Art integration What is Art?

In the simplest of words, Art is the creative expression of an individual. This expression can be verbal, written, an enactment, or it can be visual or any other form that has the potential or the ability to communicate human thoughts.

Why is Art important?

Artistic expression in music, poetry, dance, theatre and in the creation of forms has been an integral part of human’s growth and development. Since times immemorial, what has survived the fissures and ravages of time is only Art. Cave paintings, potteries/ seals/ornaments etc. found during excavation clearly indicate the importance of Art since the beginning of human civilization and it is through these that most of history is reconstructed. Art has the power of expressing the innermost thoughts of an individual. According to Gurudev Rabindranath Tagore, “…only man knows himself, because his impulse of knowledge comes back to him in its excess. He feels more intensely his personality than other creatures, because his power of feeling is more than can be exhausted by his objects. This efflux of the consciousness of his personality requires an outpour of expression. Therefore, in Art, man reveals himself and not his objects.

Art Integration
It is a cross-curricular approach to teaching and learning based on collaboration between the teaching of subject with the teaching of Art (Visual/performing etc.), where Art, in any of its multiple forms, becomes the primary pathway to learn the subject/topic and also of assessment. The integration is meant not only to make the learning process (of the chosen subject area for integration) joyful, but it also lends itself to imbibing a greater appreciation and understanding of the art form being utilized for this purpose. Art Integration is not a replacement for Art education. Integration happens only after students have been directly taught the Arts. Without this background knowledge, neither the students nor the subject teachers will be able to integrate art in education. For example, the notes in Hindustani Classical Music can be aligned with the teaching of Fractions in Mathematics. However, without the knowledge of music notes, it will be impossible for the students to comprehend the link between the two.

For more click on the pdf link-
Pdf- HAEINO1 CBSE Art Integration
Pdf- HAEIN01 CBSE Annexure II Art Integration

Bengal Pattachitra
A storyboard is a visual representation of a story how your story will unfold, shot by shot. It’s made up of a number of squares with illustrations or pictures representing each shot, with note about what’s going on in the scene and what’s being said in the script during that shot.
About Bengal Pattachitra:
Pattachitra is an indigenous form of cloth-based scroll painting popular in West Bengal. Usually, the proficiency in the art form is borne by those with the last names—Patua or Chitrakar. These communities have been practicing the ancient craft since the 13th century. It’s also a process of storyboard illustration.
The subject matter of Pattachitra is mostly mythological, religious stories and folk lore.
The Pattachitra styles are mix of both folk and classical elements but leanings more towards folk forms. The dress style has Mughal influences. All of the poses have been confined to a few well-defined postures. These are not free from monotonous repetitions, though at times this is necessary to accentuate the narrative character of the style. The lines are bold and clean and angular and sharp. Generally, there are no landscapes, perspectives, and distant views. All the incidents are seen in close juxtaposition. The background, on which the figures are represented, is delineated with decorations of flowers and foliage and is mostly painted in red color. All the paintings are given decorative borders. The painters use vegetable and mineral colors without going for factory-made poster colors. They prepare their own colors.
Grade: IV & V
Learning Objectives:
Students will :
Get exposure to the Art & Culture of India.
Be able to show their understanding of methods of Sequence Drawing.
Express their story through visual images.
Create a storyboarding in scroll format of Bengal Patachitra.

Academic concept integration:
Mathematical understanding – Motif, Pattern, Design.
Linguistic development – Visual & Auditory communication.
SST – Folklore, Art and culture of India, Flora & Fauna of any particular region.

Kavad is the colorful wooden toy like a box, is actually a shrine, wherein live the stories. Mostly the stories come from epics Ramayana and Mahabharata. Sometimes there are other stories from local folklore like stories of local saints or heroes. You can also think of it as a moving temple. In Mewar, the home of the tradition, it is primarily used to tell family stories including genealogies. It has several wooden panels hinged together, painted with scenes from the stories. Outermost panels usually have the guardians of the story painted on them. The story I heard has Jay and Vijay painted on it. The storyteller opens each panel and tells the story depicted there. After opening and closing all the folds, finally when all the panels are open, reveals the sanctum – where the image of the main deity is placed. It is like an audio-visual journey from outside to the inner world. You can also read it as a journey from outside the temple to its sanctum or Garbha Griha. After all, it is a shrine.
Communities:
There are three main communities involved in the tradition. First is the Suthar community that makes these colorful wooden boxes or Kavads. Second is the Kavadiya Bhat who uses it to tell stories. The third is the Jajman or patrons who commission as well as consume these stories.
We know that this tradition has existed for at least 400 years. I feel it must be much older, it is just that it got documented around 400 years back.
Grade: V
Objectives:
Students will –
• get exposure to the Art & Culture of India.
• be able to show their understanding of methods of Sequence Drawing.
• express their story through visual images.
• Create a storyboarding in Kavad format of Rajasthan.
Subjects Integration:
Mathematical understanding – Motif, Pattern, Design.
Linguistic development – Visual communication.
SST – Art and culture of India & life history of Mahatma Gandhi.
Process:
1. Students research on Kavad Art and also research on life of Gandhi Ji.
2. Write a story on life of Gandhi Ji.
3. Make a layout of the storyboard.
4. Start sequence drawing of the story on the kavad structure.
5. After that they start coloring it according the methods of Kavad Art.

Kolam is a form of drawing that is drawn by using rice flour, chalk, chalk powder or rock powder, often using naturally or synthetically colored powders, in Sri Lanka, the Indian states of Tamil Nadu, Karnataka, Telangana, Andhra Pradesh, Kerala and some parts of Goa, Maharashtra as well as Indonesia, Malaysia, Thailand and a few other Asian countries.
A Kolam is a geometrical line drawing composed of curved loops, drawn around a grid pattern of dots. In South India and Sri Lanka, it is widely practised by female Hindu family members in front of their houses.
Kolams are regionally known by different names in India, Raangolee in Maharashtra, Aripan in Mithila, Raongoli in North India, Muggulu in Andhra Pradesh and Telangana.
The decoration is not the main purpose of a Kolam. In olden days, kolams were drawn in coarse rice flour, so the ants would not have to walk too far or too long for a meal. The rice powder also invites birds and other small creatures to eat it, thus welcoming other beings into one’s home and everyday life. It is a sign of invitation to welcome all into the home, not the least of whom is Lakshmi, the Goddess of prosperity and wealth. The patterns range between geometric and mathematical line drawings around a matrix of dots to free form art work and closed shapes. Folklore has evolved to mandate that the lines must be completed so as to symbolically prevent evil spirits from entering the inside of the shapes, and thus are they prevented from entering the inside of the home.
In the kolam patterns, many designs are derived from magical motifs and abstract designs blended with philosophic and religious motifs which have been mingled together. Motifs may include fish, birds, and other animal images to symbolize the unity of man and beast. The sun, moon, flowers and other zodiac symbols were also used.The Downward pointing triangle represented woman; an upward pointing triangle represented man. A circle represented nature while a square represented culture. A lotus represented the womb. A pentagram represented Venus and the five elements.
Grade : V
Academic concept integration:
• Mathematical understanding – Motif, Pattern, Design
• Linguistic development – Visual communication.
• SST – Art and culture of India, Flora & Fauna of any particular region.
Learning Objectives:
Students will –
• get exposure to the art and culture of India
• be able to show their understanding of Principles of Design through their artwork.
• recognize the Motif, Pattern, and Design.
• create a Kolam on their own.

Linocut is a printmaking technique. It’s a type of relief (Relief printmaking is a form of printmaking in which the image to be printed is raised from the surface) or block printing , and bears a lot of similarities to woodblock printing. Essentially, the artist carves an image into a linoleum (lino) block and what’s left of the block is inked and printed.
Although linoleum is a floor covering that dates to the 1860s.The linocut process introduced in the beginning of the 20th century.The linocut printing technique was used first by the artists of Die Brücke in Germany between 1905 and 1913, where it had been similarly used for wallpaper printing.The artists of the Taller de Gráfica Popular (People’s Graphics Workshop), a printmaking workshop founded in Mexico City in 1937, made effective use of the linocut in their powerful graphic posters. After Pablo Picasso and Henri Matisse used the technique to advantage in the 1950s, many other artists adopted it.
Grade-V to VIII
Objectives:
Students will –
1. understand the process of linoleum block printing.
2. gain a strong printmaking vocabulary:
          a) Brayer – a rubber roller for transferring ink to the plate for printing. Artist’s proof – proofs of work in progress, or a few finished proofs reserved for the use of the artist.
          b) Linoleum Cutters and Handles – special shapes for cutting various types of lines: linear, V-gouge, large line, U-gouge, knife; blades sold separately to be fitted to handle.
          c) Linocut – a relief print made when lines are cut into linoleum; the removed areas remain white/paper.
          d) Inks – oil-based or water-based inks.
          e) Registration – correctly aligning a printing plate when printing successive colors.
          f) Plate – the basis for a print, can be wooden or linoleum block, cardboard collagraph, or metal.
3. create a lino print with their lino block.
4. show their Problem solving ability.
Academic concept integration:
Mathematical understanding – Spatial understanding and use geometrical shapes.
Linguistic development – Visual communication.
SST – Water pollution.
Process:
1st- Make a drawing on the paper according their choice.
2nd- Transfer drawing on the linoleum block.
3rd- Use the cutting tools to carve the linoleum block.
4th- Using the brayer, ink is evenly applied to the linoleum block.
5th- Next, a slightly larger sheet of paper is laid over the block. If creating a hand-pulled print, pressure is applied to the back of the paper with a spoon. A consistent circular motion is used to apply even pressure to the back of the paper.
6th- Pulling from the corner of the paper, the first print is lifted away from the block.

A mandala( Sanskrit मण्डल, meaning a “circle”). Mandala is a Sanskrit word for “magic circle”. Mandala is a spiritual and ritual symbol in Hinduism and Buddhism, representing the universe. The circular designs symbolizes the idea that life is never ending and everything is connected. The mandala also represents spiritual journey within the individual viewer.
Goal and objective
The main objective of teaching mandala art to the kids is to increase their patience and concentration level. A child busy with the mandala activity is concentrated, patient and dedicated to the work he is involved into. It even relaxes the mind after a hectic and busy day.
INTEGRATION
Mathematics- Radial Balance
Mandalas can be an excellent art therapy intervention for children. The very nature of creating a mandala is therapeutic and symbolic. The shapes and colours children create in their mandala art therapy will reflect their inner self at the time of creation. Ultimately, they create a portrait of themselves as they are when creating the mandala. So, whatever they are feeling at that time, whatever emotions are coming through, will be represented in their mandala art forms.
PROCESS
Step1
The children were seated on floor in a very relaxing posture.
Step2
They were told about the topic, it’s history, and how to work on it.
Step3
They were given all kind of colour mediums (which suited their minds well)
Step4
With a quite and soothing environment , a good flute music and total artistic environment , they were left free to relax and work on their mandalas.

Symmetrical balance in art is when each half of the artwork is identical or very similar. Draw a line through the artwork and compare each side.
Goal and objective
The main objective is to introduce symmetry to the kids and make them aware of mirror images and reflections.
INTEGRATION
Mathematics- Symmetrical Balance
PROCESS
1. Each table will be given disposable cups, paints, water and brushes.
2. Children will be asked to mix their chosen colours in their respective cups with a few drops of water and mix them with the given brushes. Meanwhile, they have to fold their sheets into half (forming a magic line)
3. After all the preparations students will be asked to pour the colours randomly near the magic line in the centre of the page.
4. After pouring the colours they’ll be asked to quickly fold back the sheets and press them with their palms in a diagonal way.
5. Not much delaying the process, the students will be asked to open back their sheets and let it dry during that time students will observe little figures formed inside that butterfly-shaped abstract painting.

Warli is the vivid expression of daily and social events of the Warli tribe of Maharashtra, used by them to embellish the walls of village houses. This was the only means of transmitting folklore to a populace not acquainted with the written word. This art form is simple and easily understood and is also vibrantly used for communication purposes. These paintings do not depict mythological characters or images of deities, but depict social life. Images of human beings and animals, along with scenes from daily life are created in a loose rhythmic pattern. Warli Art was first discovered in the early seventies. While there are no records of the exact origins of this art, its roots may be traced to as early as the 10th century A.D.
Goal and objective
Introducing line drawing – composition with line drawing / stick figures to the lower elementary kids. During this activity, students investigated the motivations, uses, and traditions following the Warli paintings and created their own Warli-inspired drawings. With the students drawings, like the Warli’s, Students were divided by the facilitator in group of 2 and asked them to depict their daily life practices through Warli figures.
The main objective of teaching the kids this art form was to let them embrace the folk cultural art forms of India.
INTEGRATION
Art integration has been an important part of KPS curriculum. From the very beginning (as of grade 1) , the child has been taught the importance of art, history, culture and their relevance along with the line drawings which helps the child to understand the importance of scholastic and co-scholastic as a whole.
Warli Art form is the easist for little kids to start learning about India’s Folk art with the help of geometric shapes. Every kid can easily relate to the simple geometrical figures that a Warli drawing is comprised of. It’s also a great way to teach them about common shapes – lines, dots, triangles & circles.
PROCESS
STEP-1
The children were told about the history of folk art when there was no language to converse.
STEP-2
The children were shown various warli figures which depicted daily life activities.
STEP-3
The children were then asked to depict any daily life activity like their mothers cooking , or dancing or playing musical instruments.