{"id":7495,"date":"2021-01-09T16:44:29","date_gmt":"2021-01-09T16:44:29","guid":{"rendered":"https:\/\/wonderschoolkid.org\/?page_id=7495"},"modified":"2021-01-09T16:44:29","modified_gmt":"2021-01-09T16:44:29","slug":"art-education","status":"publish","type":"page","link":"https:\/\/wonderschoolkid.org\/art-education\/","title":{"rendered":"Art Education"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]ART EDUCATION<\/strong><\/p>\n

Visual Arts<\/strong>
\n1. Two-dimensional or Pictorial
\n– Drawing and Painting
\n– Collage Making
\n– Printing
\n– Photography
\n– Computer graphics
\n2. Three-dimensional
\n– Clay modelling and pottery
\n– Carving and sculpture
\n– Construction
\nArt is about creative expression of the learners, uniquely contributed by each one. Studying the
\nworks of famous artists of the past or present is undertaken to orient the learners to varied
\nexpressions. Replicating or copying either the Master or the teacher\u2019s work will check the
\nimagination of the students and therefore must be avoided in all cases.
\nPerforming and Language Arts
\n\u2022 Music (Vocal, Instrumental)
\n\u2022 Movement and Dance
\n\u2022 Creative Drama and Puppetry
\n\u2022 Creative Writing and Poetry
\nA creative expression essentially depends on the approach to create opportunities for learners to
\nexplore, imagine and communicate the same in an art form they feel confident to use. Availability
\nof material and experts closer to the school or community can be accented.
\nA. VISUAL<\/strong>
\nARTS SYLLABUS<\/strong>
\nWhen the school(s) can provide art teachers in different media the following syllabus
\nmay be adopted. Activities in terms of Materials\/Media and Techniques.
\nTwo-dimensional or Pictorial Activities
\n\u2022 Study of visual resources and means of creative expression.
\n– Study of lines, strokes, colours, shades, tones, textures, etc. while organizing two
\ndimensional space with two dimensional and three dimensional shapes and forms.
\n– Sketching from nature and surrounding.
\n– Creative use of colours to show space, atmosphere, subjective moods.
\n– Creative use of perspective in spatial relationship.
\n– Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts).<\/p>\n

– Use of contrast as an expressive element of art.
\n– Study and use of various media and techniques to the extent of their availability.
\n– Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acrylic
\ncolour and other unconventional sources of colours such as vermillion, yellow and red
\nearth, rice flour, and tools like painting brushes for water colours and oil colours,
\nPainting surfaces such as papers of various kinds and quality, like smooth, rough,
\nthick, thin, etc., canvas, hardboard, simple marking cloth pasted on paper, etc.
\n– Collage and mosaic work with a variety of coloured papers and coloured
\nprinted pictures\/photographs from magazines and newspapers.
\n– Printing : Mono printing, Printing with wood-cut blocks, lino-cut and metal foil :
\nserigraphy (silk screen), self-made stencil, etc.
\n– Basic knowledge of computer graphics.
\nB. Performing Arts
\nMusic (Vocal)
\n\u2022 Theory
\n– Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra,
\nMadhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal.
\n– Basics knowledge of notation systems.
\n– A brief introduction of Indian music
\n\u2022 Practical Activities
\n– National Anthem
\n– Songs for community singing
\na) Five folk or tribal songs of different regions, indicating time of the year, occasion and the
\nfunction with which they related. Writing down the same with its meaning and knowledge of
\nits rhythm.
\nb) Five devotional songs (Bhajans, Shlokas, Hymns, Sufiana Kalam and Shabad Kirtan)
\nc) Three songs in regional languages other than mother tongue.
\nd) Three patriotic songs on the theme of universal love and amity.
\nTo create proper sense of swara and laya through Talabadh and Alankaras. Introduction to the
\nstructure of any four of the following Ragas with : Bilawal, Yaman,
\nKafi, Bhairav, Shankarabharan, Kalyani, Mayamalav gaud, Todi (accompaniment of
\nTanpura and Tabla or Mrudang). The Teacher should communicate the characteristic features of
\nthe raga and its swaras pattern. The teacher may use references of popular songs for Raga
\nassociation.
\nThe following tals and their thekas-Kaharva, Dadra, Trital, Jhaptal &amp; Aditala, Alankar
\nTalas.
\nDance &amp; Movement
\nMovement and rhythm, as expressed through dance, have long been the heart and soul of all
\ncultures. Dance allows people to discover, explore and develop their natural instincts for
\nmovement, enabling students of dance to develop not only their motor skills but also their mental
\nand emotional personalities. The purpose of this course is to enhance the appreciation and
\nunderstanding of the different forms of dance and movement as practiced across cultures today,<\/p>\n

with specific reference to Indian context.
\nHints for the Teachers
\n\u2022 Students should be encouraged to work individually as well as in small groups, girls
\nand boys working together.
\n\u2022 Learners should be encouraged to enquire about the technique, procedures and the work of
\nmaster artists\/artistes.333
\n\u2022 Students should be encouraged and helped in handling new media and tools and meeting
\nthe new challenges in various problem-solving situations encountered by them
\n\u2022 Students should be encouraged to take the initiative and to critically evaluate
\ntheir work.
\n\u2022 Since the adolescents are prone to adult influence, adult activities and methods working,
\nshe starts imitating and idealizing the adult approach and attitude to her work. The teacher, at
\nthis stage should try to make the adolescent child aware of the originality and uniqueness
\nof her own work and encourage her to develop her own methods and style of working as
\nthere exists a large variety and divergence in adults\u2019 work.
\n\u2022 The teacher should develop friendly and empathetic relations with the students and should
\nencourage them to know about the artistic activities of the local community.
\n\u2022 The teacher should organize studio\/art room\/theatre\/stage with the help of
\nstudents.
\n\u2022 The teacher should organize visits of museums, historical places, exhibitions, botanical and
\nzoological gardens, theatre and local drama activities, music and dance concerts, film
\nshows, etc.
\n\u2022 The teacher should help children in the planning and organization of display and
\nexhibitions, musical and other performances of master artists\/artistes.
\n\u2022 The teacher should develop projects correlating art activities with other subjects
\nwith the cooperation of other subject teachers.
\n\u2022 The teacher should encourage the use of improvised instruments and tools by the
\nstudents locally available.
\n\u2022 The teaching approach should be inductive and students should be encouraged to mobilize
\ntheir own resources to solve their problems. Direct instructions in the techniques should be
\navoided. They should be encouraged to develop techniques and styles of their own through
\nexploration of discovery of materials, media, tools and techniques.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

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