Art Integrated Learning: Indian Perspective

Art Integrated Learning provides a unique opportunity to the children to explore various themes and concepts through visual and performing arts.
It means art becomes an integral part of the classroom teaching-learning process.
Learning through the arts can take place at all levels of schooling. Art integrated learning is experiential in nature and makes all children respond with their imagination and emotional strengths. The needs of children will vary with age, social contexts and ability.

For example, on the theme of Water we have the question: ‘Where does water come from?’ The children may use ‘black colour’ for dirty/sewage water and ‘blue’ to say it’s a river.

1. Integration of Art in Curriculum Syed Sajid Husain Kazmi Assistant Professor Clinical Psychology Amity University Lucknow Campus CRR: A66338 1

2. The Context 2 Source: National Education Policy 2020 Art Integrated Learning — Handbook for Teachers by NCERT 2023 Art Integration- CBSE NCF 2005

3. Art ? Art is the creative expression of an individual. It can be verbal, written, an enactment or it can be visual or any other form that has ability to communicate human thoughts . 3

4. Why is Art important ? 4

5. Art integrated Education/Learning Cross-curricular approach to teaching and learning Based on collaboration between teaching of subject with the teaching of Art. The integration is meant to make learning process joyful, imbibe a greater appreciation and understanding of the concepts. 5 Dr. Devi Prasad Arts- The Basis of Education

6. Introduction The pedagogy contained in the art based process accomodates space for varying pace of individual children. Learning and developmental needs of all children including children with special needs, weaker socioeconomic backgrounds and diverse cultures benefit from performance and expression through the medium of art. Art encourages, promotes and implements learning and living to be part of natural process. 6

7. Art Integrated Learning provides a unique opportunity to the children to explore various themes and concepts through visual and performing arts. It means art becomes an integral part of the classroom teaching-learning process. Learning through the arts can take place at all levels of schooling. Art integrated learning is experiential in nature and makes all children respond with their imagination and emotional strengths. The needs of children will vary with age, social contexts and ability. For example, on the theme of Water we have the question: ‘Where does water come from?’ The children may use ‘black colour ’ for dirty/sewage water and ‘blue’ to say it’s a river. 7

8. Developmental stages 8

9. Stage-wise objectives for engaging children in art integrated learning are as follows: Pre- Primary Children are both highly inquisitive and energetic. Creative activities such as drawing, painting, clay work, music are both appealing and engaging for young children. At this stage ‘all education should be through the arts’. 9

10. Objectives: make learning joyful and engaging encourage children to be aware of their environment through keen observation and unhindered exploration promote sensitivity towards their environment allow free emotional expression, communication and creative involvement facilitate children to express freely and spontaneously 10 Playing double storey house, G.P.S Kalupura , Sehore , Madhya Pradesh

11. Integration of Art As recommended by NCF 2005, 90% of the curriculum must be art oriented through: drawing, painting, clay modelling, singing, actions or movements. Another important point for this stage is to focus on the process and not on the product. Suggested activities are: Poems/rhymes in rhythm and melody which children enjoy while learning through movement and songs. Poems on themes from their immediate environment which will help in developing a sense of auditory and visual imagery Exploration of different sounds through commonly found objects which can help them differentiate between noise and music. While planning activities for this stage, focus should be on using locally available, age appropriate materials such as pebbles, seeds and beads, leaves, flowers, sand, clay, sea shells, feathers, wood sticks, tree barks, natural colours , etc. 11

12. 12

13. Primary At this stage needs to link with all subjects such that it becomes a tool of teaching-learning concepts. Art can play an effective role in strengthening the child’s curiosity, imagination, and sense of wonder. They should have a positive impact on the skills related to intellectual, socio-emotional, motor, language and overall literacy. Objectives: experience joy and eagerness to learn learn to live in an inclusive environment discover concepts of Mathematics and Science in the world around them develop expressive communication and critical thinking skills 13

14. the art integration in classes 1-3 and 4-5 should be 80 and 70 percent respectively. (NCF 2005) As is the system in most of our primary schools, one teacher teaches all subjects to her class which gives her the freedom and scope to plan art experiences in a way that cater to learning of multiple disciplines. While planning activities for this stage, the teacher should keep in mind that: The process and not the product should be focused upon The art experience should be planned such that it serves an interdisciplinary purpose catering to multilevel needs of the classroom In case of multi-grade classrooms (classrooms where there are students from different standards), the teacher should pay attention to the composition of the groups as age group becomes a fundamental point while designing activities. The need of inclusive classrooms should be focused upon 14

15. Upper Primary During this stage children are ready to comprehend more complex interconnections between concepts and the environment. Emphasis should be laid on the use of learner’s own imagination and development of their creative expressions. Allow children build on simple concepts as well as relate them with academic content meaningfully. children of this stage work together in teams for their socio-emotional development and enhancement of life skills (inter-personal communication, collaboration and cooperation, respect for diversity and appreciation for each other’s perspective, developing leadership skills, problem solving abilities etc.). As this age group is the beginning of adolescence, their growing up concerns are also addressed naturally and effectively through integration of arts. 15

16. Objectives: Explore multiple perspectives of concepts Develop a pluralistic approach and appreciate different possibilities Promote teamwork and mutual appreciation Enhance communication skills, language skills and problem solving skills Build sensitivity towards environmental and societal concerns Learn inclusive practices of respect, care, empathy and compassion 16

17. 17 Role play as learning experience in EVS Nigam Pratibha Vidhyalaya , New Chaukhandi , New Delhi

18. 18

19. Various Art Forms include: 4) Culinary Art Crops, spices of India Traditional foods of India Basic cooking 3) Performing and Language Arts Music, vocal, instrumental Movement, dance Drama Creative writing, poetry 1) Visual Arts Two dimensional/Pictorial Drawing/Painting Collage, Printing Photography Computer graphics 2) Three Dimensional Clay modelling Carving, pottery, sculpture Metal works, construction

20. Activities 20

21. 21

22. 22

23. 23 Art based activities at glance

24. 24 Thank you