The models will be exhibited at an appropriate forum.
They will be asked to make a list of historical temples
and buildings in their city, visit and find out their
current condition and measures adopted for
restoration.
K Page 70 of 104
 Resources NCERT Textbook in History for Class -VII

7.3 GRADE/CLASS: VIII

Topic Chapter OUR PASTS - III, PART -II

Covered Name THE MAKING OF THE NATIONAL MOVEMENT: 1870-
of the 1947
book NCERT Textbook in History for class VIII
Subject and Theatre and Social Science( Dandi March) Art
Integrated
Objectives Students will be able to:
i. Understand the growing need for Purna Swaraj
(complete independence) at that period.
F

ii. Analyze historical event of 1930, Salt March led e

by MahatmaGandhi .
iii. Showcase an act of non-violent civil-
disobedience in colonial India.

0 iv. Collect information about the duration of Dandi March

which lasted for 24 days from 12'h of March, 1930 to
6"' of April, 1930.
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v. Explain that it was a direct action-campaign of tax

resistance and non-violent protest against
the British salt monopoly.
vi. Know that the Dandi March was a collective beginning
of a mass resistance movement
against the British tyranny.
vii. Know about the sacrifices of our great freedom fighters
because of whom we achieved
independence
Suggestive Handloom sarees, kurtas and dhotis, Indian flag, placards,
Material pen, paper, chalk, blackboard, wooden stick, salt, analysis
Required work-sheets.
Time 0 Homework- will ask students to watch the movie-
Required 'Gandhi' by Richard Attenborough
 "I

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0 Pre-preparation- 40 mins (I period) 0

Theatre - 2 days time
0 Presentation of Act- 40 mins (I period)
Ice Breaker "Identify":- Teacher will loudly call out various Activity
slogans like "Karo Ya Maro", "Vande Mataram" etc.
and ask students who coined it.
Introduction Teacher will initiate a group discussion/talk on the movie-
Gandhi, where a special emphasis will be laid on Dandi
March.
Methodology Students will be given a gist of the iconic Dandi
March, led by Mahatma Gandhi.
· The class will be divided in two groups.
0 They will be given instructions to write and enact the
part of Civil Disobedience- Dandi March in the class.
· Few guidelines will be given by the teacher like, Lahore
Session of 1929, 11 demands by Gandhiji, British
monopoly on salt taxation, the Story of My Experiments
with Truth by Mahatma Gandhi.
0 Quotes like "A pinch of salt that shook an empire" will be

D:
given to the students.
0 Students will learn and understand how non-violently a
Learning huge power like British rule was shaken.
Outcomes 0 They will also learn about the bravery ofour freedom
fighters.
0 They will learn the values of patriotism and fraternity .
0 Students will understand the role played by Gandhiji in
the freedom struggle.
..
.. . . .
0 The success of the activity will be assessed
through class feedback.

Self-
Evaluation
· After the student's feedback, necessary
modification will be made.
· The teacher will list down the challenges that arose
during the conduct ofthe activity.
Page 72 of 104
 0

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Follow-up The students will be asked to:-

Activity 0 Enlist the causes and result of Civil
Disobedience. 0 Write a short note explaining the
stages of Dandi
March.
0 They will be shown the statue of Dandi March
Resource situated at Copernicus Marg, Delhi.
s NCERT Text book in History for Class- VIII

7.4 GRADE/CLASS:IX
ubject SOCIAL SCIENCE - POLITICAL SCIENCE
hapter
Subject ELECTORAL
SOCIAL POLITICS
SCIENCE - POLITICAL
overed
Chapter SCIENCE ELECTORAL POLITICS
Covered
lameofofthe
Name the NCERT Textbook,
NCERT Text book,Democratic
Democratic Politics
Politics - 1, -Class
1, Class
IX IX
ook
book
subject and THEATRE & SOCIAL SCIENCE - MOCK ELECTION
Art Integrated
Objectives i. To create awareness about the importance of
Elections in a Democracy
ii. To understand the process or stages of election.
iii. To let the students know the ideals behind election.
iv. To develop a healthy competitive spirit amongst the
students e.g. - when students are forming different
parties / groups and campaigning for it
v. To explain how elections enhance the dignity of
people.
vi. To understand the constitutional provision for the
election
vii. To make students understand that curriculum
helps to make them a better citizen _. .

Material Boxes as Ballot boxes, Ballot paper, Placards,

Required Students I- card will be treated as voter ID, Students
list will be treated as Voters, Pamphlets, Stamp,
Stamp Pad, Table, Card Board to C"""or

Page 73 of 104
 .
0.

Time
Required
Board .
ti ink,
area, Permanent markers as Voting
,
I

ir Chalk, Smart

Pre - Preparation activity - 40 min - 1 Period

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Forming i groups,
roups,choosing
choosingcandidates,
candida writing a
manifesto, campaigning etc. four days
Election - 40 min - 1 Period
Result - 40 min - 1 Period
Introduction Graduallyll the t topic
t oficelectoral
of electoral p will be
politics
introduced.. The teacher
t cherwill give
i l give
thethexample of a
chaotic class and how the theprocess
processof election can
create order outt off chaos.s.Students
tudents will\ be made to
understand the importance of election.
Methodology 0 Students will be given a gist of the( election system.
0 They will ill be ttold
l hohowtotoconduct
conduct a a: Mock Election. ·
They will prepare
ill repareto do rolerole
to do plays
plajin The Mock
Election.
0 They will be asked to form four groups / parties.
Each group must elect a member as party leader.

D:
0 Then they will chalk down and draw a manifesto and a
campaigning strategy.
0 One student will be chosen as an Election
Commissioner. Commissioner has to give dates for
filing a nomination, Election, Counting of votes &
Result.
0 Each group after filing nomination will campaign for
their candidate in the school premises.
.
0 On the date of election, teachers will take charge of
polling booth. Proper voting counters will be set up
with secret ballot box and ballot papers.
0 Next step of counting votes will be in the presence of
the party representatives.
· Finally, the result will be declared.
Learning Students will be able to:
Outcomes I) Learn the process of election in detail.
2) Get Hands on experience and it will help them
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Page 74 of 104
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understand
stand thethedetails
detailsof of the
. the system.
system. qCV'
3) Enhance,ce their communication
their communication skills,
skills, abilityability
to to
ide, collaborate
persuade, collaborate andanddevelop team work
develop teamand work and
'ship skills.
leadership skills.
4) Learn to to analyseand
analyse and evaluate
evaluatethethe different
different
2stoes and
manifestoes andtake anan
take informed
informed decision.
decision.
stand tthe
5) Understand he role
roleofof
a citizen
a citizenin election /
in election /
democracy.
:racy.
e how
6) Realize howelection
electionhelps in choosing
helps their leader
in choosing their leader
e how election can enhance the
7) Realize how election can enhance the dignity dignity of a of a
citizen.L.
Follow-up 2nts will
The students will be
be asked to list list down:
down:
Activity agesofofelection
· The stages electionprocess
processsequentially.
sequentially.
0 The legal
egaldeclaration
declarationthat thatisisrequired
requiredfor forthethe
candidate file aa nomination.
late to file nomination.
0 Do's andndDont's
Dont'sdeclared
declared by by the EC for for the
the political
political
parties or candidates contesting election
Resources NCERT Text book, Democratic Politics - 1 , Class IX

Page 75 of 104
 "I

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Arts- Integrated Activities: Exemplars

It must be noted that the activities given here are only suggestive. Teachers
must be motivated for having innovative and original activities and projects.

8.1 GRADE/CLASS: VI

Chapter Circles
Covered
subject and Mandala Painting and Circles (Maths)
Art
Integrated
Objectives Students shall be able to:
i. Review elements and basic vocabulary of
Geometry especially circles. 0
ii. Apply geometry skills to increase
understanding of polygons.
iii. Learn about the history and cultural
0
background of Mandalas.
Material Paper, Geometry box, Colour pencils
Required
Methodology 1. The teacher will take students to an open space and
of Activity ask them to assemble in co-centric circles.
2. The teacher will introduce and explain about
Mandala. Mandala is a design within a circle that
symbolises the universe.
3. Students will explore the Mathematics behind
Mandalas, including but not limited to shapes and
symmetry.
4. After examining mandalas that are both natural
and man-made, students will create their own
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Page 76 of 104 I
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t
,
 mandalas using mathematical concepts and skills.
5. They will then analyze other students' creative
work for style and message.
1. Combine their knowledge of polygons and
Learning understanding of mandalas to design their own
Outcomes mandalas
2. Correctly incorporate polygons, symmetry, and
color scheme in the design of their mandalas
1. Self - assessment
Self- 2. Peer assessment
Evaluationan
d Follow-up 1. https: //www.mathsisfun.com /activity lmandala.
Resources html
2. http://www.d iscoveringthebeautyofmathandart.
com/mandalas,htm1

:
Topic Algebra '"mm
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Subjects and Maths + Arts + Entrepreneurship Visual Arts Art
(Creating Patterns)
Integrated
Objective Students shall be able to:
i) Understand the concept of constants and variables in
an algebraic expression.
ii) Create algebraic rules for given patterns iii)Create
patterns using the rules to make paper
merchandise (industry products like wallpaper,
gift paper etc.)
Material Cartridge sheet, fevicol / glue, poster colours
Required
Methodology - Teacher will ask the students to observe and find out the
different geometrical patterns seen around them (on
the wallpaper, gift papers etc.).

Page 77 of 104
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- She/He will initiate a discussion and brainstorm with
the students on how these patterns are created.
- Students will e xplore the mathematical concepts of
algebra used to create these patterns.
- Students will create a symmetrical pattern following the
steps mentioned below:-
- Take a A3 size cartridge sheet.
- Draw a (1inch x 1inch) grid using pencil.
- Create a mixture of water and fevicol in equal
proportion and apply on the sheet using a paint
brush.
- Drop colour droplets on the intersection of 0
the grid lines to create a pattern of d ifferent D
coloured shapes.
- Let it dry completely to come up with the final 0
result.

. .. .. .

Observation
I'!
Students will b e asked to make the following
observations:
1. No. of colour drops used to create the pattern.
2. No. of geometrical shapes used to form the
pattern.
3. Varieties of colour shades that can be observed in
the pattern created.

Page 78 of 104
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 4. Devising a rule for the pattern so formed.
Learning The students shall be able to:
Outcomes 1. Create wall papers / gift using colourful patterns. 2.
Understand the concept of designing patterns
using algebraic rules.
3. Attain knowledge about different colour shades. 4.
Acquire a skill to create industry products
(wallpaper / gift paper) using mathematical
patterns.
Self- Self-Evaluation can be done on the basis of:
Evaluation & 1. Neatness of the created pattern.
Follow up 2. Colours utilized for creating the pattern.
3. Devising the correct rule from the pattern created.
4. Completing the activity within the given time. 1.
Create more geometrical pattern
Follow Up 2. Building upon entrepreneur skills to sell the products
created.
3. Utilize the money generated to fund the education of
some underprivileged children in

U the neighbourhood.

Nb

i
8.3 GRADE/CLASS - VII

Topic Congruence of Triangle

subject Maths + History (Social Science) + Warli Art
and Art
Integrate d
objective
Students shall be able to:
0 Understand the concept of congruence.
0 Explore how congruent triangles can be used to
I Em

.
create
art form. .-.

0 Connect Warli Art to the concept of congruence.

0 Create Warli Art using easy to understand technique.
0 Develop the skill of Interior Decorati"n

Page 79 of 104
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Material , Scissors,
Thin cardboard, i rs, Scale,
cak Fevicol.
Required
Class r initiate
1. Teacher will ill initiate a di
a discussion on the various
Activity mathematical shapes.
ill
2. She/He will extend t the thediscussion to help the students
identify familiar if ftriangular
ili r 1 shaped objects around
t e .samosa,
them. (e.g. (e.g. samosa,traffic )sign boards, etc.)
3. Students will ponder upon techniques of creating art
piece/ human/ animal figures i using triangles. They will
also explore lthe existence
t i t of a n art form based on
triangles.
4. Warli art will be introducedCto the students.
5. Students willillcreate
r t Wadiadi art using the instructions
given below:
a. Each student will cut 6t equilateral triangles using
the thin cardboard r sheesheet. The triangles will have
sides measuring i 1 t 6 irinches.
to
b. The activity will be done in pairs, Partners will try to
t
create human an / ajfigures using the triangles
/ animal
they have made. The teacher will ensure that figures

D:
are created using triangles of the same size.
c. The figures created by the pairs will be combined
to create a composition of Warli Art.

6. Teacher will then reiterate the concept of

K Page 80 of 104

~_ "~~
 congruence of triangles giving examples from the
created compositions.

4
CM

6 CM

6 CM

2 2
CM CM

project 1. Once the above-mentioned activity has been

completed by all sections of Class VII, they will all
combine the compositions created to decorate /
enhance an allotted area of the school (wall, board,
telephone stand, photoframe, trophy stand).
2. This project can be taken up for a period of 1 month
to come up with the design. 2 student
representatives from each class can initially interact
to design the collage to be created.
3. All the compositions will be merged in the pre-decided
format to create a design thereby culminating the
project.

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Page 81 of 104
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congruence of triangles.

ed to create wall murals

as a career option.

Self- Self-Evaluation can be done on the basis of:

Evaluation - Neatness of the created human/ animal figures.
& - Concept of congruence applied to create the art
Follow up form. D :*"! -
Completing the project in the stipulated period of
time.

Topic Surface Area and Volumes

Subject and Maths + Dance + Arts + Environmental
Arts
Integrated
Objective
 Awareness+ Performing Art and Visual Art
K
Students shall be able to:
- Use dance choreography to create 3D shapes.
- Understand the concept of surface areas & volumes.
- Calculate surface area / volumes of 3D shapes

Page 82 of 104
 (cylinder, cone, cube, cuboid)
- Apply the knowledge gained by integrating it with art
to create eco-friendly dustbins to keep the
classroom clean.
- Create other merchandise using 3D shapes.

Material - A piece of music for dance performance. -

Required Different 3D shapes collected from waste
material like foil paper rolls, thread rolls, shuttle
case, discarded birthday caps etc.
- Fevicol
- Decoration material
Methodology - Recap of 3D shapes using dance choreography.

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- Students will create shapes on a given piece of
music in a stipulated period of time. Once the
shape is created the students will identify its faces,
vertices and edges.
- They will also be introduced to the concept of
surface area a nd volume with the help of the
same.
- Now, on another piece of music,
with different shapes will come '
combined 3D figures.
- Formulas will be introduced and will
be discussed using real life si

Page 83 of 104
 W
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"¢
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. ' ,, , project - Students willill gather

t r3D
3 shapes
: from waste material
to create an eco-friendly dustbin for the school /
0 ¶

floor.
- The class will brainstorm to finalize a design for the
dustbin. They will also then decide the amount of
material they will require for the same.
- Students will creatively decorate each three-
dimensional shape collected. This can be done
using rope, pencil shavings, pista peels, peels of
peanuts etc.
- The decorated shapes will be combined together to
create the dustbin.
- The prepared dustbin can be varnished /
lacquered for long term usage.
Learning - Understand and apply the concept of 3D shapes,
Outcome volumes and surface area.
- Enhance creativity and develop sense of
belongingness.
- Maintaining cleanliness by eco-friendly solutions. -

D:
Self- Strength and durability of the dustbin created.
Evaluation - Creativity and design of the dustbin.
- Area covered by the dustbin and its suitability as per
the classroom requirement.
- Application of the concept learned.
Follow Up Eco-friendly material for storage can be created
using these techniques.

k, Page 84 of 104
 8.6 GRADE/CLASS:IX
Tessellation

T
subject Mathematics
Chapter Triangles (Leading to Quadrilaterals and
Covered Hexagons)
Subject and Art Mathematics and Tessellation
Integrated
Objective Students shall be able to:
0 Identify tessellations in the environment.
jO

· Explain the theory and mathematics that make

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tessellations possible
0 Create original tessellations.
Material Paper, Geometry Box, Scissors and Colouring
Required materials
Methodology of TESSELLATION -Meaning: An arrangement of
Activity shapes closely fitted together, especially of polygons in
a repeated pattern without any gaps or overlapping.
~~

"

1. Start with equilateral triangles and its pro"" """"' ""

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Discuss what makes Tessellation possi Equilateral

triangles.

2. Discuss other shapes , regularity of shaj

which shapes are conducive for Tessellat
why.

A Page 85 of 104
 "I

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;5. bhow tnem visuais or various Tessellated patterns and

brainstorm as to why they can be arranged so.

4. Encourage them to develop their own Tessellation

patterns and explain the underlying mathematical concepts.

Learning Students shall be able to:

Outcome 1. Recognition of various regular and irregular shapes
around us.

2. Understanding and explaining the mathematical

concepts involved in tessellation .

3. Which geometrical shapes can always be used for

tessellation.
4. How other shapes may be used in combination with
different shapes to create new designs.

Self-Evaluation

D:
1. Self-assessment 2.
and Follow-up Peer evaluation
Resources 1· ' " "
2. hm&ujLQutu.be/ Lg12Nvw su
3. 0
b, Page 86 of 104
 SCIENCE
Grade IX

W Am

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( Courtesy, Md. Anirul 1slam,Artist, National Bal Bhavan ,New Delhi)

Page 87 of 104 A
 ,P" I I
"':;q,. t must be noted that the activmcs given here are only suggestive. i«g
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Teachers must be motivated for having innovative and original activities and
projects.

9.1 GRADE/CLASS: IX

Subject
Subject Physic
Physics
Chapter
Chapter sImpulsive and
Impulsive andNon-impulsive
Non-impulsiveForces
Forces
Covered
Covered
Subject and
Subject and Role
RolePlay
Playand
andPhysics
Physics
Art Art Integrated objectives
,
Integrated
- £..' _ ·_ _E3=~

objectives Students shall be able to: Students

¥

shall be
able to:
i.Material
Differentiate between
Required Impulsive and Non-impulsive
Methodology i.
i: G^
Force
of Activity
s
ii. Understand the use of these forces in our day-to-day

D:
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 0

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7. Studentssshall
shallexplain
ex l i to t the
t class l keeping in mind 'j'
whethertr the
he fforce
orce nvolved
iinvolvedisisI Impulsivel or i Non-
Impulsive ones.
vc ones.

Learning i) Students :shall be able to differentiate between

Outcome impulsive
vc and non-impulsive
-i li nature of forces.
)allbebeable lto tunderstand
ii) They shall r t the significance of
)rc in
these forces i their
t life.
vii i star
iii) They will starttenjoying
enjoying more ore nextt titime whenever
they use these forces in performing their day-to-day
work.
Self-Evaluation a. Childrenn andand adults ar are normally
r ll confused between
and Follow- impulsivec and non-impulsive nature of forces. They
up often usecthem but do not discriminate them on the
basis of'their
their nature.
b. By this activity
activitynot notonly
onlythey
t understand r t them well,
but theyi also l start
t rt visualizing
i li i source of the work
:hey perform
which they perfor only only by using i iimpulsive
l forces
and understand that in no way they can do the same
work with same ease using non-impulsive forces.

:
c. Students will get motivated towards the subject and
realize how practical this subject called 'Physics' is
which in turn reduces phobia related to the subject.
NCERT, Material from day-to-day life, previous
knowledge etc.
Resources
Page 89 of 104
 Grades III to V, VII, X
It must be noted that the projects given here are only suggestive. Teachers
must be motivated for having innovative and original activities and projects.

10.1 GRADE: III to V

Chapter How we express ourselves

Covered
Subject and English, ICT, Math, Dance, Music, Art, Sculpture
Art
Integrated
objectives The students will be able to:
i) Utilize Visual Arts and Performing Arts to
differentiate the cultural and climatic activities of
different countries and compare with India.
ii) Utilize the various forms of Art (Role play,
Pantomimes, Street Play etc.) to understand and
differentiate between various cultural activities of
D:
the world and compare the same with that of India.
iii) Use of various mediums of art to sensitize society
for certain common issues like Swacchhta
Abhiyan, Beti Bachao Beti Padhao etc.
Musical instruments, Chart paper, Audio Visual Aids,
Material ICT Resources and external resources.
Required
Methodology Activity 1
of Activity 0 Pass the ball - The students will stand in a circle
and the ball will be passed by the teacher
randomly to any student and a question will be
asked.

0 The student will share his/her prior

Page 90 of 104
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Cover t Puzzle - Images of musical
instruments, famous musicians,
dancers, actors will be covered
with pieces of cards. The students will try to
guess the identity of an image as it is slowly
revealed.
· Sculpture/ art (Clay Modeling)- The
students will be able to make musical
instruments of their choice through sculpture
or art.

Activity 2
0 The students are divided into groups to prepare
a scrapbook/ 2D or 3D models/ PPT on
different dance forms of India and other
countries.

Activity 3
0 Talk Show- Students will conduct a talk show in

0 pairs wherein one will take the role of a celebrity

and the other will be the interviewer. The
students will be allowed to choose their
0 favourite celebrity.
Activity 4
0 Categorizing grid - The students will be asked to
classify different dance forms on the basis of
folk, classical, western dances. They will
discuss about the activity in class under the
.. .

guidance of the facilitator. They will bring

required information and pictures or drawings
from home and make collages (Visual Art) to
represent the group work in the form of rm of Vite __. = _ == WN

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Learning Performing Arts play an integral role in conne ting ecti

Outcome communities.
Self- · Feedback

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Evaluation 0 Reflection
and Follow- 0 Blob tree
up
Resources 0 Digital Links
0 Sculpture/ art room
0 ICT tool (skype session)

10.2 GRADE/CLASS: VII

Subject
Subject and Theatre,
and Theatre,Dance,
Dance,Music,
Music,Ai Art, Hindi, History Art
Integrated
Art
Objectives
Objectives
Integrated The students
The studentswill
willbebeable
ableti to:
1. utilize
utilize Visual
Visual and
and Performing Arts to
understand the history of Maratha Warrior,
SHIVAJI,
understandand
the express
histo it in their own manner.
2. perform
performdifferent
SHIVAJI, different artart
and express fi forms
it like role play, music,
dancing and
dancing andarts.
arts.
3. be aware about the Indian ¶ culture.
4. develop their aesthetic sense and will keep them
mentally and physically fit.
0
Material Stage, Costumes, Props, Music Instrument, Music
Required system, Dance room, Stationery Items, Colors,
(available in Plywood, Carpenter equipment.
school)
Methodology Activity 1 (Theatre):
of Activity Scripting-
i. Students shall be divided into two groups.
ii. One group will be asked to collect information
on shivaji and the other on the Maratha culture.
iii. The students will share their prior knowledge
according to their understanding.
iv. They shall prepare the script under the guidance
of the teacher. The script will cover all important
points pertaining to Shivaji and

K Page 92 of 104

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 Marathas.

Performance-The students will perform different

characters which are there in the script. While playing
the role, they will work on the body language and the
dialect.

ActiyitjLu&tu
Stage and Prop making- Students will create various
props to enhance the overall performance on the
stage. They will learn about the art and culture of that
specific era.

The stage setup will be done accordingly to give the

ambience of that time. Students' creativity will be
enhanced as they will learn how to create the designs
and artefacts of that age.

Activity 3 (Music):

0 Students will look for an Indian song related to the

theme and sing it.

0 Activity 4 (Dance):
Students will be performing 4-5 contemporary dance
forms related to the situation.
Learning 0 They will learn to create patterns of dance forms
Outcome related to the subject taken.
0 They will understand the rhythm of the song and .. .

sing it. A
A'

0 They will develop aesthetically while working on

costumes, music and artifacts.
0 They will develop knowledge about the Indian
History.
0 Their creativity will be enhanced.
0 Coordination and team work will be improved.
Self- Work in progress of students will be closelv

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observed by the teachers and adequate follow up/ag' '""°'1""

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" "., Evaluation observed by the teachers and adequate follow up '
and Follow- measures will be taken. Students will themselves
up reflect upon their performance and will pen down
their areas of improvement and how they would
work towards them.
Resources 0 Related videos on
YOUTUBE
0 Music related to the dance form
0 Assignments related to costumes on Internet

10.3 GRADE -X
Subject and Maths,
Subject and
Art Maths,English,
English,Social
SocialScience,
Science, Physics,
Physics, Theatre
Theatre
Art
Integrated
Integrated
Objectives
Objectives ToTo calculate
calculate Electricity
Electricity Bill Bill
of 3ofof3the
of the neighbours
neighbours and and
compare
compare and
and analyze
analyze thethe electricity
electricity consumption
consumption by 3by 3
neiczhbours
neighbours with withyour
vour own
own house
house E-Bill.
E-Bill.
Procedure i) Choose a month for calculation of E-Bill.
ii) Find out the difference in the meter readings at the
beginning and at the end of the chosen month.

D:
iii) Calculate the bills of 3 neighbours along with your own
house. (Maths / Physics)
iv) Talk to the neighbours about different Electrical and
Electronic gadgets they are using every month
(on an average) : English
V) Make a Bar Graph of consumption in that month vs
individual house. (Maths)
vi) Investigate the reason behind high consumption of
Electricity in a house with respect to others.

b
vii) Suggest the future remedy (Social Science)
viii) Solar Cells (Panel) can be suggested to reduce the
consumption of Electricity and also to support the
usage of renewable sources of energy.
ix) The students can present a skit on Saving
Electricity.
iL Page 94 of 104
 0

104GRADE-X zi
Aim To show the presence and usage of Fractal Geometry
around us.
What is a fractal?
Fractals are beautiful geometric shapes which are self
similar in nature. That means, if you take a small portion of
the shape, it will look the same as the original shape in its
entirety.

How can fractals be related to Mathematics?

Fractals are very important in mathematical
visualization as the concepts of algebra and complex
numbers are used. Fractal Geometry is also a field of
Mathematics, mainly developed by Benoit Mandelbrot, a
French mathematician.

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1. Discuss with students the mathematical concepts

behind the same.
2. Ask the students to create a simple geometric fractal.
a. Material Required:
i. Toothpicks (500 for class of 16 to 20 students)
ii. Small Clay balls
iii. Protractor 0
b. The basic fractal shape to be created from
0

each of the
building blocks (tetrahedrons) to form a fractal.

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2. The teacher then tells the students to d raw cell

structures and understand the concept of fractals
behind it. (Biology)
Page 98 of 104
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10.5 GRADE: XI -.3' "

Subject BUSINESS
Chapter STUDIES
Covere International
d Business
Subject
and Economics, Statistics, Accountancy, Geography, Politi
Art Integrated Science, Psychology, Sports, English, Mathematics, Role PIa
Time Three Months
Required for
the project
Objectives The students will be able to:
i) Understand International business and trade
activities ii) Have updated knowledge of
international business skit iii) Understand
international trading procedures/laws
iv) Compare and analyse the last five years trend of tra
between India and the country selected for the
proje by using various quantitative and qualitative
indicators.
v) Learn about challenges and benefits of trade
relations between India and the country selected for
the project.
vi) Relate to topic/subject to real life situation.
0 vii) Develop knowledge of geographical terrain of both
countries and find areas of comparative advantage.
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viii) Understand lmport-Export Procedures.
ix) Acquire knowledge about how free trade can benefit both
the countries.
Time Required Three Months
for
the project Pre-Preparation- 1 Month (Summer Vacation)
The teacher will:
1. give a brief to students on India's trade relations with the
countries given in the table 2 at page number 306 of the NCERT
textbook for class XI, Business Studies.( Table also given asa
reference in this exemplar.)
2. ask the students to select a country from the said table for this
project.
3. ask students to research on thetrade relation with the
country selected by them covering the following points:

Page 99 of 104
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 "II
Historical background of India's trade relations with the ue "

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, i)
country selected by the students for their project.
ii) Current scenario, trends, composition of trade.
iii) Comparative advantages for both the countries.
iv) Impact of this trade relation on economic growth of India.
v) Future of this trade relation.
Methodology ACTIVITY NO.1
Activity (Time Required - 1 week)
1. Research work done in groups during summer vacations to be
presented in class.
2. The teacher to discuss, consolidate and summarise. 3.
ROLE PLAY (Time Required - 2 weeks)
0 The teacher divides the class into four groups. Each group
comprises four students - namely (Stall owner, Translator,
2 Staff members). Each group represents an Indian
company selling sports goods
at their respective stalls.
0 Another group comprising three students
representing foreigners as importers, one translator , one
staff. 0
0 The group representing foreigner as importers
visits each stall one by one and puts up queries relating
to the product i.e. sports goods through his translator and
0
tries to negotiate.
· Both the parties display the best of their negotiating skills.
0 Finally, the deal is struck between one of the stall owner
and the importers.
0 The teacher asks the student audience about the USP
of the firm which clinched the deal andthe weak
points of other teams.
Subjects Integrated:
i) Role play(Theatre)
ii) Geography (While finalizing trade route)
iii) Economics (While deciding forward trading)

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iv) Psychology (Toread
readmind/Psychology
mind/Psychologyofof the
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negotiator)
Life Skills covered:
i) Persuasiveness, ii] Marketing skills iii]Presentati
skills,iv] Collaborative work, v] Problem soIvii
skills
ACTIVITY (Time required - 2 weeks)
NO. 2 PowerPoint Presentation/Basic Photoshop/Corel Design

To be presented in groups covering the following details: i)

Historical background of India's trade relations wi
the country selected by the students for their projec ii)
Trace history of the trade, comparative advantag
and current status.
iii) Trade barriers / problems.
iv) Major sectors of Export and Import ( to and from). v)
Trade initiates taken to enhance trade by both sides.,
vi) Future initiatives to improve bilateral trade. '
-.
¢0" '. .,,) ACTIVITY (Time required -1 week)
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NSLA A PPT to be shown to students based on Export-import
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procedure.
ACTIVITY (Time required - 1 week)
NQA Quiz based on trade relations - Comprising 3 rounds
ROUND 1
SAMPLE QUESTIONS:
1. From which country does India have maximum imports?
2. To which country does India do maximum exports?
3. Which good was exported maximum during 2017-18?
ROUND 2
State the full form of following abbreviations: I)
DGFT
2) ECGC
3) FOB

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ROUND 3
Identify the following documents:
i) Registration required for an exporter to avail export
benefits.
ii) Official documents issued by airline for accepting
goods on board.
iii)The document which is issued to inform the loading of
the cargo on the ship.
iv) The certificate that specifies the country in which the
goods to be exported were manufactured.
Subjects Integrated: ·
Geography
ACTIJLIT (Time required - 1 week)
Y Friendly Football Match
NQ,5

The class to be divided into two teams. Each team comprising

maximum of 11 players + 3 substitutes.
Subject Sports (Physical Education)

D:
Covered
Learning The students will:
Outcome 0 Learn about import-export procedure.
0 Explore emerging trade opportunities with the country
selected.
0 Understand the importance of learning foreign language. 0
Learn various life skills through activities
0 Learn to improve communication and presentation skills 0
Understand that bilateral trade will benefit all countries. 0 Learn
to develop negotiation skills.
0 Learn to work as a team and coordinate with each other. 0
Enhance their general knowledge
Self- The teacher through class feedback incorporates relevant
Evaluation changes in the module.
0 The teacher observes the interest, participation and
enthusiasm of students in various activities and measures the
impact of the methodology.
0 The teacher
0 The teachermeasures
measurestht
the comprehension of students
 b~_
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through various testing tools to M-in any gaps. " "' A

· Teacher understands that by using different kinds of tools
for teaching, the subjects can be made more interesting.
· Through class test, the impact of activities undertaken can be
evaluated.
Follow-up 0 Students will be asked to summarise the learnings from the
activities undertaken.
0 The teacher will ask the students to state the activity they
enjoyed the most.
0 Students will be asked to keep track of trade news, collect
newspaper articles pertaining to business and industry.
0 Students will be asked to express their opinion on India's
trade relation with the country they have selected

306 BUSINESS STUDIES

Table 2

0 India's trading partners with total trade (2014-15) (Rgum in US S)

Tmde Balance
S.NO. Country Exports Imports Total Trade

I. China 9.01 61.71 70.72 (52.70

0 2, United States 40.34 62.12 )
3. UAE 62.12 30:29 49.74 (18.55
4. Saudi Arabia 49.74 639 20.32 )
5. Germany 26.72 .98 12.09 (10.84
6. South Korea 20.33 )
3.52 13.05 (13.93) " i
18.13 (5.25) , -
A

8.93) ,
7. Malaysia 3.71 9.08 '5.30) —4
,
16.93 8. Singapore 7.72 (2.68)
7.31 16.93 9. Nigeria 2.22 (11.00
9.95 16.36 10. Belgium 5.03 )
8.26 1633 11. Qatar (5.29)
.90 9.02 15.66 12. Japan 4.66 (13.55
9.85 15.52 )
13. United Kjngdom 8.83 5.]9 1434 (4.75)
(4.30)
Seleded countries only.

(NCERT, Business Studies Text Book for Class XI, downloaded on 02.04.2019, page 306.)
Page 103 of 104 A
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REFERENCES

1. https:/hrchive.org/stream/Art-TheBasisOfEducation-0eviPrasad/art_ djvu.txt
accessed on 18 March, 2019
2. https://fi|es.eric.ed.Gov/fu||text/Ej1128974.pdf, accessed on 18 March, 2019 3.
National Curriculum Framework, 2005.
4. Position Paper National Focus Group on Arts, Music, Dance and Theatre.
5. CBSE Curriculum Documents: Secondary and Senior Secondary School. 6.
NCERT Textbooks.
7. NCERT Training Package on Art Education for Primary Teachers. 8.
CCRT Framework Presentation for Arts Education.
9. h!muyij~an!dfgnlj=QmLdQuahsL19 108 '"
CQde=htaj20
10. https'//www.tandfon1jne.coln/doi/abs/10.1080/10632913.2013.826050?
journa] CQde=vaep20
11. httpS'//www.tandfonline.com/doi/abs/10.108Q/10632913.2014.966288?
journal CMe=yaep2,0
12. Y9utuhejink

0
0
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