Art-Integrated Projects from classes I to X with Pairing of States/ Union Territories
- Background:
- Recommendations of NEP 2020:
Para 4.7 of the National Education Policy 2020 recommends that:
“Art-integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for learning of concepts across subjects. As a part of the thrust on experiential learning, art-integrated education will be embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level. This art-integrated approach will strengthen the linkages between education and culture.”
Recommendations of NCFFS 2022
The National Curriculum Framework for Foundational Stage 2022 recommends in the para
1.4.3 that:
“Children express themselves, imagine, and create without any inhibition through the arts. The open-endedness and playful qualities of the arts encourage self-expression, intuition, reasoning, imagination, and communication. Children need to be supported with ideas and opportunities to draw, paint, print, create collages, construct structures with blocks. Children also love moving, dancing, exploring, and improvising with their bodies and playing musical instruments states.”
- Implementation:
- As a pedagogical initiative, CBSE has introduced Art- Integrated Learning in all its affiliated schools vide Circular No. Acad-12/2019 dated 8th March 2019. The Board has also issuedGuidelines on Art-Integrated Learning vide Circular No. Acad-22/2019 dated 18.04.2019 with an aim to facilitate teachers and principals for implementing Art Integrated Learning as a pedagogical tool for experiential and joyful learning in classroom situation as well as building a joyful learning environment in the school. The Art-Integration guidelines of the Board enlists various suggestive activities, projects, assignments and lesson plans and are available at
http://cbseacademic.nic.in/web_material/Manuals/Art_Integration.pdf
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under Ministry of Education, Govt. of India
- Vide Circular no. Acad 33/2020 dated 14th May 2020, CBSE has introduced mandatory Art- Integrated Project work for classes I to X, as part of Subject-Enrichment activities under Internal Assessment.
- Guidelines for the Art-Integrated Project Work:
- Projects taken up by students should be age-appropriate and enable them to be developed as independent thinkers and learners.
- At least one Art-Integrated Project in each subject shall be taken up by all students of classes IX and X. For classes IX and X, the art integrated project work will be assessed as part of the subject enrichment activity in all the subjects for internal assessment.
- Students of classes I to VIII will also be encouraged to take at least one age- appropriate Art-Integrated Project (inter-disciplinary project) in a given academic year. The project work can include more than one subject and this can be considered for Internal Assessment in the subjects concerned.
- Projects for the students of classes 1 to 2 shall be in compliance with NCFFS 2020, as per the following recommendations given in the section 5.3.1 of NCFFS:
Projects, for this Stage, can be short and simple to be within the grasp of young children…By nature, projects are interdisciplinary, involving as many subjects as language arts, social studies, math, science, art, drama, dance, and health- along with any number of real-life experiences.
- Students will take up integration with any form of Indian Art – visual or performing, as it will be helpful to students to easily understand the project that is culturally connected to them. Teachers need to facilitate learning of the chosen Indian art form and ensure that the students are able to creatively integrate the art form(s) being used in the project.
- In minimum one project work of students from classes I –X, it is mandatory to integrate any art form of the paired State/UT, as defined under Ek Bharat Shrestha Bharat Programme. Since during the last 3 years’ students are doing project work involving the same pair of States and UTs, the Board has prepared pairing of States and UTs for academic purpose as given in the Annexure-I for Art-Integrated Project work of students in the session 2023-24. This will give an opportunity to the students of CBSE Schools to familiarize with culture, tradition and geography of more States and UTs as envisaged in the Ek Bharat Shrestha Bharat Programme (EBSB).
- Subject teachers along with Arts teachers must plan and discuss the projects in advance at the beginning of the academic session so that students can be given proper guidance toundertake various projects.
- The focus should be given on research of new topics that are not yet taken up in the classroom. Teachers must facilitate exploration of research on the topics to give students hands-on.
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under Ministry of Education, Govt. of India
- The project should be taken up in an eco-friendly manner, using readily available local resources without any financial burden on parents or guardians.
- The teachers may follow the following process of embedding arts with other subjects forcarrying out the project work:
- The Project should be done by students in groups with up to 4-5 students in each group.
- While creating projects, it may also be seen that it should not be so pro- art that it becomes difficult for the subject teacher to take it forward and guide the students. The projects should be simple and doable for the subject teachers and students without the assistance of art teachers/artists or others.
- Assessment techniques should be relevant and age appropriate. Criteria along with rubrics for assessment can be devised collectively by teachers and
students while planning the projects. Students must be informed about the criteria decided for assessment along with maximum marks before commencement of work on the project.
- Schools and teachers may prepare their calendar by assigning dates and months for the execution of project work by the students and the records of assessment of these project works should be maintained at the schools.
- The Art integrated project work shall also be an integral part of assessing the student’s participation in art related activities and attainment of learning outcomes for the subject/s.
- The marks awarded for these projects, as part of subject-enrichment activities of class X, will be collected by the Board at the time of uploading of marks of internal assessment
Art-Integrated Learning (AIL) as a Pedagogical Tool from classes I to XII
- As stated under para B. I above, AIL will continue as a pedagogical tool for classes I to XII.
- The objective of AIL is not to promote arts and skills of arts but to use art as a tool to teachother subjects. The focus here should be to accept arts as medium
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under Ministry of Education, Govt. of India
of the learning process. So, the subject teachers may make use of simple art forms in the classrooms; and give opportunities to students to enjoy planned art activities and while they are experiencing beauty of arts, they also learn and articulate the core concept of different subjects and apply it in daily life. Art activities which can be integrated with different subjects to aid learning are given in Annexure-II. The activities given in the annexure are only suggestive.
- Correlation of activities, is to be seen broadly and should not restrict to one or the other kind of subjects. For example, what helps us in Agriculture as a subject can also connect to Mathematics and Science subjects. Therefore, the teachers and learners should not limit themselves inthe rigid boundaries as suggested in the said annexure.
- In AIL activities, teachers and students may go for integration of visual and performing arts too. Since skill of making art is not the criteria of evaluation, children can explore and might come out with very creative expressions that enable achievement of the learning outcomes.
Reporting of Implementation of Art-Integrated Project:
The Board has prepared the Art Education (AE) and Art Integrated Learning (AIL)- AE & AIL portal KALASETU for reporting of the implementation of Art-Education (AE) and Art- Integrated Learning (AIL). The schools are required to upload data of the Art-Education and Art- Integrated Learning projects of students in the KALASETU AE & AIL portal at www.cbse.gov.in for enabling students of class X and XII to appear in Board exam. (Annexure-III) The dates for uploading the details shall be notified in due course.
For any query in this regard, please write to JS, (Academics), at the e-mail ID: artintegrationproject24@gmail.com
ANNEXURE – I
PAIRING OF STATES AND UNION TERRITORIES FOR
CBSE Art Integrated Learning and Project Work
Academic Session 2023-24
| Pairing of State / UT | |
| Jammu & Kashmir | Gujarat |
| West Bengal | Tamil Nadu |
| Chhattisgarh | Kerala |
| Himachal Pradesh | Dadra & Nagar Haveli, Daman & Diu |
| Uttarakhand | Puduch*erry |
| Telangana | Jharkhand |
| Rajasthan | Nagaland |
| Maharashtra | Sikkim |
| Goa | Meghalaya |
| Delhi | Lakshadweep, Andaman & Nicobar Islands |
| Madhya Pradesh | Bihar |
| Chandigarh | Tripura & Mizoram |
| Assam | Andhra Pradesh |
| Uttar Pradesh | Arunachal Pradesh |
| Haryana | Manipur |
| Karnataka | Ladakh |
| Odisha | Punjab |
Annexure II
ART-ACTIVITIES
- Visual Arts
| 1.1. Two-dimensional or Pictorial Activities | ||
| S. No. | Suggested Activities | Subject(s) / Topic(s) Integration (Suggestive) |
| 1.1.1 | Study of visual resources (at home and inthe surroundings) and means of creative expression | Environment Studies, Science, Languages, Social Studies, Chemistry, Biology, Physics |
| 1.1.2 | Study of lines, strokes, colours, shades, tones, textures, etc. while organizing two- dimensional space with two dimensional and three- dimensional shapes and forms | Mathematics, Physics, Textile Design,Fashion Studies |
| 1.1.3 | Sketching from nature and surrounding | Architecture, Mathematics, Science, Social Studies, Languages, Accountancy, Economics, Biology, Home Science, Geography, Political Science, Environment Studies |
| 1.1.4 | Creative use of colours to show space,atmosphere, subjective moods | Science, Geography, Languages, Environment studies |
| 1.1.5 | Creative use of perspective in spatialrelationship | Mathematics, Languages |
| 1.1.6 | Study of calligraphic strokes ofDevnagari and Roman alphabet (Scripts) | Language, Mathematics, History |
| 1.1.7 | Use of contrast as an expressive element of art | Mathematics, Languages, Biology, Geography, Economics, Entrepreneurship |
| 1.1.8 | Study and use of various media and techniques to the extent of their availability. | Biology, Chemistry, Accountancy, Physics, Economics, Business studies, Mathematics, Languages, Home Science, Political Science, Geography, History, Entrepreneurship, Media |
| 1.1.9 | 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 toolslike painting brushes for water colours and oil colours, Painting surfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc., canvas, hardboard, simple marking cloth pasted on paper, etc. | Home Science, History, Science, Languages, Economics, Accountancy, Mathematics, Business Studies, Geography, Textile Design |
| 1.1.10 | Collage and mosaic work with a variety of coloured papers and coloured printed pictures/photographs from magazines and newspapers. | Business Studies, Geography, Economics, Home Science, Political Science |
| 1.1.11 | Printing: Mono printing, Printing with wood-cut blocks, lino-cut and metal foil; serigraphy (silk screen), self- madestencil, etc. | Home Science, History, Mathematics |
| 1.1.12 | Basic knowledge of computer graphics. | Computer Application, Design, Arts, Home Science, Political Science, Economics, Geography |
| 1.2. Three-Dimensional or Sculptural Activities | ||
| S. No. | Art Activity | Subjects/ Topics Integration (Suggestive) |
| 1.2.1 | Study of basic forms in clay | Mathematics, Biology, Geography, Languages, Science |
| 1.2.2 | Study of various materials such as clay, plaster of paris, soft-stone, wood (blocks, twigs and branches, roots, etc.), metal scraps, plastic sheets, bamboo, wire thread, papers and cardboards, vegetables and other throw-away available materials. | Physics, Mathematics, Home Science, Science, History, Geography, Environmental Studies, Horticulture |
| 1.2.3 | 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. | Science, Geography, Social Studies, Home Science, Accountancy, Biology, Mathematics, Agriculture, Environment Studies, Horticulture |
| 1.2.4 | Objects of day-to-day use in groups andin different settings and arrangements. | Science, Geography, Social Studies, Home Science, Accountancy, Biology, Mathematics, Agriculture, Environment Studies, Horticulture |
| 1.3. Assignments | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 1.3.1 | 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, appliqué, pottery andceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing) poster designing, lay-out illustrations and photography, etc. | Science, History, Geography, Home Science, Languages |
| 1.4. Correlating Art Activities with Other School Activities | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 1.4.1 | Construction of puppets and their costumes and improvised puppet stage or theatre, correlation with Home Science and Arts (Drama) subjects. | History, Social Studies, Arts, Home Science, Political Science, Geography, Entrepreneurship, Business Studies, Languages |
| 1.4.2 | Aesthetic organization of the physical environment by enhancing the surrounding area, i.e., landscaping including plantation of trees and other flowering plants and vegetables, etc. | Agriculture, Home Science, Environment Studies, Science, Arts, Geography, horticulture |
| 1.4.3 | Constructing stage setting props such as curtain, backdrops, stage lighting, improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities. | Arts, Home Science, General Knowledge |
| 1.4.4 | Designing the school magazine, wallmagazine, and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, making brochures for a time in history (say, for the Chandra Gupta Maurya Period), geography and physics (say a tourist brochure of the Milky Way) etc., correlating withapplied Art activities. | History, Geography, Physics, Arts, Dance, Mathematics, Media |
| 1.5. Group Activities | ||
| S. No. | Suggested Art Activities | Subjects Integration (Suggestive) |
| 1.5.1 | Organization, display and exhibitions of students’ periodical and sessional work. | Science, Languages, Mathematics |
| 1.5.2 | Organizing inter school art exhibitions to widen their interaction and horizon. | Languages |
| 1.5.3 | Planning and organizing festivals and celebrations of the community, cultural evenings, musical concerts, film shows and other performances including regional and folk (traditional art forms). | History, Geography, Languages, General Knowledge, Media |
| 1.5.4 | 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. | Environment Studies, Science, Agriculture, History, Geography, Social Studies, Languages |
| 1.6. Theoretical Understanding of Art and Culture | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 1.6.1 | 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 | History, Languages |
| 1.6.2 | Contribution made by any one Tal contemporary artist | History, General knowledge |
| 1.6.3 | Knowledge of terms: Contour, texture, graphic, form, volume, space, tone, printmaking, collage, amateur, modelling in relief, Mobile construction, applique,calligraphy, layout, poster and composition | Textile Design, Computer Application, Design |
- Performing Arts – Music: Vocal
| 2.1. Theory | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 2.1.1 | Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal. | Music, Arts, Social Studies, Languages |
| 2.1.2 | Basics knowledge of notation systems | Music Production |
| 2.1.3 | A brief introduction of Indian music | Music Production, Social Studies |
| 2.2. Practical Activities | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 2.2.1 | National Anthem | Social Studies, Language, Music production, General knowledge |
| 2.2.2 | Songs for community singing
| Languages, Social Studies |
| Hymns, Sufiana Kalam and Shabad Kirtan) c) Three songs in regional languages other than mother tongue Three patriotic songs on the theme of universal love and amity | ||
| 2.2.3 | To create proper sense of swara and layathrough Talabadh and Alankaras: Introduction to the structure of any four ofthe following Ragas: Bilawal, Yaman, Kafi, Bhairav, Shankarabharan, Kalyani, Mayamalav gaud, Todi(accompaniment of Tanpura and Tabla orMrudang). | Social Studies, Languages |
| 2.2.4 | The following tals and their thekas: Kaharva, Dadra, Trital, Jhaptal & Aditala,Alankar Talas. | Languages |
| 2.3. Project Work | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 2.3.1 | 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). | General Knowledge, Languages, Social Studies |
| 2.3.2 | To listen to music programme on Radioor T.V. and to write short description of the performances (To be written in the scrap-book). | Media, General Knowledge, History, Languages, Social Studies |
- Performing Arts – Music: Melodic Instrument
| 3.1. Theory | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 3.1.1 | Knowledge of the terms: Sangeet, Dhwani, Nad, Swar (Shudha, Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha, Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu Dhrutham, Anu Dhrutham | Music Production, Languages, General Knowledge |
| 3.1.2 | Basic Knowledge of notation systems | Languages, Music, History |
| 3.3.3 | Short notes on at least four musical instruments, their main components and the characteristics of the sound (music) they produce | Music Production, History, General Knowledge |
| 3.2. Practical Activities | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 3.2.1 | Tuning and playing of any one of the following instruments: Sitar, Sarod, Violin, Flute, Veena, Mandolin, Guitar(accompaniment of Tabla). | General knowledge, Social Studies, Politicalscience Music production, Languages, Geography, History |
| 3.2.2 | Candidates playing musical instruments may opt for community singing orinstrumental assemble based either on the ragas from the syllabus or light and folk dhun (Melodies) | Music Production, Languages, History, Geography |
| 3.2.3 | To create proper sense of swaras and layas through Talabadh Alankaras
The following five talas and theirthekas: Kaharva, Dadra, Trital, Jhaptal, Adi Tala, Alankar Tala | Music Production, Social Sciences, Languages |
- Creative Drama
| 4.1. Theory | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 4.1.1 | Knowledge of the terms: Mime, play script, movement, characterization, stage, stage props, stage costumes, stage movements, stage lighting, one- act play, etc. | Languages, History, Geography |
| 4.2. Practical Activities | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 4.2.1 | Warming-up freeing activity in rhythmic movement and pantomime | Physical Education |
| 4.2.2 | Exercises in characterization | All subjects wherever applicable |
| 4.2.3 | Exercises in speech dialogue delivery | Languages |
| 4.2.4 | Exercises in creation of plot and conflict based on: (i) episodes and happenings inday-to-day life situations: (ii) episodes from stories from | Economics, Mathematics, entrepreneurship, Languages, Drama, Business Studies, Accountancy |
| textbooks or story books; (iii) short scenes from classical dramas | ||
| 4.2.5 | Stage Craft: Planning a stage with propsand lighting placement, movement of character of a given play in drawing formor model form | Arts, Mathematics |
| 4.2.6 | Designing of costumes for the characters of the play | Fashion Studies, Arts |
| 4.2.7 | Play-writing: unscripted play to be written down in the form of a script to be acted. | Languages |
- Dance and Movement
| 5.1. Theory | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 5.1.1 | Dance as a form of nonverbal communication, exhibited through Gymnastics, figure skating, synchronized swimming and martial arts as well. | Dance, Physical Education, Yoga |
| 5.1.2 | Reasons for people to move and Dance: (include visual references)
| Dance, History, Languages, Drama |
| 5.1.3 | Forms of movement and dance
| All subjects wherever applicable |
| 5.1.4 | Definitions of dance through social, cultural, aesthetic, artistic and moral contexts. (participatory, social, performedfor an audience, ceremonial, competitive or erotic, classical, folk or experimental) | History, Languages, Geography |
| 5.1.5 | Dance as a means of communication: elements of dance (content, vocabulary, skills and technique) | Languages, History, Geography |
| 5.1.6 | Brief history of the evolution of dance (Indian/Western, Mythology / History, regional differences, major exponents) | History, Geography, Languages |
| 5.2. Practical | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 5.2.1 | Introduction to the elements of costume, music form, instruments, distinguishing features, region and language of the following:
Western styles: Ballet, Jazz, Salsa, Street, Funk | Yoga, Physical education, History, Geography, History, General Knowledge, Political Science,Languages |
| 5.3. Assignments | ||
| S. No. | Suggested Art Activities | Subjects/ Topics Integration (Suggestive) |
| 5.3.1 | Creation of a scrap book that documents the different dance styles | History |
| 5.3.2 | Chart tabulation of music, costume, region, language association | Languages, History, Geography, Mathematics, Statistics |
| 5.3.3 | Identification of dance styles/exponents in quiz format | History |
| 5.3.4 | Writing creative pieces (prose / poetry /drama) on dance | Languages, History |
Annexure-III
CENTRAL BOARD OF SECONDARY EDUCATION
Art- Education and Art Integrated Learning (AE & AIL) Online Report by Schools
| School’s Name | Affiliation Number |
- Name of the Art Teacher/s (maximum 12)
Upload Arts Periods Information (Per Week):
- Class (b) Days (c) Time Slot:————–
(Select) (Select) (Fill)
- Arts Activity as per Syllabus Performed (Fill the code/S.No. as given in Annexure-II)
Arts Integrated Activity for classes 1 to 12th (Select/ Fill Appropriate option)
| (a) Class | (b) Art Activity | (c) Subject/s |
| (Select) | (Select) | (Fill) |
| Dropdown |
Details of Arts Integrated Project (Select/ Fill Appropriate Option)
- Class Subject/s Duration of Project (Max. 5)
Project Beginning date: dd/mm/yyyy Project End date: dd/mm/yyyy
- Total Number of Students participated
