Evolution of Orissan Painting
The aim of art education should be sensitive the students so that they may learn to respond to the beauty in line,colour ,form, movement and sound .This study of art and culture heritage may enable the learners to appreciate and understand each other. The curriculum should aim at developing awareness of and interest in wide variety of fine arts both at the classical and the folk level.
As the subtitle indicates, art has been considered synonyms of creativity. This owes much to the researches and experimentation that have gone into the field of art education. In fact, since the inception of formal school system, art as a subject in school has under gone many evolutionary changes .These are not merely for the sake of change but for achieving desirable objectives in meeting the needs of the society. If we look at it from its historical perspective, we would see the varying needs of the society and role and function of art education at different times.
Art in the oldendays was introduced as ‘drawing’ as a school subject and one had to learn something of drawing by imitating the points and pictures. The aim was to teach the skill of drawing and painting to prepare te child for a definite vocational pursuit.
Later, due to the industrial impact, this subject of drawing included geometrical and mechanical drawing as well since the aim was to prepare professional artist for industrial and applied designs.
The breakthrough in the earlier trends came when the purpose of art was defined as ‘an expression of beauty rather than representation’. Then art was introduced to develop the sense of appreciation in the children to seek finer forms and color harmony on the surrounding and the things of daily life .Among the specifics there was an emphasis not hennaed of individual’s self-expression and cultivation of habit.
In recent times, art has been defined as a means to the creative growth of the child. This new approach recognizes one’s life experiences and inner world as a source for subject matter and art for giving personal expression of feelings, thoughts and art for giving a personal expression of feelings, thoughts and ideas. This approach assumes that every child has an ability to express through art because it is a
AIMS AND OBJECTIVES
The essential aim of art education is to inculcate in the child appreciation of beautiful things. This ability is to be developed appreciation of beautiful things. This ability is to be developed in him through various creative and aesthetic activities of art forms. To achieve this aim, the forms of art integrated in this subject are pictorial, decorative, plastic and performing. Each of these art forms provides a u unique experience in the process of their creation which is in way a training in seeing, sensing, feeling and finally, in doing. This experience of art process has two broad aspects (1) the act of selecting the objects of inspiration for giving own expression, and (2) the act of experimenting with media and materials.These experiences of art gradually go on refining the sense of discrimination and aesthetic appreciation in the child.
Another important aim is to develop in the child positive movement. national integration, love and protection of environment, etc.This is very essential for him to be able to understand and appreciate t he values imbibed in our Indian society, today and in the past.
General objectives
The following are the general objectives at the primary stage: the child should develop
- Observation , imagination and self expression through the media of visual and plastic arts;
- Free expression, through simple forms for music, dance and drama;
- Ability to discover and identify means for self expression our of variety of media and materials exposed to him;
- Awareness of aesthetic elements untraditional arts and love for beauty in nature ,and
- Sense of patriotism and pride in being an Indian.
For each of the above objectives ,a set of essential learning outcomes has been planned which directly and conversely correlate closely with the objectives .A child having attained these learning outcomes at eh ‘mast4ery level’ will be assumed to have developed a desirable ability in art education.
The approach adopted for the subject of art is based on various studies in the field of art education .It is a long and gradual evolution of the subject, comprising something of tradition , some new experiments and some child psychology ,In this approach, the new role and function , these forms o f art are easily and naturally adopted by the child.
This approach is essentially child is the centre of all creativity, and artistic expression is his natural trait ,There fore , it neither suggests any fixed content for any stereotyped method. The child’s own ideas, his ability to manipulate materials and his having an experience of the creative process, are the important aspects of this approach. As part of instruction, the teacher does not teach but acts as guide, to enhance the child’s interest and participation in the art activities.
The approach emphasizes on discovering the child and recognizing his capabilities. Each chill has an inner world of treasure, of various shapes, forms and melodies which has gathered while looking, feeling and observing things around him. Nobody really knows how much he absorbs in his mind while interacting with various things in the environment. In nature, he sees the sun, moon, stars, hills, rivers, trees and flowers and wonders at them.
As the subtitle indicates, art has been considered synonyms of creativity. This owes much to the researches and experimentation that have gone into the field of art education. In fact, since the inception of formal school system, art as a subject in school has under gone many evolutionary changes .These are not merely for the sake of change but for achieving desirable objectives in meeting the needs of the society. If we look at it from its historical perspective, we would see the varying needs of the society and role and function of art education at different times.
Art in the oldendays was introduced as ‘drawing’ as a school subject and one had to learn something of drawing by imitating the points and pictures. The aim was to teach the skill of drawing and painting to prepare te child for a definite vocational pursuit.
Later, due to the industrial impact, this subject of drawing included geometrical and mechanical drawing as well since the aim was to prepare professional artist for industrial and applied designs.
The breakthrough in the earlier trends came when the purpose of art was defined as ‘an expression of beauty rather than representation’. Then art was introduced to develop the sense of appreciation in the children to seek finer forms and color harmony on the surrounding and the things of daily life .Among the specifics there was an emphasis not hennaed of individual’s self-expression and cultivation of habit.
In recent times, art has been defined as a means to the creative growth of the child. This new approach recognizes one’s life experiences and inner world as a source for subject matter and art for giving personal expression of feelings, thoughts and art for giving a personal expression of feelings, thoughts and ideas. This approach assumes that every child has an ability to express through art because it is a
AIMS AND OBJECTIVES
The essential aim of art education is to inculcate in the child appreciation of beautiful things. This ability is to be developed appreciation of beautiful things. This ability is to be developed in him through various creative and aesthetic activities of art forms. To achieve this aim, the forms of art integrated in this subject are pictorial, decorative, plastic and performing. Each of these art forms provides a u unique experience in the process of their creation which is in way a training in seeing, sensing, feeling and finally, in doing. This experience of art process has two broad aspects (1) the act of selecting the objects of inspiration for giving own expression, and (2) the act of experimenting with media and materials.These experiences of art gradually go on refining the sense of discrimination and aesthetic appreciation in the child.
Another important aim is to develop in the child positive movement. national integration, love and protection of environment, etc.This is very essential for him to be able to understand and appreciate t he values imbibed in our Indian society, today and in the past.
General objectives
The following are the general objectives at the primary stage: the child should develop
- Observation , imagination and self expression through the media of visual and plastic arts;
- Free expression, through simple forms for music, dance and drama;
- Ability to discover and identify means for self expression our of variety of media and materials exposed to him;
- Awareness of aesthetic elements untraditional arts and love for beauty in nature ,and
- Sense of patriotism and pride in being an Indian.
For each of the above objectives ,a set of essential learning outcomes has been planned which directly and conversely correlate closely with the objectives .A child having attained these learning outcomes at eh ‘mast4ery level’ will be assumed to have developed a desirable ability in art education.
The approach adopted for the subject of art is based on various studies in the field of art education .It is a long and gradual evolution of the subject, comprising something of tradition , some new experiments and some child psychology ,In this approach, the new role and function , these forms o f art are easily and naturally adopted by the child.
This approach is essentially child is the centre of all creativity, and artistic expression is his natural trait ,There fore , it neither suggests any fixed content for any stereotyped method. The child’s own ideas, his ability to manipulate materials and his having an experience of the creative process, are the important aspects of this approach. As part of instruction, the teacher does not teach but acts as guide, to enhance the child’s interest and participation in the art activities.
The approach emphasizes on discovering the child and recognizing his capabilities. Each chill has an inner world of treasure, of various shapes, forms and melodies which has gathered while looking, feeling and observing things around him. Nobody really knows how much he absorbs in his mind while interacting with various things in the environment. In nature, he sees the sun, moon, stars, hills, rivers, trees and flowers and wonders at them.
