In order to transform, students must first learn what creative thinking is all about while they are in the middle or high school classes!

1. In recent times, art education is under cloud due to political and curriculum pressure.
Though the subject of Art and Design is mentioned in the national curriculum, the focus of
successive governments at the center and state on math, science, and literacy has led to
marginalization of creative arts teaching in schools.
Art educationalists, and psychologists who study children's art, claim that it promotes
educational benefits that other school subjects cannot. These benefits come both from
practicing art and from learning about it. This suggests that the continued marginalization of
art in schools prevents children from gaining a broad and well-rounded education.
Psychologists and art educationalists who are engaged in studying the children’s art observe
that it promotes educational advantages that other school subjects miss out.
Students require a broad education that covers arts as well. More so, the development of
our society is subject to creative education. The education of art teaches a particular set of

2. thinking abilities that are not appropriately addressed in the curriculum. Teachers with
creative minds encourage and support student creativity in the classroom. Sadly, those who
lack creativity do not encourage students to develop creativity.
Pupils can sum up their experiences of the world and exhibit it through art. Besides a
creative art program enables forging new connections and relationships through inventive
minds, besides building their knowledge and enhancing memories and fantasies.
Let us identify how creative arts can tap the potential of students:
Left brain/ Right brain: There is a common notion that each individual is either left-brained
or right-brained. Noticeably, children have varying learning styles. The left brain of a child
tends to have a liking for workbooks, whereas the right brain of a child exhibits interest in
discussions and prefers projects to text books. A majority of school curriculum teaches in a
more left brain style and focus on auditory and sequential features, in addition writing. The
right brain children may often feel ignored and even has difficulty in coming to grips with
learning and retaining substance using the same curriculum.
According to Dr. Corballi, a professor in the University of Auckland in New Zealand, states –
“Creativity is often perceived as right brain functionality and language that is creative, has
its place in the left brain for a majority of people”.
In adolescent children, the right brain and its feelings tend to have an upper hand over logic
of the left brain.
Expression of feelings/emotions: Making images enables students to express their
emotions and ideas, both as tools of self-expression and to communicate with others. These
may be recollecting a happy event they recently celebrated (whether it is a birthday party or
a day out), or exuding certain sad feelings as a therapeutic exercise.
Sharanya Narayani International School, on its part, identifies and helps children manage
the expression of feelings/emotions. It believes emotional abilities should get due
weightage in children’s education as much as reading, math, science, and history receive.
Systematic, sustained and concerted action is required to significantly enhance the creative
and innovative capacities of young students in ways that are relevant to brighter and
confident world. Therefore SNIS find a need to promote the validation of learning outcomes

3. gained in non-formal learning and students work in a vocabulary that is both
understandable to educators and students.