CBSE Secondary Syllabus 2027 Art Education

FOR CBSE SECONDARY SYLLABUS EXAM PREPARATION

CBSE Secondary
Syllabus 2027
Question Paper
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CBSE Secondary Syllabus 2027 Question Paper Art Education

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ART EDUCATION(CODE No. 502)

Rationale
Art education constitutes an important area of curricular activity for the
developmentof the wholesome personality of the learners. Art is a process of
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fulfilment running through every aspect of life and it goes on in a creative,
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productive and joyful manner. Art education helps to explore various means of
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communication (verbal and non-verbal). It encourages to develop creative
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expression and sharpens senses through keen observation of the environment. It

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helps to discover preferences through exposition to variety of material and
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identify the personal form and style of expression. It develops awareness of
various art forms in and around the environment and locality and develops skills
in the useof various tools, instruments and other art materials in the process of
experimentation and exploration. In the process of discovering space,
organization, colours, forms, lines, texture, movement, sound, etc., learners
develop a sense of organization and design which inculcates in them a sense of
order with regard to their personal appearance, home,school and community. It
also develops aesthetic sensibilities and respect for social values and cultural
heritage.
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The idea of creative art involves all the elements of commonly known art forms
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visual, performing and language arts, namely music, dance, drama, drawing and
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painting, modelling and sculpture, or construction work, pottery and ceramic

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work, poetry and creative writing and other connected craft forms.
Objectives
The objectives of art education are to:
 help learners to consolidate past experiences and knowledge;
 introduce learners to different media and techniques and their use
for creative and productive expression for common use;
 provide opportunities for development of awareness about folk arts, local
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specific arts and other cultural components leading to an appreciation of
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national heritage;

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assist learners to use artistic and aesthetic sensibility in day-to-day life

s e situation;
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 get acquainted with the life and work of the local artists/artistes;
 use resourcefully locally available material to make different products
(objects) with the help of the community;
 refine the sense of appreciation of the beauty of nature through the basic
elements of art forms.

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Approach to Art Activities
At the secondary stage, art education is closer to the local folk art and craft
and folk theatre. Art is not only to always blindly copy the old masters or
copying the teacher’s work in a rigid manner but to help learners express
themselves in creative and imaginative ways. Creative arts cannot be a
substitute of Work Education under which a few artistic activities may be
conducted but the approach and product would be different.
In the interest of the learner, as far as possible, all the media of creative arts
may be placed before them to facilitate selection of one form or a combination
of art forms. These are:
Visual Arts
 Two-dimensional or Pictorial
 Drawing and Painting
 Collage Making
 Printing
 Photography
 Computer graphics
 Three-dimensional
 Clay modelling and pottery
 Carving and sculpture
 Construction
Art is about creative expression of the learners, uniquely contributed by each
one. Studyingthe works of famous artists of the past or present is undertaken
to orient the learners to varied expressions. Replicating or copying either the
Master or the teacher’s work will check the imagination of the students and
therefore must be avoided in all cases.
Performing and Language Arts
 Music (Vocal, Instrumental)
 Movement and Dance
 Creative Drama and Puppetry
 Creative Writing and Poetry

Sources for Art Teaching

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The arts programme in schools must reflect the ethos of the region. Artistic
expression inmusic, poetry, dance theatre and in the creation of forms have been
part of human life from the very beginning. It is an integral part of human
existence. Exposure to the local environment and arts must be treated as an
essential activity of the school art programme.
Besides individual expression, the arts provide an opportunity to the learners
to study and appreciate the contributions made in the past and present. By
learning to appreciate music, painting, dance and theatre, students develop
aesthetic sensibility and sensitivityto understand people from other cultures. To
build a harmonious society, a productive nation or a world, requires to make
learners familiar with the tradition of arts of the localregion. The strength and
confidence gained from the familiar, will make it possible for herto respect and
appreciate the culture and contribution made by others.
A creative expression essentially depends on the approach to create
opportunities for learners to explore, imagine and communicate the same in an
art form they feel confidentto use. Availability of material and experts closer to
the school or community can be accented.
VISUAL ARTS SYLLABUS
When the school(s) can provide art teachers in different media the following
syllabus may be adopted. Activities in terms of Materials/Media and Techniques.
Two-dimensional or Pictorial Activities
 Study of visual resources and means of creative expression.
 Study of lines, strokes, colours, shades, tones, textures, etc. while
organizing two dimensional space with two dimensional and three
dimensional shapes and forms.
 Sketching from nature and surrounding.
 Creative use of colours to show space, atmosphere, subjective moods.
 Creative use of perspective in spatial relationship.
 Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts).
 Use of contrast as an expressive element of art.
 Study and use of various media and techniques to the extent of their
availability.
 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 tools like 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 clothpasted on paper, etc.

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 Collage and mosaic work with a variety of coloured papers and
coloured printed pictures/photographs from magazines and newspapers.
 Printing: Mono printing, Printing with wood-cut blocks, lino-cut and metal
foil : Serigraphy (silk screen), self-made stencil, etc.
 Basic knowledge of computer graphics.
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Three-dimensional or sculptural activities
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
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evarious materials such as clay, plaster of paris, soft-stone, woodgl
Study of basic forms in clay
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 Studyaof
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l twigs and branches, roots, etc.), metal scraps, plastic sheets, wire
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a papers and cardboards, vegetables and other throw-away available
(blocks,
thread,
materials.
 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.
 Objects of day-to-day use in groups and in different settings and arrangements.

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Assignments

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Assignments in two and three-dimensional subjective forms and utility and

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functional art and craft forms in different media and techniques. Painting,
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murals, graphics, clay modelling, wood-carving, soft-stone, plaster of paris,
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block of brick constructions, collage mobils, applique, pottery and ceramics,
masks, and puppets, textile designing (including tie-dye and batik, and block
printing) poster designing, lay-out illustrations andphotography, etc.
Correlating Art Activities with Other School Activities
 Construction of puppets and their costumes and improvised puppet stage or
theatre, correlation with Home Science and Arts (Drama) subjects.
 Aesthetic organization of the physical environment by enhancing the
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surrounding area, i.e., landscaping including plantation of trees and
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Constructing stage setting props such as curtain, backdrops, stage lighting,
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improvisedfurniture sets, etc., designing utility (crafts) items; correlating

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with Work Educationactivities.
Designing the school magazine and bulletin boards, making posters for
school functions, and greeting/invitation cards, stage scenes for music,
dance, drama performances, etc., correlating with applied Art activities.
Note: These activities and other group activities may emerge in project form at
individuallevels also.

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Group Activities
 Organization, display and exhibitions of students’ periodical and
sessional work.
 Organizing inter school art exhibitions to widen their interaction and
horizon.
 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).
 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.
Theoretical Understanding of Art and Culture
 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.
 Contribution made by any one contemporary artist.
 Knowledge of terms: Contour, texture, graphic, form, volume, space,
tone, printmaking, collage, amateur, modelling in relief, mobil
construction, applique, calligraphy, layout, poster and composition.
Performing Arts
Music (Vocal)
Theory
o Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal,
Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya,
Matra, Tal, Avartan, Sam Tal.
o Basics knowledge of notation systems.
o A brief introduction of Indian music
Practical Activities
o National Anthem
o Songs for community singing
 Five folk or tribal songs of different regions, indicating time
of the year, occasion and the function with which they
related. Writing down the same with its meaning and
knowledge of its rhythm.
 Five devotional songs (Bhajans, Shlokas, Hymns, Sufiana
Kalam and Shabad Kirtan)

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 Three songs in regional languages other than mother tongue.
 Three patriotic songs on the theme of universal love and
amity.
To create proper sense of swara and laya through Talabadh and Alankaras.
Introduction to the structure of any four of the following Ragas with: Bilawal,
Yaman, Kafi, Bhairav, Shankarabharan, Kalyani, Mayamalav gaud, Todi
(accompaniment of Tanpura and Tabla or Mrudang). The Teacher should
communicate the characteristic features of the raga and its swaras pattern. The
teacher may use references of popular songs for Ragaassociation.
The following tals and their thekas-Kaharva, Dadra, Trital, Jhaptal & Aditala,
Alankar Talas.

Project Work
 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 playthem. (To be pasted in
the scrap-book).
 To listen to music programme on Radio or T.V. and to write short
description of the performances (To be written in the scrap-book).
Music (Melodic Instrument)
Theory
 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.
 Basic Knowledge of notation systems.
 Short notes on at least four musical instruments, their main components
and the characteristics of the sound (music) they produce.
Practical Activities
 Tuning and playing of any one of the following instruments: Sitar,
Sarod, Violin, Flute, Veena, Mandolin, Guitar (accompaniment of Tabla).
 The candidates playing musical instruments may be allowed to opt for
community singing or for instrumental assemble based either on the
ragas from the syllabus orlight and folk dhun (Melodies).
 To create proper sense of swaras and layas through Talabadh Alankaras.
 The following ragas with descriptive details: Bilawal, Yaman, Kafi,
Bhairav, Sharkarbharanam, Kalyani, Mayamalav gaud, Todi, Saveri
(accompaniment of Tanpuraand Tabla).

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 The following five talas and their thekas : Kaharva, Dadra, Trital, Jhaptal,
Adi Tala, Alankar Tala
Creative Drama
This is the stage at which young people are to be introduced to theatre and
related craftsto broaden their understanding of drama through literature. Their
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previous experience ofcreative drama will help in exploring the area as under:
Theory
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Knowledge of the terms: Mime, play script, movement,
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characterization, stage,stage props, stage costumes, stage movements,
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Practical
 Warming-up freeing activity in rhythmic movement and pantomime.

 Exercises in characterization.
 Exercises in speech dialogue delivery.
 Exercises in creation of plot and conflict based on: (i) episodes and
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happenings in day-to-day life situations: (ii) episodes from stories from
textbooks or story books;
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 short scenes from classical dramas.
 Stage Craft : Planning aglstage with props and lighting placement,
a a given play in drawing form or model form.
movement of character of
 designing of costumes for the characters of the play.
 Play-writing: unscripted play to be written down in the form of a script to
be acted.
Note: Formal performance before an audience can be an incentive to good work
at this stage.
Dance & Movement
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and rhythm, as expressed through dance, have long been. the heart
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and soul ofall cultures. Dance allows people to discover, explore
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natural instinctsfor movement, enabling students of dance to develop not

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a purpose of this course is to enhance the appreciation and understanding of the
different forms of dance and movement as practicedacross cultures today, with
specific reference to Indian context.
Theory

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 Dance as a form of nonverbal communication, exhibited through
Gymnastics, figure skating, synchronized swimming and martial arts as
well.
 Reasons for people to move and Dance: (include visual references)
 for personal expression and social connection,
 as a medium for sensing, understanding, and communicating
ideas, feelings,and experiences,
 a means to mourn, to celebrate, to heal, to give thanks,
 to preserve cultural heritage and treasured legends,
 demonstrate physical prowess, to assert individuality, to
provoke and toentertain.
 Forms of movement and dance :
 Formal, exhibitionistic dance with Trained dancers (Classical
traditions)
 Reflections of or challenge to the social, cultural, religious
traditions andvalues (Folk or semi-classical or dance drama
formats)
 Various forms now seen in a theatrical context that have their roots
in ancient temple dances (Ritualistic or festive dancing)

 Entertainment (Cinematic/social)
 Definitions of dance through social, cultural, aesthetic, artistic and moral
contexts. (participatory, social, performed for an audience, ceremonial,
competitive or erotic,classical, folk or experimental)
 Dance as a means of communication: elements of dance (content,
vocabulary, skillsand technique)
 Brief history of the evolution of dance (Indian/Western,
Mythology/history, regionaldifferences, major exponents)
Practical
Introduction to the elements of costume, music form, instruments, distinguishing
features,region and language of the following:
 Major styles of classical dance - Bharatnatyam, Kathakali, Kuchipudi,
Kathak,Mohiniattam, Manipuri, Odissi, chhau and Sattriya.
 Tribal and folk dances of India: region-wise samples (need not to be
exhaustive)
 Modern experimental dance (Indian and Western)

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 Western styles: Ballet, Jazz, Salsa, Street, Funk
The teacher must use as much visual material in the form of videos, pictures,
slide-shows etc as possible to impart the training.
Assignments:
 Creation of a scrap book that documents the different dance styles
 Chart tabulation of music, costume, region, language association
 Identification of dance styles/exponents in quiz format
 Writing creative pieces (prose/poetry/drama) on dance
Correlating Dance Activities with other school subjects
Understanding dance and its elements helps develop cultural sensitivity in
students (ValuesEducation)
Appreciation of the traditional forms of dance and movement enhance the
capacity of preserving heritage (Heritage and Culture)
Delving into Dance history helps understand the period and context of society
related to the art form (Social Sciences)
Hints for the Teachers
 Students should be encouraged to work individually as well as in small
groups, girlsand boys working together.
 Learners should be encouraged to enquire about the technique, procedures
and the work of master artists/artistes.

 Students should be encouraged and helped in handling new media and tools
and meeting the new challenges in various problem-solving situations
encountered by them.
 Students should be encouraged to take the initiative and to critically evaluate
their work.
 Since the adolescents are prone to adult influence, adult activities and
methods working, she starts imitating and idealizing the adult approach and
attitude to her work. The teacher, at this stage should try to make the
adolescent child aware of the originality and uniqueness of her own work and
encourage her to develop her own methods and style of working as there
exists a large variety and divergence in adults' work.
 The teacher should develop friendly and empathetic relations with the
students and should encourage them to know about the artistic activities of
the local community.
 The teacher should organize studio/art room/theatre/stage with the
help of students.

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 The teacher should organize visits of museums, historical places, exhibitions,
botanical and zoological gardens, theatre and local drama activities, music
and dance concerts, film shows, etc.
 The teacher should help children in the planning and organization of
display and exhibitions, musical and other performances of master

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The teacher should develop projects correlating art activities with other
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subjects with the cooperation of other subject teachers.
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The teacher should encourage the use of improvised instruments and tools
by the students locally available.
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a teaching approach should be inductive and students should be
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encouraged to mobilize their own resources to solve their problems. Direct
instructions in the techniques should be avoided. They should be encouraged
to develop techniques and styles of their own through exploration of
discovery of materials, media, tools and techniques.

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