CBSE Class 9 Syllabus 2027 Painting

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper
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CBSE Class 9 Syllabus 2027 Question Paper Painting

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PAINTING a
Subject Code: 049
(2026-27)
Classes2026-27
IX-X (2025-26)

Arts can broadly be classified into the Visual, Literary, and Performing Arts. It involves
innovative and imaginative ways of expression in different forms using a variety of
material and media.
NEP 2020 helps students to utilizes various aspects and forms of art and culture as
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the basis for learning concepts across subjects. A part of the thrust on experiential

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learning, art-integrated education, embedded in classroom transactions, not only

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creates joyful learning but helps in imbibing the Indian ethos through the knowledge
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of Indian art and culture.
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Art in School Education addresses the Goals and Competencies for every a
gl ways of persisting and solving problems. We not only create an artwork,
student to
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but also enjoy the experience of viewing and responding to many forms of cultural
expression. When they create artwork together and work collaboratively, they
recognize one another’s strengths and develop deeper connections with the world
around them. Such a process nurtures empathy, appreciation, cooperation, and trust,
all of which are fundamental for developing social and human values, such as ahimsa,
love, compassion, friendship, and peaceful co-existence. As a common language, the
Arts bring people together and lead them to develop acceptance, understanding, and
mutual respect
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Art classes involve three important processes—making artwork, thinking creatively in
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the Arts, and appreciating all forms of artistic expression down the ages. This

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immersive experience of producing art improves cognition, leaving a positive and
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long-lasting impact on the development of aesthetic sensibilities, expression,
imagination, observation, crafting skills, creativity, and students’ overall confidence in
their own abilities.
Aims
Through Art students should be able to connect with their culture and appreciate the
diversity of artistic expressions. For an effective Art Education programme, schools
must aim to achieve:
a. Joy in exploring and creating artwork: This would mean gaining
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a variety of aesthetic experiences and deriving joy from all forms
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of art.
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b. Imagination and creativity: Acquiring and applying creative
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thinking and artistic capacities through experimentation
sustained practice in the Arts is at the heart of Art
and

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great potential to nurture empathy and sensitivity towards the
expressions of others.
d. Understanding of connections with other disciplines: The Arts
teaches appreciation of beauty in nature and the observation of
details and patterns. This approach to the understanding of

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disciplines makes for aesthetic experiences in themselves.
e. Sense of belonging: Through artistic engagement, students will
find connections to their own culture and traditions, as well as learn
an appreciation for India’s multicultural diversity and knowledge of
contemporary artists and art practices.
f. Development of Aesthetic Sensibilities: Students should be able
to describe the characteristics of things they find beautiful, do
subjective interpretations, assess the aesthetic qualities of artwork
based on the commonly accepted criteria in the Arts and expand
their ‘tastes’ by participating in art processes.
Art Education deals with developing creativity, aesthetic sensibilities, cultural literacy
which familiarizes them with significant events, figures, and works of literature, that
have shaped a society and had a lasting impact on its development. This is done
through the knowledge of various forms of Visual Arts
Practical & Theory
Art education at Secondary stage focus on giving Emphasis on Process, and
not just Product
Artistic processes, such as ideation, creation, presentation, response, review, and
making connections, ensures development of cognitive, affective, psychomotor, socio-
emotional, and language while learning the Arts as thinking, making, and appreciation
processes are fundamental to Art Education.
Thinking processes refer to a wide range of cognitive activities while working in the
Arts. The first is the process of generating ideas and innovating while creating
artwork.
The second is understanding and applying the elements of various Art forms (point,
line, shape & form, colour, shape tones, texture, space.)
The third is inquiry and critical probing into art practices and aesthetic experiences.
The fourth is to attempt newer, reasonable interpretations while working in the Arts.
The fifth is to connect the Arts with other knowledge as well as one’s own
experiences.
Making processes are related to the execution and production of artwork. These
processes engage the mind and body for expressing ideas and feelings. This includes
use of materials, tools, and other resources. The making processes also focus on
exploring techniques, refining skills, and practicing creative improvisation while
producing artwork.
Appreciation processes begin with the exposure to a wide range of art forms, artists,
and their practices through structured Art sessions or through the local environment
and culture. This develops an awareness of how the Arts communicate a variety of
expressions. Furthermore, the process reveals how these expressions are interpreted
differently by every individual. While viewing Art, one also needs to consider the
social, historical, and contextual background of an artwork and its viewers.
Responding to art also requires the ability to describe aesthetic experiences and
share personal interpretations or viewpoints. The capacity to assess artwork and
develop aesthetic judgement is also an important part of the appreciation processes.

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All these processes are interlinked and cannot be addressed in isolation if a
meaningful and complete art learning experience is desired.
Learning outcomes:
Students after studying 'Painting' as additional subject will be able to:
 Enjoy paintings as a medium of expressions
 Appreciate the beauty in lines, forms and colours
 Know the fundamentals of Painting (Elements and Principles) and apply them
in their creations.
 Use painting tools and materials appropriately.
 Apply pencil colours, oil pastels, poster colours, water colours etc. as a
painting medium.
 Differentiate between 'opaque' and 'transparent' colours as a technique.
 Refine memory and observation power through study / still life and painting
composition.
 Maintain his/her painting tools, materials appropriately.
 Display his/her paintings aesthetically and will learn to store them.
 Apply the artistic skills of composition in day-to-day life at home and in the
school

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PAINTING a
Subject Code: 049
(2026-27)
Class IX (2025-26)

Theory
Time allowed: 2 hours Maximum Marks: 30
UNIT- I:
Fundamentals of Visual Arts (The Elements)
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Methods and Materials of Painting 15 Marks
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Understanding and appropriate use of:
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(i) Tools,
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(ii) Painting Materials - Poster Colours, Water Colours, Oil Pastels and Pencils

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Story of Indian Art 15 Marks

Appreciation of Indian Art covering selected paintings, sculptures and
architectural glimpses:
(a) Paintings: Wizard’s Dance Bhimbetka
(b) Sculptures Yaksha– Yakshi R.B.I. New Delhi (by Ramkinker
Baij)
(c) Architecture Sun Temple
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(d) Indian Folk Art Paintings
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s e Rangoli and Mandana

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Practical
Time allowed: 3 hours
Assessment for Practical:
a MaximumMarks:70 Marks
50 marks
Still Life
a) Accurate drawing with proper composition of objects 15 marks
b) Compositional arrangement with due emphasis on the subject- 15 marks
matter.
c) Treatment of medium with an appropriate colour scheme in still life. 10 marks
d) Originality, creativity and overall expression.
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10 marks

om Assessment:
c. Internal m 20 marks .c
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best two will be assessed. 10 marks
Portfolio -Portfolio will consist of 10 best works of sketches, still life and
painting compositions done during the year. 10 marks

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Suggested Teaching Learning Strategies - IX:
 Still Life (Study of simple objects) Study of a group of two or three objects
from a fixed point of view in colours. Group may include vegetables,
fruits, foliage, book, drapery, and simple objects of daily use.
 Simple compositions based on any one form of Folk Art such as
Madhubani, Warli, Alpana, Rangoli, Mandana etc.
 Field visits to Art Galleries, Museum/s, National Bal Bhawan or similar
organisations, Artist’s studios or Artisan’s workshops etc.
 Sketches from Life and Nature in pencil and ink.
 Teacher can tell story of Indian Art in a story telling manner. This can
also be audio/video recorded and shared with students.
 Display of reproductions of master’s work in school corridors.
 Submission of portfolio consisting of six (3 Still Life and 3 Composition)
selected works done during the year.

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