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Art, Architecture, Design & Travel
14:55

ART INTEGRATION IN CBSE STUDIES

The first day I entered my Design class, my professor wrote me off as a hopeless case as I was a science student! 

That a science student cannot be a good artist and a designer was somehow etched in her mind.. However, as the class progressed, she had to agree that this science student was definitely an artist too!! 

And in a few days time she had to completely change her mind about science students not being able to create art! Now even experts agree that Design is ‘Science’ integrated with ‘Arts’.

My father, himself a science professor, was an artist at heart! His elder brother, my Jethu, was a commercial artist and a great one at that. He used to send us postcards with his pen and ink drawings on the front side with a small note on the reverse. I used to collect and copy his artwork as a little girl.

Our father was very strict about our science diagrams in school and in college both. He taught us the ‘art of observation’ at a very young age. He was a stickler for minute details and we got scolded for not being able to draw a perfect diagram at times. I also learnt to draw small sketches for every subject and topic.

When we were young, our books were not quite illustrated! I still have nightmares involving the thick History book with small fonts and no pictures at all! Children nowadays are so lucky to have all text books illustrated with sketches and artwork! But I was lucky to have a scientist father who was an artist at heart to teach me the art of observation and eye for detail. When the world was oblivious to mind-mapping, he taught us to map and chart out topics for better remembrance. So armed with this ‘power’ of observation, I entered my design college after my Postgraduation in Life Sciences.

Power of Observation is a skill that all children need to learn. Art integrated learning makes any subject interesting and enjoyable. It also enhances the power of observation in a child.

Now there are two basic kinds of arts, the visual arts and the performing arts. Visual art is that art which we can see- like sketches, paintings, photography and sculpture. Performing arts are music, dance, drama and other arts involving kinaesthetic activities. Integrating creative arts to mundane subjects make them more interesting and the students are able to retain the information better. Also, it is now known that our brain retains colourful and interesting information. Visual stimuli activates the brain’s ability to retain and process information in a better manner. So, here we get the concept of whole brain thinking! And it has now been proven that individuals practicing whole brain thinking are more successful in life.

The Government’s initiative to incorporate ‘Art Integrated Learning’ in schools is a commendable one. However, an issue commonly brought is that “not all teachers are artists,” meaning that there aren’t enough teachers capable of doing art to teach in every classroom. But here we would like to state that whether or not a teacher can do these things is irrelevant. The aim here is not to create master artists, but rather teach basic arts skills, processes, and aesthetic quality, and encourage creative teaching techniques.

The skills of art integrated teaching are simple and easy to learn and teach. We believe that these methods will be infinitely useful to creating interesting lesson plans and once put in practice will be enjoyed by both the teacher and the student. Once an arts-integrated environment is established, techniques, examples, and information can be shared and used.

As a Design Teacher and Mentor I have been consciously and sub-consciously using Art Integrated learning for my students from when I started to teach. I remember a batch of students whom I was coaching for Design Entrance exams. The whole bunch of students were scared of mathematics!! So I started them with copies a book which had lots of illustrations on the sides. I asked them to first colour the cartoons illustrated on the sides and then start reading the chapter. I am pleased to inform you that all of them picked speed in solving complex mathematical problems thereafter. They had learnt to integrate creativity into the subject of mathematics which they found mundane otherwise!

I also see many teachers of subjects like Marketing and Finance, encourage story and graphic techniques to the learning process. My son, studying Economics, once made a storyboard for one of his college topics using a drawing software and created a very creative presentation alongwith his team and I was very impressed by the way they were learning! They really made use of lots of interesting graphics to understand Economics and Finance!

So dear teachers, parents, guardians and our dear students, the era of Arts Integrated Learning is here to stay! Do try out Visual and performing arts techniques to teach and learn any subject from now onwards. Engage the students creatively for all subjects. A reminder again, the aim here is not to create master artists, but rather teach and learn basic arts skills, processes, and aesthetic quality for better retention of information and cognitive learning. It is learning with Fun.

Thank you for reading my take on the subject of ‘Art Integrated Learning’. I will be back soon with more on the subject.

Dr Anindita Roy, icreativesciences@gmail.com
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Art By Sarmestha Dutta


#arttherapy #artintegratedstudies #visualarts #artanddesign 
#arttherapy #artintegratedstudies #visualarts #artanddesign 
#arttherapy #artintegratedstudies #visualarts #artanddesign 
#arttherapy #artintegratedstudies #visualarts #artanddesign 
#arttherapy #artintegratedstudies #visualarts #artanddesign 






12:36

NATA SYLLABUS 2022

Outline of Aptitude Test

The aptitude test will comprise of questions that could be of the Multiple-Choice type (MCQ), Multiple Select type (MSQ), Preferential Choice type (PCQ) and Numerical Answer type (NAQ).

The questions will carry either 1 mark, 2 marks or 3 marks and 125 questions have to be answered in 180 minutes.

The medium of Aptitude test will be the English language.

The aptitude of the candidate will be assessed using some or all of the following techniques:

Diagrammatic Reasoning – Tests the ability of logical reasoning, using diagrams and scenarios

Numerical Reasoning – Tests mathematical ability through simple problems

Verbal Reasoning – Assesses the ability to assess verbal logic.

Inductive Reasoning – Tests the ability to see patterns and analyse given data

Situational Judgment – Tests problem-solving ability.

Logical Reasoning – Tests ability to recognise patterns, sequences or relationships between shapes and imagery.

Abstract Reasoning – Will assess general knowledge, and ability to utilise knowledge in new situations.

Questions could be asked in various topics that assess candidates on basic concepts in

  • ·       mathematics, physics and geometry,
  • ·       language and interpretation,
  • ·       elements and principles of design,
  • ·       aesthetic sensitivity, colour theory,
  • ·       lateral thinking and logical reasoning,
  • ·       visual perception and cognition, graphics and imagery,
  • ·       building anatomy and architectural vocabulary,
  • ·       basic techniques of building construction and knowledge of material,
  • ·       general knowledge and current affairs, etc. and are may not be limited to those outlined.

·

CATEGORISATION OF THE TEST

1.    ARCHITECTURE APTITUDE

2.    DESIGN APTITUDE

3.    VISUAL APTITUDE

4.    REASONING APTITUDE

5.    GENERAL MATHS

6.    BASIC SCIENCE

7.    ENGLISH





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