CBSE Class 9 Learning Outcomes for Arts Syllabus 2021-22

LEARNING OUTCOMES FOR ART
CLASS- IX
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided opportunities The learner—
individually or in groups and encouraged to—
 observe nature and natural settings, explore  identifies 2D art forms (2-
outdoor sketching and painting at suitable sites dimensional art; sketching,
or locations for practicing artistic exploration. drawing and painting, printing,
 experience the difference of light and hade, graphic designing) and 3D (3-
soft and hard surfaces, dull and bright colours dimensional art; clay
by going deeper in to the study of trees, modeling, crafts, sculpture,
foliages, leaves, flowers, roots, fruits, etc. construction work, etc.) in
(facilitated by teacher). visual arts.
 observe and understand elements (that is—  explains the elements of
line, shape, form, texture, colour, composition Visual Arts (line, shape, form,
and perspective) in nature and natural settings; texture, colour, composition
situations like; sunny day to understand light and perspective).
and shade, architectural view for geometrical  appreciates the beauty of
shapes and lines, trees and leaves for curves nature; colours, form, light and
and contours, landscapes for line perspective, shades, different textures and
etc., and combination of all these in making natural forms; work of
different compositions. artists/artisans and beauty of
 work on details of each element of visual arts in man-made objects.
classroom using exemplary work of artists to  explores with different
pinpoint each element and its value in the given methods and materials, such
art work. as, clay, water colours and
 make different compositions with viewfinder in poster colour paints, coloured
open spaces; quick compositions with pencil or pencils and crayons, etc.
charcoal using basic knowledge of line, shape,  identifies tools, equipment
light and shade, perspective, etc. and materials used in different
 take impressions of different tree barks, sticks, art forms under visual art.
dry branches and leaves from trees, coins and
any 3D objects to create textures. Make still life
with grouping of 3–4 objects (can be one fruit, a
bottle, an angular object, such as, brick or book,
etc.) to practice line, shape, light, shade and
perspective.
 make colour wheel, explore colour schemes,
work on theme based colour combinations,
shades and tones, etc.
 take part in hands-on-experience with variety of
2D and 3D materials of different kinds to
understand the basic difference between the

two. For example, working with 3D materials
such as, clay, empty cartons or boxes of
cardboard, soft wires, throw away bottles, etc.,
while creating sculptures and 2D materials,
such as, paper, colour pencils, crayons, water
colours, poster colours, or non-conventional
materials for painting or sculpture can provide
better and deeper understanding of the 2D and
3D methods and material.
 view video clips and slide shows on different
methods and materials in visual arts, such as,
drawing, painting, pencil and charcoal
sketching, oilpastel and coloured chalk drawing,
block printing, wall painting, making of comic
strips, clay modeling, pottery, sculpting on soft
wire, plaster of paris, etc. Explore techniques of
3D constructions with mixed materials and
designing new crafts in discussion with the
teacher(s), experts, artists, and artisans.
 discuss the work done by different artists under
the two categories and grouping of the same in
2D or in 3D categories. Create art work with two
dimensional and three dimensional methods
and materials.
 discuss various social themes and issues and
take part in poster compositions on any social
theme of their choice and create awareness
about them.
 have experience to understand that all 3D
works of art (sculpture, clay modeling,
terracotta, pottery, relief work, etc.) can be felt
even with closed eyes. Discuss that Braille also
works on the same principle and that visually
impaired learner can enjoy and understand the
3D art works and can also express through 3D
art materials.
 discuss tools, equipment and materials of any
one art form. Each team can be given different
art forms under the visual art category to
explore all possibilities (books, internet, art
teachers, artists, etc.) to find out and prepare
list of traditional tools and materials in the
selected art form(s).
 view exemplary art works (from art exhibitions
or from selected pictures) followed by
classroom discussions (facilitated by the

teacher). Classroom viewing of digital images of
selected art works of known artists can be  recognises contemporary,
arranged to experience aesthetic values of the folk and regional styles in
composition and fineness of the technique. visual art forms.
 meet and interact with the artists and artisans of  appreciates different art
different fields of visual arts to know ‘what and forms— painting, sculpture,
why’ on their art style, their journey to the photograph, graphic, craft, etc.
present level of mastery and create illustrated  reflects on the work of artists
stories in team. (Visit of artists and artisans to and artisans critically.
school periodically will benefit all students).  explains the beauty of man-
 write and present (audio-video, and/or written made designs of objects.
form) report of the visit(s), event(s),  documents visit(s) to the
exhibition(s), etc., in small groups of 2–3 museums, artist studios,
students, make scrap book(s) on different forms galleries, interactions with the
of art with selected works of artists and artisans artists and artisans and their
in the relevant field, make group presentations, exhibitions, fairs and festivals.
(use of mobile, camera, and ICT can be  appreciates and applies
promoted for such activities), share their stories painting skills and styles of
on social media for gaining appreciation and traditional and folk painters to
spreading awareness on the art and artists. create new paintings.
 visit different places of artistic and historical
importance (museums, galleries, art-studios,
heritage sites, monuments, melas/fairs,
exhibitions; observe festivals, ceremonies and
celebrations, Haat and Bazar, etc.) for gaining
first hand experience of places, situations,
people and their cultural heritage for the visual
richness and originality in their artistic
expressions. Narrate and make classroom
presentation and share presentation on social
media after discussing with teacher(s).
 discuss, find out and group the salient features
of traditional, contemporary and folk paintings,
list differences between the given works of
traditional and contemporary art.
 do craft work in groups of 4–5 students while
applying traditional style and folk style of the
local craft form, promote use of the local crafts
by understanding its ecological value and its
connection with the environment.
 use ICT in planning and production of art work;
find avenues to promote their art work through
print and social media platforms, such as, art-
blogs, etc.
 express and showcase on different platforms,  uses creative skills while
such as, Kala Utsav of Ministry of Human planning an art activity,

Resource Development, painting competitions identifying resources and
organised by the Ministry of Power and by composing art expressions.
many other departments and ministries,  creates art works and
competitions organised by known organisations, communicates emotions
such as, Shankar’s International Children’s skillfully and artistically
Competition and others to encourage young through selected medium of
minds (facilitated by teacher) to go deeper in to art.
the subject and experience its importance for  applies artistic and aesthetic
creating social awareness. sensibility in day-to-day life.
 give observations on their own work of art and
on those done by their peers as an exercise of
self and peer evaluation of art activities.
 paint and sculpt freely using different mediums
and to maintain a folder or portfolio of their
actual work.
 put up an art display or exhibition (at least once
a year) at school level with a specific theme,
where students are given responsibilities to
arrange display, installations, organise
resources in discussion with teachers, prepare
catalogues, make posters to advertise uses
creative skills while planning an art activity,
identifying resources and composing art
expressions. y creates art works and
communicates emotions skillfully and artistically
through selected medium of art. y applies
artistic and aesthetic sensibility in day-to-day
life.
 take part in art events, exhibitions and
competitions to share their expressions and
viewpoints with others, explore multiple
perspectives on the same subject or theme,
understand the work of other students and
enhance general sense of appreciation.
 display on classroom boards and on school
display boards by rotation, plan beautification of
the school campus, paint school wall(s) with
different themes, make placards, posters and
banners for school campaigns/ awareness
campaigns, etc.
 practice and showcase artistic skills in daily
activities in classroom organisation, change in
seating arrangement, cleanliness, store
materials, maintain arte facts, and keep the
surroundings clean and beautiful.
 clean and maintain tools, equipment, materials

after using them, learn handling and preserving
art products created as a routine classwork in
teams.
 organise display of art work in classroom(s), on
school boards to demonstrate the skill of
presentation of art work.
 select and collect locally available materials for
their projects and activities, in teams and give
presentations on the quality of materials
gathered by them.
 practice desired values with interest and
willingness during classroom activities regularly,
appreciate values practiced by peers and
multiple viewpoints, team spirit as team leader
and followers, and respect for sharing materials  displays concern for safe use
and tools. and maintenance of tools and
 paint nature and its different forms (seasons, equipment.
time, colours, etc.) and life on earth. Awareness  maintains art material, art
campaigns through art activities, such as, work and arte facts with
poster, slogan, picture caption, etc., for sensitivity.
observing safe environmental practices and
conservation of natural resources on daily
basis.
 make art work of animals and birds as a project
to create awareness about their importance for
ecological harmony, celebrate the beauty of
birds and animals by making posters, cards,
masks, painting on T-shirts, badges, etc., with
interesting information related to them.
 share stories from the life of great artists and  demonstrates different
their respect for work ethics and human values values, such as, cooperation,
in practicing high level art, their love for nature team work, caring and sharing,
and liking for being near nature, etc. discipline, compassion for
 applaud positive behavior of peers and others nature and animals, respect
as regular practice. for others, appreciation for
 get acquainted with the diversity of Indian cultural diversity and cultural
culture, its beauty with clear artistic examples of heritage.
art elements used in them, classroom
discussions on different heritage arts and crafts
through slideshow or on actual work for
explaining their relation with Indian ecosystem.