This document discusses art integrated learning, which uses art as a tool for teaching and learning across subjects. It defines art integrated learning and discusses its benefits, such as making learning more meaningful and joyful. The document also covers different art forms, stages of art integrated learning, and its importance in developing students holistically. Assessment in art integrated learning is non-competitive and focuses on verbal and non-verbal expressions. Overall, the document promotes using art to reduce curricular burden and make education more engaging and inclusive for students.

1. ART INTEGRATED LEARNING
THE PEDAGOGY OF EXPERIENTIAL LEARNING
OnlineTrainingProgrammefor PRTs ofKendriya
Vidyalayaorganizedby ZIET
18November2021
Presentationby
Dr.SarveshMourya
AssistantProfessor
RegionalInstituteofEducation,NCERT, Mysuru570006
Email:drsarveshmouryancert@gmail.com
Mobile:9999508476

2. RESPONSE OF A MOTHER ON SCHOOL SYSTEM,
CURRICULUM, SYLLABUS AND TEACHING LEARNING
PROCESS
Our syllabus gets more massive and moves beyond the
teaching capacity of the teachers, so they rush through the
contents with tedious methodology. Students cannot meet the
attention span requirement in the classrooms and either fail at
comprehension or blank out into daydreaming. Newer topics
of many different subjects are covered even before the
previous ones have been chewed over. The burden of the
syllabus is then passed on to the parents or tuition classes.
Little children burdened with loads of education on their
shoulders, trip from school to tuition classes, bypassing
childhood. A section of students study harder and harder to
beat each other for the top slot. Majority of the students are
hounded by parents and teachers to study harder and become
stressed, some requiring even clinical treatment.
NCF 2005, Epilogue Page-124

3. Mostly Schools
are Inflexible and
resistant to
change
Learning is an
isolated activity
Mostly Schools
are discouraging
creative thinking
Lack of Equality,
Equity and
Quality
Learning is still
burden some
and mechanical
activity
Troublesome truth about our schools

4. Means!
we
are lacking somewhere
Why
is this the situation?

5. PLEASE
THINK!

6. ART INTEGRATED LEARNING

7. CAN WE THINK LIKE CHILDREN’S ?

8. OR LIKE THIS?

9. WHAT DOES NCF-2005 SAY ABOUT
ART?
 “Art, both visual and performing need to become an
important component of learning in the curriculum
especially at primary level. Children must develop
skills and abilities in these area, and not treat these
as mere entertaining fringe. Art must become an
important tool in the teaching learning process”
[National Curriculum Framework, NCERT, 2005]

10. WHAT IS INTEGRATION ?
Definition of integration
1: the act or process or an instance of integrating: such as
a: incorporation as equals into society or an organization of
individuals of different groups (such as races)
b: coordination of mental processes into a normal effective
personality or with the environment
2 a: the operation of finding a function whose differential is
known
b: the operation of solving a differential equation
https://www.merriam-webster.com/dictionary/integration
The dictionary meaning of integration is ‘the act of
combining or adding parts to make a unified whole’.

11. WHAT IS AN ART ?
The term arts is derived from Latin word ‘ars’ meaning
ability or skill.
Art is a universal form of communication and creative
expression.
It is often a language that expresses our experiences
and perceptions of the world around us, in varied form.
Art is a diverse range of human activities in creating
visual, auditory or performing artifacts expressing the
author's imaginative, conceptual ideas, or technical
skill, intended to be appreciated for their beauty or
emotional power.
Reference : "Art: definition“- Oxford Dictionaries,
"art". Merriam- Websters Dictionary.

13. CLASSIFICATION OF ART
1. Visual Art- creative art whose products are to be
appreciated by sight, such as painting, sculpture,
and film-making [drawing and painting, clay
modeling, pottery, paper crafts, mask and puppet
making, heritage crafts etc.]
2. Performing Art- forms of creative activity that are
performed in front of an audience, such as drama,
music, dance and puppetry etc.
3. Literary Art- Literary Arts is the integrative
discipline of ideation, literary appreciation and
multi-modal creative writing.
Reference- NISHTHA module

14. Classification of art
Visual Art
Painting,
Sculpture
Crafts
Film making,
computer arts
Performing Art
Dance
Drama
Music
Puppetry
Literary Art
Story
Poetry

15. WHAT IS AN ART INTEGRATED LEARNING?
 Art Integrated Learning (AIL) is a teaching-learning model
which is based on learning ‘through the arts’ and ‘with the
arts’: it is a process where art becomes the medium of
teaching-learning and a key to understanding concepts
within any subject of the curriculum in joyful manner.
 Learners explore creatively while building connections
between different concepts through various art forms. Art
experiences, both in visual (drawing and painting, clay
modeling, pottery, paper crafts, mask and puppet making,
heritage crafts etc.) and performing arts (music, dance,
theatre, puppetry etc.) lead to a better understanding and
construction of knowledge about different concepts.

16. THE DEFINITION
“DEFINING ARTS INTEGRATION” BY LYNNE B. SILVERSTEIN AND SEAN LAYNE © 2010, THE
JOHN F. KENNEDY CENTER FOR THE PERFORMING ARTS

17. ICE BREAKER OR WARM UP ACTIVITIES

18. ART INTEGRATED PRESENTATION-
LANGUAGE

19. ART INTEGRATED PRESENTATION-SCIENCE

20. ART INTEGRATED PRESENTATION- MATHS

21. WHY ART INTEGRATION IN EDUCATION?
1. To reduce the curricular burden by making learning
more meaningful and joyful
2. To enable Holistic development, taking care of all the 3
domains namely; Cognitive, Affective and Psycho-
motor. Means it is good tool for experiential,
competence based and holistic learning.
3. To enhance the skills to communicate and the power to
express
4. To help the child become more sociable
5. To develop the aesthetic sense and enhance creativity
among children
6. Art is a powerful medium of expression and strong
pedagogical tool

22. IMPORTANCE OF AIL

23. DIFFERENCE BETWEEN
ART EDUCATION
AND ART INTEGRATED EDUCATION?
Art education is the process that encourages sensory
explorations. It provides a platform to work with ideas and
materials to create expression, which might not be
expressed by words alone. It encourages this non-verbal
expression to be brought forth, be it in the form of a song,
a painting, or a performance.
In integration, we work with the arts at the center of the
curriculum. The abstract concepts of subject will be
explored using different art forms. Art integrated
classrooms can provide learning experiences that engage
the learner’s mind, heart and body. Here arts enable
children to use multiple skills and abilities.

24. STAGE WISE LEARNING OBJECTIVES
Learning through the arts can take place at all levels
of schooling. Art integrated learning is experiential in
nature and makes all children respond with their
imagination and emotional strengths. The needs of
children will vary with age, social contexts and ability.
Stage-wise objectives for engaging children in art
integrated learning are as follows:

25. PRE- PRIMARY
At this stage children are both highly inquisitive and
energetic. Creative activities such as drawing, painting, clay
work, music are both appealing and engaging for young
children. At this stage ‘all education should be through the
arts’. The objective of children’s participation in visual and
performing arts is :
1. to make learning joyful and engaging
2. to encourage children to be aware of their environment
through keen observation and unhindered exploration
3. to promote sensitivity towards their Environment allow
free emotional expression, communication and creative
involvement
4. to facilitate children to express freely and spontaneously

26. PRIMARY
Art education at this stage needs to link with all subjects such that it becomes
a tool of teaching-learning concepts. Art can play an effective role in
strengthening the child’s curiosity, imagination, and sense of wonder. They
should have a positive impact on the skills related to intellectual, socio-
emotional, language and overall literacy. The objectives of AIL at primary level
are to help children:-
1. experience joy, eagerness to learn and learn to live in an inclusive
environment
2. discover concepts of Mathematics and Science in the world around
them and be aware of interdisciplinary connections
3. enhance observation, curiosity, exploration and creative and free
expression
4. explore and understand body movement and coordination
5. develop expressive communication and critical thinking skills
6. foster an inquisitive[curious] attitude towards learning and knowledge
7. understand and regulate their emotions and create awareness of
rich heritage and cultural diversity

27. UPPER PRIMARY
During this stage children are ready to comprehend more complex
interconnections between concepts and the environment. AIL can allow
children build on simple concepts as well as relate them with academic
content meaningfully. Children also enhance the skill to work in groups and
explore ideas together. The objectives of AIL at the upper primary level are to
help children:-
1. explore multiple perspectives of concepts and construct knowledge of
themes, subjects and concepts and be aware of the inter-disciplinary
connections
2. develop a pluralistic approach and appreciate different possibilities
promote teamwork and mutual appreciation
3. enhance communication skills, language skills and problem solving skills
and build sensitivity towards environmental and societal concerns
4. create art and apply their artistic skills in day-to-day activities
5. learn inclusive practices of respect, care, empathy and Compassion foster
socio-emotional competencies and cognitive competence
6. understand and regulate their emotions and create awareness of rich
heritage and cultural diversity

28. ASSESSMENT IN AIL
 AIL as pedagogy provides opportunity and spaces
for ‘assessment as learning’, assessment for
learning’ and ‘assessment of learning’.
 Here assessment in an ongoing cyclical process,
that begins with the identification of clear learning
outcomes and can occur at various points within the
teaching
 learning process. - Since the medium of
assessment is art, the facilitators can assess both
verbal and non-verbal expressions of the student.
 Assessment techniques in AIL is non-judgmental,
non- comparative, non-competitive and non-
threatening

29. REFERENCES
 https://www.india.gov.in/spotlight/nishtha
 http://ncert.nic.in/
 http://www.ncert.nic.in/departments/nie/deaa/publication/Nonp
rint/pdf/AIL-Guidelines-English.pdf
 https://www.youtube.com/watch?v=5evo7FQLb3k
 https://www.youtube.com/watch?v=v87_csMDJew&t=34s
 https://www.youtube.com/watch?v=F9DcAICdCTw
 https://www.youtube.com/watch?v=y4b3cvm_Faw
 https://www.youtube.com/watch?v=pxH7SSfz__o&t=342s

30. Thank you
Dr Sarvesh Mourya
Assistant Professor
Regional Institute of Education, NCERT
Mysuru 570006
Email: drsarveshmouryancert@gmail.com
Mobile: 9999508476