CBSE Class 9 Art Education Syllabus 2026-27

ART EDUCATION CLASS IX (2026-27)

The NCF-SE 2023 broadly classifies the Arts into Visual and Performing Arts (Music, Theatre, and Dance & Movement). It involves innovative and imaginative ways of expression in different forms using a variety of materials and media.

NEP 2020 helps students to utilize various aspects and forms of art and culture as the basis for learning concepts across subjects. A part of the thrust on experiential learning, art-integrated education, embedded in classroom transactions, not only creates joyful learning but also helps in imbibing the Indian ethos through the knowledge of Indian art and culture.

Art in School Education addresses the Goals and Competencies for every student to find diverse ways of persisting and solving problems. We not only create an artwork, 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

Art classes involve three important processes—making artwork, thinking creatively in the Arts, and appreciating all forms of artistic expression down the ages. This immersive experience of producing art improves cognition, leaving a positive and 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:

1. Joy in exploring and creating artwork: This would mean gaining a variety of aesthetic experiences and deriving joy from all forms of art.
2. Imagination and creativity: Acquiring and applying creative thinking and artistic capacities through experimentation and sustained practice in the Arts is at the heart of Art Education.
3. Empathy and sensitivity: Meaningful experience in the Arts has great potential to nurture empathy and sensitivity towards the expressions of others.
4. 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 disciplines makes for aesthetic experiences in themselves.

1. 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.

1. 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.

Approach to learning different Arts Forms for Practice and Theory

Arts Education emphasizes the process over the product. The NCF-SE 2023 mentions three processes that are integral to the Arts:

Thinking Processes refer to a wide range of cognitive activities in the Arts. It includes generating ideas, understanding the elements of art, inquiring into artistic processes, interpreting artwork, and connecting the Arts with other knowledge and experiences.

• Making Processes relate to the execution and production of work, utilizing the active engagement of mind and body to express ideas and emotions. This involves using a variety of creative tools, instruments, materials and techniques.

Appreciation Processes include exposure to and awareness of diverse art forms and cultural practices. This process involves responding to artworks, discussing, describing and assessing a aesthetic experiences; considering their social and historical contexts, and developing multiple perspectives along with respect for diverse opinions.

Visual Arts

Visual Arts learning builds upon the student's knowledge of the elements of art and the principles of design. Through regular practice in creating compositions and other artworks, fundamental concepts, such as perspective, proportion, balance, focus, rhythm and harmony guide students in effectively expressing their ideas and expressions.

An introduction to art history and basic theories, such as Ṣaḍāṅga described in ancient treatises like the Citrasūtra, helps students to appreciate the aesthetically rich and continuous heritage of the Indian art traditions.

Exploration and experimentation with materials, tools and techniques also create opportunities for interdisciplinary linkages.

Music

• Music education includes singing diverse compositions across classical, folk, tribal and contemporary genres, enabling students to experience the richness of India's musical traditions. Students will explore ragas, rhythm patterns and instruments, study the historical evolution of music and its theoretical treatises, and understand how Indian music has gained global recognition through renowned musicians.

Theatre

Theatre builds on the basic aspects of voice, body language and expression, along with costume, make-up and other backstage elements learned in earlier stages. In practice, students explore the basics of direction, lighting and sound, and how these elements shape a scene's emotion and meaning. They experiment with abstract representation, where a single object or gesture can symbolise a broader idea. Through theoretical study, students will learn how theatre developed from the pre-Nāṭyaśāstra period to modern theatre, which uses design, technology, and realistic storytelling techniques. This integration of practice and theory enables learners to think both as artists and storytellers - understanding how every elements, such as light, sound and movement, can express an idea and create an experience that connects people across time.

Dance and Movement

• Dance and movement will be learnt through the application of concepts rooted in texts. Teachers are encouraged to ground instruction in regional dance practices, while also introducing students to dance forms from other regions. Various dance practices, major and other traditions will be learnt with emphasis on stylised body movements, emotional expression and the creative use of hand gestures. They are also introduced to analyse and journal the historical development of dance, taking cultural and geographical contexts into account. The interrelation between dance and other art forms is emphasised, and students are encouraged to integrate interdisciplinary concepts in their creative explorations.

Themes/ Concepts and Learning Outcomes (Suggestive Instructional Hours)

History of Arts (Common Chapter for all four Arts forms)

(30 hours)

Chapter Outlines/Key Concepts Learning Outcomes

Common History chapter bringing • Students will be able to: Interact

together all art forms with peers, teachers, family

Time period covers the prehistoric members, and artists in their

period to the late 11th century CE. community to know more about

Tangible and intangible cultural Arts practices CG-1, C-1.2.

heritage • Create artwork, i.e., inspired by the

Storytelling traditions from across ideas and processes from art history

India CG-1, C-1.2. Chronology of important milestones • Identify and discuss the evolution of

across all art forms materials, processes & techniques

Ancient texts and literary sources used in various art forms

that have guided Indian CG- 3, C- 3.2. Arts Traditions lacktrian Trace the historical development

Geographical, socio-cultural and of visual arts, theatre, music and

political influences on art practices dance with examples

Art from around the world that CG-4, C- 4.1. shows parallel development and <math>\blacktriangle</math> Identify the continuing ideas,

cross- cultural influences practices, and art traditions

Continuity of historical art traditions mentioned in ancient Indian texts

and connections with present and treatises. CG-4, C-4.1.

times Discuss • and correlate the

geographic, social and cultural

linkages across art forms that

share a common time period.

CG-4, C- 4.1. Explain why they find an artwork or

performance relevant to their

interests, experience, and present

social context. CG-4, C- 4.2.

Visual Arts

Chapter Outlines/Key Concepts Learning Outcomes

Visual Arts Fundamentals (4 hours / 5 periods)

1.1 Introductory discussion Prior Students will be able to:

knowledge, and learning and Journal their interests, observations

experiences in visual arts and experiences through visuals