2. Introduction to Art & Creative Education

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HANDBOOK ON ART & CREATIVE EDUCATION

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Handbook on Art & Creative Education 1 HANDBOOK PREPARATION TEAM

Content Contributors Translator

Sri Kishor Kumar Das, DIET, Morigaon Geetanjali Medhi, KKHSOU

Dr. Mousumi Deka, Royal Global University, Guwahati

Editors

Language (Ass) : Dr. Neeva Rani Phukan, Dept. of Assamese, KKHSOU

Language (Eng) : Pallavi Gogoi, Dept. of English, KKHSOU

Format : Devajani Duarah, Dept. of Teacher Education, KKHSOU

Dopati Choudhury, Dept. of Teacher Education, KKHSOU

Co-ordinator : Devajani Duarah, KKHSOU

June, 2017

© Krishna Kanta Handiqui State Open University This ''Handbook on Art & Creative Education'' of the Krishna Kanta Handiqui State Open University is made available under a Creative Commons Attribution-Non Commercial-Share Alike 4.0 License (international): http://creativecommons.org/licenses/by-nc-sa/4.0/ For the avoidance of doubt, by applying this license KKHSOU does not waive any privileges or immunities from claims that it may be entitled to assert, nor does KKHSOU submit to the jurisdiction, courts, legal processes or laws of any jurisdiction.

Printed and published by Registrar on behalf of the Krishna Kanta Handiqui State Open University

Headquarters : Patgaon, Rani Gate, Guwahati - 781017 City Office : Housefed Complex, Dispur, Guwahati-781006; Web: www.kkhsou.in

2 Handbook on Art & Creative Education INTRODUCTION

This "Handbook on Art & Creative Education" has been designed to empower the teacher trainees with the necesary knowledge and skills on art education. The basic theoretical knowledge of some of the important concepts related to Art & Creative Education, such as, concept of child art, perspective & design, difference between fine art & craft, basic idea on history of art education in Assam, basic idea of creative drama and writing, curriculum integration with other subjects, etc. are included in this handbook. The handbook also tries to acquaint you with some of the eminent visual artists of both India and abroad. Moreover, the handbook provides you with a brief introduction to some traditional musical instruments of Assam. The National award related to visual arts and names of the awardees from Assam along with the State award of Assam in the field of Art and names of the awardees till date are also included here.

With regard to the practicum component of Art, the handbook tries to give you an idea on how to facilitate your students towards learning the subject of art.

Two DVDs related to this course have been developed and provided to you as a supplementary support to guide you towards both the theoretical as well as practicum components of the art education. The videos will help you to form a comprehensive idea on how to carry out the art and creative education classes in your respective classrooms, and the different types of art activities that you can teach your students. It also provides you with ideas of teaching other subjects with the help of art and drama. These videos are also available both at the 'Learner Corner' section and at the 'D.El.Ed.' section in the University website 'www.kkhsou.in'.

Handbook on Art & Creative Education 3 Contents

Page No.

1. Preface 5

2. Introduction to Art & Creative Education 6

3. Concepts Related to Art & Creative Education 8 3.1 Importance of Art Education in Schools 8 3.2 Child Art 9 3.3 Some Important Elements of Drawing/Painting 10 3.4 Primary Concept of Colour 12 3.5 Concept of Perspective and Design 14 3.6 Fine Art and Craft 15 3.7 Basic Idea on Art History of Assam 16 3.8 A Brief Introduction to Some of the Renowned Visual Artists 22 3.9 Basic Idea of Creative Drama and Creative Writing 29 3.10 Practical Components of Art & Creative Education 32 4. Curriculum Integration 36 5. Introduction to some of the Traditional Musical Instruments of Assam 37 6. National Award Related to Visual Arts and Names of the Awardees from Assam 39 7. State Award of Assam in the Field of Arts and Names of the Awardees 39 8. Evaluation Procedure 41

Annexure 71

4 Handbook on Art & Creative Education 1. PREFACE

We may reflect on the significance of painting and sculpture in our cultural life and the role of our education system towards enriching the aesthetic sensibilities in our children. It is observed that a very limited number of people in our society have proper knowledge on art. Art has its own language and to appreciate art, it is very necessary to comprehend the language of art which explains the necessity of Art Education for our children. By realising the importance of art education in development of observation ability, imagination, aesthetic sense, emotions etc., most of the Western countries have encompassed Art education as an integral part in their school curriculum. According to many psychologists, the natural creative abilities of a child cannot be developed in absence of proper guidance or nurturing. Therefore, it is very necessary to provide general Art Education in various stages of school or college education so as to create a society that is rich with humanistic, aesthetic and cultural values. At the same time, arrangement should be made for the students to visit various cultural activity centers, such as, historical monuments, art gallery, museum, etc. so as to provide them with the first-hand experience of their cultural heritage. It is also necessary to organise children’s art exhibition in every school. Moreover, competitions on different types of cultural activities, like dance, music, drama, art etc. must be organised in every school and participation of each student should be made compulsory in atleast one activity. You, as a teacher can play an important role in developing a congenial atmosphere in school through the activities of art.You must always keep your students’ temperaments in mind while teaching them various aspects of art right from drawing a picture. You should try to understand the psychological or emotional condition of a student if he or she is unable to draw a picture perfectly. There exists individual differences among the students depending on the environment in which they are born and brought up. Therefore, as a teacher, you should try to understand the personality of every individual child and teach them accordingly. You must inspire your students by listening to them and by giving due respect to their thoughts and ideas. Also, it is necessary to encourage them to feel and appreciate the beauty of arts and art works in order to motivate them. This Hand book on Art and Creative Education has been prepared so as to help you to awaken the interest of your students towards arts or art education. The main aim of this handbook is to develop a section of audience or enthusiasts, if not skilled artists, from among the students who can realise the language and importance of arts.

Handbook on Art & Creative Education 5 2. INTRODUCTION TO ART & CREATIVE EDUCATION

Art is a creative subject, which relates aspect of beauty. Art plays a great role as media to express feelings and thoughts right from the primitive period. At a time when language was not developed, art became the language of expressing inner feelings of human. Cave paintings are the earliest representations of art. Numerous paintings and engravings are discovered in cave art. The cave artists mostly depicted the scenes of animals in their art. They captured the scenes of animals on the cave walls to document their hunting expeditions. They collected natural colours from berries, clay, soot or charcoal to apply on their art of the cave wall. Art is a communication path of past, present and future of human being. The word ‘Art’ originated from the Latin word ‘Ars’ or ‘Artem’ which meant a work of art. To fulfill the mind, the artist creates any work of art. Art has a power to reform the society. So, it is seen that the term ‘art’ refers to the creative productions, which illuminate man’s creativity and imagination. It includes the expression of various aspects and experiences of human life in the form of painting, sculpture, photography, architecture, music, dance, drama, literature, cinema and so on. In short, it can be said that ‘art’ is a universal form of communication and creative expression. Art is like a language that reflects our experiences and perceptions of the world around us, in varied forms. ‘Art education’, on the other hand is a broad term that includes the process by which children are guided to express themselves through various arts. It provides them with a platform to work with ideas and materials that give shape to creative expressions, which might not necessarily 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.

Art can be classified into two broad categories. They are Visual art and Performing art.

Visual Art: Visual art refers to those artistic expressions or creations, which can be visually seen, such as, drawing, painting, sculpture, print, collage, puppet, installation, etc. The creations of visual art can be stored and displayed as it is for the purpose of both viewing and preservation.

6 Handbook on Art & Creative Education Figure 1

Performing Art: Performing art refers to the art forms,that can be viewed and heared or performed such as a musical recital, drama, dance, mime, puppetry, etc.

Figure 2

Handbook on Art & Creative Education 7 3. CONCEPTS RELATED TO ART & CREATIVE EDUCATION

Even though art has been divided into various distinct categories, in this handbook we shall limit our discussion to a few categories only, such as, drawing, painting, collage, creative drama, etc. which are considered to be important towards developing creativity in the elementary school students. Along with these, we shall briefly touch upon some of the other related matters related to ‘Art and Creative Education’ in the following sequence:

3.1 Importance of Art Education in Schools 3.2 Child Art 3.3 Some Important Elements of Drawing/ Painting 3.4 Primary Concept of Colour 3.5 Concept of Perspective & Design 3.6 Fine Art & Craft 3.7 Basic Idea on Art History of Assam 3.8 A Brief Introduction of some of the Renowned Visual Artists 3.9 Basic idea of Creative Drama and Creative Writing 3.10 Practical Components of Art & Creative Education

3.1 IMPORTANCE OF ART EDUCATION IN SCHOOLS

It is known to us that ‘Art’ is an expression of the creativity inherent in a human mind. People find inspiration and pleasure through involvement with any form of creative work. Therefore, children can be encouraged to attend school by involving them with various kinds of artistic activities, such as, dance, song, drama, etc. from the very early stage itself.Children spontaneously get involved with such kind of creative activities without any conscious effort and thereby their artistic abilities also get developed naturally.Therefore, from the primary stage itself, children should be exposed to the medium of art so as to develop their observational power and creativity. In later stage of their education, this art education helps them to get attracted towards other vocational courses. The main objective of art education in school is to develop the mental and physical aspects of children. Through art education, children gets pleasure of creation, gain inspiration

8 Handbook on Art & Creative Education to do work and their aesthetic sense also develops. So, the various subjects at the primary stage of education can be made interesting and easy to the students by integrating art with teaching methods. In short, the objectives of including Art Education in the primary stage of education are to develop and nurture in students the following aspects : creativity, critical thinking and imaginative power aesthetic sensibility skills of observation, perception and memory patience and discipline work skill enjoyment and satisfaction through participation in the art activity awareness of their culture familiarity with folk culture

3.2 CHILD ART

Child art comprises the drawings, paintings and other artistic works created by child. The child draws what he or she perceives rather than what he or she actually sees. Children draw what they feel and their art is a reflection of deep inner emotions. The children feel a sense of emotional satisfaction when they are involved in activities of art. You should try to strengthen and improve children’s visual perception by asking them to look at or rather observe their environment more closely. You must give a chance to children to observe the natural surroundings. Besides, you may introduce them with the varieties of elements from natural surroundings. When children show special aptitudes, encourage them to develop and expand their skills. You should encourage children to think freely without giving direct guidance. Researchers mention that there are four stages of children’s artistic development namely, scribbling, pre-symbolism, symbolism and realism. In the stage of scribbling, children begin to scribble at about one or two years of age. Pre-symbolism stage emerges at the age of three or four. During this stage, children try to develop representational shapes and images. In symbolism stage, which occurs at the age of five or six, the children develop and use graphic symbols for representing the things of their surroundings. Lastly, at the age of nine or ten, the children try to depict visual realism in their drawings. They try to focus three dimensional scenes on a two

Handbook on Art & Creative Education 9 dimensional surface. Teachers should give children the freedom to draw with regard to the first three categories, but in the fourth, teachers should provide proper guidelines of drawings and paintings to the students.

3.3 SOME IMPORTANT ELEMENTS OF DRAWING/PAINTING

There are some important elements of art which are considered as the building blocks or ingredients of any art work.

Form: Form is a shape that is visible to us which is why it is very necessary to observe the shape of an object minutely at the time of drawing. Line: A thin continuous mark. It is used to give shape to the subject matter of a composition. Proportion: Proportion in art is concerned with size. It refers to how one part of an object relates to whole object in size. For example, size of an arm in relation to the rest of the body. In art, an object can be scaled up or down in size. However, quite often, an object is scaled down in size to emphasis a particular aspect. When the size of an object is scaled up, it can be used to emphasis a particular part of an object. Thus, the relationship of size between an object and the human body is significant in art. Structure: We know that every particular object has its own form. In a similar way, each object has its own structure. Generally, structure follows the form. For example, look at the following picture -

Figure - 3 (a) Figure - 3(b)

In the above picture, Figure-3(a) is a form. This form is oval in shape. From the figure we cannot say what particular object it is. The Figure-3(b) is the structure of an eye. This structure has been developed from the ‘form’ given in Figure-3(a). So, it can be seen that structure follows the form. 10 Handbook on Art & Creative Education Shape: Shapes are areas of enclosed spaces that are two dimensional. Shapes are flat and can have only height and width. There are two different categories of shape namely, geometric and organic. Geometric shapes are mathematical shapes, like circles, squares etc. Organic shapes come from nature, like clouds, leaves etc.

Figure- 4 Volume: Volume is a concept that is related to shape and can be created by combining two or more shapes resulting in a three dimensional shape. In general, shapes are flat. If we take a shape and give it three dimensions, then it gains volume. In other words, three dimensional forms have volume. Volume, which is of three dimensions can be simulated in a two dimensional work like a painting.

Figure-5 Space: Space is the area taken up by a particular object. It includes fore ground, middle ground and back ground. There are two types of spaces - positive and negative space. Positive space refers to the space of a shape representing the subject matter. Negative space refers to the space around and between the subject matter.

Figure - 6

Handbook on Art & Creative Education 11 Texture: Texture refers to the surface quality in a work of art. It is the way an object feels or is likely to be felt when it is touched. We usually describe things as being rough, smooth, shiny, fuzzy and so on. In art, there are two types of textures - real texture and implied texture. The textures which feel the same as their appearance are called real textures. Some of the real textures are coarse sand paper, rough tree barks, or fine animal fur. Sometimes, textures may or may not be the same as their appearance, that is, something may look like they are rough but are actually smooth. Texture that is created to look like something it is not is called implied or visual textures. For example, in drawing or painting of a cat where its fur is made to look like real fur.

Figure - 7(a) Real texture Figure-7(b): Implied or visual texture

3.4 PRIMARY CONCEPT OF COLOUR

Colour plays a vital role in any work of art and it has different emotions. The artist uses colour in creative work to produce certain mood or atmosphere, to create light and shade or to express symbolic meaning. There are three types of colour:

Primary colours : Red, Blue, Yellow Primary colours are the three individual colours, which cannot be mixed or formed by any combination of other colours. All other colours are derived from these three hues.

Secondary colours: Orange, Violet and Green These are the colours, which are formed by mixing primary colours.

12 Handbook on Art & Creative Education Red + Yellow = Orange Red + Blue = Violet Blue + Yellow = Green

Tertiary Colours: Yellow-Orange, Red-Orange, Red-Violet, Blue-Violet, Blue-Green, Yellow-Green. These are the colours formed by mixing a primary and a secondary colour.

Figure-8(a): Primary Colours Figure-8(b): Secondary Colours

Figure-8(c): Tertiary Colours

Among the primary, secondary and tertiary colours, some colours are warm colour and some are cool colour. Examples : Warm colour- red, orange, yellow, etc. Cool colour - blue, green, etc.

White and Black are not regarded as colours.

Handbook on Art & Creative Education 13 Some Mixing colours:

Red + White = Pink Red + Black = Brown Red + Green = Brown Yellow + Green = Light green Blue + white = Sky blue Black + White = Grey

3.5 CONCEPT OF PERSPECTIVE AND DESIGN

Perspective In art, perspective refers to how objects that are drawn on a two-dimensional surface are made to look three-dimensional effect. In drawing a given composition, artists want to present some things that are near and some that are at a distance. During the time of drawing, if we observe any object then we shall notice that the further we move away from the object, the smaller it appears and at last the object vanishes in horizon. Actually, it is an error of perspective or our vision. If we stand on a railway track and observe the other side of the railway track, then the railway track vanishes after a point although in reality it is not so. To create perspective in art, some basic elements are required. These are :

Horizon line: where sky meets land or water.

Vanishing point: The point at which parallel lines receding from an observer seem to converge.

Orthogonal lines: Lines that move towards the vanishing point.

14 Handbook on Art & Creative Education Figure-9 Perspective can produce in painting also through use of colour. When artist want to show near object in composition, then he or she will apply dark colour and when s/he want to show far object then s/he will depict light colour.

Design

Design means a comprehensive plan. According to the design work, the aesthetic aspects may differ. Design is a work of art, or rather the combination of visual elements. Different types of design are available such as textile design, architectural design, ornamental design, computer design, book cover design etc. The patterns and motifs are correlated components of design. Pattern means model and motif means symbolic concept. The design, pattern and motif are of three types, namely, natural, geometric and abstract.

3.6 FINE ART & CRAFT

Fine Art is created mainly for its aesthetic purpose rather than its functional value. The aesthetic values are measured through the creation of fine arts like painting, sculpture, print making, drawing etc. Here, artists can create one original master piece of any work of art. Artists require to experiene the creative power and emotional attachment to produce any work of art. Craft works are also produced for aesthetic purpose, but also serve as a useful function. Craft works are developed by tradition. It can be regarded as folk art. Craft refers to an object that is formed with the primary purpose of decoration. Here artist can produce many pieces of original work. Pottery, jewellery, metal work, woodcarving etc. are example of craft work. Craft is a work that requires experiences. The purpose of craft-works are, decorative, as well as, functional.

Handbook on Art & Creative Education 15 3.7 BASIC IDEA ON ART HISTORY OF ASSAM

Assam has a long history in the field of art including sculpture, painting, architecture etc. Numerous references are found in the inscriptions, sculptural evidences etc. regarding the ancient art of Assam. The earliest evidence, Umachal Rock Inscription of 5th AD informs that a cave temple was constructed in ancient Kamarupa. In ancient Assam, the temple building activities were done in large scale. The sculptures were developed through the growth of temple building activities.The temple building activities were developed from the early 4th century AD. The first phase of temple activity was occurred from 4th century AD to 12th century AD. During this long time, three dynasties namely Varman dynasty, Salastambha dynasty and Pala dynasty took responsibility to build temple architectures in ancient Assam. The next phase was developed by the Koch dynasty and Ahom dynasty. Most of the temples, which were built by stone materials, are in ruin condition now. The earliest evidence of temple architecture was found from Daparbatiya, Tezpur. In Daparbatiya, a temple door frame is discovered. It is accepted that the carved door frame of temple belonged to the period of 6th century A D. Numerous temple ruins indicate that the temple sculptures were influenced by Buddhism. Different types of sculptures like religious, secular, erotic, flora and fauna etc. are depicted on the temple walls.

The tradition of painting was practised from very ancient time. From Bana’s Harshacharita, belonging to 7th century, it is known that Bhaskarvarman, king of Kamarupa sent some gifts such as paintings, painting materials along with other materials to Harshavardhana.The tradition of painting was strongly developed under Vaishnava Saint, Srimanta Sankaradeva. Manuscript paintings were practised during the time of Sankaradeva under Sattra institutions during 15th - 16th century AD. Besides, some Ahom rulers took great responsibility to develop the illustrated manuscript in Assam.

Some other art forms like woodcarving, terracotta, pottery, mask making etc. are regarded as folk art of Assam.

3.7.1 Temple Sculptures of Assam

Temple sculpture of Assam was developed under the two phases. The first phase was developed under Varman dynasty, Salastambha dynasty and Pala Dynasty and second phase occurred under the Koch dynasty and Ahom dynasty.

16 Handbook on Art & Creative Education Daparbatiya temple: The Daparbatiya temple is situated in Tezpur. Daparbatiya temple is the earliest evidence of the temple sculptures built during 6th century AD. It is a ruin temple, where only one door frame of stone stands on a high plinth. The temple is accepted as Siva temple. The sculptures of door frame reflect the characteristic features from the Gupta art, because, there are carved images of Ganga and Yamuna on the lower parts of door frame.

Kamakhya Temple: The Kamakhya temple is regarded as famous saktipitha of India. The temple is situated over the Nilachal hill of Guwahati. There is well known belief, which was described in ancient text, Kalika Purana. According to the belief, the yoni part of Parvati, the wife of God Siva had fallen at the site of Kamakhya temple. The temple was reconstructed several times. There is a belief that Kalapahar destroyed the Kamakhya temple. The temple is fully decorated with different types of sculptures which indicate that the temple was constructed in different phases. The sculptures are carved out on the outer walls, as well as, the interior walls of the temple. Numerous sculptures are found as scattered sculptures within the campus. The outer wall of the sanctum, which is built by stone, contains numerous images of Siva.

Madan Kamdeva Temple: The Madan Kamdeva temple is one of the ancient temples of Assam. The temple was constructed over the hillock named Madan Kamdeva parbat of Baihata Chariali, which is nearby Guwahati. But the temple is in disastrous condition now. A great number of sculptural fragments of stone lie scattered on the hillock.The temple was built during 11th -12th century AD. Nature indicates that the temple is dedicated to Siva-Sakti. The temple plinth of main sanctum is still visible. The image of Uma- Maheswara of garbhagriha is worshiped as Madan and Rati here. Temple contains a great number of images of Gods and Goddesses. Numerous Surya images of two handed or four handed have been discovered here.The temple is very famous for the depictions of erotic sculptures. In the stylistic representation, the erotic sculptures are very similar with the erotic sculptures of Khajuraho. Therefore, the temple is called as Khajuraho of Kamrupa.

Besides these temples, some other important places for the temple sculptures are Surya pahar (Goalpara), Pingaleswar (Karara), Deopahar (Numaligarh), Hajo (Hayagriva Madhava temple), Davaka (Nagaon) etc.

Handbook on Art & Creative Education 17 3.7.2 Woodcarving

Woodcarving is another rich traditional art form of Assam. Besides, Vaishnavite monasteries (Sattras) were the main centre for the development of woodcarving. Excellent woodcarvings are displayed on the wall, ceiling, door etc. of the Sattras. Woods like sandal, agaru, gamari etc. were used in woodcarvings. Besides, this art form was highly appreciated by the Ahom rulers.

3.7.3 Illustrated Manuscripts

Illustrated manuscript is a manuscript, where written text and paintings are compiled together. The manuscript paintings were developed in response to the religious movement of Neo Vaishnavism under Srimanta Sankaradeva. He used the illustrated manuscripts as a medium to spread Vaishnavism amongst people. Illustrated manuscripts were patronised by the Sattras as well as the Ahoms rulers. The Chitra Bhagavata of Balisatra is the earliest illustrated manuscript text of Assam. In manuscript paintings of Sattras, main subject matter is the life and events of lord Krishna. The painters belonged to a class of people known as khanikars. The illustrated manuscripts were done on sanci-pat or tula-pat. There was an elaborate process for making ready the strips for writing and painting. Colours like indigo, yellow ochre (gerumati), hengul, (vermillion), haital (yellow arsenic), lamp-black etc. were used for paintings. Some influences from the Mughal painting, Rajasthani painting and Pahari painting are found in the manuscript paintings of Assam.

Ahom ruler Siva Singha had taken the responsibility of developing the manuscript paintings in Royal court. The illustrated manuscript Hastividyarnava is compiled by Sukumar Barkaith in 1734 and was completed during the reign of Siva Singha and his queen Ambika Devi. The book contains all information of elephant such as different types of elephant, nature, disease, treatment etc. Some other important illustrated manuscripts are Anadipatan, Ananda-lahari, Gita-Govinda,Lava-Kusar Yuddha etc.

18 Handbook on Art & Creative Education 3.7.4 Terracotta Craft of Assam

Assam is famous for the practice of terracotta craft. Terracotta is one of the oldest art forms in the world. Terracotta is practiced far and wide in Asharikandi village of Dhubri district. The village is known as Terracotta Craft Village. The terracotta sculptures of mother and child and the decorative horses of this place are very famous. Before the 70s and 80s, some migrant communities known as kumara came to Assam from Bangladesh and settled at Asharikandi village. Thus, their terracotta tradition came to provide a significant contribution towards the cultural field of Assam

It is important to note that from the primitive time, the subject matter of mother and child has played a great role in creative works. In terracotta of Asharikandi, this subject matter is very much prominent.

Figure-10

The sculpture looks very simple and primitive. The style of hair or dresses of the mother represented in the sculpture is very similar to round hand-fan. She adorns chain in her neck with a covered waist. She hugs her child with one hand. In Assam, almost all terracotta sculptures look like dolls. Besides, Asharikandi, presently, this art form is practised in some places like Barpeta, Ramdiya, Hajo, Palashbari, Nagaon etc. If the

Handbook on Art & Creative Education 19 learners want to read more on the terracotta craft, then the books are available on this topic in libraries and book shops.

3.7.5 Architecture of Ahom Period

The Ahom dynasty ruled the state of Assam for over 600 years from 1228 A D to 1826 A.D. During the Ahom rule, Assam attained a remarkable position in the field of art and architecture. The Ahom rulers provided a great contribution towards the architectural activities. Under royal patronage of the Ahoms, architectural activities had occurred in large scale. Rang Ghar, Talatal Ghar etc. were the important architectural activities of the Ahom period. Besides, Joydol, Sivadol, Vishnudol etc. were constructed under Ahom dynasty.

Rang Ghar: The glorious monument of Rang Ghar is situated at Rangpur city nearby Sivasagar. Rang Ghar means ‘House of Entertainment’. It was used by Ahom kings to watch the Buffalo fights and other sports. The monument was also used for watching festive dances and performances. The Ahom emperor, Pramatta Singha was responsible for building the Rang Ghar. The Rang Ghar is an oval shaped two-storied building with a roof shaped like an inverted boat. In style, Rang Ghar was influenced by the Islamic architecture.

Talatal Ghar: The Talatal Ghar is a magnificent architectural building of Ahom dynasty. Talatal Ghar is located at Rangpur. Talatal Ghar is underground structure, which was initially built as an army base. It has two secret tunnels and three floors below ground level, which were used as exit routes during the Ahom wars. Ahom emperor Rajeswar Singha built Talatal Ghar.

Sivadol: The Sivadol is one of the finest examples of temple architecture of Ahom dynasty built by Phuleswari, the queen of Siva Simha, on the north bank of the Gaurisagar tank. The temple was constructed with stone and brick materials. In construction, the temple bears the characteristic style of North India or Nagara style.

20 Handbook on Art & Creative Education 3.7.6 Modern Art of Assam

Modern art movement is considered to have begun in India in the late nineteenth century. New schools of art were started by the British. Modern art of India shows the influence of western style using Indian themes and images. The artists were able to take systematic art education in these schools, which were established by the British. The same had happened in Assam also. The old tradition of art practice had died out due to the lack of patronage. The atmosphere of modernism was extended to Assam also. To develop social, cultural background of Assam, a new organisation was formed in 1888 in Calcutta. In 1929, the journal ‘Abahan’ was published. For the first time in Assam, this journal introduced new concepts of art and culture.

During the thirties, forties and fifties, the artists, who came under focus, were Muktanath Bardoloi, Ratneshwar Baruah, Chitrasen Baruah, Pragya Das, Pyari Mohan Choudhury, Tarun Duwara, Jibeswar Baruah, Hem Chandra Baruah, Prakash Baruah, Bishnu Prashad Rava, Jugal Das, Shasidhar Saikia, Gajen Baruah, Ashu Dev and Hemanta Mishra. Most of them are self-taught artist. Muktanath Bardoloi, Suren Bardoloi, Jagat Sinha Kachari and Pratap Baruah are the first Assamese artists, who took their art education from Calcutta Art School.

One most important event was happened in the field of art of Assam. The event was that in 1947, Jibeswar Baruah established Guwahati Art School. Later it is known as Government College of Arts and Crafts. Ashu Dev was the first artist to be inspired by the modern art movement of Europe. His paintings were influenced from the Pointillism art movement of Europe. Artist Hemanta Mishra was greatly influenced by the Surrealism art movement.

The 4th National Exhibition of Art of Lalit Kala Akademi was held for the first time in Guwahati in 1958. A new environment of art had already begun in Assam. A group of artists, who took their art education from Santiniketan, JJ School of Art, Baroda, Lucknow, Patna etc. emerged in the new environment of Assam. In seventies, some artists like Prasenjit Duwara, Hemangini Bardoloi, Sobha Brahma, Benu Mishra, Pranab Baruah, Neelpawan Baruah, Tapan Bardoloi, Girish Borah, Kandarpa Sarmah, Madhav Baishya,

Handbook on Art & Creative Education 21 Gauri Barman, Pulak Gogoi among these came to be well known. In the contemporary art scenario, Prasenjit Duwara and Kandarpa Sarmah had introduced the concept of abstraction for the first time. In the seventies of 20th century, Nani Barpujari, Samiran Baruah, Aminul Haque, Naren Das etc. play a great role in the field of fine arts. Artist Ajit Seal and DilipTamuly developed the scenario of Graphic art of Assam. Some major artists from the field of sculpture are Pranabendu Bikash Dhar, Padum Gohain, Atul Baruah, Janak Jhankar Narzary, Saleha Ahmed, Hela Das, Sonaram Nath etc.

In 1971, artist Neelpawan Baruah, Sonaram Nath and Rajeswar Sarmah established Assam Fine Arts and Crafts Society. In 1976, Gauhati Artists’ Guild was established. The founder members of Gauhati Artists’ Guild were Benu Mishra, Tapan Bardoloi, Dhruba Deka, Ganendra Borkakati, Sarat Baruah, Aminul Haque, Biren Sinha, Jogendra Nath Seal, Bhupendra Narayan Bhattacharya, Ramesh Ghosh, Harakumar Deka, Rajen Hajarika, Champak Barbara etc. In 1976, Jorhat Fine Arts Society was established. After seventies, artists like Ajit Seal, DilipTamuly, Munindra Narayan Bhattacharya, Madhusudhan Das, Shyamkanu Borthakur, Deben Dewan etc. extended their contributions towards the contemporary art of Assam. In the eighties, a great number of artists are involving in experimental work. The artists of eighties and afterwards are DilipTamuly, Krishna Goswami, Atul Barua, Rajkumar Majindar, Kishor Kumar Das, Subhakar Laskar, Ratul Gogoi, Debananda Ulup, Dadul Chaliha, Siva Prashad Maral, Maneswar Brahma, Pradip Nath etc.

3.8 A BRIEF INTRODUCTION TO SOME OF THE RENOWNED VISUAL ARTISTS

3.8.1 Some Eminent Artists of Assam

Muktanath Bardoloi

Muktanath Bardoloi was the first artist to introduce the modernism in art of Assam. He started to do his work with new concept of art. He captured the views from village life in his paintings and applied the effects of light and shadow interestingly in his paintings. Some important paintings are Sati Jaymati, Jakayasuali, Kani Khua etc.

22 Handbook on Art & Creative Education Jibeswar Baruah (1906-1964)

Artist Jibeswar Baruah provided great contribution towards the art field of Assam. He was born in Sivasagar. He founded the Government College of Art and Crafts, Guwahati in 1947.

Hemanta Mishra (1917-2009)

Hemanta Mishra was one of the pioneer artists in the field of modern art of Assam. He was born in Sivasagar, Assam. Though, he was a self-taught artist, but he took lesson on art from a British artist, John Hassall. After the Storm, Candle of life, The Harvest, Shadow Upon time, etc. are the major paintings of Hemanta Mishra. He was greatly influenced by the Surrealism art movement.

Sobha Brahma (1929-2012)

Sobha Brahma is a well-known painter and sculptor of Assam. He is considered as one of the pioneers in the field of modern and contemporary art of Assam. He was born in Gossaigaon, Assam. He graduated in fine arts from Santiniketan under renowned artists Ram Kinkar Baij and Nandalal Bose. He was the principal of Government College of Art and Crafts, Guwahati. He was inspired by the folk tradition of Assam as also reflected in his painting.

Handbook on Art & Creative Education 23 Pranab Baruah (1935-2002)

Pranab Baruah is an artist, who paved a new path in the contemporary art of Assam. He studied at J J School of Art, Mumbai. He was greatly influenced by the modern art of Europe. He established the Kollol art school in Nagaon.

Neelpawan Baruah

Neelpawan Baruah is contemporary artist of Assam. He was born in Jorhat in 1936. He was the founder member of Assam Fine Arts and Crafts Society, which was established in 1976. He took his fine arts education from Santiniketan. Nature, human, Indian mythology, folk tradition etc. are the subject matter of his paintings.

Benu Mishra

Benu Mishra is a well-known artist in the contemporary art of Assam. He was born in Barpeta in 1939 and studied fine arts at Santiniketan under the guidance of masters like Benode Bihari Mukharjee and Ramkinkar Baij. He is the founder member of Guwahati Artists’ Guild. Most of his works are in medium, such as, oil, acrylic, water colour etc.

3.8.2 Some Renowned Artists of India

Raja Ravi Varma (1848-1906)

Raja Ravi Varma was one of the first Indian painters to adopt Western painting technique. He was born in Kilimanoor, Travancore, Kerela. In his paintings, he blended the Western technique with the Indian subject matter. His paintings are best

24 Handbook on Art & Creative Education known for depiction of scenes from Indian mythology and epics. He went through a systematic training, first in traditional art of Thanjavur and later in European art. His depiction of the feminine beauty of India is unequalled in Indian art. Shakuntala, Hamsa Damayanti, etc.are his major paintings.

Nandalal Bose (1882-1966)

Nandalal Bose is regarded as one of the most prominent artists of Indian modern art. He was born in Bihar. He was closely associated with Bengal School. He studied at Calcutta Government Art College. Later he joined at Kalabhavana, Santiniketan as a teacher. Nandalal Bose produced numerous paintings in wash technique of Japanese art. Haripura panel paintings are his most well known works.

Jamini Roy (1887-1972)

Jamini Roy was the well known artist of the 20th century art of India. He was born in Bankura district of West Bengal. He was trained at Government School of Art, Calcutta. He used simplified forms, bold, flat colour inspired by folk paintings of India. His paintings were very much influenced by the Kalighat painting. Santhal girl, Santhal dance, Three women, Mother and Child etc. are major works of him.

Ramkinkar Baij (1906-1980)

Ramkinkar Baij is one of the pioneers in Indian modern art of 20th century. He was born in Bankura district of West Bengal. He trained at Santiniketan under Nanadalal Bose and Binode Behari Mukherjee. Later he became teacher in the sculpture department of Santiniketan. He incorporated elements of Santhal

Handbook on Art & Creative Education 25 tribal life. His sculptures are bold, energetic and vibrant. He firstly introduced the concept of abstraction in Indian Modern sculpture. Some major sculptures of Ramkinkar Baij are The Santal Family, Mill Call,Sujata, Lamp stand etc.

Amrita Sher Gil (1913-1941)

Amrita Sher Gil was the first professional woman artist in Indian Modern Art. She was born in Budapest, Hungary. She received her early training of art in Florence and later in Ecole des Beaux Arts, Paris. Her medium of painting was oil and her style was indicative of the Post Impressionist artists. Some famous paintings of Amrita Sher Gil areThe Bride’s Toilet, Three Girls, Brahmacharis, Villagers Going to market etc.

M.F. Hussain (1915-2011)

M. F. Hussain or Maqbool Fida Hussain was one of the modernist painters of Indian Art. He was born in Maharashtra and took his art education at Sir J J School of Art, Bombay. He was the founder member of Bombay Progressive Artist’s Group. He used bold, vibrant colour in his paintings. His paintings are influenced from Cubism, Abstract Expressionism etc. In initial stage of his artistic journey, he did the works of cinema hoardings for livelihood.

3.8.3 Some Famous Artists of Europe

Leonardo da Vinci (1452-1519)

Leonardo da Vinci was born in a village near Florence, Italy. Leonardo da Vinci was a painter, sculptor, architect, and scientist. He was one of the great masters of Italy High Renaissance art and hence considered as the pioneer of the

26 Handbook on Art & Creative Education techniques of Sfumato and Chiaroscuro in Renaissance painting. He is world famous artist for the creations of Mona Lisa, The Last Supper, The Virgin of the Rocks etc.

Michelangelo (1475-1564)

Michelangelo is widely regarded as the most famous sculptor as well as painter of the Italian Renaissance. He was born in Italy. David and Pieta are the best known sculptures of him. The ceiling paintings of Rome’s Sistine Chapel established him as a great painter of his time.

Rembrandt (1606-1669)

Rembrandt was great European painter as well as printmaker of the Baroque art movement. He was born in Holland. He produced his paintings on portraiture, landscape, narrative painting etc.

Claude Monet (1840-1926)

Claude Monet was a leader of French Impressionism art movement. He was born in Paris. ‘Impression Sunrise’ is one of the important paintings of Monet. The term ‘Impressionism’ for the art movement was taken from Claude Monet’s painting ‘Impression Sunrise’. Monet used strong and bold colours and short brushstrokes to capture the atmospheric changes of nature in his paintings. Series of Water Lily, series of Rouen Cathedral, series of Haystack etc. are most famous paintings of Claude Monet.

Handbook on Art & Creative Education 27 Vincent Van Gogh(1853-1890)

Vincent Van Gogh was the major figure in Post Impressionism art movement. He was born in Holland.The Potato Eaters was the first major painting in his artistic career. He was the most influential artist of the early twentieth century.Nature was the main inspiration for him. He went to Arles and produced numerous paintings on nature. Sunflower series, The Starry Night, Bedroom in Arles, Irises etc. are the famous paintings of him.

Paul Gauguin (1848-1903)

Paul Gauguin was one of the important artists of Post Impressionist art movement. He was contemporary of Vincent Van Gogh. In his paintings, he used bold colours, simplified forms and strong lines. His painting style led to the Symbolism Art Movement and was strongly influenced by primitive art of Africa. Paul Gauguin’s most important paintings are The Yellow Christ, Vision after the Sermon, Two Tahitian Women etc. Another most important painting was 'Where Do We Come From? What Are We? Where Are We Going?' This is a symbolic painting.

Pablo Picasso (1881-1973)

Pablo Picasso is renowned as one of the most influential and distinguished artists of the twentieth century. He is the central figure of Cubism art movement. Cubism was a modern art movement that changed forever the face of European painting and sculpture. While creating his works, Picasso was greatly influenced by the African sculpture. It is a style, where subjects and objects were broken up into pieces and rearranged. Les

28 Handbook on Art & Creative Education Demoiselles d’Avignon is the first Cubist painting of Pablo Picasso. Other well known paintings are Portrait of Ambroise Vollard, Three Musicians, Guernica etc.

Salvador Dali (1904-1989):

Salvador Dali was the major artist of Surrealism art movement. He was born in Spain. In his paintings, Dali took his subject matter from dream and subconscious thoughts. His major paintings are The Persistence of Memory, The Elephants, The Burning Giraffe etc.

3.9 BASIC IDEA OF CREATIVE DRAMA AND CREATIVE WRITING

3.9.1 Creative Drama

Creative drama is an integrative process that aims to develop imaginative thought and creative expression in children. The experience of participants is the main goal in creative drama. It is not like general theatre classes in which the main objective is the preparation for a performance in front of the audience.

Creative drama is particularly useful for children in the elementary school stage. The children can benefit from dramatic experience since there is no pressure on performance. Presence of audience is not mandatory. While doing creative drama, children should be given maximum opportunity to work with their own ideas. Under the supervision of an adult, the children can create the plot of a story, write a script for a play, decide their roles and direct a drama by themselves.You, as a teacher, with your timely intervention can contribute to make this process more exciting and meaningful for the children. It is to be noted that in creative drama, the emphasis is given to the process rather than the product. If a student prefers to watch instead of participate, due to his/her shyness or fear, you may allow it. Sometimes, you can also become a participant and let the children lead the activities. Creative drama may include dramatic play, story enactment, imagination journeys,

Handbook on Art & Creative Education 29 music and dance also. One of the most special elements of creative drama is that in creative drama, there is no boundary to imagination. For example, in drama, animals can also talk, kids can travel to outer space, sky can be green and the grass is blue etc.

Doing creative drama helps in breaking the physical and mental barriers of children. Drama sets the ground for children to explore their creativities in a very short period of time. The most important reason to let children participate in creative drama is to set them free from the fear of making mistakes. One can never be creative with the fear of doing mistakes. Drama quickly accommodates the thoughts and feelings of children. Their ideas get an opportunity to flow spontaneously in drama as they try to build situations from their real life experiences. Through drama, they enter into new situations of life and prepare themselves to face the unexpected. In this way, creative drama can foster personality growth and self-esteem. It helps children to learn to work together and to think creatively. It builds language and communication skills better than just about any other activity in school. Creative drama can also promote empathy by letting students step into others’ shoes through the act of role play. It can also be used as a tool to teach literally any other subject, if you can use your own creativity to design the lessons carefully.

3.9.2 Creative Writing

In simple language, any writing that is original and self-expressive can be considered as creative writing. Creative writing goes outside the boundaries of normal professional, academic or technical forms of literature. A news article, for example, cannot be considered as creative writing because the main goal of the news article is to present facts. It does not express the feelings of the writer. Even though a news article can be entertaining, its main purpose is to present the facts, and therefore, it cannot be considered as creative writing.

The purpose of creative writing is both to entertain and also to share human experience, such as, love or loss. In creative writings, writers attempt to express their feelings, experiences or imagination through various means, such as, poetry, play, script (drama, movie, television etc.), fiction (short stories, novels), songs, etc. Memoirs and personal essays, which are nonfictional in nature, can also be considered as creative

30 Handbook on Art & Creative Education writing if written creatively so as to share once experiences in an expressive way.

With regard to the children, we know that learning to ‘write’ is one of the most important skills children have to learn. Creative writing helps children to express their feelings. It helps them to clarify their own ideas and beliefs. It also helps us to discover what they know or think about a topic. Young children are naturally creative and curious by nature. Helping children discover a love for creative writing can help them to exercise their creativity well beyond childhood and also develop a lifelong passion for writing in them.

Developing skills in creative writing comes from utilising experiences in the school, in the classroom, at home, in the playground, etc. You can prepare your students for creative writing through play, conversation, reading and exploration. Here are some of the ways which you can adopt so as to develop ability for creative writing in your students.

Let your students to participate in creative drama. Participation in creative drama enables the children to think outside the box and help them develop creative ideas.

You may ask your students open-ended questions such as – “what would you do if you become prime minister of India for one day?”, “what would you do if you get one crore rupees?” This will engage their imagination.

Challenge your students to tell a story from a different point of view. For example, you may ask them to tell the story of Gulliver and the Lilliput from the perspectives of the lilliputs.

You may also inspire your students to write about their family story. Ask them to collect photos of relatives as many generations as possible and ask them to create a family.

Encourage your students to carry a notebook and write down ideas and interesting things that they see throughout the day. You can even ask them to record what they dream about at night.

Instruct the students to gather old photos or pictures from magazines and encourage them to make up their own stories based on the images. You can also

Handbook on Art & Creative Education 31 ask them to make up stories for photographs they have taken of things which catch their eye.

Challenge them to create a story for a wordless picture book. Help them to interpret the images they see in the picture book with questions, such as, “what is going on there?”, “why does this character look sad?” etc. Sometimes, you may also start a story and then turn it over to one of your students. After the first student describes what should happen next, ask the next student to add events to the story.

In addition to the above, encourage your students to find a special “writing place” for themselves, where they feel inspired to write or think; it can be on their bed, at the kitchen table, a favourite corner in their home, or even outdoors.

3.10 PRACTICAL COMPONENTS OF ART & CREATIVE EDUCATION

In this portion of the handbook, it has been tried to give you just an idea on how you can facilitate your students learning of the subject art. Since art is a skilled subject, so it is not possible to include each and every aspect of art here. Your counsellor on “Art and Creative Education” will help you learn this subject in details. Moreover, two DVDs on “Art and Creative Education” have also been provided to you. Kindly watch the DVDs very attentively. The videos will help you to form an idea on how to conduct your own art and creative education classes in your classroom, what various kinds of art acrtivities you can teach your students and also how can you teach different concepts to your students with the help of art and drama. These videos are also available both at the 'Learner Corner' section and at the 'D.El.Ed.' section in the University website 'www.kkhsou.in'. Now let us have a look on some of the art activities for you to carry out with your school students.

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678Developing objects from different geometrical forms

Try to create pictures of different objects using various geometrical forms such as follows-

etc.

Figure-11 (Kindly refer to DVD : Vol- I, Part - 3)

32 Handbook on Art & Creative Education 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

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The still life drawing is a work of art, where a group of inanimate objects like fruit, flowers, vegetables, pottery, books etc. are studied by drawing or painting. The artist has to set up a still life group before they draw or paint. It is a good way to practice and develop observational skill. Still life is the best subject for learning and teaching skills of drawing and painting. In still life studies, artist can gather knowledge by studying shape, texture, proportion, tone, light and shade, perspective, composition etc.Study of still life teaches the students how to look at objects and how to develop their drawings.

Figure-12

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The play of light and shadow is important for any work of art. Application of light and shade gives a three-dimensional look in drawing or painting. Light and shadow is very essential part for realistic representations, such as, still life composition or drawings. The concept of light and shadow technique, which is known as chiaroscuro, was fully developed in Renaissance art of Italy. Particularly, Leonardo da Vinci developed this style in his paintings. Also the use of light and shadow is necessary for photography and other mediums as well.

Figure-13 Handbook on Art & Creative Education 33 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

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Nature study is an important part for the students of art. Drawing skills can improve through the study of nature. Outdoor study is required here, where students can derive pleasure to do the work. By studying varieties of colours and shapes of birds, flower, animals, trees, observing the effects of light at different moments, the students gather lots of knowledge about nature. Landscape painting is another pleasing subject matter for the artists. (Kindly refer to DVD: Vol-I, Part - 6)

Figure-14

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678Collage

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Collage is a work of art, where different elements like news paper, coloured paper, ribbon, are included. The composition is done by pasting papers to form patterns or pictures on a base surface such as a chart paper. Firstly, the subject is drawn by pencil and after finish the drawings, the papers are pasted over the drawings. The collage art was firstly developed by Pablo Picasso at the beginning of the 20thcentury during Cubism art movement. To create Collage art, the artist pastes some paper cuts or coloured marble papers according to his concept on the surface. (Kindly refer to DVD: Vol-II, Part - 12)

Figure-15

34 Handbook on Art & Creative Education 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

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Figure-16 (Kindly refer to DVD: Vol-II, Part - 12)

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Figure-17

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Figure-18

Handbook on Art & Creative Education 35 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

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Figure-19

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678Greeting Card Making

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Figure-20

4. CURRICULUM INTEGRATION

Integration of Art with other subjects:

The concept of integration of arts with other subjects refers the use art as a medium of teaching and learning. This means making painting, drama, music etc. an integral part of classroom processes. It also implies adopting an art-integrated curriculum, where art forms become the basic of classroom learning. Art, at the centre of the curriculum can help in clarifying difficult concepts through drama or music or painting. Art integrated curriculum can provide means to bridge the contents of different subjects in logical, child centered and meaningful ways. Subjects such as mathematics, science, social studies and language skills can easily be correlated with arts. In teaching the subject science, arts can help to

36 Handbook on Art & Creative Education clarify certain scientific concepts with ease. Learning in this way helps to increase knowledge and understanding of the subject area.

For example, take the case of music. Learning of music helps students in better understanding of beats and rhythm. They should be shown images of singers and also the instruments used in the composition. They may be asked to develop a collage or drawing depicting the process of sound creation in those instruments. In this way, the students will be able to develop creative imaginations and at the same time they will also be able to learn. Children should be encouraged to create musical instruments out of everyday material and also play those instruments.

Let us now consider the subject Mathematics. In case of collecting money for school fund, where children raise money and do counting, return the change, etc. that time they are practising mathematics in a practical manner. Topics such as symmetry where there is scope for creating designs that fulfil the standards of aesthetics, as well as, mathematics instruction, students use the understanding of spaces, patterns and divisions, and combine it with creativity to make artistic works. Students can be made to make different geometrical shapes in clay, and then cut them the way they want, and rearrange them. In this process, they will not only learn the shapes, but they will also learn symmetry, composition and relationship of weight and gravitational force.

5. INTRODUCTION TO SOME OF THE TRADITIONAL MUSICAL INSTRUMENTS OF ASSAM

Some of the traditional musical instruments of Assam are -

Dhol: Dhol is a two faced drum, played with a wooden stick and a hand. Pepa: It’s a wind instrument made from buffalo horn. Toka: Toka is an important musical instrument made up of bamboo. Gogona: Gogona is a kind of instrument in which bamboo is vibrated to produce sound. Xutuli: It is a wind instrument made from clay. Baanhi: Baanhi or bamboo flute is popular in Assam. Bin: Bin is an ancient instrument of Assam. Bhortal: Bhortal is made up of metal. It is mostly used in Vaishnavite culture of Assam.

Handbook on Art & Creative Education 37 Khram: Khram is a musical instrument played by Tiwa and Dimasa tribes of Assam. It is similar to a dhool. Madol: A double sided drum mainly played by the tea tribes of Assam. Bihutal: It is a small kind of patital made up of metal. Tokari: It is a single stringed musical instrument played with a finger. Khol: It is a two faced drum, played with hands. Doba: It is a drum beaten usually with sticks or hands. Dobas are played in namghars. Mridango: A two sided drum. Dogor: A small one sided drum. Dotara: Dotara is a stringed instrument with two strings. But the Dotara used in folk music of Assam, generally has four strings. Nagara: Nagara is common between Assamese masses. It consists of two drums played together.

Xutuli

Bin

Tokari

Khol Dogor

Toka Dotara

Figure-21

38 Handbook on Art & Creative Education 6. NATIONAL AWARD RELATED TO VISUAL ARTS AND NAMES OF THE AWARDEES FROM ASSAM

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678The Lalit Kala Academi Award

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It is an honour for the fine arts in India, given to eminent artists for their achievements in the field of visual arts and is awarded by the Lalit Kala Akademi, India's National Academy of Art. This award is the highest honour in the fine arts conferred by the Government of India.

Names of the visual artists from Assam who have received this award till date are as follows :

1995 Akmal Husan Laskar (Painting) 2001 Janak Jhankar Narzari (Sculpture) 2004 Kishor Kumar Das (Painting) 2005 Late Bhupen Barman (Sculpture) Maneswar Brahma (Graphics) Mahmud Husain Laskar (Painting) 2006 Ratul Chandra Gogoi (Sculpture) Pramod Baruah (Graphics) 2009 Nilotpal Gogoi (Photography) 2011 Prasanta Kalita (Painting)

7. STATE AWARD OF ASSAM IN THE FIELD OF ART AND NAMES OF THE AWARDEES

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678Bishnu Rabha Award

Bishnu Rabha Award is conferred by the State government of Assam to eminent artists for their achievements in the field of arts. This prestigious award is named in memory of Kolaguru Bishnu Prasad Rabha, one of the greatest cultural icons of Assam and is awarded on his death anniversary (20th June) every year, which is observed as Rabha Divas in Assam.

Handbook on Art & Creative Education 39 Names of the artists who have received this state award till date are as follows:

1993 Late Pradeep Chaliha, Late Gunada Das 1994 Late Krishnamurthy Hazarika, Late Nirmal Chakraborty, Late Khagen Das 1995 Late Girish Choudhury, Late Tafajjal Ali, Late Bibekananda Bhattacharjee 1996 Late Sobha Brahma, Sri Abdul Majid, Late Beena Das Manna 1997 Late Mukunda Bhattacharjee, Late Pratima Pandey Barua, Srimati Anupama Bhattacharjee 1998 Late Mohon Lal Mukherjee, Late Gopal Das 1999 Late Adya Sharma, Late Ajit Singha 2000 Late Makhan Duara, Late Keshab Mahanta, Late Pranab baruah 2001 Late Gokul Pathak, Late Sarbananda Medak 2002 Late Medini Mohan Choudhury, Srimati Jnanada Kakoti 2003 Late Mohini Rabha, Late Hemoram Nath, Sri Ramen Baruah 2004 Sri Manoranjan Lahary, Sri Braja Phukan 2005 Sri Neelpawan Baruah 2006 Late Hemangini Bordoloi, Sri Benu Mishra 2007 Sri Gouri Barman, Srimati Indira P P Bora 2008 Late Khadanan Borthakur, Sri Troilokya Dutta 2009 Sri Nani Borpujari, Srimati Dipali Das 2010 Sri Biren Singha, Srimati Ranjana Sharma Bordoloi 2011 Sri Shanti Shankar Dasgupta, Srimati Durlabha Moran 2012 Sri Ramesh Ghosh, Srimati Jaya Saikia Duarah 2013 Srimati Garima Hazarika, Srimati Saleha Ahmed 2014 Sri Nalini Kanta Baruah, Srimati Hela Das, Late Aimoni Gogoi 2015 Sri Rabiram Brahma, Srimati Krishna Das Nath 2016 Sri Girish Chandra Bora, Sri Bipul Das 2017 Sri Pulak Gogoi, Sri Sailen Saikia

Courtesy: List of awardees (BISHNU RABHA BOTA) published by the Directorate of Cultural Affairs, Govt. of Assam

40 Handbook on Art & Creative Education 8. EVALUATION PROCEDURE

The evaluation for the practicum course on “Art & Creative Education” will take place in the respective study centres.

Total Marks : 50 Examination (Practical & Theory) : 25 Project Work : 25

Note that the evaluation of the Project Work will be carried out by the respective mentor using the rating scales which have been provided as the Annexures: A-I and A-II with the Practicum Handbook-2.

EXAMINATION

(Practical & Theory)

1. Practical (Marks – 10) Time: 1 hour

Any one of the following a) Creative Composition (Topics: market place/school campus/ festival/ village or city life sketch/ nature or environment study, etc.) b) Creative Writing (Topics: Drama script, story illustration, character development, poetry, short story, personal experience, etc.

(Note: The topic for the creative composition and creative writing is to be given at the spot)

2. Theory (Marks – 15) Time: 1 hour

Importance of Art Education in School, Child Art, Fine Art and Craft, Basic Idea on Art History of Assam, A Brief Introduction of Some of the Renowned Visual Artists, Basic Idea of Creative Drama and Creative Writing, Awards related to the visual art & names of some of the awardees, Names of Some Musical Instruments, etc.

Handbook on Art & Creative Education 41 PROJECT WORKS

The activities of the project works are divided into two groups – Group A & Group B. The teacher trainees are required to carry out a total of two activities: one activity from each group.

Group A: Data Collection & Report Writing (Marks: 15)

You will have to collect data and write a report on any one of the activities given below. The report should be written in the format given in Annexure: A. Your report should be authenticated with documented evidence such as photographs. You have to submit your report in your study centre.

1. Visit an Art Gallery. Write a report on the types of paintings or sculptures that were on display at the time of your visit.

2. Visit a museum or a craft gallery. From the various types of items (for example, dress, pottery, musical instrument, masks, traditional jewellery, puppet, etc.) displayed there, choose any one type according to your interest and write a report on that.

3. Visit a place or a monument having historical importance

4. Visit a place having cultural importance (satras, namghar, madrassa, monastry, etc.)

5. Visit a handicraft centre (pottery, terracotta, bronze, textile, etc.)

6. Visit a nearby tribal village or tea garden and write a report on any aspect of the community (for example, apparel, festival, food habit, ritual, etc.)

42 Handbook on Art & Creative Education Group B: Hands on Activity (Marks: 10)

Carry out any one of the following activities and submit it in your study centre.

1. Pot Painting

2. Calendar Making

3. Greetings Card Making

4. Poster Making (Topics: Pollution, Environment, Peace, etc)

5. Stencil Painting

6. Collage

7. Still Life drawing (Medium: water colour / pencil shading / oil pastel)

*** ***** ***

Handbook on Art & Creative Education 43 ¬Ûø1‰¬˚˛

ëfl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ˝√√±Ó¬¬Û≈øÔí‡Ú1 ’±ø˝√√« ¤ÀÚˆ¬±Àª õ∂dÓ¬ fl¡1± ∆˝√√ÀÂ√ ˚±ÀÓ¬ ˝◊˚˛±1 ˜±Ò…À˜ø√ ’±¬Û≈øÚ fl¡˘±1 ø˙é¬±1 ¬ı±À¬ı õ∂À˚˛±Ê√Úœ˚˛ :±Ú ’±1n∏ Œfl¡Ã˙˘¸˜”˝√√ ’±˚˛Q fl¡ø1¬ı ¬Û±À1º fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ &1n∏Q¬Û”Ì« Ò±1Ì±¸˜”˝√√1 õ∂±Ôø˜fl¡ Ó¬N·Ó¬ :±Ú Œ˚ÀÚñ ø˙qfl¡˘±1 Ò±1Ì±, ¬Ûø1Àõ∂øé¬Ó¬ ’±1n∏ øÎ¬Ê√±˝◊Ú, ‰¬±1n∏ ø˙ä ’±1n∏ fl¡±1n∏ ø˙ä1 ˜±Ê√Ó¬ Ôfl¡± ¬Û±Ô«fl¡…, ’¸˜Ó¬ fl¡˘± ø˙é¬±1 ˝◊øÓ¬˝√√±¸ ø¬ı¯∏˚˛fl¡ õ∂±Ôø˜fl¡ Ò±1Ì±, ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ’±1n∏ Œ˘‡Úœ1 õ∂±Ôø˜fl¡ Ò±1Ì±, ’Ú…±Ú… ø¬ı¯∏˚˛1 ˘·Ó¬ ¬Û±Í¬…Sê˜ ¸—˝√√Ó¬fl¡1Ì ˝◊Ó¬…±ø√, ¤˝◊ ˝√√±Ó¬¬Û≈øÔ‡ÚÓ¬ ’ôLˆ≈¬«Mê fl¡1± ∆˝√√ÀÂ√º ˝√√±Ó¬¬Û≈øÔ‡ÀÚ ø˙é¬fl¡ õ∂ø˙é¬±Ô«œ¸fl¡˘fl¡ Î◊¬ˆ¬˚˛ ˆ¬±1Ó¬ ’±1n∏ ø¬ıÀ√˙1 õ∂‡…±Ó¬ ø˙äœ¸fl¡˘1 ˘·Ó¬ ¬Ûø1ø‰¬Ó¬ Œ˝√√±ª±Ó¬ ¸˝√√±˚˛ fl¡ø1¬ıº Ó¬≈√¬Ûø1, ˝√√±Ó¬¬Û≈øÔ‡ÀÚ ’±À¬Û±Ú±fl¡ ’¸˜1 øfl¡Â≈√˜±Ú ¬Û1•Û1±·Ó¬ ¬ı±√…˚La1 ‰¬˜≈ ¬Ûø1‰¬˚˛ õ∂√±Ú fl¡ø1¬ıº ¤˝◊ ˝√√±Ó¬¬Û≈øÔ‡ÚÓ¬ ‘√˙… fl¡˘±1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ 1±©Ü™œ˚˛ ¬ı“È¬± ’±1n∏ ’¸˜1 ¬Û1± ø˚Àfl¡˝◊·1±fl¡œÀ˚˛ ¤˝◊ ¬ı“È¬± ˘±ˆ¬ fl¡ø1ÀÂ√ ŒÓ¬›“À˘±fl¡1 Ú±˜ ¸øißøª©Ü fl¡1± ∆˝√√ÀÂ√º ˝◊˚˛±1 ˘·ÀÓ¬ fl¡˘±1 Œé¬SÓ¬ ’±·¬ıÀÏ¬ˇ±ª± ’¸˜1 1±øÊ√…fl¡ ¬ı“È¬± ’±1n∏ ¤øÓ¬˚˛±Õ˘Àfl¡ ø˚¸fl¡˘ ø¬ıø˙©Ü ¬ı…øMêÀ˚˛ ¤˝◊ ¬ı“È¬± ˘±ˆ¬ fl¡ø1ÀÂ√, ŒÓ¬›“À˘±fl¡1 Ú±À˜± ¸øißøª©Ü fl¡1± ∆˝√√ÀÂ√º fl¡˘±1 ¬ı…ª˝√√±ø1fl¡ Î◊¬¬Û±√±Ú1 õ∂¸—·Ó¬ ˝√√±Ó¬¬Û≈øÔ‡ÀÚ’±À¬Û±Ú±fl¡ ’±À¬Û±Ú±1 Â√±S-Â√±Sœ¸fl¡˘fl¡ fl¡˘± ø¬ı¯∏˚˛ÀÈ¬± ø˙fl¡±1 õ∂øÓ¬ Ò±Î◊¬øÓ¬ ¬ıÀÏ¬ˇ±ª±Ó¬ ¸˝√√±˚˛ fl¡ø1¬ıº ¤˝◊ ¬Û±Í¬…ø¬ı¯∏˚˛1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ ≈√‡Ú ëøÎ¬ øˆ¬ øÎ¬í õ∂døÓ¬ fl¡ø1 ¬Ûø1¬Û”1fl¡ ’ª˘•§Ú ø˝√√‰¬±À¬Û ’±À¬Û±Ú±fl¡ õ∂√±Ú fl¡1± ∆˝√√ÀÂ√ ˚±ÀÓ¬ ˝◊ fl¡˘± ø˙é¬±1 Ó¬N·Ó¬ :±Ú1 ˘·√ÀÓ¬ ¬ı…ª˝√√±ø1fl¡ Î◊¬¬Û±√±Ú¸˜”˝√√1 Œé¬SÀÓ¬± ’±À¬Û±Ú±fl¡ ¬ÛÔ øÚÀ√«˙Ú± ’±·¬ıÏ¬ˇ±˚˛º øÎ¬ øˆ¬ øÎ¬Ó¬ Ôfl¡± øˆ¬øÎ¬’í¸˜”À˝√√√√ ’±À¬Û±Ú±À˘±fl¡1 øÚÊ√ øÚÊ√ Œ|Ìœfl¡é¬Ó¬ øfl¡√À1 fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ¬Û±Í¬√±Ú fl¡ø1¬ı ’±1n∏ øfl¡√À1 ’±À¬Û±Ú±À˘±fl¡1 Â√±S-Â√±Sœ¸fl¡˘fl¡ ø¬ıøˆ¬iß õ∂fl¡±11 fl¡˘±-fl¡±˚«±ª˘œ ø˙fl¡±¬ı Ó¬±1 ø¬ı¯∏À˚˛ ¸±˜ø¢∂fl¡ Ò±1Ì± ˘±ˆ¬ fl¡1±Ó¬ ¸˝√√±˚˛ fl¡ø1¬ıº Ó¬≈√¬Ûø1 ˝◊ fl¡˘± ’±1n∏ Ú±È¬fl¡1 ¸˝√√±˚˛Ó¬ øfl¡√À1 ’Ú…±Ú… ø¬ı¯∏˚˛ ø˙fl¡±¬ı Ó¬±1 Ò±1Ì± õ∂√±Ú fl¡ø1¬ıº ¤˝◊√√ øˆ¬øÎ¬’í¸˜”˝√√ ’±˜±1 Œª¬ıÂ√±˝◊√√È¬ 'www.kkhsou.in' 1 Î¬◊ˆ¬˚˛ ë˘±Ì«±1 fl¡Ì«±1í (Learner Corner) ’±1n∏ ëøÎ¬. ¤˘. ¤Î¬.í (D.El. Ed.) ˙±‡±Ó¬ ø¬ı‰¬±ø1À˘ ¬Û±¬ıº

44 Handbook on Art & Creative Education ø¬ı¯∏˚˛ ¸”‰¬œ

¬Û‘á¬± 1] ’±·ﬂ¡Ô± 46

2] ﬂ¡˘± ’±1n∏ ¸‘Ê√Ú±Rﬂ¡ ø˙é¬±1 ¬Ûø1‰¬˚˛ 47

3] fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ Ò±1Ì±¸˜”˝√√ 48 3.1 ø¬ı√…±˘˚˛Ó¬ fl¡˘± ø˙é¬±1 &1n∏Q 48 3.2 ø˙qfl¡˘± 49 3.3 ø‰¬Sfl¡˘±1 øfl¡Â≈√˜±Ú &1n∏Q¬Û”Ì« Î◊¬¬Û±√±Ú 49 3.4 1„√√1 õ∂±Ôø˜fl¡ Ò±1Ì± 51 3.5 ¬Ûø1Àõ∂øé¬Ó¬ ’±1n∏ øÎ¬Ê√±˝◊Ú1 Ò±1Ì± 52 3.6 ‰¬±1n∏ ø˙ä ’±1n∏ fl¡±1n∏ ø˙ä 53 3.7 ’¸˜1 ø˙äfl¡˘±1 ˝◊øÓ¬˝√√±¸ ¸•ÛÀfl¡« õ∂±Ôø˜fl¡ Ò±1Ì± 53 3.8 Œfl¡˝◊·1±fl¡œ˜±Ú õ∂ø¸X ø‰¬Sfl¡11 ‰¬˜≈ ¬Ûø1‰¬˚˛ 58 3.9 ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ’±1n∏ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 Œ˜Ãø˘fl¡ Ò±1Ì± 61 3.10 fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ¬ı…ª˝√√±ø1fl¡ Î◊¬¬Û±√±Ú 63

4] ¬Û±Í¬…Sê˜ ¸—˝√√Ó¬ﬂ¡1Ì 65

5] ’¸˜1 øﬂ¡Â≈√˜±Ú ¬Û1•Û1±·Ó¬ ¬ı±√…˚La1 ∆¸ÀÓ¬ ¬Ûø1‰¬˚˛ 66

6] ‘√˙…fl¡˘± ø¬ı¯∏˚˛fl¡ 1±©Ü™œ˚˛ ¬ı“È¬± ’±1n∏ ’¸˜œ˚˛± ¬ı“È¬± õ∂±¬Ûfl¡¸fl¡˘1 Ú±˜ 67

7] fl¡˘±1 Œé¬SÕ˘ õ∂√±Ú fl¡1± ’¸˜1 1±øÊ√…fl¡ ¬ı“È¬± ’±1n∏ ¬ı“È¬± õ∂±¬Ûfl¡¸fl¡˘1 Ú±˜ 67

8] ˜”˘…±˚˛Ú õ∂øSê˚˛± 69

¬Ûø1ø˙©Ü 72

Handbook on Art & Creative Education 45 1] ’±·ﬂ¡Ô±

’±˜±1 ¸±—¶¥®øÓ¬fl¡ Ê√œªÚÓ¬ ø‰¬S-ˆ¬±¶®˚«1 ¶ö±Ú fl¡íÓ¬∑ Â√±S-Â√±Sœ1 ø˙ä 1n∏ø‰¬, 1¸À‰¬Ó¬Ú±, Œ¸Ãµ˚« Œ‰¬Ó¬Ú± ·Ï¬ˇ±Ó¬ ’±1n∏ ø¬ıfl¡±˙Ó¬ ¬ıÓ¬«˜±Ú ø˙é¬± ¬ı…ª¶ö±1 ˆ”¬ø˜fl¡± øfl¡ ’Ô¬ı± ’ø1˝√√Ì± øfl¡˜±Ú∑ ¤˙Ê√Ú ˜±Ú≈˝√√1 øˆ¬Ó¬1Ó¬ ‡≈¬ı Œ¬ıøÂ√ ’±Ò±Î¬Ê√Ú ˜±Ú≈˝1À˝√√√ ø‰¬S-ˆ¬±¶®˚«1 ø¬ı¯∏À˚˛ ¸øÍ¬fl¡ :±Ú ’±ÀÂ√º ø˙ä1 õ∂fl‘¡Ó¬ 1¸¢∂˝√√Ì1 ¬ı±À¬ı ø˙ä ø˙é¬± ’øÓ¬ õ∂À˚˛±Ê√Úœ˚˛º ø‰¬S ˆ¬±¶®˚« ‰¬±¬ıÕ˘ ø˙øfl¡¬ı ’±1n∏ ’ˆ¬…±¸ fl¡ø1¬ı ˘±ø·¬ıº ø‰¬S-ˆ¬±¶®˚«1 Œ˚ øÚÊ√¶§ ˆ¬±¯∏± ’±ÀÂ√ Œ¸˝◊ fl¡Ô±À¬ı±1 Â√±S-Â√±Sœ¸fl¡˘fl¡ ’Ú≈ˆ¬ª fl¡ø1¬ıÕ˘ ø√¬ı ˘±ø·¬ıº ’±˜±1 ø˙é¬± ¬ı…ª¶ö±Ó¬ Â√±S-Â√±Sœ1 ø˙ä fl¡˘±1 õ∂øÓ¬ Ò±Î◊¬øÓ¬ ¬ıÏ¬ˇ±¬ı1 ¬ı±À¬ı õ∂±Ôø˜fl¡ fl¡Ô±À¬ı±11 ›¬Û1Ó¬ &1n∏Q ø√¬ı ˘±ø·¬ıº ¬Û˚«À¬ıé¬Ì ˙øMê, ‰¬±é≈¬¯∏ Œ‰¬Ó¬Ú± ’±1n∏ ’±À¬ı·-’Ú≈ˆ”¬øÓ¬1 ø¬ıfl¡±˙1 Œé¬SÓ¬ ø˙ä ø˙é¬±1 õ∂À˚˛±Ê√Úœ˚˛Ó¬± ’±1n∏ &1n∏Q ¬Ûø(˜œ˚˛± õ∂±˚˛À¬ı±1 Œ√À˙˝◊ Î◊¬¬Û˘øt fl¡ø1ÀÂ√º ¬ıU ˜ÀÚ±ø¬ı:±Úœ1 ˜ÀÓ¬ õ∂ø˙é¬Ì ¬ı± ’±¬ı√±11 ’ˆ¬±ªÓ¬ ¸1n∏ÀÓ¬˝◊ ¤È¬± ˘í1± ¬ı± ¤Ê√Úœ ŒÂ√±ª±˘œ1 ¸˝√√Ê√±Ó¬ ø˙ä-Œ¸Ãµ˚«À¬ı±Ò, ¸‘Ê√Ú˙œ˘ õ∂øÓ¬ˆ¬±1 ’¬Û˜‘Ó≈¬… ˝√√˚˛º ¸fl¡À˘± ¬Û˚«±˚˛1 ø¬ı√…±˘˚˛ ’±1n∏ ˜˝√√±ø¬ı√…±˘˚˛ ô¶1Ó¬ ¸±Ò±1Ì fl¡˘± ø˙é¬±1 õ∂ªÓ¬«Ú fl¡ø1¬ı ŒÚ±ª±ø1À˘ ˜±Úøªfl¡, ¸≈µ1, ¸±—¶¥®øÓ¬fl¡, ¬ıÌ«±Ï¬… ¸±˜±øÊ√fl¡ Ê√œªÚ ¤È¬± ·øÏ¬ˇ ŒÓ¬±˘± È¬±Úº ˘·ÀÓ¬ ¸˜À˚˛ ¸˜À˚˛ Â√±S-Â√±Sœfl¡ ˜Í¬-˜øµ11 ˆ¬±¶®˚«, ø‰¬S˙±˘±, ¸—¢∂˝±˘˚˛ ’±ø√ Œ√‡≈›ª±1 ¬ı…ª¶ö± fl¡ø1¬ı ˘±À·º õ∂ÀÓ¬…fl¡‡Ú ¶≥®˘ÀÓ¬ Â√±S-Â√±Sœ¸fl¡À˘ ’“fl¡± Â√ø¬ıÀ¬ı±11 õ∂√˙«Úœ1¬¬ı…ª¶ö± fl¡ø1¬ı ˘±À·º Â√±S-Â√±Sœ¸fl¡˘1 ˜±Ê√Ó¬ ø‰¬S±—fl¡Ú, Ú±‰¬, ·±Ú, Ú±È¬fl¡ ’±ø√1 õ∂øÓ¬À˚±ø·Ó¬± ¬ı±Ò…Ó¬±˜”˘fl¡ˆ¬±Àª ¬Û±øÓ¬¬ı ˘±À·º

’±¬Û≈øÚ Œ˚øÓ¬˚˛± ø˙q¸fl¡˘fl¡ Â√ø¬ı ’“±øfl¡¬ıÕ˘ ø˙fl¡±¬ı ŒÓ¬øÓ¬˚˛± ’±¬Û≈øÚ ø˙q1 ˜±Úø¸fl¡Ó¬± ¸√±˚˛ ˜Ú fl¡ø1¬ı ˘±ø·¬ıº ø˙q ¤øÈ¬À˚˛ øfl¡˚˛ ¤ÀÚfl≈¡ª± ¤‡Ú Â√ø¬ı ’“±øfl¡À˘ ’Ô¬ı± ˝√√˚˛ÀÈ¬± ’±¬Û≈øÚ ø¬ı‰¬1± ¬ı± ˆ¬¬ı± Ò1ÀÌ ø˙qøÈ¬À˚˛ Â√ø¬ı‡Ú ’“±øfl¡¬ı ¬Û1± Ú±˝◊√√ ¤˝◊À¬ı±1 fl¡Ô±1 ˘·ÀÓ¬ ’±¬Û≈øÚ øfl¡c Â√ø¬ı‡Ú1 ˜±Ú√G, ˜”˘…À¬ı±ÒÀÈ¬± ¬ı≈øÊ√¬ıÕ˘ Œ‰¬©Ü± fl¡ø1¬ı ˘±ø·¬ıº Â√±S-Â√±Sœ¸fl¡˘1 Ê√ij·Ó¬ ¬Ûø1Àª˙, ’±‰¬±1 ¬ı…ª˝√√±1, ˜1˜-Œ‰¬ÀÚ˝√√ ¸•Ûfl¡«œ˚˛ ‘√ø©Üˆ¬eœ ˝◊√√Ó¬…±ø1√ ˝◊Ê√Ú1 ˘·Ó¬ ø¸Ê√Ú1 ø˜˘ Ú±Ô±øfl¡¬ı ¬Û±À1º ’±¬Û≈øÚ õ∂ÀÓ¬…fl¡Ê√Ú Â√±S-Â√±Sœ1 ¶§fl¡œ˚˛ ¬ı…øMê√QÓ¬ &1n∏Q ø˚˛± Î¬◊ø‰¬Ó¬º ’±¬Û≈øÚ ø˚ø‡øÚ Ê√±ÀÚ Œ¸˝◊ø‡øÚÀ˚˛ ¸•Û”Ì« ¸Ó¬… ¬ı≈ø˘ Ú±ˆ¬±ø¬ı Â√±S-Â√±Sœ1 ˜Ú1 fl¡Ô±À¬ı±1 qøÚ¬ıÕ˘ Œ‰¬©Ü± fl¡ø1¬ıº ø¬ıÀ˙¯∏Õfl¡ ŒÓ¬›“À˘±fl¡1 ø‰¬ôL±-ˆ¬±ªÚ±fl¡ ¸√±˚˛ ¸ij±Ú ø√ Î◊¬»¸±ø˝√√Ó¬ fl¡ø1¬ıº ø˙äfl¡˘±1 Î◊¬¬Û˘øt ’±1n∏ ’±Úµ Î◊¬¬ÛÀˆ¬±· fl¡ø1¬ıÕ˘ Â√±S-Â√±Sœ¸fl¡˘fl¡ ’Ú≈õ∂±øÌÓ¬ fl¡ø1¬ıº ¤˝◊ ˝√√±Ó¬¬Û≈øÔ‡Ú1 Î◊¬ÀV˙… ∆˝√√ÀÂ√ ’±À¬Û±Ú±fl¡ ¸˝√√±˚˛ fl¡1± ˚±ÀÓ¬ ’±¬Û≈øÚ ’±À¬Û±Ú±1 Â√±S- Â√±Sœ¸fl¡˘1 ˜±Ê√Ó¬ ø‰¬Sfl¡˘± ¬ı± fl¡˘± ø˙é¬±1 õ∂øÓ¬ ’±¢∂˝√√ ·øÏ¬ˇ Ó≈¬ø˘¬ı ¬Û±À1º Â√±S-Â√±Sœ¸fl¡˘1 ˜±Ê√1 ¬Û1± ¸≈√é¬ ø‰¬Sø˙äœ Ú˝√√íÀ˘›, ø‰¬Sø˙ä1 &1n∏Q ¬ı≈Ê√± 1ø¸fl¡ √˙«fl¡1 Œ|Ìœ ¤È¬±1 ¸‘ø©Ü fl¡ø1¬ı ¬Û1±ÀÈ¬±Àª˝◊√√ ¤˝◊√√ ˝√√±Ó¬¬Û≈øÔ‡Ú1 ˜”˘ Î¬◊ÀV˙…º

46 Handbook on Art & Creative Education 2] ﬂ¡˘± ’±1n∏ ¸‘Ê√Ú±Rﬂ¡ ø˙é¬±1 ¬Ûø1‰¬˚˛

ø˙äfl¡˘± ∆˝√√ÀÂ√ ¤fl¡ ¸‘Ê√Úœ˜”˘fl¡ ø¬ı¯∏˚˛ ˚íÓ¬ Œ¸Ãµ˚«1 ø√˙ÀÈ¬± Ê√øÎ¬ˇÓ¬ ∆˝√√ ’±ÀÂ√º ’±ø√˜ ’ª¶ö±Ó¬ ø˙äfl¡˘±˝◊ ˜±Ú≈˝√√1 ˜±Ê√Ó¬ ˜Ú1 ˆ¬±¬ı õ∂fl¡±˙1 ˜±Ò…˜ ø˝√√‰¬±À¬Û fl¡±˜ fl¡ø1øÂ√˘º Œ˚øÓ¬˚˛± ˆ¬±¯∏±1 ø¬ıfl¡±˙ Œ˝√√±ª± Ú±øÂ√˘ ŒÓ¬øÓ¬˚˛± ø˙äfl¡˘±˝◊ ˜±Ú≈˝√√1 ˆ¬±¬ı ’Ú≈ˆ”¬øÓ¬ õ∂fl¡±˙Ó¬ ¸˝√√±˚˛ fl¡ø1øÂ√˘º &˝√√± ø‰¬S¸˜”˝√√ ∆˝√√ÀÂ√ õ∂±‰¬œÚ ø‰¬Sfl¡˘±1 Î◊¬√±˝√√1Ìº ∆√ÚøµÚ Ê√œªÚ1 fl¡±˜-fl¡±Ê√1 ’øˆ¬:Ó¬± ¸=˚˛ fl¡ø1 &˝√√±1 Œ¬ı1Ó¬ ø˙˘, ˜±øÈ¬, Œ¬Û±1± fl¡±Í¬, fl¡˚˛˘± ’±ø√À1 øfl¡Â≈√˜±Ú Œ1‡±ø‰¬S ’—fl¡Ú fl¡ø1øÂ√˘º ¸±Ò±1ÌÀÓ¬ &˝√√±1 Œ¬ı1Ó¬ ŒÓ¬›“À˘±Àfl¡ ∆√ÚøµÚ Ê√œªÚ1 Ê√c1 ˘·Ó¬ Œ˝√√±ª± ¸—‚±Ó¬¸˜”˝√√1 ’øˆ¬:Ó¬± Â√ø¬ı1 ˜±Ò…À˜À1 ø˘ø¬Û¬ıX fl¡ø1øÂ√˘º ø˙ä ˝√√í˘ ˜±Ú≈˝√√1 ’Ó¬œÓ¬, ¬ıÓ¬«˜±Ú ’±1n∏ ˆ¬øª¯∏…Ó¬1 ˜±Ê√1 Œ˚±·¸”S ¶§1+¬Ûº ˝◊—1±Ê√œ ’±È¬« (Art) ˙sÀÈ¬± Œ˘øÈ¬Ú ˆ¬±¯∏±1 ’±Â√« (Ars) ¬ı± ’±ÀÈ¬«˜ (Artem) ˙s1 ¬Û1± ’˝√√±, ˚±1 ’Ô« ∆˝√√ÀÂ√ ¤È¬± ¸‘Ê√Úœ˜”˘fl¡ fl¡±˜ (Work of Art)º ø˙äœÀ˚˛ øÚÊ√1 ˜Ú1 ¸cø©Ü1 ¬ı±À¬ı ø˙ä ¸‘ø©Ü fl¡À1 ’±1n∏ ø˙ä ¸‘ø©Ü1 Ê√ø1˚˛ÀÓ¬ ¸˜±Ê√ ¤‡Úfl¡ ¸—¶®±1 fl¡ø1¬ı ¬Û±ø1º ›¬Û11 ’±À˘±‰¬Ú±1 ¬Û1± ’±ø˜ ¬ı≈øÊ√À˘“± Œ˚ ëø˙äí ’øˆ¬Ò±ÀÈ¬±Àª ŒÓ¬ÀÚ ¸fl¡À˘±À¬ı±1 ¸‘Ê√Ú±Rfl¡ Î◊¬»¬Û±√Ú1 fl¡Ô± ¬ı≈Ê√±˚˛ ø˚À¬ı±À1 ˜±Ú≈˝√√1 ¸‘Ê√Ú˙œ˘Ó¬± ’±1n∏ fl¡äÚ±˙øMêfl¡ Î◊¬Ê√˘±˝◊ ŒÓ¬±À˘º ˝◊ Â√ø¬ı, ˆ¬±¶®˚«, ’±À˘±fl¡ø‰¬S, ¶ö±¬ÛÓ¬…, ¸—·œÓ¬, Ú‘Ó¬…, Ú±È¬fl¡, ¸±ø˝√√Ó¬…, fl¡Ô±Â√ø¬ı ’±ø√1 √À1 ˜±Úª Ê√œªÚ1 ø¬ıøˆ¬iß ø√˙ Ó¬Ô± ’øˆ¬:Ó¬±1 õ∂fl¡±˙fl¡ ¸±˜ø1 ˘˚˛º ‰¬˜≈Õfl¡ fl¡í¬ıÕ˘ ˝√√íÀ˘ ëfl¡˘±í ˝√√í˘ ¸—À˚±· ’±1n∏ ¸‘Ê√Ú±Rfl¡ õ∂fl¡±˙1 ¸±¬ı«Ê√ÚœÚ 1+¬Ûº ëfl¡˘±í ˝√√í˘ ˆ¬±¯∏±1 √À1º ˝◊ ø¬ıøˆ¬iß 1+¬ÛÓ¬ Œ‰¬Ã¬Û±˙1 ¬Û‘øÔªœ‡Ú1 ø¬ı¯∏À˚˛ ’±ø˜ ˘±ˆ¬ fl¡1± ’øˆ¬:Ó¬± Ó¬Ô± ’±˜±1 Ò±1Ì±À¬ı±1 õ∂øÓ¬Ù¬ø˘Ó¬ fl¡À1º ’±Ú˝√√±ÀÓ¬, ëfl¡˘± ø˙é¬±í ˝√√í˘ ¤È¬± ¬ı˝√√˘ ’øˆ¬Ò±º ø¬ıøˆ¬iß fl¡˘±1 Ê√ø1˚˛ÀÓ¬ øÚÊ√Àfl¡ õ∂fl¡±˙ fl¡ø1¬ıÕ˘ ˘í1±-ŒÂ√±ª±˘œfl¡ ø√flƒ¡ øÚÀ√«˙Ú± ø√˚˛± õ∂øSê˚˛±ÀÈ¬±Àfl¡ ëfl¡˘± ø˙é¬±í Œ¬ı±˘± ˝√√˚˛º ˝◊ ˘í1±-ŒÂ√±ª±˘œfl¡ ¤ÀÚ ¤fl¡ ˜= õ∂√±Ú fl¡À1 ˚íÓ¬ ø¸˝√√“ÀÓ¬ øÚÊ√1 ¸‘Ê√Ú±Rfl¡ ’øˆ¬¬ı…øMêÀ¬ı±1fl¡ ˜”Ó¬« ’±fl¡±1 ø√¬ıÕ˘ ø‰¬ôL±-Ò±1Ì± ’±1n∏ ø¬ıøˆ¬iß ¸±˜¢∂œ õ∂À˚˛±· fl¡À1º ¸‘Ê√Ú±Rfl¡ ’øˆ¬¬ı…øMê Œfl¡ª˘ ˙s1 ¸˝√√±˚˛Ó¬À˝√√ Œ˚ õ∂fl¡±˙ fl¡1± ˝√√˚˛ ŒÓ¬ÀÚ Ú˝√√˚˛º ˝◊ Œ˜ÃÚ ’øˆ¬¬ı…øMêÀ¬ı±1fl¡ ˜”Ó¬« 1+¬Û ø√À˚˛º ¤ÀÚ ’øˆ¬¬ı…øMê ¤È¬± ·œÓ¬, ¤‡Ú Â√ø¬ı ’Ô¬ı± ¤È¬± ¬Ûø1Àª˙Ú1 ¡Z±1± õ∂fl¡±˙ fl¡1± ˝√√˚˛º

fl¡˘±fl¡ ≈√È¬± ¬ı˝√√˘ ˆ¬±·Ó¬ ˆ¬·±¬ı ¬Û±ø1 - ‘√˙… fl¡˘± (Visual Art) ’±1n∏ ¬Ûø1Àª˙… fl¡˘± (Performing Art)

√‘˙…fl¡˘± – ¤˝◊√√ø¬ıÒ fl¡˘±˝◊√√ ŒÓ¬ÀÚ ¸fl¡À˘±À¬ı±1 fl¡˘±¸≈˘ˆ¬ ’øˆ¬¬ı…øMê√ ’Ô¬ı± ¸‘ø©Ü1 fl¡Ô± ¬ı≈Ê√±˚˛ ø˚À¬ı±1 ‰¬±é≈¬¯∏ˆ¬±Àª √˙«Ú fl¡ø1¬ı ¬Û±ø1º Œ˚ÀÚñ ø‰¬Sfl¡˘±, ˆ¬±¶®˚«, Â√¬Û±fl¡˜«, fl¡í˘±Ê√, ¬Û≈Ó¬˘± (Puppet), ’øÒ¶ö±¬ÛÚ (Installation) ’±ø√º ‘√˙…fl¡˘± ¸±ø‰¬ Ôí¬ı ¬Û±ø1 ’±1n∏ õ∂√˙«ÀÚ± fl¡ø1¬ı ¬Û±ø1º ¤˝◊√√ø¬ıÒ fl¡˘±1 Î¬◊ÀV˙…˝◊√√ ˝√√í˘ √˙«Ú ’±1n∏ ¸—1é¬Ìº ¬Ûø1Àª˙… fl¡˘± – õ∂√˙«Ú˜”˘fl¡ fl¡˘± ∆˝√√ÀÂ√ ˚íÓ¬ ø˙äœÊ√ÀÚ øÚÀÊ√ Ê√øÎ¬ˇÓ¬ ∆˝√√ fl¡˘± õ∂√˙«Ú fl¡À1º Ú‘Ó¬…, Ú±È¬fl¡, ˜≈fl¡±øˆ¬Ú˚˛ ˝◊Ó¬…±ø√ õ∂√˙«Ú˜”˘fl¡ fl¡˘±1 øˆ¬Ó¬1Ó¬ ¬ÛÀ1º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 7Ó¬ Ôfl¡± ø‰¬S Ú— 1 ’±1n∏ 2 ‰¬±¬ı]

Handbook on Art & Creative Education 47 3] ﬂ¡˘± ’±1n∏ ¸‘Ê√Ú±Rﬂ¡ ø˙é¬±1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ Ò±1Ì±¸˜”˝√√

fl¡˘±fl¡ ø¬ıøˆ¬iß ø˙Ó¬±ÚÓ¬ ˆ¬À·±ª± ∆˝√√ÀÂ√ ˚ø√› ¤˝◊ ˝√√±Ó¬¬Û≈øÔ‡ÚÓ¬ ’±ø˜ ˜±S Œfl¡˝◊È¬±˜±Ú ˆ¬±·1 ø¬ı¯∏À˚˛À˝√√ ¬ı˝√√˘±˝◊ ’±À˘±‰¬Ú± fl¡ø1˜º õ∂±Ôø˜fl¡ ø¬ı√…±˘˚˛ ¬Û˚«±˚˛1 ˘í1±-ŒÂ√±ª±˘œ1 ¸‘Ê√Ú˙œ˘Ó¬±1 ø¬ıfl¡±˙Ó¬ &1n∏Q¬Û”Ì« ¬ı≈ø˘ ø¬ıÀ¬ıø‰¬Ó¬ Œ˝√√±ª± Œ1‡±1 ¸˝√√±˚˛Ó¬ Â√ø¬ı ’“fl¡± (drawing), 1—-Ó≈¬ø˘fl¡±À1 Â√ø¬ı ’“fl¡± (Painting), fl¡±·Ê√1 ø¬ıøˆ¬iß È≈¬fl≈¡1± ˘· ˘·±˝◊ Ú±Ú± ’±fl¡±1 ¸‘ø©Ü fl¡1± (Collage), ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ (Creative drama) ’±ø√ ˝√√í˘ ’Ò…±˚˛ÀÈ¬±1 ’±À˘±‰¬… ø¬ı¯∏˚˛º ˝◊˚˛±1 Î◊¬¬Ûø1 Ó¬˘Ó¬ ø√˚˛± Sê˜ ’Ú≈¸ø1 ëfl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±í¡1 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬ ’±Ú Œfl¡˝◊È¬±˜±Ú &1n∏Q¬Û”Ì« fl¡Ô±› ’Ò…±˚˛ÀÈ¬±Ó¬ ‰¬˜≈Õfl¡ ’±À˘±‰¬Ú± fl¡1± ˝√√í¬ı –

3.1 ø¬ı√…±˘˚˛Ó¬ fl¡˘± ø˙é¬±1 &1n∏Q 3.2 ø˙qfl¡˘± 3.3 ø‰¬Sfl¡˘±1 øfl¡Â≈√˜±Ú &1n∏Q¬Û”Ì« Î◊¬¬Û±√±Ú 3.4 1„√√1 õ∂±Ôø˜fl¡ Ò±1Ì± 3.5 ¬Ûø1Àõ∂øé¬Ó¬ ’±1n∏ øÎ¬Ê√±˝◊Ú ¬ı± Ú'±1 Ò±1Ì± 3.6 ‰¬±1n∏ ø˙ä ’±1n∏ fl¡±1n ø˙ä 3.7 ’¸˜1 ø˙äfl¡˘±1 ˝◊øÓ¬˝√√±¸ ¸•ÛÀfl¡« õ∂±Ôø˜fl¡ Ò±1Ì± 3.8 Œfl¡˝◊·1±fl¡œ˜±Ú õ∂ø¸X ø‰¬Sfl¡11 ‰¬˜≈ ¬Ûø1‰¬˚˛ 3.9 ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ’±1n∏ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 Œ˜Ãø˘fl¡ Ò±1Ì± 3.10 fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ¬ı…ª˝√√±ø1fl¡ Î¬◊¬Û±√±Ú

¬3.1 ø¬ı√…±˘˚˛Ó¬ ﬂ¡˘± ø˙é¬±1 &1n∏Q

’±ø˜ Ê√±ÀÚ± Œ˚ ˜±Ú≈˝√√1 ˜ÚÓ¬ øÚø˝√√Ó¬ ∆˝√√ Ôfl¡± ¸‘Ê√Úœ õ∂øÓ¬ˆ¬±1 ’±Rõ∂fl¡±À˙˝◊ ˝√√í˘ fl¡˘±º ¸‘ø©Ü˙œ˘ fl¡±˜-fl¡±Ê√À¬ı±1Ó¬ ’±RøÚÀ˚˛±· fl¡ø1 ˜±Ú≈À˝√√ Œõ∂1Ì± ’±1n∏ ’±Úµ ¬Û±˚˛º ø˙q ’ª¶ö±ÀÓ¬˝◊ ¸‘ø©Ü˙œ˘ fl¡±˜-fl¡±Ê√Ó¬ Â√±S-Â√±Sœfl¡ øÚÀ˚˛±øÊ√Ó¬ fl¡ø1 ø¬ı√…±˘˚˛1 õ∂øÓ¬ ø¸˝√√“Ó¬fl¡ ’±fl¡ø¯∏«Ó¬ fl¡ø1¬ı ¬Û±ø1º ø˙qÀª ÚÊ√Ú±Õfl¡À˚˛˝◊ ø¬ıøˆ¬iß Ò1Ì1 ¸‘ø©Ü˙œ˘ fl¡±˜-fl¡±Ê√Ó¬ øÚÀÊ√ øÚÀÊ√˝◊ Ê√øÎ¬ˇÓ¬ ˝√√˚˛º Î◊¬√±˝√√1Ì ¶§1+À¬Û Ú±‰¬, ·±Ú, ˆ¬±›Ú± ˝◊Ó¬…±ø√ Œ√ø‡À˘ ¬ı± qøÚÀ˘˝◊ ø˙qÀª Œ‡˘1 ‰¬À˘À1 Ó¬±fl¡ ’Ú≈fl¡1Ì fl¡À1º ¤ÀÚ Ò1Ì1 ø˙q¸≈˘ˆ¬ øSê˚˛±fl¡˘±¬Û1 ˜±ÀÊ√ø√ ŒÓ¬›“À˘±fl¡1 ø˙äœ˜Ú1 ¸˝√√Ê√ õ∂fl¡±˙ ¬Ûø1˘øé¬Ó¬ ˝√√˚˛º Œ¸À˚˛ õ∂±Ôø˜fl¡ ’ª¶ö±1 ¬Û1±˝◊ ø¬ıøˆ¬iß ø˙äfl¡˘±1 ˜±Ò…À˜À1 ø˙q1 ˜ÚÓ¬ Œ¸Ãµ˚«À¬ı±Ò Ê√·±˝◊ ŒÓ¬±˘± ’±1n∏ ø¸˝√√“Ó¬1 ¸‘Ê√Úœ õ∂øÓ¬ˆ¬± ø¬ıfl¡±˙1 ¸≈ø¬ıÒ± ø√˚˛± Î◊¬ø‰¬Ó¬º ¬Û1ªÓ¬«œ ¬Û˚«±˚˛Ó¬ ¤˝◊ fl¡˘± ø˙é¬±˝◊ ¬ı‘øM√√√˜≈‡œ ø˙é¬±1 õ∂øÓ¬ Â√±S-Â√±Sœfl¡ ’±fl¡ø¯∏«Ó¬ fl¡ø1¬ı ¬Û±À1º fl¡˘± ø˙é¬±1 ˜”˘ Î◊¬ÀV˙… ˜±Úø¸fl¡ ’±1n∏ ˙±1œø1fl¡ ø¬ıfl¡±˙ ¸±ÒÚ fl¡1±º fl¡˘± ø˙é¬±1 Ê√ø1˚˛ÀÓ¬ ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ¸‘ø©Ü1 ’±Úµ ˘±ˆ¬ fl¡À1, ø¸˝√√“Ó¬1 Œ¸Ãµ˚«À¬ı±Ò ¬ı±ÀÏ¬ˇ ’±1n∏ fl¡±˜ fl¡1±1 Œõ∂1Ì± ¬Û±˚˛º õ∂±Ôø˜fl¡ ô¶1Ó¬ fl¡˘± ø˙é¬±1 ¡Z±1± ˘í1±-ŒÂ√±ª±˘œ1 ˜±Ê√Ó¬ ¤fl¡ ˝√√+√˚˛¶Û˙«œ, ˜ÀÚ±¢∂±˝√√œ ’±1n∏ Î◊¬Vœ¬ÛÚ±˜”˘fl¡ ¬Ûø1Àª˙ ¸‘ø©Ü fl¡ø1 ø¬ı√…±˘˚˛1 ¸fl¡À˘± ø¬ı¯∏˚˛1 õ∂øÓ¬ ø¸˝√√“Ó¬fl¡ ’±fl¡ø¯∏«Ó¬ fl¡ø1¬ı ¬Û1± ˚±˚˛º

48 Handbook on Art & Creative Education õ∂±Ôø˜ﬂ¡ ¬ô¶1Ó¬ ﬂ¡˘± ø˙é¬±1 ’ôLˆ”¬«øMê√1 Î¬◊ÀV˙… ∆˝√√ÀÂ√ Â√±S-Â√±Sœ1 ˜±Ê√Ó¬ –

fl¡˘± ’ˆ¬…±¸1 Œ˚±À·ø√ ¸‘ø©Ü˙œ˘ ˜ÀÚ±ˆ¬±ª ·øÏ¬ˇ ŒÓ¬±˘±, ø¸˝√√“Ó¬1 ¸‘Ê√Úœ õ∂øÓ¬ˆ¬± ø¬ıfl¡±˙1 ¸≈À˚±· ø√˚˛± ø˙q1 Œ¸Ãµ˚«À¬ı±Ò1 ø¬ıfl¡±˙ ¸±ÒÚ fl¡1± ¬Û˚«À¬ıé¬Ì, fl¡äÚ±˙øMê, ¶ú‘øÓ¬˙øMê1 ø¬ıfl¡±˙ ¸±ÒÚ fl¡1± ∆Ò˚« ’±1n∏ ˙‘—‡˘±À¬ı±Ò1 ø¬ıfl¡±˙ ‚ÀÈ¬±ª± fl¡˜«Àõ∂1Ì± ·øÏ¬ˇ ŒÓ¬±˘± ¸‘ø©Ü fl¡1±1 ’±Úµ Î◊¬¬ÛÀˆ¬±·1 ¸≈À˚±· ø√˚˛± Ô˘≈ª± ·œÓ¬, Ú‘Ó¬… ’±ø√Ó¬ ¸±˜±øÊ√fl¡ˆ¬±Àª ’—˙¢∂˝√√Ì fl¡1±1 Ò±Î◊¬øÓ¬ ¬ıÀÏ¬ˇ±ª± Ô˘≈ª± Ê√±Ó¬œ˚˛ ¸—¶¥®øÓ¬1 ∆¸ÀÓ¬ ’±Rœ˚˛Ó¬± ·øÏ¬ˇ ŒÓ¬±˘±º

3.2 ø˙qﬂ¡˘±

ø˙qfl¡˘± ¬ı≈ø˘À˘ ¸±Ò±1ÌÀÓ¬ ø˙q1 ¡Z±1± ¸‘©Ü Â√ø¬ı, Œ1‡±ø‰¬S ˝◊Ó¬…±ø√ ¸˜”˝√√Àfl¡ ¬ı≈Ê√±˚˛º ø˙q¸fl¡À˘ ø˚ÀÈ¬± Î◊¬¬Û˘øt fl¡À1 Œ¸˝◊ÀÈ¬±À˝√√ ’“±Àfl¡º fl¡í¬ıÕ˘ ·íÀ˘ ŒÓ¬›“À˘±Àfl¡ øÚÊ√1 ˜Ú1 ¤fl¡±ôL ’Ú≈ˆ¬ª¸˜”˝√√ Â√ø¬ı1 ˜±Ò…˜À1 õ∂fl¡±˙ fl¡À1º ¸‘ø©Üfl¡˜«Ó¬ Ê√øÎ¬ˇÓ¬ ∆˝√√ Ô±øfl¡ ø˙q¸fl¡˘ ’±ÚøµÓ¬ ˝√√˚˛º ø˙é¬fl¡¸fl¡À˘ ø˙q¸fl¡˘fl¡ ‰¬±ø1›Ù¬±˘1 ¬Ûø1À¬ı˙fl¡ ¸≈Ñˆ¬±Àª ¬Û˚«À¬ıé¬Ì fl¡ø1¬ıÕ˘ ¬Û1±˜˙« ø√¬ı ¬Û±À1º õ∂fl‘¡øÓ¬1 õ∂øÓ¬ÀÈ¬± ¬ıd1 ∆¸ÀÓ¬ ¬Ûø1ø‰¬øÓ¬ ˝√√í¬ı ˘±À·º Œ˚øÓ¬˚˛± ø˙é¬fl¡¸fl¡À˘ ø˙äfl¡˘±1 Œé¬SÓ¬ Œfl¡±ÀÚ± Â√±S-Â√±Sœ1 ø¬ıÀ˙¯∏ √é¬Ó¬± Œ√‡± ¬Û±˚˛, ŒÓ¬øÓ¬˚˛± ŒÓ¬ÀÚ Â√±S-Â√±Sœfl¡ ø¬ıÀ˙¯∏ˆ¬±Àª ’Ú≈õ∂±øÌÓ¬ fl¡ø1¬ı ˘±À·º ·Àª¯∏fl¡¸fl¡À˘ ˜ôL¬ı… fl¡À1 Œ˚ ø˙q¸fl¡˘1 fl¡˘± ø¬ıfl¡±˙ ‰¬±ø1È¬± ¬Û˚«±˚˛1 ˜±ÀÊ√À1 ˝√√˚˛º Œ¸˝◊ ¬Û˚«±˚˛¸˜”˝√√ ∆˝√√ÀÂ√ ’“±fl¡¬ı±fl¡Õ˘ ø˘‡± (Scribbling), ¬Û”¬ı« õ∂Ó¬œfl¡Ò˜«œ (Pre-symbolism), õ∂Ó¬œfl¡Ò˜«œ (Symbolism) ’±1n∏ ¬ı±ô¶ªÒø˜«Ó¬± (Realism)º ø˙q1 ’“±fl¡¬ı±fl¡1 õ∂Ô˜ ¬Û˚«±˚˛ÀÈ¬± ’±1y ˝√√˚˛ õ∂±˚˛ ¤fl¡ ¬ı± ≈√˝◊ ¬ıÂ√1Ó¬º ø¡ZÓ¬œ˚˛ ¬Û˚«±˚˛ ’±1y ˝√√˚˛ øÓ¬øÚ ¬ı± ‰¬±ø1 ¬ıÂ√1Ó¬º ¤˝◊ ¬Û˚«±˚˛Ó¬ ø˙qÀÈ¬±Àª Œfl¡±ÀÚ± ¬ıd1 ’±fl¡±1 ø√¬ıÕ˘ Œ‰¬©Ü± fl¡À1º ø˙q1 Â√ø¬ı ’“fl¡±1 Ó‘¬Ó¬œ˚˛ ¬Û˚«±˚˛ÀÈ¬± ’±1y ˝√√˚˛ ¬Û“±‰¬ ¬ı± Â√˚˛ ¬ıÂ√1 ¬ı˚˛¸Ó¬º ¤˝◊ ¸˜˚˛ø‡øÚÓ¬ ø˙qÀÈ¬±Àª ŒÓ¬›“1 ‰¬±ø1›Ù¬±˘1 ¬Ûø1Àª˙Ó¬ Œ√‡± Œfl¡±ÀÚ± ¬ıd1 ’±fl¡±1 Â√ø¬ıÓ¬ õ∂±˚˛ ’“±øfl¡¬ı ¬Û1± ˝√√˚˛º ø˙q1 ‰¬Ó≈¬Ô« ¬Û˚«±˚˛ÀÈ¬± ’±1y ˝√√˚˛ Ú ¬ı± √˝√√ ¬ıÂ√1 ¬ı˚˛¸Ó¬º ¤˝◊ ¬Û˚«±˚˛Ó¬ ø˙qÀÈ¬±Àª Â√ø¬ıÓ¬ Œfl¡±ÀÚ± ¬ıd1 ¶§±ˆ¬±øªfl¡ 1+¬ÛÀÈ¬± ’“±øfl¡¬ı ¬Û1± ˝√√˚˛º Â√ø¬ı øS˜±øSfl¡Ó¬±1 Ò±1Ì±Ó¬ ’“±øfl¡¬ı ¬Û1± ˝√√˚˛º ø˙é¬Àfl¡ õ∂Ô˜ øÓ¬øÚÈ¬± ¬Û˚«±˚˛Ó¬ ø˙qfl¡ ˜≈Mêˆ¬±ÀªÀ1 Â√ø¬ı ’“±øfl¡¬ı ø√¬ı ˘±À·º øfl¡c ‰¬Ó≈¬Ô« ¬Û˚«±˚˛Ó¬ ø˙qfl¡ Â√ø¬ı ’“fl¡±1 Œé¬SÓ¬ ø√˝√√±-¬Û1±˜˙« ø√¬ı ¬Û±À1º 3.3 ø‰¬Sfl¡˘±1 øfl¡Â≈√˜±Ú &1n∏Q¬Û”Ì« Î◊¬¬Û±√±Ú

ø‰¬Sfl¡˘± ¸‘ø©ÜÓ¬ øfl¡Â≈√˜±Ú &1n∏Q¬Û”Ì« Î◊¬¬Û±√±Ú Ê√øÎ¬ˇÓ¬ ∆˝√√ Ô±Àfl¡º ¤˝◊ Î◊¬¬Û±√±ÚÀfl¡˝◊È¬±fl¡ ø˚Àfl¡±ÀÚ± ø˙äÀ1 ˜”˘±Ò±1 ’Ô¬ı± ’ø¬ıÀ2Â√√… Î◊¬¬Û±√±Ú ¬ı≈ø˘ ·Ì… fl¡1± ˝√√˚˛º Œ¸˝◊ Î◊¬¬Û±√±ÚÀfl¡˝◊È¬± ∆˝√√ÀÂ√ñ

’±fl‘¡øÓ¬ (Form) – ¸‰¬1±‰¬1 ‘√˙…˜±Ú Ê√·Ó¬‡ÚÓ¬ ’±ø˜ Œ√‡± Œ¬Û±ª± õ∂øÓ¬ÀÈ¬± ¬ıdÀ1 ’ˆ¬…ôL1Ó¬ ¤È¬± ¶§fl¡œ˚˛ ’±fl‘¡øÓ¬À˚˛

Handbook on Art & Creative Education 49 ‘√ø©ÜÓ¬ Ò1± ø√À˚˛º Œ¸À˚˛ Œfl¡±ÀÚ± ¤È¬± ¬ıdÓ¬ ’“fl¡±1 ’±·ÀÓ¬ Ó¬±1 ’±fl‘¡øÓ¬ ø¬ıÀù≠¯∏Ì1 õ∂À˚˛±Ê√Úœ˚˛Ó¬± ¸¬ı«±øÒfl¡º Œ1‡± (Line) – Œ1‡± ˝√√í˘ ø¬ıµ≈1 ·øÓ¬˜˚˛ 1+¬Ûº Â√ø¬ı1 ø¬ı¯∏˚˛¬ıdfl¡ 1+¬Û ø√¬ı1 ¬ı±À¬ı Œ1‡± ¬ı…ª˝√√±1 fl¡1± ˝√√˚˛º ø‰¬Sfl¡˘±Ó¬ Œ1‡±1 &Ì ’±1n∏ &1n∏Q ’¸œ˜º ¸≈¸˜Ó¬± (Proportion) – fl¡˘±1 ¸≈¸˜Ó¬± ’±fl¡±11 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬ Ô±Àfl¡º Œfl¡±ÀÚ± ¤È¬± ¬ıd1 ¤È¬± ’—˙˝◊ Œ·±ÀÈ¬˝◊ ¬ıdÀÈ¬±1 ’±fl¡±11 ∆¸ÀÓ¬ Œfl¡ÀÚ√À1 Ê√øÎ¬ˇÓ¬ ¸≈¸˜Ó¬±˝◊ Ó¬±Àfl¡˝◊ õ∂fl¡±˙ fl¡À1º Œ˚ÀÚñ ’±˜±1 ¤È¬± ¬ı±U1 ’±fl¡±11 ¸˜¢∂ ˙1œ1ÀÈ¬±1 ∆¸ÀÓ¬ øfl¡˜±Ú ’—˙À1 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬ ∆˝√√ ’±ÀÂ√ ¸≈¸˜Ó¬±˝◊ Œ¸˝◊ ŒÊ√±‡ÀÈ¬± ¬ı±ø˝√√1 fl¡À1º fl¡Ô±ÀÈ¬± Œ¶®˘ ¤¬Û±ÀÈ¬À1 Ê√≈ø‡ Î◊¬ø˘›ª± ŒÊ√±‡-˜±‡1 ∆¸ÀÓ¬ ø˜À˘º fl¡˘±1 Œé¬SÓ¬ ø¬ı¯∏˚˛¬ıd ¤È¬±1 Î◊¬X« ’Ô¬ı± øÚ•ß ŒÊ√±‡ ¬ı±ø˝√√1 fl¡1± ˝√√˚˛º Œ¬ıøÂ√ˆ¬±· ¸˜˚˛ÀÓ¬ ø¬ı¯∏˚˛¬ıdÀÈ¬±1 ’±fl¡±11 øÚ•ß ŒÊ√±‡ Œ˘±ª± ˝√√˚˛º Œfl¡±ÀÚ± ¤È¬± øÚø√«©Ü ø√˙Ó¬ ŒÊ√±1 ø√¬ıÕ˘ ¤ÀÚ fl¡1± ˝√√˚˛º ¤Àfl¡√À1, ø¬ı¯∏˚˛¬ıd ¤È¬±1 ’±fl¡±1 ¬ıÏ¬ˇ±˝◊ ŒÊ√±‡±1 fl¡±1ÀÌ± ø¬ı¯∏˚˛¬ıdÀÈ¬±1 Œfl¡±ÀÚ± ¤È¬± øÚø√«©Ü ’—˙Ó¬ ŒÊ√±1 ø√˚˛±º fl¡˘±Ó¬ Œfl¡±ÀÚ± ¬ıdÓ¬ ’Ô¬ı± ˜±Úª ˙1œ11 ˜±Ê√Ó¬ Ôfl¡± ’±fl¡±11 ¸•Ûfl¡« ’øÓ¬ &1n∏Q¬Û”Ì«º ·Í¬Ú ø¬ıÚ…±¸ (Structure) – ’±ø˜ Ê√±ÀÚ± Œ˚ Œfl¡±ÀÚ± ¤È¬± øÚø√«©Ü ¬ıd1 ’±fl¡±1 Ô±Àfl¡ ’±1n∏ ˘·ÀÓ¬ ·Í¬Ú Ô±Àfl¡º ¸±Ò±1ÌÀÓ¬ ·Í¬Ú ’±fl¡±11 ›¬Û1Ó¬ øÚˆ¬«1 fl¡À1º Ó¬˘1 Â√ø¬ı‡Ú ‰¬±›“fl¡ -

›¬Û11 Â√ø¬ıÓ¬ õ∂Ô˜ Ú'±ÀÈ¬± ¤È¬± ’±fl‘¡øÓ¬º ¤˝◊ÀÈ¬± ¤È¬± øÎ¬•§±fl‘¡øÓ¬1 1+¬Ûº ’±fl‘¡øÓ¬ÀÈ¬± ‰¬±˝◊ ’±ø˜ ¬ıdÀÈ¬± øfl¡ Œ¸˚˛± øÚø(Ó¬Õfl¡ fl¡í¬ı ŒÚ±ª±À1±º ø¡ZÓ¬œ˚˛ Ú'±ÀÈ¬± ∆˝√√ÀÂ√ ‰¬fl≈¡1 ¤fl¡ ·Í¬Úº ¤˝◊ ·Í¬ÚÀÈ¬±1 ø¬ıfl¡±˙ fl¡1± ∆˝√√ÀÂ√ õ∂Ô˜ Ú'±Ó¬¬ Ôfl¡± ’±fl‘¡øÓ¬1 ¬Û1±º ’Ô«±», ’±ø˜ Ê√±øÚÀ˘“± Œ˚ ·Í¬ÀÚ ’±fl‘¡øÓ¬fl¡ ’Ú≈¸1Ì fl¡À1º ’±fl¡±1 (Shape) – ’±fl¡±1 ˝√√í˘ ¬ıg ¶ö±ÀÚ ’±&ø1 Ôfl¡± Œé¬Sº ˝◊ ø¡Z˜±øSfl¡º ’±fl¡±1 Œ‰¬À¬ÛÈ¬±, ˝◊˚˛±1 Œfl¡ª˘ Î◊¬2‰¬Ó¬± ’±1n∏ õ∂¶öÓ¬± Ô±Àfl¡º ’±fl¡±11 ≈√È¬± ˆ¬±·ñ Ê√…±ø˜øÓ¬fl¡ ’±1n∏ ¸˜i§˚˛˚≈Mêº Ê√…±ø˜øÓ¬fl¡ ’±fl¡±1À¬ı±1 ·±øÌøÓ¬fl¡ ’±fl¡±1º Œ˚ÀÚñ ¬ı‘M√√√, ¬ı·«, ˝◊Ó¬…±ø√º ¸˜i§˚˛˚≈Mê ’±fl¡±1À¬ı±1 õ∂fl‘¡øÓ¬1 ¬Û1± Œ¬Û±ª±º Œ˚ÀÚñ Î¬±ª1, ·Â√1 ¬Û±Ó¬, ˝◊√√Ó¬…±ø√º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 11Ó¬ Ôfl¡± ø‰¬S Ú— 4 ‰¬±¬ı] ’±˚˛Ó¬Ú (Volume) – ’±˚˛Ó¬Ú1 Ò±1Ì±ÀÈ¬± ’±fl¡±11 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬º ≈√È¬± ’Ô¬ı± Ó¬ÀÓ¬±øÒfl¡ ’±fl¡±1 ˘· ˘·±˝◊ ¤È¬± øS˜±øSfl¡ ’±fl¡±1 ·Î¬ˇ±Àfl¡ ’±˚˛Ó¬Ú Œ¬ı±˘± ˝√√˚˛º ¸±Ò±1ÌÀÓ¬ ’±fl¡±1 Œ‰¬À¬ÛÈ¬±º ˚ø√ ’±ø˜ ’±fl¡±1 ¤È¬± ˘›“ ’±1n∏ Ó¬±fl¡ øÓ¬øÚÈ¬± ˜±S± õ∂√±Ú fl¡À1“±, ˝◊ ’±˚˛Ó¬Ú1 1+¬Û ˘í¬ıº ’±Ú ’Ô«Ó¬, øS˜±øSfl¡ ’±fl‘¡øÓ¬À¬ı±11 ’±˚˛Ó¬Ú Ô±Àfl¡º 1„√√œÌ ø‰¬S±—fl¡Ú1 √À1 Œfl¡±ÀÚ± ¤fl¡ ø¡Z˜±øSfl¡ fl¡±˚«Ó¬ fl‘¡øS˜ˆ¬±Àª øS˜±øSfl¡ ’±˚˛Ó¬Ú ¸‘ø©Ü fl¡ø1¬ı ¬Û±ø1º fl¡˘±Ó¬ õ∂fl‘¡Ó¬ ’±1n∏ ’ôLøÚ«ø˝√√Ó¬ ≈√À˚˛±ø¬ıÒ ’±˚˛Ó¬Ú õ∂À˚˛±· fl¡ø1¬ı ¬Û1± ˚±˚˛º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 11Ó¬ Ôfl¡± ø‰¬S Ú— 5 ‰¬±¬ı] ¬Ûø1¸1 (Space) – øÚø√«©Ü ¬ıd ¤È¬±1 ¬Ûø1¸1 ¬ı± Œé¬S Ô±Àfl¡º Â√ø¬ıÓ¬ ¬Ûø1¸1 øÓ¬øÚ õ∂fl¡±11º Œ˚ÀÚ ’¢∂ˆ”¬ø˜ (Foreground), ˜Ò…ˆ”¬ø˜ (Middleground) ’±1n∏ ¬Û‘á¬ˆ”¬ø˜ (Background)º ≈√˝◊ Ò1Ì1 ¬Ûø1¸1 Ô±Àfl¡º Œ˚ÀÚ- ÒÚ±Rfl¡ ’±1n∏ Ÿ¬Ì±Rfl¡ ¬Ûø1¸1º Œfl¡±ÀÚ± ø¬ı¯∏˚˛¬ıd1 ’±fl¡±1 Î¬◊¬Û¶ö±¬ÛÚ fl¡1± ¶ö±Úfl¡ ÒÚ±Rfl¡ ¬Ûø1¸1 Œ¬ı±À˘º ø¬ı¯∏˚˛¬ıd1 Œ‰¬Ã¬Û±˙ ’±1n∏ ˜±Ê√1 ¶ö±Úfl¡ Ÿ¬Ì±Rfl¡ ¬Ûø1¸1 Œ¬ı±À˘º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 11Ó¬ Ôfl¡± ø‰¬S Ú— 6 ‰¬±¬ı] ¬Û‘á¬Ù¬±˘ (Texture) – ¬Û‘á¬Ù¬±˘ ˜±ÀÚ ˝√√í˘ ø˙äfl¡˜« ¤È¬±1 ¬ı±À¬ı ¬ı±øÂ√ Œ˘±ª± ¬Û‘á¬‡Ú1 &Ì˜±Úº ø˙äfl¡˜«ÀÈ¬± ¶Û˙« fl¡ø1

50 Handbook on Art & Creative Education ’Ô¬ı± Œ√ø‡À˘ Œ˝√√±ª± ’Ú≈ˆ¬Àª˝◊ ˝◊˚˛±1 ¬Û‘á¬Ù¬±˘ÀÈ¬± ¬ı≈Ê√±Ó¬ ’±˜±fl¡ ¸˝√√±˚˛ fl¡À1º ’±ø˜ ¸±Ò±1ÌÀÓ¬ ¬ıdÀ¬ı±1 ‡˝√√È¬±, ˜¸‘Ì, Î◊¬;˘, ø˜ø˝√√ ’±ø√ ˙ÀsÀ1 ¬ı…±‡…± fl¡À1“±º ¬Û‘á¬Ù¬±˘ ≈√˝◊ õ∂fl¡±11ñ õ∂fl‘¡Ó¬ ¬Û‘á¬ ’±1n∏ ¸±—Àfl¡øÓ¬fl¡ ¬Û‘á¬º Œ√‡±Ó¬ Œ˚ÀÚ ¶Û˙« fl¡ø1À˘› øÍ¬fl¡ ¤Àfl¡ ’Ú≈ˆ¬ª Œ˝√√±ª± ¬Û‘á¬À¬ı±1Àfl¡˝◊ õ∂fl‘¡Ó¬ ¬Û‘á¬ Œ¬ı±À˘º Œ˚ÀÚñ ø‰¬ø1Â√ fl¡±fl¡Ó¬, Œfl¡±˜˘ fl¡¬Û±˝√√œ ¬ı˘, ·±-·Â√1 ‡˝√√È¬± Â√±˘ ’Ô¬ı± ø˜ø˝√√ Ê√c1 ŒÚ±˜º Œfl¡øÓ¬˚˛±¬ı± ¬Û‘á¬À¬ı±1 Œ√‡±Ó¬ Œ˚ÀÚ ¶Û˙« fl¡ø1À˘ øÍ¬fl¡ ¤Àfl¡ ’Ú≈ˆ¬ª Ú˝√√í¬ı› ¬Û±À1º ’Ô«±», Œfl¡±ÀÚ± ¤È¬± ¬ıd Œ√‡±Ó¬ ‡˝√√È¬± Œ˚Ú ˘±À· øfl¡c ‰≈¬˝◊ ‰¬±À˘ ·˜ Œ¬Û±ª± ˚±˚˛ Œ˚ ˝◊ ’±‰¬˘ÀÓ¬ ˜¸‘Ìº ’±˜±1 ‘√ø©Üw˜ ¸‘ø©Ü fl¡ø1¬ı ¬Û1± ¬Û‘á¬À¬ı±1fl¡ ¸±—Àfl¡øÓ¬fl¡ ’Ô¬ı± ‘√˙…˜±Ú ¬Û‘á¬Ù¬±˘ Œ¬ı±À˘º Œ˚ÀÚñ ¤‡Ú ¸±Ò±1Ì ’Ô¬ı± 1„√√œÚ ø‰¬SÓ¬ ‡˝√√È¬± ¬Û‘á¬ ¤‡ÚÓ¬ Œ˜fl≈¡1œ1 ·±1 ŒÚ±˜À¬ı±1 ’±‰¬˘ ŒÚ±˜1 √À1 Œfl¡±˜˘ Œ√‡±Õfl¡ ’“fl¡± ˝√√í¬ı ¬Û±À1º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 12Ó¬ Ôfl¡± ø‰¬S Ú— 7 [fl¡] ’±1n∏ [‡] ‰¬±¬ı]

3.4 1„√√1 õ∂±Ôø˜ﬂ¡ Ò±1Ì±

1À„√√ ø‰¬Sfl¡˘±Ó¬ ˜≈‡… ˆ”¬ø˜fl¡± ¬Û±˘Ú fl¡À1º õ∂øÓ¬ÀÈ¬± 1„√√1 ∆¸ÀÓ¬ ’±À¬ı· Ê√øÎ¬ˇÓ¬ ∆˝√√ Ô±Àfl¡º Â√ø¬ıÓ¬ ¬Ûø1Àª˙ ¸‘ø©Ü fl¡ø1¬ıÕ˘ ’±1n∏ Â√±˚˛±-Œ¬Û±˝√√1 Œ√‡≈ª±¬ıÕ˘ ø˙äœÀ˚˛ 1„√√1 õ∂À˚˛±· fl¡À1º 1— ¸±Ò±1ÌÀÓ¬ øÓ¬øÚ õ∂fl¡±11ñ

õ∂±Ôø˜fl¡ 1— (Primary Colour) – 1„√√±, Úœ˘±, ˝√√±˘Òœ˚˛± ¤˝◊ 1— øÓ¬øÚÈ¬±fl¡ õ∂±Ôø˜fl¡ 1— ø˝√√‰¬±À¬Û Ê√Ú± ˚±˚˛º ¤˝◊ 1—¸˜”˝√√ ¶§fl¡œ˚˛º

Œ·ÃÌ 1— (Secondary Colour) – fl¡˜˘±, Œ¬ı„≈√√Úœ˚˛±, Œ¸Î◊¬Ê√œ˚˛± ¤˝◊ 1—¸˜”˝√√fl¡ Œ·ÃÌ 1— ø˝√√‰¬±À¬Û Ê√Ú± ˚±˚˛º õ∂±Ôø˜fl¡ 1— ø˜˝√√˘±˝◊ ¤˝◊ 1— Î◊¬»¬Û±√Ú fl¡1± ˝√√˚˛º 1„√√± ÙÂ ˝√√±˘Òœ˚˛± Ô fl¡˜˘± 1„√√√± ÙÂ Úœ˘± Ô Œ¬ı„≈√√Úœ˚˛± Úœ˘± ÙÂ ˝√√±˘Òœ˚˛± Ô Œ¸Î◊¬Ê√œ˚˛±

Ó‘¬Ó¬œ˚˛fl¡ 1— (Tertiary Colour) – ˝√√±˘Òœ˚˛± ñ fl¡˜˘±, 1„√√± ñ fl¡˜˘±, 1„√√± ñ Œ¬ı„≈√√Úœ˚˛±, Úœ˘± ñ Œ¬ı„≈√√Úœ˚˛±, Úœ˘± ñ Œ¸Î◊¬Ê√œ˚˛±, ˝√√±˘Òœ˚˛± ñ Œ¸Î◊¬Ê√œ˚˛± ¤˝◊ 1„√√¸˜”˝√√fl¡ ëÓ‘¬Ó¬œ˚˛fl¡ 1—í ø˝√√‰¬±À¬Û Ê√Ú± ˚±˚˛º ¤˝◊ 1—¸˜”˝√√ õ∂±Ôø˜fl¡ 1— ’±1n∏ Œ·ÃÌ 1— ø˜˝√√˘±˝◊ Î◊¬»¬Û±√Ú fl¡1± ˝√√˚˛º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 13Ó¬ Ôfl¡± ø‰¬S Ú— 8 [fl¡], [‡] ’±1n∏ [·] ‰¬±¬ı] õ∂±Ôø˜fl¡, Œ·ÃÌ ’±1n∏ Ó‘¬Ó¬œ˚˛fl¡ 1„√√1 ˜±Ê√1 øfl¡Â≈√˜±Ú 1— Î¬◊¯û õ∂fl‘¡øÓ¬1 ’±1n∏ øfl¡Â≈√˜±Ú ˙œÓ¬˘ õ∂fl‘¡øÓ¬1º Œ˚ÀÚ – Î¬◊¯û 1— - 1„√√±, fl¡˜˘±, ˝√√±˘Òœ˚˛±, ˝◊√√Ó¬…±ø√º ˙œÓ¬˘ 1— - Úœ˘±, Œ¸Î¬◊Ê√œ˚˛±, ˝◊√√Ó¬…±ø√º Î¬◊À~‡À˚±·… Œ˚ ¬ı·± ’±1n∏ fl¡˘± 1„√√fl¡ 1— ø˝√√‰¬±À¬Û Ò1± Ú˝√√˚˛º

Handbook on Art & Creative Education 51 Œfl¡˝◊ø¬ıÒ˜±Ú ø˜| 1— 1„√±√ ÙÂ ¬ı·± Ô &˘¬Ûœ˚˛± 1„√√± ÙÂ fl¡í˘± Ô ¬ı±√±˜œ 1„√√± ÙÂ Œ¸Î◊¬Ê√œ˚˛± Ô ˜±øÈ¬˚˛± ˝√√±˘Òœ˚˛± ÙÂ Œ¸Î◊¬Ê√œ˚˛± Ô ¬Û±Ó¬˘ Œ¸Î◊¬Ê√œ˚˛± Úœ˘± ÙÂ ¬ı·± Ô ¬Û±Ó¬˘ Úœ˘± fl¡˘± ÙÂ ¬ı·± Ô Â√±˝◊ 1—

3.5 Ûø1Àõ∂øé¬Ó¬ ’±1n∏ øÎ¬Ê√±˝◊√√Ú1 Ò±1Ì±

¬Ûø1Àõ∂øé¬Ó¬ (Perspective) ¬Ûø1Àõ∂øé¬Ó¬ ˝√√í˘ ø¡Z˜±øSfl¡ Â√ø¬ı ¤‡ÚÓ¬ øS˜±øSfl¡ Ò±1Ì±1 ¸‘ø©Ü fl¡1±º Â√ø¬ı ’“fl¡±1 ¸˜˚˛Ó¬ ’±ø˜ Œfl¡±ÀÚ± ¬ıd ˘é¬… fl¡ø1À˘ Œ√ø‡˜ Œ˚ ø˚˜±ÀÚ˝◊√√ ’±ø˜ ¬ıdÀÈ¬±1 ¬Û1± ”√1Õ˘ ˚±›“ ˝◊ Sê˜±i§À˚˛ ’±˜±1 ‘√ø©Ü1 ¬Û1± ¸1n∏ ∆˝√√ ˚±˚˛ ’±1n∏ ¤È¬± ¸˜˚˛Ó¬ ∆· ˝◊√√ ¤È¬± ø¬ıµ≈Ó¬ ø˜ø˘Ó¬ ˝√√˚˛Õ·º ˝◊˚˛±Àfl¡ ’±˜±1 ‰¬fl≈¡1 ‘√ø©Üw˜ ¬ı≈ø˘ Œfl¡±ª± ˝√√˚˛º Î◊¬√±˝√√1Ì¶§1+À¬Û, ˚ø√ ’±ø˜ ¤È¬± Œ1í˘ ’±ø˘1 ¤È¬± ˜”1Ó¬ øÔ˚˛ ∆˝√√ ’±ÚÀÈ¬± ˜”1Õ˘ ‰¬±›“, ŒÓ¬øÓ¬˚˛± ’±ø˜ Œ1í˘ ’±ø˘ÀÈ¬± ø¸ÀÈ¬± ˜”1Õ˘ Sê˜±i§À˚˛ ¸1n∏ ∆˝√√ Œ˚±ª± Œ˚Ú Œ√À‡“± ’±1n∏ ¤È¬± ¸˜˚˛Ó¬ ˝◊ ¤È¬± øÚø√«©Ü ø¬ıµ≈Ó¬ ø˜ø˘Ó¬ ˝√√í¬ıÕ·º õ∂fl‘¡Ó¬ÀÓ¬ ŒÓ¬ÀÚ Ú‚ÀÈ¬º ¬ı±ô¶ªÓ¬ Œ1í˘1 ’±ø˘1 ≈√À˚˛±È¬± ˜”1 ¸˜±Úº ˝◊˚˛±Àfl¡ fl¡˚˛ ¬Ûø1Àõ∂øé¬Ó¬º Â√ø¬ıÓ¬ ¬Ûø1Àõ∂øé¬Ó¬1 ¬ı±À¬ı øfl¡Â≈√˜±Ú &1n∏Q¬Û”Ì« Î◊¬¬Û±√±Ú1 õ∂À˚˛±Ê√Ú ˝√√˚˛º Œ˚ÀÚ ’±Ú≈ˆ”¬ø˜fl¡ Œ1‡± (Hrizon Line), ø¬ı˘˚˛ ø¬ıµ≈ (Vanishing Point) ’±1n∏ ¸˜Àfl¡±Ìœ˚˛ Œ1‡± (Orthogonal Lines) ˝◊Ó¬…±ø√º ’±Ú≈ˆ”¬ø˜fl¡ Œ1‡± – ˜±øÈ¬1 Œ1‡± ’±1n∏ ’±fl¡±˙1 Œ1‡± ˚íÓ¬ ø˜ø˘Ó¬ ˝√√˚˛, Œ¸˝◊ Œ1‡±Î¬±˘Àfl¡ ’±Ú≈ˆ”¬ø˜fl¡ Œ1‡± ø˝√√‰¬±À¬Û Ò1± ˝√√˚˛º ø¬ı˘•§ ø¬ıµ≈ – ˜±Ú≈˝√√ ¤Ê√Ú1 ‰¬±é≈¬¯∏ ‘√ø©Ü1 ¬Û1± ¬ıd ¤È¬± Sê˜±i§À˚˛ ¸1n∏ Œ√À‡ ’±1n∏ ¤˝◊ ‘√ø©Ü ∆·√√ ¤È¬± ø¬ıµ≈Ó¬ ø˜ø˘Ó¬ ˝√√˚˛º ¤˝◊ ø¬ıµ≈ÀÈ¬±Àfl¡ ø¬ı˘˚˛ ø¬ıµ≈ ø˝√√‰¬±À¬Û Ê√Ú± ˚±˚˛º ¸˜Àfl¡±Ìœ˚˛ Œ1‡± – ø˚À¬ı±1 Œ1‡± ø¬ı˘˚˛ ø¬ıµ≈Õ˘ ·øÓ¬ fl¡À1º 1„√√1 Œé¬SÀÓ¬± ¬Ûø1Àõ∂øé¬Ó¬1 Ò±1Ì±1 ¸‘ø©Ü fl¡ø1¬ıÕ˘ Â√ø¬ıÓ¬ ›‰¬11 ¬ıdÓ¬ Î¬±Í¬ 1— ’±1n∏ ”√11 ¬ıdÓ¬ ¬Û±Ó¬˘ 1— ¬ı…ª˝√√±1 fl¡1± ˝√√˚˛º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 15Ó¬ Ôfl¡± ø‰¬S Ú— 9 ‰¬±¬ı]

øÎ¬Ê√±˝◊Ú øÎ¬Ê√±˝◊Ú ¬ı± Ú'± õ∂fl‘¡Ó¬ ’Ô«Ó¬ ˝√√í˘ ¸±˜ø¢∂fl¡ ¬Ûø1fl¡äÚ±º ø¬ıøˆ¬iß fl¡±˜ ’±1n∏ ¬Ûø1fl¡äÚ± ’Ú≈˚±˚˛œ øÎ¬Ê√±˝◊Ú1 Ú'±1 Ú±µøÚfl¡ ’±À¬ı√Ú øˆ¬Úƒ øˆ¬Úƒ ˝√√í¬ı ¬Û±À1º fl¡±À¬Û±1Ó¬ ’“fl¡± Ú'±, ·‘˝√√ øÚ˜«±Ì1 Ú'±, ·˝√√Ú±1 Ú'±, fl¡ø•ÛÎ◊¬È¬±1 øÎ¬Ê√±˝◊Ú, øfl¡Ó¬±¬Û1 Œ¬ıÈ≈¬¬Û±Ó¬ Ú'±, Œ¬Û±Â√±fl¡-¬Ûø12Â√√1 Ú'± ˝◊Ó¬…±ø√ øÎ¬Ê√±˝◊Ú1 Î◊¬√±˝√√1Ìº øÎ¬Ê√±˝◊Ú1 ˘·Ó¬ Œ¬ÛÈ¬±Ì« ¬ı± Ú˜≈Ú± ’±1n∏ ˜øÈ¬Ù¬ ¬ı± ¬ıÌ«ø¬ıÚ…±¸ ˙s Ê√øÎ¬ˇÓ¬ Ô±Àfl¡º Œ¬ÛÈ¬±Ì« ˝√√í˘ ¬ıd1 Ú˜≈Ú± ¬ı± ‰¬±ÀÚøfl¡ ’±1n∏ ˜øÈ¬Ù¬ ˝√√í˘ Œfl¡±ÀÚ± ¬ıd1 õ∂Ó¬œøfl¡ Ò±1Ì±º øÎ¬Ê√±˝◊Ú ¬ı± Ú'±, Œ¬ÛÈ¬±Ì« ’±1n∏ ˜øÈ¬Ù¬ ˜”˘Ó¬– øÓ¬øÚ Ò1Ì1 – õ∂±fl‘¡øÓ¬fl¡ (Natural), Ê√…±ø˜øÓ¬fl¡ (Geometrical) ’±1n∏ ø¬ı˜”Ó¬« (Abstract)º

52 Handbook on Art & Creative Education 3.6 ‰¬±1n∏ ø˙ä (Fine Art) ’±1n∏ ﬂ¡±1n∏ ø˙ä (Craft)

‰¬±1n∏ ø˙ä ¸‘ø©ÜÓ¬ Œ¸Ãµ˚«±Rfl¡ ø√˙ÀÈ¬±À˝√√ Ê√øÎ¬ˇÓ¬ Ô±Àfl¡º ˝◊˚˛±1 øSê˚˛±Rfl¡ (Functional) ø√˙ÀÈ¬± &1n∏Q¬Û”Ì« Ú˝√√˚˛º ø‰¬Sfl¡˘±, ˆ¬±¶®˚« ’±ø√ ˜±Ò…À˜À1 Œ¸Ãµ˚«±Rfl¡ ø√˙ÀÈ¬±fl¡ õ∂fl¡±˙ fl¡À1º ø˙äfl¡˜«ÀÈ¬± ¸‘ø©Ü fl¡À1±ÀÓ¬ ø˙äœÊ√Ú1 ’±À¬ı· Ê√øÎ¬ˇÓ¬ ∆˝√√ Ô±Àfl¡º ¤ÀÚ ¸‘ø©Üfl¡˜«Ó¬ ø˙äfl¡˜«ÀÈ¬±1 ˜”˘ ’±ø˝√√« (Original masterpiece) ¤È¬±À˝√√ Œ¬Û±ª± ˚±˚˛º fl¡±1n∏ ø˙ä ¸‘ø©ÜÓ¬ Œ¸Ãµ˚«±Rfl¡ ø√˙ÀÈ¬± Ê√øÎ¬ˇÓ¬ Ô±Àfl¡ ˚ø√› ø˙äÀÈ¬±1 øSê˚˛±Rfl¡ ø√˙ÀÈ¬± Œ¬ıøÂ√ &1n∏Q¬Û”Ì« ˝√√˚˛º fl¡±1n∏ ø˙ä ¤È¬± ¬Û1•Û1±·Ó¬ ø˙äfl¡˜« ’±1n∏ Œ˘±fl¡fl¡˘±1 øˆ¬Ó¬1Ó¬ ’ôLˆ≈¬«Mê fl¡ø1¬ı ¬Û±ø1º ˝◊˚˛±Ó¬ ¸±Ê√¸7¡¡¡±1 (decorative) ø√˙ÀÈ¬± Ê√øÎ¬ˇÓ¬ Ô±Àfl¡º ˝◊˚˛±Ó¬ ¤È¬± ˜”˘ ’±ø˝√√«1 ¬Û1± ¬ıU ø˙äfl¡˜« ¸‘ø©Ü fl¡ø1¬ı ¬Û1± ˚±˚˛º ˜‘»ø˙ä, ·˝√√Ú±, Ò±Ó≈¬-ø˙ä, fl¡±Í¬-Œ‡±√±˝◊ ˝◊Ó¬…±ø√ fl¡±1n∏ ø˙ä1 ’ôLˆ≈¬«Mêº

3.7 ’¸˜1 ø˙äfl¡˘±1 ˝◊øÓ¬˝√√±¸ ¸•ÛÀfl¡« õ∂±Ôø˜fl¡ Ò±1Ì±

’¸˜1 ø‰¬Sfl¡˘±, ˆ¬±¶®˚«, ¶ö±¬ÛÓ¬… ˝◊Ó¬…±ø√1 Œé¬SÓ¬ ¤fl¡ Œ·Ã1Àª±8˘ ˝◊øÓ¬˝√√±¸ ’±ÀÂ√º ’¸˜1 õ∂±‰¬œÚ fl¡˘±1 ¸•§Àg ø˘‡± ø¬ıøˆ¬iß ø˙˘±ø˘ø¬Û, Ó¬±˜1 Ù¬ø˘ Œ¬Û±ª± ˚±˚˛º ¬Û=˜ ˙øÓ¬fl¡±1 Î◊¬˜±‰¬˘ ø˙˘±ø˘ø¬ÛÓ¬ Œ¬Û±ª± Ó¬Ô… ˜ÀÓ¬, õ∂±‰¬œÚ fl¡±˜1+¬ÛÓ¬ ¤È¬± &˝√√± ˜øµ1 øÚ˜«±Ì fl¡1± ∆˝√√øÂ√˘º õ∂±‰¬œÚ ’¸˜Ó¬ ˜øµ1 ¶ö±¬ÛÓ¬…1 øÚ˜«±Ì ¬ı˝√√˘ ¬Ûø1¸1Ó¬ ∆˝√√øÂ√˘º ø¬ıÀ˙¯∏Õfl¡ ˆ¬±¶®˚« fl¡˘±1 ø¬ıfl¡±˙ ˜øµ1 øÚ˜«±Ì1 Ê√ø1˚˛ÀÓ¬ ∆˝√√øÂ√˘º ’¸˜Ó¬ õ∂Ô˜ ¬Û˚«±˚˛1 ˜øµ1 øÚ˜«±Ì fl¡±˚« ‰¬Ó≈¬Ô« ˙øÓ¬fl¡±1 ¬Û1± ¡Z±√˙ ˙øÓ¬fl¡±1 øˆ¬Ó¬1Ó¬ ∆˝√√øÂ√˘º ¤˝◊ œ√‚˘œ˚˛± ¸˜˚˛ÀÂ√±ª±Ó¬ ’¸˜Ó¬ ¬ı˜«Ú ¬ı—˙, ˙±˘ô¶y ¬ı—˙ ’±1n∏ ¬Û±˘ ¬ı—˙˝◊ 1±Ê√Q fl¡ø1øÂ√˘º ¤˝◊ ¬ı—˙1 1Ê√±¸fl¡À˘ ’¸˜Ó¬ ˜øµ1 øÚ˜«±Ì1 ¬ı±À¬ı &1n∏Q¬Û”Ì« ˆ”¬ø˜fl¡± ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“À˘±Àfl¡ õ∂±˚˛ˆ¬±· ˜øµ1 ø˙À˘À1 øÚ˜«±Ì fl¡ø1øÂ√˘º ¬ıÓ¬«˜±Ú ¤˝◊ ˜øµ1¸˜”˝√√ Òı—¸±ªÀ˙¯∏Ó¬ ¬Ûø1ÌÓ¬ ∆˝√√ÀÂ√º ˝◊˚˛±1 ø¬ÛÂ√1 ¬Û˚«±˚˛1 ˜øµ1 øÚ˜«±Ì fl¡±˚« ∆˝√√øÂ√˘ Œfl¡“±‰¬ 1Ê√± ’±1n∏ ’±À˝√√±˜ 1Ê√±1 ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬º ’¸˜1 ŒÓ¬Ê√¬Û≈11 √¬Û¬ı«Ó¬œ˚˛±Ó¬ ’øÓ¬ õ∂±‰¬œÚ ˜øµ11 ˆ¬¢ü±ªÀ˙¯∏ Œ¬Û±ª± ˚±˚˛º ˝◊˚˛±Ó¬ ¤‡Ú ø˙˘1 ˆ¬±¶®˚« Œ‡±ø√Ó¬ ˜øµ11 ŒÓ¬±1Ì Œ¬Û±ª± ∆·ÀÂ√º &5 ø˙ä ∆˙˘œ1 õ∂ˆ¬±ª Ôfl¡± ¤˝◊ ˜øµ11 ŒÓ¬±1Ì‡Ú ¯∏á¬ ˙øÓ¬fl¡±Ó¬ øÚ˜«±Ì fl¡1± ∆˝√√øÂ√˘ ¬ı≈ø˘ ˆ¬¬ı± ˝√√˚˛º ˜øµ11 ˆ¬¢ü±ªÀ˙¯∏¸˜”˝√√1 ¬Û1± ’Ú≈˜±Ú fl¡ø1¬ı ¬Û±ø1 Œ˚ õ∂±˚˛ ˆ¬±· õ∂±‰¬œÚ ˜øµ1 Œ¬ıÃX Ò˜«1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ∆˝√√øÂ√˘º ¤˝◊ fl¡Ô± Ê√Ú± ˚±˚˛ Œ˚ ’¸˜Ó¬ ˜øµ1 øÚ˜«±Ì1 ¬ı±À¬ı 1Ê√±¸fl¡À˘ ¬ı±ø˝√√11 ¬Û1± ø˙äœ, ¶ö±¬ÛøÓ¬ø¬ı√ ’±˜øLaÓ¬ fl¡ø1øÂ√˘º ’¸˜Ó¬ ø‰¬Sfl¡˘± ‰¬‰¬«± fl¡1±1 ¬Û1•Û1± ’øÓ¬ õ∂±‰¬œÚ fl¡±˘À1 ¬Û1± ∆˝√√øÂ√˘º ¬ı±Ú1 ˝√√¯∏«‰¬ø1Ó¬ ¬Û≈øÔ 1 ¬Û1± ¤˝◊ fl¡Ô± Ê√±øÚ¬ı ¬Û±ø1 Œ˚ ¸5˜ ˙øÓ¬fl¡±Ó¬ fl¡±˜1+¬Û1 1Ê√± ˆ¬±¶®1 ¬ı˜«ÀÚ ˝√√¯∏«¬ıÒ«ÚÕ˘ ’±Ú ¸±˜¢∂œ1 ˘·ÀÓ¬ Â√ø¬ı ’“fl¡± ¸±˜¢∂œ› Î◊¬¬Û˝√√±1 ø˝√√‰¬±À¬Û ¬ÛøÍ¬˚˛±˝◊øÂ√˘º ’¸˜Ó¬ ø‰¬Sfl¡˘± ‰¬‰¬«± fl¡1± ¬Û1•Û1± ∆¬ı¯∏ûª &1n∏ |œ˜ôL ˙—fl¡1À√ª1 ¸˜˚˛Ó¬ ¸øSê˚˛ˆ¬±Àª ∆˝√√øÂ√˘º ¤˝◊ ¸˜˚˛ÀÂ√±ª±Ó¬ ¬Û≈øÔø‰¬S1 Ê√ø1˚˛ÀÓ¬ ø‰¬Sfl¡˘±1 ø¬ıfl¡±˙ ∆˝√√øÂ√˘º ¤ÀÚÒ1Ì1 ¬Û≈øÔø‰¬S1 ø¬ıfl¡±˙1 fl¡±˜ ≈√È¬± ¬Û˚«±˚˛Ó¬ ∆˝√√øÂ√˘º ¤È¬± ¸S1 Ê√ø1˚˛ÀÓ¬ ’±1n∏ ’±ÚÀÈ¬± 1Ê√±‚1œ˚˛± ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬º ø¬ıÀ˙¯∏Õfl¡ ’±À˝√√±˜ 1Ê√±1 ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬ ¬Û≈øÔø‰¬S1 fl¡±˜ ∆˝√√øÂ√˘º ¤˝◊¸˜”˝√√1 Î◊¬¬Ûø1› ’¸˜Ó¬ ’±Ú øfl¡Â≈√˜±Ú ø˙ä ø¬ıfl¡±˙ ∆˝√√øÂ√˘º Œ˚ÀÚñ fl¡±Í¬À‡±√±˝◊, ˜≈‡±ø˙ä, ŒÈ¬1±Àfl¡±È¬±, ˜‘»ø˙ä ˝◊Ó¬…±ø√º

Handbook on Art & Creative Education 53 3.7.1 ’¸˜1 ˜øµ1 ˆ¬±¶®˚« ˜øµ1 ˆ¬±¶®˚« ˜±ÀÚ ˜øµ11 ¶ö±¬ÛÓ¬…1 ˘·Ó¬ ¸—˘¢ü Ôfl¡± ˆ¬±¶®˚«Àfl¡ ¬ı≈Ê√±˚˛º ˝◊øÓ¬˜ÀÒ… ›¬Û1Ó¬ Î◊¬À~‡ fl¡1± ∆˝√√ÀÂ√ Œ˚ ’¸˜Ó¬ ˜øµ1 ˆ¬±¶®˚«1 ø¬ıfl¡±˙ ≈√È¬± ¬Û˚«±˚˛Ó¬ ∆˝√√øÂ√˘º Ó¬˘Ó¬ øfl¡Â≈√˜±Ú Î◊¬À~‡À˚±·… ˜øµ1 ˆ¬±¶®˚«1 ø¬ı¯∏À˚˛ Î◊¬À~‡ fl¡1± ˝√√í˘º √¬Û¬ı«Ó¬œ˚˛± ˜øµ1 – √¬Û¬ı«Ó¬œ˚˛± ˜øµ1 ŒÓ¬Ê√¬Û≈1Ó¬ ’ªø¶öÓ¬º √¬Û¬ı«Ó¬œ˚˛± ˜øµ1 ’¸˜1 ’øÓ¬ õ∂±‰¬œÚÓ¬˜ ˜øµ1º ¤˝◊ ˜øµ1 ¯∏á¬ ˙øÓ¬fl¡±Ó¬ øÚ˜«±Ì fl¡1± ∆˝√√øÂ√˘ ¬ı≈ø˘ ˆ¬¬ı± ˝√√˚˛º ¤˝◊ ˜øµ1 ¬ıÓ¬«˜±Ú ˆ¬¢ü±ªÀ˙¯∏Ó¬ ¬Ûø1ÌÓ¬ ∆˝√√ÀÂ√º ˜±S ¤‡Ú ˜øµ11 ≈√ª±1À˝√√ Œ¬Û±ª± ∆·ÀÂ√º ø˙˘1 ¤˝◊ ≈√ª±11 ø˙ä ∆˙˘œÓ¬ &5 ˚≈·1 ø˙äfl¡˘±1 õ∂ˆ¬±ª ’±ÀÂ√º ≈√ª±11 Ó¬˘1 ˆ¬±·Ó¬ ·—·±-˚˜≈Ú±1 ˜”øÓ¬« ¸≈µ1ˆ¬±Àª Œ‡±ø√Ó¬ fl¡1± ’±ÀÂ√º ˜√Ú fl¡±˜À√ª ˜øµ1 – ¤˝◊ õ∂±‰¬œÚ ˜√Ú fl¡±˜À√ª ˜øµ1 ¬ı±˝◊˝√√±È¬± ‰¬±ø1’±ø˘1 ˜√Ú fl¡±˜À√ª ¬Û¬ı«Ó¬1 ›¬Û1Ó¬ ’ªø¶öÓ¬º øfl¡c ¬ıÓ¬«˜±Ú ¤˝◊ ˜øµ1 ˆ¬¢ü±ªÀ˙¯∏Ó¬ ¬Ûø1ÌÓ¬ ∆˝√√ÀÂ√º ¤fl¡±√˙-¡Z±√˙ ˙øÓ¬fl¡±1 ¤˝◊ ˜øµ1fl¡ ˙øMê ˜øµ1 ø˝√√‰¬±À¬Û ·Ì… fl¡1± ˝√√˚˛º ¤˝◊ ˜øµ11 ·ˆ¬«·‘˝√√Ó¬ Ôfl¡± Î◊¬˜±-˜À˝√√ù´11 ˚≈·˘ ˜”øÓ¬«fl¡ ˜√Ú ’±1n∏ 1øÓ¬ Œ√ªœ ø˝√√‰¬±À¬Û ¬Û”Ê√± fl¡1± ˝√√˚˛º ˜øµ11 ˆ¬¢ü±ªÀ˙¯∏Ó¬ ’¸—‡… ˆ¬±¶®˚« Œ¬Û±ª± ∆·ÀÂ√º ˝◊˚˛±Ó¬ Ôfl¡± ∆˜Ô≈Ú SêœÎ¬ˇ±1Ó¬ ˆ¬±¶®˚«¸˜”˝√√1 ¬ı±À¬ı ¤˝◊ ˜øµ1 ø¬ı‡…±Ó¬º ¤˝◊ ∆˜Ô≈Ú SêœÎ¬ˇ±1Ó¬ ˆ¬±¶®˚«¸˜”˝√√1 ∆˙˘œ ‡±ÀÊ√±1±À˝√√±1 ∆˜Ô≈Ú SêœÎ¬ˇ±1Ó¬ ˆ¬±¶®˚«1 ∆˙˘œ1 ˘·Ó¬ ø˜˘ Œ¬Û±ª± ˚±˚˛º Œ¸À˚˛À˝√√ ˜√Ú fl¡±˜À√ª ˜øµ1 fl¡±˜1+¬Û1 ‡±ÀÊ√±1±À˝√√± ø˝√√‰¬±À¬Û Ê√Ú±Ê√±Ó¬º fl¡±˜±‡…± ˜øµ1 – fl¡±˜±‡…± ˜øµ1 ˆ¬±1Ó¬1 ø¬ı‡…±Ó¬ ˙øMê¬ÛœÍ¬ ø˝√√‰¬±À¬Û Ê√Ú±Ê√±Ó¬º ¤˝◊ ˜øµ1 &ª±˝√√±È¬œ1 Úœ˘±‰¬˘ ¬Û±˝√√±11 ›¬Û1Ó¬ ’ªø¶öÓ¬º fl¡±ø˘fl¡± ¬Û≈1ÌÓ¬ Î◊¬À~‡ fl¡1± ˜ÀÓ¬, ¤˝◊ ˜øµ11 ¶ö±ÚÓ¬ ¬Û±¬ı«Ó¬œ1 ëŒ˚±Úœí ’—˙ ¬Ûø1øÂ√˘º fl¡±˘±¬Û±˝√√±À1 ¤˝◊ ˜øµ1 Òı—¸ fl¡ø1øÂ√˘ ¬ı≈ø˘ õ∂¬ı±√ ’±ÀÂ√º ¤˝◊ ˜øµ1Ó¬ ’¸—‡… ˆ¬±¶®˚« Œ¬Û±ª± ∆·øÂ√˘º ˜øµ11 ¬ı±ø˝√√11-øˆ¬Ó¬11 Œ¬ı1Ó¬ ˆ¬±¶®˚« Ôfl¡±1 Î◊¬¬Ûø1› ˜øµ11 Œ‰¬Ã¬Û±À˙ ’¸—‡… ˆ¬±¶®˚« ø¸“‰¬1øÓ¬ ∆˝√√ ’±ÀÂ√º ˜øµ11 ·ˆ¬«·‘˝√√1 ¬ı±ø˝√√11 Œ¬ı1Ó¬ ø˙ª1 ø¬ıøˆ¬iß 1+¬Û Œ‡±ø√Ó¬ fl¡1± ∆˝√√ÀÂ√º ›¬Û1Ó¬ Î◊¬À~‡ fl¡1± ¤˝◊¸˜”˝√√ ˜øµ1 ˆ¬±¶®˚«1 Î◊¬¬Ûø1› ’±Ú øfl¡Â≈√˜±Ú ˜øµ1 ˆ¬±¶®˚« Œ¬Û±ª± ¶ö±Ú ˝√√í˘ ¸”˚« ¬Û±˝√√±1 [Œ·±ª±˘¬Û±1±], ø¬Û—·À˘ù´1 [fl¡11±], Œ√›¬Û±˝√√±1 [Ú≈˜˘œ·Î¬ˇ], ˝√√˚˛¢∂œª ˜±Òª ˜øµ1 [˝√√±ÀÊ√±], Î¬¬ıfl¡± [Ú·“±›] ˝◊Ó¬…±ø√º

3.7.2 ﬂ¡±Í¬ ˆ¬±¶®˚«

fl¡±Í¬ ˆ¬±¶®˚«› ’¸˜1 ¤øÈ¬ ’Ú…Ó¬˜ ¸˜‘øX˙±˘œ fl¡˘±º ¤˝◊ø¬ıÒ ø˙ä1 ‰¬‰¬«± ∆¬ı¯∏ûª ¸—¶¥®øÓ¬1 ¸S ’±1n∏ ’±À˝√√±˜ 1Ê√±¸fl¡˘1 ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬ ∆˝√√øÂ√˘º ¸S1 ≈√ª±1, ø‰¬ø˘—, Œ¬ı1 ’±ø√Ó¬ ¸≈µ1 fl¡±Í¬1 Œ‡±ø√Ó¬ ˆ¬±¶®˚«1 ø˙äfl¡˜« Œ√‡± ˚±˚˛º ¤ÀÚÒ1Ì1 ø˙äfl¡˜«Ó¬ ‰¬µÚ, ’·1n∏, ·˜±ø1 ’±ø√ fl¡±Í¬ ¬ı…ª˝√√±1 fl¡1± ∆˝√√øÂ√˘º

3.7.3 Û≈øÔø‰¬S

¬Û≈øÔø‰¬S ¬ı≈ø˘À˘ ¸±Ò±1ÌÀÓ¬ ¬Û≈øÔÓ¬ ’“fl¡± ø‰¬SÀfl¡˝◊ ¬ı≈ÀÊ√±ª± ˝√√˚˛º ˝◊˚˛±Ó¬ Œ˘‡± ’±1n∏ Â√ø¬ı ’“fl¡± ’—˙ ¤Àfl¡˘À· Ô±Àfl¡º Úª ∆¬ı¯∏ûª Ò˜«1 õ∂ªÓ¬«fl¡ |œ˜ôL ˙—fl¡1À√ª1 ¸˜˚˛Ó¬ ’¸˜Ó¬ ¤ÀÚÒ1Ì1 ¬Û≈øÔø‰¬S1 ø¬ıfl¡±˙ ∆˝√√øÂ√˘º ∆¬ı¯∏ûª Ò˜« õ∂‰¬±11 ¬ı±À¬ı

54 Handbook on Art & Creative Education ˙—fl¡1À√Àª ¤˝◊ ¬Û≈øÔø‰¬S¸˜”˝√√fl¡ ˜±Ò…˜ ø˝√√‰¬±À¬Û ∆˘øÂ√˘º ¤˝◊ ¬Û≈øÔø‰¬S1 fl¡±˜ ≈√È¬± Ò±1±Ó¬ ∆˝√√øÂ√˘º ¤È¬± ∆˝√√ÀÂ√ ¸S1 Ê√ø1˚˛ÀÓ¬ ’±1n∏ ’±ÚÀÈ¬± ¬Û≈øÔø‰¬S1 Ò±1± ’±À˝√√±˜ 1Ê√±1 Â√SÂ√±˚˛±Ó¬ ∆˝√√øÂ√˘º ¬ı±ø˘¸SÓ¬ Œ¬Û±ª± ø‰¬S ˆ¬±·ªÓ¬ ¬Û≈øÔ‡Ú ’±È¬±˝◊Ó¬Õfl¡ õ∂±‰¬œÚÓ¬˜ ø˝√√‰¬±À¬Û ·Ì… fl¡1± ˝√√˚˛º ¸S1 Ê√ø1˚˛ÀÓ¬ fl¡1± ¬Û≈øÔø‰¬S¸˜”˝√√Ó¬ |œfl‘¡¯∏û1 Ê√œªÚ fl¡±ø˝√√ÚœÀ˚˛ &1n∏Q ˘±ˆ¬ fl¡ø1øÂ√˘º ¬Û≈øÔø‰¬SÓ¬ Â√ø¬ı ’“fl¡± Œ˘±fl¡¸fl¡˘fl¡ ‡øÚfl¡1 ø˝√√‰¬±À¬Û Ê√Ú± ˚±˚˛º ¬Û≈øÔ ø‰¬S¸˜”˝√√ fl¡ø1¬ıÕ˘ ¸“±ø‰¬¬Û±Ó¬ ¬ı± Ó≈¬˘±¬Û±Ó¬ ¬ı…ª˝√√±1 fl¡1± ∆˝√√øÂ√˘º Â√ø¬ı ’“fl¡±1 ’±·ÀÓ¬ ¤fl¡ √œ‚˘œ˚˛± ¬Û˚«±˚˛1 ˜±ÀÊ√À1 ¸“±ø‰¬¬Û±Ó¬ õ∂dÓ¬ fl¡1± ˝√√˚˛º Œ˝√√„≈√√˘, ˝√√±˝◊Ó¬±˘, Œ·1n∏˜±øÈ¬ ’±ø√ ø‰¬S¸˜”˝√√Ó¬ 1— ø˝√√‰¬±À¬Û ¬ı…ª˝√√±1 fl¡1± ∆˝√√øÂ√˘º ¤˝◊ ¬Û≈øÔø‰¬S¸˜”˝√√Ó¬ Œ˜±·˘ ø‰¬Sfl¡˘±, 1±Ê√¶ö±Úœ ø‰¬Sfl¡˘± ’±1n∏ ¬Û±˝√√±1œ ø‰¬Sfl¡˘±1 õ∂ˆ¬±ª ø¬ı√…˜±Úº ’±À˝√√±˜ 1Ê√± ø˙ª ø¸—˝√√˝◊ ¬Û≈øÔø‰¬S ø¬ıfl¡±˙1 Œé¬SÓ¬ &1n∏Q¬Û”Ì« ˆ”¬ø˜fl¡± ∆˘øÂ√˘º 1734 ‰¬ÚÓ¬ ¸≈fl≈¡˜±1 ¬ı1fl¡±˝◊ÀÔ ø˘‡± ˝√√øô¶ø¬ı√…±Ì«ª Ú±˜1 ¬Û≈øÔø‰¬S‡Ú ’±À˝√√±˜ 1Ê√± ø˙ª ø¸—˝√√ ’±1n∏ ŒÓ¬›“1 ¬ÛPœ ’ø•§fl¡±1 øÚÀ√«˙Ó¬ fl¡1± ∆˝√√øÂ√˘º ¤˝◊ ¬Û≈øÔ‡ÚÓ¬ ˝√√±Ó¬œ ¸•§gœ˚˛ ¸fl¡À˘± fl¡Ô± ø˘ø¬Û¬ıX ’±1n∏ Â√ø¬ı ’“fl¡± ’±ÀÂ√º ’±Ú Œfl¡˝◊‡Ú˜±Ú &1n∏Q¬Û”Ì« ¬Û≈øÔø‰¬S ∆˝√√ÀÂ√ ’Ú±ø√¬ÛÓ¬Ú, ’±Úµ˘˝√√1œ, ·œÓ¬-Œ·±ø¬ıµ, ˘ª fl≈¡˙1 ˚≈X ˝◊Ó¬…±ø√º

3.7.4 ’¸˜1 Œ¬Û±1±˜±øÈ¬1 ˆ¬±¶®˚« (Terracotta)

’¸˜ Œ¬Û±1±˜±øÈ¬1 ˆ¬±¶®˚«1 ¬ı±À¬ı ø¬ı‡…±Ó¬º ¤˝◊ ø˙äÀÈ¬± ¬Û‘øÔªœ1 ¤øÈ¬ ¬Û≈1øÌ ø˙äº Ò≈¬ı≈1œ øÊ√˘±1 ’±˙±ø1fl¡±øµ Ú±˜1 ·±›“‡Ú Œ¬Û±1±˜±øÈ¬1 ˆ¬±¶®˚«1 ¬ı±À¬ı ø¬ı‡…±Ó¬º ¤˝◊ Í¬±˝◊‡Ú1 Œ˘±fl¡¸fl¡À˘ √œ‚«ø√Ú Òø1 Œ¬Û±1±˜±øÈ¬1 ¬Û≈Ó¬˘± ¸Ê√± fl¡±˜Ó¬ ¬ıËÓ¬œ ∆˝√√ ’±ÀÂ√º ¤˝◊ Í¬±˝◊1 ˜±Ó‘¬ ’±1n∏ ø˙q, Œ‚“±1± ’±ø√1 ˆ¬±¶®˚«¸˜”˝√√ ø¬ıÀ˙¯∏ˆ¬±Àª Î◊¬À~‡À˚±·…º 70û80 ¬ıÂ√1 ’±·ÀÓ¬ ¬ı±—˘±À√˙1 ¬Û1± õ∂¬ıËÊ√Ú fl¡ø1 ’˝√√± fl≈¡˜±1 ¸•x√±˚˛1 Œ˘±fl¡¸fl¡À˘ ’±˙±ø1fl¡±øµÓ¬ Ô±øfl¡¬ıÕ˘ ˘˚˛º ŒÓ¬›“À˘±fl¡1 Œ¬Û±1±˜±øÈ¬1 ø˙ä˝◊ ’¸˜1 Œ˘±fl¡ ø˙äfl¡˘±fl¡ ‰¬˝√√fl¡œ fl¡ø1 Ó≈¬ø˘øÂ√˘º Î◊¬À~‡À˚±·… Œ˚ ’±ø√˜ fl¡±˘À1 ¬Û1± ˜±Ó‘¬ ’±1n∏ ø˙q ø¬ı¯∏˚˛fl¡ ø˙ä˝◊ ø¬ıÀ˙¯∏ˆ¬±Àª &1n∏Q ˘±ˆ¬ fl¡ø1 ’±ø˝√√ÀÂ√º ’±˙±ø1fl¡±øµÀÓ¬± ˜±Ó‘¬ ’±1n∏ ¸ôL±Ú1 ˜”øÓ¬«À˚˛˝◊ õ∂±Ò±Ú… ˘±ˆ¬ fl¡ø1ÀÂ√º ˜”øÓ¬«À¬ı±11 ·Ï¬ˇÚ ’øÓ¬ ’±ø√˜ ’±1n∏ ¸1˘º ˜”øÓ¬«À¬ı±11 Œfl¡˙ø¬ıÚ…±¸ ø¬ı‰¬Úœ1 √À1 ‚”1Ìœ˚˛±º øÎ¬ø„√√Ó¬ ˜±˘± ’±ÀÂ√, fl¡fl¡±˘1 ¬Û1± øÚ•ß±—˙ ’±ª1Ì˜≈Mêº ¤˝√√±Ó¬ õ∂¸±ø1Ó¬ ’±1n∏ ’±Ú‡Ú ˝√√±ÀÓ¬À1 ¸ôL±ÚÀÈ¬±fl¡ ¬ı≈fl≈¡Ó¬ ¸±ªøÈ¬ 1±ø‡ÀÂ√º ˜≈‡ ŒÊ√±„√√±, ˜±øÈ¬1 ¸1n∏ ˘√±À1 ‰¬fl≈¡ Ù≈¬È¬±˝◊ ŒÓ¬±˘± ∆˝√√ÀÂ√º ’¸˜1 ¸1˝√√ˆ¬±· ˜”øÓ¬«À˚˛ ›˜˘± ¬Û≈Ó¬˘±º ¬ıÓ¬«˜±Ú Œ¬Û±1± ˜±øÈ¬1 ø˙ä ‰¬‰¬«± fl¡1± ’¸˜1 ’±Ú Œfl¡˝◊‡Ú˜±Ú Í¬±˝◊ ∆˝√√ÀÂ√ ¬ı1À¬ÛÈ¬±, 1±˜ø√˚˛±, ˝√√±ÀÊ√±, ¬Û˘±˙¬ı±1œ, Ú·“±› ˝◊Ó¬…±ø√º ˝◊˚˛±Ó¬ ‰¬˜≈Õfl¡ ’¸˜1 Œ¬Û±1±˜±øÈ¬1 ˆ¬±¶®˚« ¸•ÛÀfl¡« ’±ˆ¬±¸ ø√˚˛± ˝√√í˘º õ∂ø˙é¬±Ô«œ¸fl¡À˘ ’±1n∏ ’øÒfl¡ Ê√±øÚ¬ı ø¬ı‰¬±ø1À˘ ¤˝◊ ¸•§Àg ø˘‡± ¬ıU ø˘‡fl¡1 ¢∂Lö ¬ıÊ√±1Ó¬ ¬Û±¬ıº [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 19Ó¬ Ôfl¡± ø‰¬S Ú— 10 ‰¬±¬ı]

3.7.5 ’±À˝√√±˜ ˚≈·1 ¶ö±¬ÛÓ¬…

’¸˜Ó¬ ’±À˝√√±˜¸fl¡À˘ 600 ¬ıÂ√1 1±Ê√Q fl¡ø1øÂ√˘º ŒÓ¬›“À˘±Àfl¡ 1228 ‡Ëœ©Ü±s1 ¬Û1± 1826 ‡Ëœ©Ü±sÕ˘ 1±Ê√Q fl¡ø1øÂ√˘º ’±À˝√√±˜¸fl¡À˘ ’¸˜Ó¬ ¶ö±¬ÛÓ¬… fl¡˘± ø¬ıfl¡±˙Ó¬ &1n∏Q¬Û”Ì« ˆ”¬ø˜fl¡± ¢∂˝√√Ì fl¡ø1øÂ√˘º 1—‚1, Ó¬˘±Ó¬˘ ‚1 ˝◊Ó¬…±ø√

Handbook on Art & Creative Education 55 ŒÓ¬›“À˘±fl¡1 Î◊¬À~‡À˚±·… ’ª√±Ú ’±øÂ√˘º Ó¬±À1±¬Ûø1 Ê√˚˛À√Ã˘, ø˙ªÀ√Ã˘, ø¬ı¯∏≈ûÀ√Ã˘ ˝◊Ó¬…±ø√ ø¬ıÀ˙¯∏ˆ¬±Àª Î◊¬À~‡À˚±·…º ’±À˝√√±˜¸fl¡À˘ øÚ˜«±Ì fl¡1± Œfl¡˝◊È¬±˜±Ú Î◊¬À~‡À˚±·… ¶ö±¬ÛÓ¬…1 ø¬ı¯∏À˚˛ Ó¬˘Ó¬ Î◊¬À~‡ fl¡1± ˝√√í˘ñ 1—‚1 – ø˙ª¸±·11 1—¬Û≈1 Ú·1Ó¬ 1—‚1 ’ªø¶öÓ¬º 1—‚11 ’Ô« ∆˝√√ÀÂ√ ’±À˜±√-õ∂À˜±√ fl¡1± ·‘˝√√º ¸±Ò±1ÌÀÓ¬ ’±À˝√√±˜ 1Ê√±¸fl¡À˘ ˜í˝√√ ˚≈Ê√ ’±1n∏ ’±Ú Œ‡˘-ŒÒ˜±ø˘ ¤˝◊ 1—‚11 ¬Û1± Î◊¬¬ÛÀˆ¬±· fl¡ø1øÂ√˘º ˝◊˚˛±1 Î◊¬¬Ûø1› ˝◊˚˛±Ó¬ Ú‘Ó¬…- ·œÀÓ¬± Î◊¬¬ÛÀˆ¬±· fl¡ø1øÂ√˘º ¶§·«À√Î◊¬ õ∂˜M√√√ ø¸—˝√√˝◊ ¤˝◊ 1—‚1 øÚ˜«±Ì fl¡ø1øÂ√˘º øÎ¬•§±fl‘¡øÓ¬1 ¤˝◊ 1—‚1 ≈√˜˝√√˘œ˚˛± ’±1n∏ ‰¬±˘1 ’—˙ ›À˘±È¬± Ú±›‡Ú1 √À1º ¤˝◊ 1—‚1Ó¬ ˝◊Â√˘±˜ Ò˜«1 ¶ö±¬ÛÓ¬…1 õ∂ˆ¬±ª ø¬ı√…˜±Úº Ó¬˘±Ó¬˘ ‚1 – ’±À˝√√±˜ ˚≈·1 ¤˝◊ ¶ö±¬ÛÓ¬… 1—¬Û≈1Ó¬ ’ªø¶öÓ¬º õ∂Ô˜ ’ª¶ö±Ó¬ ¤˝◊ Ó¬˘±Ó¬˘ ‚1 ’±À˝√√±˜¸fl¡À˘ ∆¸øÚfl¡1 ø˙ø¬ı1 ø˝√√‰¬±À¬Û ¬ı…ª˝√√±1 fl¡ø1øÂ√˘º ¤˝◊ Ó¬˘±Ó¬˘ ‚1Ó¬ ≈√È¬± ¸≈1—· ’±ÀÂ√ ’±À˝√√±À˜ ˚≈X1 ¸˝√√±˚˛Ó¬ ¤˝◊ ¸≈1—· ¬ı…ª˝√√±1 fl¡ø1øÂ√˘º ’±À˝√√±˜ 1Ê√± 1±ÀÊ√ù´1 ø¸—˝√√˝◊ ¤˝◊ Ó¬˘±Ó¬˘ ‚1 øÚ˜«±Ì fl¡ø1øÂ√˘º ø˙ªÀ√Ã˘ – ’±À˝√√±˜¸fl¡˘1 1±Ê√Qfl¡±˘Ó¬ øÚ˜«±Ì fl¡1± ø˙ªÀ√Ã˘ Œ·Ã1œ¸±·1 ¬Û≈‡≈1œ1 Î◊¬M√√√1 ¬Û±À1 ’ªø¶öÓ¬º ¤˝◊ ˜øµ1 ø˙ª ø¸—˝√√1 ¬ÛPœ 1±Ìœ Ù≈¬À˘ù´1œÀ˚˛ øÚ˜«±Ì fl¡1±˝◊øÂ√˘º ø˙˘ ’±1n∏ ˝◊È¬±À1 ¤˝◊ ˜øµ1 øÚø˜«Ó¬ ’±øÂ√˘º ˜øµ1 øÚ˜«±ÌÓ¬ Î◊¬M√√√1 ˆ¬±1Ó¬1 ø˙ä ∆˙˘œ1 õ∂ˆ¬±ª ’±øÂ√˘º

3.7.6 ’¸˜1 ’±Ò≈øÚﬂ¡ ø˙äﬂ¡˘±

1826 ‰¬ÚÓ¬ ˝◊˚˛±G±¬ı≈ ¸øg1 Ê√ø1˚˛ÀÓ¬ ˝◊—1±Ê√¸fl¡À˘ ’¸˜1 ˙±¸Úˆ¬±1 ˘˚˛º ’¸˜Ó¬ 1Ê√± ŒÚ±À˝√√±ª± Œ˝√√±ª±Ó¬ 1Ê√±‚1œ˚˛± ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬ ‰¬˘± ø‰¬Sfl¡˘±1 ’ª¸±Ú ‚øÈ¬˘º Ù¬˘Ó¬ ’¸˜1 Ò˜«œ˚˛ ø‰¬Sfl¡˘±1 Ò±1±øÈ¬› SêÀ˜ qfl¡±˝◊ ˚±¬ıÕ˘ Òø1À˘º ø¬ıËøÈ¬Â√ 1±Ê√…1 ø˙é¬±ÚœøÓ¬1 ’ÒœÚÓ¬ ˆ¬±1Ó¬Ó¬ ¶ö±¬ÛÚ ∆˝√√øÂ√˘ Œfl¡Ó¬À¬ı±1 ø‰¬Sfl¡˘± ø¬ı√…±˘˚˛º Œ¸˝◊ ø¬ı√…±˘˚˛¸˜”˝√√Ó¬ õ∂‰¬˘Ú fl¡1± ø¬ıËøÈ¬Â√ ’fl¡±ÀÎ¬˜œ1 ëø1À˚˛ø˘Ê√˜í ’Ô¬ı± ˝◊Î◊¬À1±¬Ûœ˚˛ fl¡˘±1 ˚Ô±Ô«¬ı±√œ ø‰¬S±—fl¡Ú ¬ÛXøÓ¬1 õ∂ø˙é¬Ì1 ˜±ÀÊ√À1 ˆ¬±1Ó¬œ˚˛ ¬Û1•Û1±·Ó¬ ø‰¬S ∆˙˘œ1 ¬Ûø1ªÀÓ¬« ¤fl¡ ÚÓ≈¬Ú ø˙ä ∆˙˘œ1 Î◊¬Àij¯∏ ‚ÀÈ¬º ¤ÀÚ√À1 ÿÚø¬ı—˙ ˙øÓ¬fl¡±1 Œ˙¯∏ˆ¬±·Ó¬ ’±1y ˝√√˚˛ ˆ¬±1Ó¬œ˚˛ ’±Ò≈øÚfl¡ fl¡˘±1 ¤fl¡ ÚÓ≈¬Ú ˚≈·º ¬Ûø1ªÓ¬«Ú1 ¤˝◊ õ∂¬ı±˝√√ ’¸˜Õ˘À˚˛± ¸•x¸±ø1Ó¬ ˝√√˚˛º ˝◊—1±Ê√ ˙±¸Ú1 Ù¬˘¶§1+À¬Û ¶ö±ø¬ÛÓ¬ Œ˝√√±ª± ¬Ûø(˜œ˚˛± ’±ø˝√√«1 ø˙é¬± ¬ı…ª¶ö±˝◊ ¤‰¬±˜ ÚÓ≈¬Ú ø˙øé¬Ó¬1 Ê√ij ø√øÂ√˘º 1888 ‰¬ÚÓ¬ fl¡˘fl¡±Ó¬±Ó¬ ’¸˜œ˚˛± ˆ¬±¯∏± Î◊¬ißøÓ¬ ¸±øÒÚœ ¸ˆ¬± Ú±˜1 ’Ú≈á¬±ÚÀÈ¬±1 Ê√ij ∆˝√√øÂ√˘º ¤˝◊√√ ¤fl¡˜±øSfl¡ ø‰¬ôL± Ò±1±1 Î◊¬»¸ ’±øÂ√˘ ’¸˜1 Œ¸˝◊ ¸˜˚˛1 ¸±˜±øÊ√fl¡ ¬Ûø1Àª˙º 1929 ‰¬ÚÓ¬ ë’±ª±˝√√Úí ’±À˘±‰¬Úœ õ∂fl¡±˙ ˝√√˚˛º ¤˝◊ ë’±ª±˝√√Úí õ∂fl¡±˙1 ’±À· ’±À· ‰¬±ø1 ·1±fl¡œ ø˙äœÀ˚˛ fl¡˘fl¡±Ó¬±Ó¬ ø˙é¬± ˘±ˆ¬ fl¡ø1 ’¸˜Ó¬ ø˙ä‰¬‰¬«±1 ¬ı±È¬ ˜≈fl¡ø˘ fl¡À1º ø‰¬Sfl¡˘±1 ’±Ò≈øÚfl¡ Ó¬N, √˙«Ú ’±ø√1 ∆¸ÀÓ¬ Œ¬Û±Úõ∂ÔÀ˜ ë’±ª±˝√√Úí ’±À˘±‰¬ÚœÀ˚˛ ’¸˜œ˚˛± ¬Û±Í¬fl¡fl¡ ¬Ûø1‰¬˚˛ fl¡1±˝◊ ø√À˚˛º Ó‘¬Ó¬œ˚˛, ‰¬Ó≈¬Ô« ’±1n∏ ¬Û=˜ √˙fl¡1 [Œ˚±ª±ÀÈ¬± ˙øÓ¬fl¡±1] ’±·ˆ¬±·Ó¬ ’±R õ∂fl¡±˙ fl¡1± ø‰¬Sfl¡1¸fl¡˘ ∆˝√√ÀÂ√ñ ˜≈Mê±Ú±Ô ¬ı1√Õ˘, õ∂Ó¬±¬Û ¬ı1n∏ª±, 1ÀPù´1 ¬ı1n∏ª±, ø‰¬SÀ¸Ú ¬ı1n∏ª±, õ∂:± √±¸, ø¬Û˚˛±1œ Œ˜±˝√√Ú Œ‰¬ÃÒ≈1œ, Ó¬1n∏Ì ≈√ª1±, Ê√œÀªù´1 ¬ı1n∏ª±, 1¬ıœf Ú±Ô ˆ¬A±‰¬±˚«, Œ˝√√˜‰¬f ¬ı1n∏ª±, ø‰¬M√√√1?Ú ¬ı1n∏ª±, õ∂fl¡±˙ ¬ı1n∏ª±, ø¬ı¯∏≈û õ∂¸±√ 1±ˆ¬±, ˚≈·˘ √±¸, ˙˙œÒ1 ˙˝◊fl¡œ˚˛±, ·ÀÊ√Ú ¬ı1n∏ª±, ’±q Œ√ª ’±1n∏ Œ˝À√√˜f ø˜|º ¤˝◊ ø‰¬Sfl¡1¸fl¡˘ ’øÒfl¡±—˙˝◊ ’±øÂ√˘ ¶§ø˙øé¬Ó¬º fl¡˘fl¡±Ó¬±1 ’±È¬« ¶≥®˘Ó¬ ø˙ä ø˙é¬± Œ˘±ª± õ∂Ô˜ ‰¬±ø1Ê√Ú ’¸˜œ˚˛± ’±øÂ√˘ ˜≈MêÚ±Ô ¬ı1√Õ˘, ¸≈À1Ú ¬ı1√Õ˘, Ê√·Ó¬ ø¸— fl¡Â√±1œ ’±1n∏ õ∂Ó¬±¬Û ¬ı1n∏ª±º

56 Handbook on Art & Creative Education 1947 ‰¬ÚÓ¬ Ê√œÀªù´1 ¬ı1n∏ª±1 ’√˜… Î◊¬»¸±˝√√ ’±1n∏ ’±˙±¸≈Òœ˚˛± õ∂À‰¬©Ü±Ó¬ &ª±˝√√±È¬œ ’±È¬« ¶≥®˘ õ∂øÓ¬á¬± ˝√√˚˛º ¬Ûø(˜œ˚˛± ’±Ò≈øÚfl¡ ø‰¬Sfl¡˘±1 õ∂ˆ¬±ªÓ¬ Î◊¬Ê√ø˘ Î◊¬Í¬± õ∂Ô˜Ê√Ú ø‰¬Sø˙äœ ∆˝√√ÀÂ√ ’±q Œ√ªº ŒÓ¬›“1 Â√ø¬ı1 ’±—ø·fl¡ ’±1n∏ 1‰¬Ú± ø¬ıÚ…±¸1 ¸¬ı±ÀÓ¬±Õfl¡ ˘é¬Ìœ˚˛ ø√˙ÀÈ¬± ∆˝√√ÀÂ√ 1„√√1 ’Ê√¶⁄ ø¬ıµ≈À1 ¶öø¬ı1 1+¬Ûfl¡ä øÚ˜«±Ìº Ó¬»fl¡±˘œÚ ¬Û˚«±˚˛Ó¬ ’øÒ¬ı±ô¶ª¬ı±√œ Ò±1± ’¸˜1 fl¡˘± Ê√·Ó¬Õ˘ fl¡øÏ¬ˇ˚˛±˝◊ ’Ú± õ∂Ô˜·1±fl¡œ ø˙äœ ∆˝√√ÀÂ√ Œ˝√√˜ôL ø˜|º 1958 ‰¬ÚÓ¬ ÚÓ≈¬Ú ø√~œ1 ˘ø˘Ó¬ fl¡˘± ¤fl¡±ÀÎ¬˜œ1 ‰¬Ó≈¬Ô« ¸¬ı«ˆ¬±1Ó¬œ˚˛ fl¡˘± õ∂√˙«Úœ‡Ú &ª±˝√√±È¬œ1 ’±˜¬ı±1œÓ¬ ’Ú≈øá¬Ó¬ ˝√√˚˛º ø˙ä1ø¸fl¡1 ˘·ÀÓ¬ ¸±Ò±1Ì √˙«fl¡1 ¬ı±À¬ı ¤˚˛±˝◊ ’±øÂ√˘ ¸¬ı«ˆ¬±1Ó¬œ˚˛ ø˙äfl¡˘±1 ∆¸íÀÓ¬ õ∂Ô˜ ˜≈‡±˜≈ø‡º ˝◊øÓ¬˜ÀÒ… ˙±øôL øÚÀfl¡Ó¬Ú1 fl¡˘± ˆ¬ªÚ, ˜≈•§±˝◊1 Â√±1 ŒÊ√. ŒÊ√. ¶≥®˘ ’ª ’±È¬«, ¬ıÀ1±√±, ˘Àé¬Ã, ¬Û±È¬Ú± ’±ø√ Í¬±˝◊1 ø¬ıøˆ¬iß fl¡˘± õ∂øÓ¬á¬±ÚÓ¬ ø˙øé¬Ó¬ ¤√˘ ø˙äœÀ˚˛ ’¸˜1 fl¡˘± Ê√·Ó¬Ó¬ ’±Rõ∂fl¡±˙ fl¡À1º ’¸˜1 ’±Ò≈øÚfl¡ fl¡˘± ˝◊øÓ¬˝√√±¸Ó¬ ¸¬ı±ÀÓ¬±Õfl¡ &1n∏Q¬Û”Ì« √˙fl¡ ˝√√˚˛ÀÓ¬± Œ˚√±ª±ÀÈ¬± ˙øÓ¬fl¡±1 ¸M√√√11 √˙fl¡ÀÈ¬±Àª˝◊º ø¬ı√…±˚˛Ó¬øÚfl¡ é¬˜Ó¬±À1 ’±Rø¬ıù´±¸œ Œ¸˝◊ ø˙äœ¸fl¡˘ ’±øÂ√˘ õ∂À¸ÚøÊ√» ≈√ª1±, Œ˝√√˜±—ø·Úœ ¬ı1√Õ˘, Œ˙±ˆ¬± ¬ıËp¡, Œ¬ıÌ≈ ø˜|, õ∂Ì¬ı ¬ı1n∏ª±, Úœ˘¬ÛªÚ ¬ı1n∏ª±, Ó¬¬ÛÚ ¬ı1√Õ˘, ø·ø1˙ ¬ı1±, fl¡µ¬Û« ˙˜«±, ˜±Òª ∆¬ı˙…, Œ·Ã1œ ¬ı˜«Ú, ¬Û≈˘fl¡ ·Õ· ’±ø√º Œ˚±ª±ÀÈ¬± ˙øÓ¬fl¡±1 ¸M√√√1 √˙fl¡1 ’±Ú ¤·1±fl¡œ Î◊¬À~‡À˚±·… ø˙äœ ∆˝√√ÀÂ√ õ∂˚˛±Ó¬ õ∂Ì¬ı ¬ı1n∏ª±º ŒÓ¬›“ Ú·“±ªÓ¬ ëfl¡À~±˘í Ú±˜1 fl¡˘± õ∂øÓ¬á¬±Ú ¤øÈ¬ õ∂øÓ¬á¬±À1 ø˙ä-¸—¶¥®øÓ¬1 ¤fl¡ ÚÓ≈¬Ú ¬Ûø1Àª˙ ¸‘ø©Ü fl¡ø1øÂ√˘º ’¸˜Ó¬ Œ¬Û±Úõ∂ÔÀ˜ ø¬ı˜”Ó¬« fl¡˘±1 ¬ıœÊ√ Œ1±¬ÛÚ fl¡1± ø˙äœ ≈√·1±fl¡œ ∆˝√√ÀÂ√ õ∂˚˛±Ó¬ õ∂À¸ÚøÊ√» ≈√ª1± ’±1n∏ fl¡µ¬Û« ˙˜«±º fl≈¡ø1 ˙øÓ¬fl¡±1 ¸M√√√11 √˙fl¡1 Œ˙¯∏1 Ù¬±À˘ ’±1n∏ Œfl¡˝◊Ê√Ú˜±Ú ø˙äœ1 ’±Rõ∂fl¡±˙ ‚ÀÈ¬º ŒÓ¬›“À˘±fl¡ ˝√√í˘ñ ÚÚœ ¬ı1¬Û”Ê√±1œ, ¸˜œ1Ì ¬ı1n∏ª±, ’±ø˜Ú≈˘ ˝√√fl¡, ÚÀ1Ú √±¸ ˝◊Ó¬…±ø√º ’±˙œ1 √˙fl¡1 ¬Û1± ø¬ı√…±˚˛Ó¬øÚfl¡ ¬Û˚«±˚˛Ó¬ õ∂ˆ”¬Ó¬ ’ø1˝√√Ì±À1 ¢∂±øÙ¬' fl¡˘±1 ø¬ıfl¡±˙1 ¬ı±À¬ı ¤fl¡ ¸‘Ê√Úœ˜”˘fl¡ ¬Ûø1Àª˙ ¸‘ø©ÜÓ¬ ’¢∂Ìœ ø˙äœ ≈√·1±fl¡œ ∆˝√√ÀÂ√ ’øÊ√Ó¬ ˙œ˘ ’±1n∏ ø√˘œ¬Û Ó¬±˜≈˘œº ’¸˜Ó¬ Œ˚±ª±ÀÈ¬± ˙øÓ¬fl¡±1 ¸M√√√1 √˙fl¡1 ˜±Ê√ˆ¬±· ˜±ÚÓ¬ Œfl¡˝◊Ê√Ú˜±Ú ø¬ıø˙©Ü ˆ¬±¶®˚« ø˙äœ1 ’±Rõ∂fl¡±˙ ‚ÀÈ¬º ŒÓ¬›“À˘±fl¡1 øˆ¬Ó¬1Ó¬ õ∂˚˛±Ó¬ õ∂ÌÀ¬ıµ≈ ø¬ıfl¡±˙ Ò1, ¬Û≈√˜ Œ·±˝√√“±˝◊, ’Ó≈¬˘ ¬ı1n∏ª±, Ê√Úfl¡ Á¬—fl¡±1 Ú±Ê√«±1œ, ‰¬±À˘˝√√± ’±˝√√À˜√, Œ¸±Ì±1±˜ Ú±Ô ’±ø√1 Ú±˜ ø¬ıÀ˙¯∏ˆ¬±Àª Î◊¬À~‡À˚±·…º 1976 ‰¬ÚÓ¬ ø˙äœ Úœ˘¬ÛªÚ ¬ı1n∏ª±, Œ¸±Ì±1±˜ Ú±Ô ’±1n∏ 1±ÀÊ√ù´1 ˙˜«±1 ¸˝√√À˚±·Ó¬ ’¸˜ ‰¬±1n∏ fl¡±1n∏fl¡˘± ¬Ûø1¯∏√1 õ∂øÓ¬á¬± ∆˝√√øÂ√˘º 1976 ‰¬ÚÓ¬ Œ¬ıÌ≈ ø˜| ’±1n∏ Œfl¡˝◊Ê√Ú˜±Ú ø˙äœ1 ŒÚÓ‘¬QÓ¬ &ª±˝√√±È¬œ ’±øÈ¬«©ÜÂ√ƒ ·œã1 Ê√ij ˝√√˚˛º Ó¬¬ÛÚ ¬ı1√Õ˘, ÒËn∏¬ı ŒÎ¬fl¡±, :±ÀÚf ¬ı1fl¡±fl¡Ó¬œ, ˙1» ¬ı1n∏ª±, ’±ø˜Ú≈˘ ˝√√fl¡, ¬ıœÀ1Ú ø¸—˝√√, Œ˚±À·f Ú±Ô ˙œ˘, ˆ”¬À¬Ûf Ú±1±˚˛Ì ˆ¬A±‰¬±˚«, 1À˜˙ Œ‚±¯∏, ˝√√1fl≈¡˜±1 ŒÎ¬fl¡±, 1±ÀÊ√Ú ˝√√±Ê√ø1fl¡±, ‰¬•Ûfl¡ ¬ı1¬ı1± ’±ø√ ¬ıU ø˙äœ1 ¸˝√√À˚±·Ó¬ &ª±˝√√±È¬œ ’±øÈ«¬©Ü ·œã1 fl¡±˜-fl¡±Ê√ ’±1y ∆˝√√øÂ√˘º ˝◊˚˛±1 Î◊¬¬Ûø1 ’¸˜1 ’±Ú ¤È¬± Î◊¬À~‡À˚±·… fl¡˘± ’Ú≈á¬±Ú ∆˝√√ÀÂ√ 1976 ‰¬ÚÓ¬ õ∂øÓ¬øá¬Ó¬ Œ˚±1˝√√±È¬ ‰¬±1n∏ fl¡±1n∏fl¡˘± ¬Ûø1¯∏√º fl¡˘±1 ¤˝◊ ¸•x¸±1Ì Sê˜˙– ø¬ıô¶±ø1Ó¬ ∆˝√√øÂ√˘ øˆ¬Ó¬1n∏ª± ’=˘, ¬Û±¬ı«Ó¬… ’=˘ ’Ô¬ı± ’¸˜1 ¸œ˜±˜”1œ˚˛± ’=˘Õ˘À˚˛±º Î◊¬√±˝√√1Ì¶§1+À¬Û, fl¡±ø¬ı« ’±—˘„√1 øÎ¬Ù≈¬Ó¬ ¬ıœÀ1Ú ø¸—˝√√˝◊ Ê√ij ø√øÂ√˘ ëŒÂ√1ø√Ú fl¡˘±øÚÀfl¡Ó¬Úí1º ¸M√√√11 √˙fl¡1 ¬Û1ªÓ¬«œ fl¡±˘Ó¬ ¶§fl¡œ˚˛ õ∂øÓ¬ˆ¬±À1 ’±Rõ∂fl¡±˙ fl¡ø1 ’¸˜ Ó¬Ô± ¬ı±ø˝√√1Ó¬ ’¸˜1 fl¡˘±Õ˘ ¤fl¡ ¬ı…±¬Ûfl¡Ó¬± ’±1n∏ øˆ¬iß ˜±S± fl¡øÏ¬ˇ˚˛±˝◊ ’Ú± Ó¬1n∏Ì ø˙äœ¸fl¡˘ ¸•xøÓ¬ ø¬ıøˆ¬iß ¸•Û1œé¬±Ó¬ øÚ˜¢ü ∆˝√√ÀÂ√º ’øÊ√Ó¬ ˙œ˘, ø√˘œ¬Û Ó¬±˜≈˘œ, ˜≈Úœf Ú±1±˚˛Ì ˆ¬A±‰¬±˚«, ˜Ò”√¸≈√Ú √±¸, ˙…±˜fl¡±Ú≈ ¬ı1Í¬±fl≈¡1, Œ√ÀªÚ Œ√ª±Ú ’±ø√À˚˛ ’±˙œ1 √˙fl¡1 ’±·ˆ¬±·Ó¬ ’±1n∏ ˝◊˚˛±1 ¬Û1ªÓ¬«œ ¸˜˚˛Ó¬ ÚÓ≈¬Ú ø‰¬ôL±Ò±1±À1 ¬Û1œé¬±-øÚ1œé¬± fl¡1± ø˙äœ¸fl¡˘, Œ˚ÀÚñ 1±Ê√fl≈¡˜±1 ˜øÊ√√±1, øfl¡À˙±1 fl≈¡˜±1 √±¸, Œ¸±ˆ¬±fl¡1 ˘˝√√fl¡1, 1±Ó≈¬˘ ·Õ·, Œ√¬ı±Úµ Î◊¬˘”¬Û, √±≈√˘ ‰¬ø˘˝√√±, ø˙ª õ∂¸±√ ˜1˘, ˜ÀÚù´1 ¬ıËp¡, õ∂√œ¬Û Ú±Ô ’±ø√À˚˛ ¬ıÓ¬«˜±Ú ’¸˜1 fl¡˘± Ê√·Ó¬1 Ê√±·1Ì1 fl¡±1ÀÌ Œ‰¬©Ü± ’¬ı…±˝√√Ó¬ 1±ø‡ÀÂ√º

Handbook on Art & Creative Education 57 3.8 Œfl¡˝◊√√·1±fl¡œ˜±Ú õ∂ø¸X ø‰¬Sfl¡11 ‰¬˜≈ ¬Ûø1‰¬˚˛

˜≈MêÚ±Ô ¬ı1√Õ˘ – ˜≈Mê√Ú±Ô ¬ı1√Õ˘ ˝√√í˘ ø‰¬Sfl¡˘± ø¬ı¯∏˚˛Ó¬ ø˙é¬± ˘±ˆ¬ fl¡ø1 ’±Ò≈øÚfl¡Ó¬±1 ¬ı±Ó¬«± fl¡øÏ¬ˇ˚˛±˝◊ ’Ú± õ∂Ô˜Ê√Ú ’¸˜œ˚˛± ø‰¬Sfl¡1º ’±—ø·fl¡ Œfl¡Ã˙˘, 1+¬Û-¬ıÌ«1 õ∂À˚˛±· Ó¬Ô± ø¬ı¯∏˚˛¬ıd1 ∆¬ıø˙©Ü…1 ÚÓ≈¬Ú ø√˙1 Î◊¬Àij±‰¬Ú fl¡1± ’¸˜1 ¤Àª˝◊ õ∂Ô˜ ø‰¬Sfl¡1º ŒÓ¬›“1 ø‰¬SÓ¬ ¢∂±˜… Ê√œªÚ1 ¸˝√√Ê√-¸1˘ õ∂øÓ¬2Â√ø¬ı, ŒÓ¬›“1 1„√√1 õ∂À˚˛±·, Â√“±-Œ¬Û±˝√√11 ¬ı…ª˝√√±1 ˜Ú fl¡ø1¬ı˘·œ˚˛±º Ê√œªÚ1 ’øôL˜ ’ª¶ö±Ó¬ ’“fl¡± ë¸Ó¬œ Ê√˚˛˜Ó¬œí, ëÊ√±Õfl¡˚˛± ŒÂ√±ª±˘œí ’±1n∏ ëfl¡±øÚ Œ‡±˘±í ŒÓ¬›“1 Î◊¬À~‡À˚±·… Â√ø¬ıº Ê√œÀªù´1 ¬ı1n∏ª± [1906-1964] – ø˙äœ Ê√œÀªù´1 ¬ı1n∏ª±˝◊ ’±Ò≈øÚfl¡ ø˙äÓ¬ &1n∏Q¬Û”Ì« ˆ”¬ø˜fl¡± ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ ø˙ª¸±·1Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º fl¡˘fl¡±Ó¬±1 ’±È¬« ¶≥®˘Ó¬ ø‰¬Sø˙ä1 ø˙é¬± Œ˘±ª± Ê√œÀªù´1 ¬ı1n∏ª±˝◊ 1947 ‰¬ÚÓ¬ &ª±˝√√±È¬œÓ¬ ‰¬1fl¡±1œ ‰¬±1n∏-fl¡±1n∏ fl¡˘± ˜˝√√±ø¬ı√…±˘˚˛ ¬õ∂øÓ¬á¬± fl¡À1º Œ˝√√˜ôL ø˜| [1917-2009] – Œ˝√√˜ôL ø˜| ’¸˜1 ’±Ò≈øÚfl¡ ø˙ä1 ¬ı±È¬fl¡È¬œ˚˛± ø˙äœº ŒÓ¬› ø˙ª¸±·1Ó¬ Êij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ Œfl¡±ÀÚ± ’±Ú≈á¬±øÚfl¡ ø˙ä ø˙é¬± Œ˘±ª± Ú±øÂ√˘ ˚ø√› ¬ı‘øÈ¬Â√ ø‰¬Sfl¡1 Ê√Ú ˝√√±‰¬±˘1 ¬Û1± ŒÓ¬›“ ø˙äfl¡˘±1 õ∂ø˙é¬Ì ˘˚˛º ŒÓ¬›“ Â≈√À1ø˘Ê√˜ ø˙ä ∆˙˘œ1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ∆˝√√øÂ√˘º After the storm, Candle of life, The Harvest, Shadow upon time ˝◊Ó¬…±ø√ Œ˝√√˜ôL ø˜|1 Î◊¬À~‡À˚±·… Â√ø¬ıº Œ˙±ˆ¬± ¬ıËp¡ [1929-2012] – Œ˙±ˆ¬± ¬ıËp¡ ∆˝√√ÀÂ√ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ø‰¬S-ˆ¬±¶®˚« ø˙äœ¸fl¡˘1 øˆ¬Ó¬1Ó¬ ’Ú…Ó¬˜º ŒÓ¬›“ ’¸˜1 Œ·±¸“±˝◊·“±ªÓ¬ Ê√ij ¢∂˝√√Ì fl¡ø1Â√˘º ˆ¬±1Ó¬œ˚˛ ø˙äœ 1±˜øfl¡—fl¡1 Œ¬ı˝◊Ê√ ’±1n∏ Úµ˘±˘ ¬ı¸≈1 Ó¬Q±ªÒ±ÚÓ¬ fl¡˘fl¡±Ó¬± ˙±øôLøÚÀfl¡Ó¬Ú1 ¬Û1± ø˙ä ø˙é¬± ˘˚˛º ŒÓ¬›“ &ª±˝√√±È¬œ ‰¬1fl¡±1œ ‰¬±1n∏-fl¡±1n∏ fl¡˘± ˜˝√√±ø¬ı√…±˘˚˛ ’Ò…é¬ ’±øÂ√˘º ŒÓ¬›“1 Â√ø¬ı¸˜”˝√√Ó¬ ’¸˜1 Ê√ÚÊ√±Ó¬œ˚˛ ¬Û1•Û1±, Ê√œªÚ˚±S±, fl‘¡ø©Ü-¸—¶¥®øÓ¬ ’±ø√À˚˛ õ∂ˆ¬±øªÓ¬ fl¡ø1øÂ√˘º õ∂Ìª ¬ı1n∏ª± [1935-2002] – ’±Ò≈øÚfl¡ ø‰¬Sø˙äœ õ∂Ìª ¬ı1n∏ª±˝◊ ˜≈•§±˝◊1 ŒÊ√ ŒÊ√ ¶≥®˘ ’ª ’±È¬«Â√1 ¬Û1± ø˙ä ø˙é¬± ˘˚˛º ŒÓ¬›“ Ú·“±ªÓ¬ ëfl¡À~±˘ ’±È¬«í ¶≥®˘ õ∂øÓ¬á¬± fl¡À1º ŒÓ¬›“1 Â√ø¬ı¸˜”˝√√ ˝◊Î◊¬À1±¬Ûœ˚˛ ø˙äfl¡˘±1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ’±øÂ√˘º Úœ˘¬ÛªÚ ¬ı1n∏ª± – Úœ˘¬ÛªÚ ¬ı1n∏ª± ’¸˜1 ¸˜fl¡±˘œÚ ø˙äœ¸fl¡˘1 øˆ¬Ó¬1Ó¬ ’Ú…Ó¬˜º ŒÓ¬›“ 1936 ‰¬ÚÓ¬ Œ˚±1˝√√±È¬Ó¬ Ê√ij¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ ˙±øôL øÚÀfl¡Ó¬Ú1 ¬Û1± ø˙ä ø˙é¬± ¢∂˝√√Ì fl¡À1º Œ¬ıÌ≈ ø˜| – Œ¬ıÌ≈ ø˜| ’¸˜1 ¸˜fl¡±˘œÚ fl¡˘±Ó¬ ¤Ê√Ú &1n∏Q¬Û”Ì« ø˙äœº ŒÓ¬›“1 Ê√ij ¬ı1À¬ÛÈ¬±Ó¬ 1939 ‰¬ÚÓ¬ ∆˝√√øÂ√˘º ŒÓ¬›“ ˙±øôL øÚÀfl¡Ó¬Ú1 ø˙é¬fl¡ ø¬ıÀÚ±√ ø¬ı˝√√±1œ ˜≈‡±Ê√«œ ’±1n∏ 1±˜øfl¡—fl¡1 Œ¬ı˝◊Ê√1 Ó¬Q±ªÒ±ÚÓ¬ ø˙äø˙é¬± ˘˚˛º ŒÓ¬›“ 1976 ‰¬ÚÓ¬ õ∂øÓ¬á¬± Œ˝√√±ª± &ª±˝√√±È¬œ ’±øÈ¬«©Ü ·œã1 õ∂øÓ¬á¬±¬Ûfl¡ ¸√¸… ’±øÂ√˘º ŒÓ¬›“ ø¬ıøˆ¬iß ˜±Ò…˜Ó¬ fl¡±˜ fl¡ø1øÂ√˘º

1±Ê√± 1ø¬ı ¬ı±˜«± – [1848 - 1906] – 1±Ê√± 1ø¬ı ¬ı±˜«± õ∂Ô˜Ê√Ú ˆ¬±1Ó¬œ˚˛ ø˙äœ ’±øÂ√˘, ø˚Ê√ÀÚ õ∂Ô˜ ¬Ûø(˜œ˚˛± ŒÓ¬˘ 1„√√1 ˜±Ò…˜ ¬ı…ª˝√√±1 fl¡ø1øÂ√˘º ŒÓ¬›“1 Œfl¡À1˘±1 ŒCˆ¬±ÚÀfl¡±1Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ ˆ¬±1Ó¬œ˚˛ ø¬ı¯∏˚˛¬ıdÀ1

58 Handbook on Art & Creative Education ¬Ûø(˜œ˚˛± ˜±Ò…˜Ó¬ Â√ø¬ı ’“±øfl¡øÂ√˘º ŒÓ¬›“1 õ∂±˚˛ˆ¬±· Â√ø¬ı ˆ¬±1Ó¬œ˚˛ Œ¬ÛÃ1±øÌfl¡ ’±‡…±Ú ’±1n∏ ˜˝√√±fl¡±¬ı…1 ø¬ıøˆ¬iß ‰¬ø1S1 ›¬Û1Ó¬ fl¡ø1øÂ√˘º ŒÓ¬›“ õ∂Ì±˘œ¬ıXˆ¬±Àª ø˙ä ø˙é¬± ∆˘øÂ√˘º ˆ¬±1Ó¬œ˚˛ Ú±1œ1 ¸≈µ1Ó¬± ŒÓ¬›“1 Â√ø¬ıÓ¬ Ù≈¬øÈ¬ Î◊¬øÍ¬øÂ√˘º ë˙fl≈¡ôL˘±í, ë˝√√—¸ √˜˚˛ôLœí ’±ø√ ŒÓ¬›“1 Î◊¬À~‡À˚±·… Â√ø¬ıº Úµ˘±˘ ¬ı¸≈ – [1882 - 1966] – Úµ˘±˘ ¬ı¸≈ ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ø‰¬Sfl¡˘±1 ¤·1±fl¡œ ø¬ı‡…±Ó¬ ø‰¬Sø˙äœº ŒÓ¬›“ ø¬ı˝√√±1Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ Œ¬ıe˘ ¶≥®˘1 ˘·Ó¬ Ê√øÎ¬ˇÓ¬ ’±øÂ√˘º fl¡ø˘fl¡Ó¬±1 ‰¬1fl¡±1œ ’±È¬« fl¡À˘Ê√Ó¬ ø˙é¬± ¢∂˝√√Ì fl¡À1º ¬Û1ªÓ¬«œ ¸˜˚˛Ó¬ ˙±øôL øÚÀfl¡Ó¬Ú1 fl¡˘±ˆ¬ªÚ1 ø˙é¬fl¡ ø˝√√‰¬±À¬Û øÚÀ˚˛±øÊ√Ó¬ ∆˝√√øÂ√˘º ŒÓ¬›“ Ê√±¬Û±ÚœÊ√ fl¡˘±1 ª±‰ƒ¬ ˜±Ò…˜Ó¬ ¬ıU Â√ø¬ı ’“±øfl¡øÂ√˘º ŒÓ¬›“1 ë˝√√ø1¬Û≈1± Œ¬Û±©Ü±1í1 fl¡±˜¸˜”˝√√ ø¬ı‡…±Ó¬ ’±øÂ√˘º ˚±ø˜Úœ 1±˚˛ – [1887-1972] – ˚±ø˜Úœ 1±˚˛ fl≈¡ø1 ˙øÓ¬fl¡±1 ¤·1±fl¡œ ø¬ı‡…±Ó¬ ø‰¬Sø˙äœ ’±øÂ√˘º ŒÓ¬›“ ¬Ûø(˜ ¬ıe1 ¬ı±fl≈¡Î¬ˇ± øÊ√˘±Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ fl¡ø˘fl¡Ó¬±1 ‰¬1fl¡±1œ ’±È¬« fl¡À˘Ê√Ó¬ ø˙é¬± ¢∂˝√√Ì fl¡À1º ŒÓ¬›“1 Â√ø¬ıÓ¬ ˆ¬±1Ó¬œ˚˛ Œ˘±fl¡ø˙ä˝◊ õ∂ˆ¬±øªÓ¬ fl¡ø1øÂ√˘º Â√ø¬ı1 Ù¬˜« ‡≈¬ı ¸1˘ ’±øÂ√˘ ’±1n∏ Î◊¬8˘ 1— ¬ı…ª˝√√±1 fl¡ø1øÂ√˘º fl¡±ø˘‚±È¬ ¬ÛÈ¬ø‰¬S1 ¡Z±1± ŒÓ¬›“1 Â√ø¬ı õ∂ˆ¬±øªÓ¬ ’±øÂ√˘º Santhal girl, Santhal dance, Mother and child, Three women ˝◊Ó¬…±ø√ ŒÓ¬›“1 Î◊¬À~‡À˚±·… Â√ø¬ıº 1±˜ øfl¡—fl¡1 Œ¬ı˝◊Ê√ – [1906 - 1980] – 1±˜ øfl¡—fl¡1 Œ¬ı˝◊Ê√ fl≈¡ø1 ˙øÓ¬fl¡±1 ø˙äfl¡˘±Ó¬ ’±Ò≈øÚfl¡ ˆ¬±¶®1 ’±øÂ√˘º ŒÓ¬›“ ¬Ûø(˜ ¬ı—·1 ¬ı±fl≈¡Î¬ˇ± øÊ√˘±Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“ ˙±øôLøÚÀfl¡Ó¬Ú1 Úµ˘±˘ Œ¬ı±¸ ’±1n∏ ø¬ıÀÚ±√ ø¬ı˝√√±1œ ˜≈‡±Ê√«œ1 Ó¬Q±ªÒ±ÚÓ¬ ø˙äø˙é¬± ˘˚˛º ¬Û1ªÓ¬«œ ¸˜˚˛Ó¬ ˙±øôL øÚÀfl¡Ó¬Ú1 ˆ¬±¶®˚« ø¬ıˆ¬±·1 ’Ò…±¬Ûfl¡ ˝√√˚˛º ŒÓ¬›“1 ø˙äfl¡˜«Ó¬ ‰¬±›Ó¬±˘¸fl¡˘1 Ê√œªÚ ∆˙˘œÀ˚˛ õ∂ˆ¬±øªÓ¬ fl¡ø1øÂ√˘º ŒÓ¬›“ õ∂Ô˜ ˆ¬±1Ó¬œ˚˛ ø˙äfl¡˘±Ó¬ ø¬ı˜”Ó¬«Ó¬±1 Ò±1Ì±1 ¸—À˚±· fl¡ø1øÂ√˘º The Santal Family, Mill Call, Sujata, Lamp Stand ’±ø√ Î◊¬À~‡À˚±·… ø˙äfl¡˜«º ’˜‘Ó¬± Œù´1ø·˘ – [1913 - 1941] – ’˜‘Ó¬± Œù´1ø·˘ ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ø˙äfl¡˘±Ó¬ õ∂Ô˜·1±fl¡œ ˜ø˝√√˘± ø‰¬Sø˙äœº ŒÓ¬›“ Œ¬Ûø1‰¬1 Ecole des Beaux ArtsÓ¬ ø˙ä ø˙é¬± ˘˚˛º ŒÓ¬›“1 Â√ø¬ı¸˜”˝√√ ˝◊Î◊¬À1±¬Û1 ø‰¬SÕ˙˘œ Œ¬Û±©Ü ˝◊À•xÂ√øÚÊ√˜1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ∆˝√√øÂ√˘º ŒÓ¬›“1 Â√ø¬ıÓ¬ ˆ¬±1Ó¬œ˚˛ ø¬ı¯∏˚˛¬ıdÀª õ∂±Ò±Ú… ˘±ˆ¬ fl¡ø1øÂ√˘º The Bride's Toilet, Three girls, Brahmacharis, Villagers going to market ˝◊Ó¬…±ø√º ¤˜ ¤Ù¬ UÀÂ√˝◊Ú – [1915 - 2011] ¤˜ ¤Ù¬ UÀÂ√˝◊Ú ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ø˙äfl¡˘±1 ø‰¬Sø˙äœº ŒÓ¬›“ ˜˝√√±1±©Ü™Ó¬ Ê√ij ¢∂˝√√Ì fl¡À1 ’±1n∏ Œ¬ı±À•§1 ŒÊ√ ŒÊ√ ¶≥®˘ ’ª ’±È¬«Ó¬ ø˙é¬± ¢∂˝√√Ì fl¡À1º ŒÓ¬›“ 'Bombay Progressive Artist's Group'1 õ∂øÓ¬á¬±¬Ûfl¡ ¸√¸… ’±øÂ√˘º ŒÓ¬›“1 Â√ø¬ıÓ¬ øfl¡Î◊¬ø¬ıÊ√˜, ¤¬ı©Ü™±fl¡ ¤'Àõ∂Â√øÚÊ√˜ ’±ø√ ø˙ä ∆˙˘œ1 õ∂ˆ¬±ª ø¬ı√…˜±Úº ø˙äœ Ê√œªÚ1 ’±1yøÌÓ¬ ŒÓ¬›“ ‰¬±˝◊Ú Œ¬ı±Î¬« ø˘‡± ø˙äœ ø˝√√‰¬±À¬Û fl¡±˜ fl¡ø1øÂ√˘º

3.8.3 ¬Ûø(˜œ˚˛± Œﬂ¡˝◊·1±ﬂ¡œ˜±Ú ø¬ı‡…±Ó¬ ø˙äœ

ø˘’íÚ±ÀÎ¬«± √± øˆ¬øk – [1452 - 1519] – ø˘’íÚ±ÀÎ¬«± √± øˆ¬øk ˝◊È¬±˘œ1 Œ1ÀÚÂ√“± ˚≈·1 ø¬ı‡…±Ó¬ ø˙äœº ŒÓ¬›“1 Ê√ij ∆˝√√øÂ√˘ ˝◊È¬±˘œ1 ŒÙv¬±À1k ‰¬˝√√1Ó¬º ŒÓ¬›“ ’±øÂ√˘ ¤Àfl¡Ò±À1 ø‰¬Sø˙äœ, ˆ¬±¶®1, ¶ö¬ÛøÓ¬ø¬ı√ ’±1n∏ ø¬ı:±Úœº ŒÓ¬›“ Â√ø¬ıÓ¬ Sfumato' ’±1n∏ 'Chiaroscuro' Ú±˜1 Œfl¡Ã˙˘1 ø¬ıfl¡±˙ fl¡ø1øÂ√˘º ŒÓ¬›“1 ø¬ı‡…±Ó¬ Â√ø¬ı Œfl¡˝◊‡Ú˜±Ú1 Ú±˜ ˝√√í˘ ë˜Ú±ø˘Â√±í, ë√± ˆ¬±øÊ√«Ú

Handbook on Art & Creative Education 59 ’ª √± 1fl¡‰ƒ¬í, ë√± ˘±©Ü ‰¬±¬Û±1í ˝◊Ó¬…±ø√º ˜±˝◊Àfl¡˘ ¤À?À˘± – [1475 - 1564] – ˜±˝◊Àfl¡˘ ¤À?À˘± ˝◊È¬±˘œ1 Œ1ÀÚÂ“√± ˚≈·1 ¤·1±fl¡œ õ∂‡…±Ó¬ ˆ¬±¶®1 Ó¬Ô± ø‰¬Sø˙äœº ŒÓ¬›“1 ˝◊È¬±˘œÓ¬ Ê√ij ∆˝√√øÂ√˘º ŒÎ¬øˆ¬√ ’±1n∏ ø¬ÛÀ˚˛È¬± ŒÓ¬›“1 ø¬ı‡…±Ó¬ ˆ¬±¶®˚« ’±øÂ√˘º Œ1±˜1 øÂ√‰¬øÈ¬Ú Œ‰¬À¬Û˘1 ·œÊ√«±1 ø‰¬ø˘„√√Ó¬ ’“fl¡± Â√ø¬ı¸˜”À˝√√ ˜±˝◊Àfl¡˘ ¤À?À˘±fl¡ ¤Ê√Ú Œ|á¬ ø‰¬Sø˙äœ ø˝√√‰¬±À¬Û õ∂øÓ¬øá¬Ó¬ fl¡ø1øÂ√˘º Œ1˜¬ıË±∞È¬ – [1606 - 1669] – Œ1˜¬ıË±∞È¬ ˝◊Î◊¬À1±¬Û1 ø˙äœ¸fl¡˘1 øˆ¬Ó¬1Ó¬ ’Ú…Ó¬˜ ø‰¬Sø˙äœ ’±øÂ√˘º ŒÓ¬›“ ¢∂±øÙ¬fl¡ ø˙äœ ø˝√√‰¬±À¬Û› Ê√Ú±Ê√±Ó¬ ’±øÂ√˘º ŒÓ¬›“ õ∂øÓ¬fl‘¡øÓ¬, õ∂±fl‘¡øÓ¬fl¡ ‘√˙…, Ò˜«œ˚˛ ø‰¬S ˝◊Ó¬…±ø√ ø¬ı¯∏˚˛¸˜”˝√√1 ›¬Û1Ó¬ ’“fl¡± Â√ø¬ı¸˜”˝√√Ó¬ ’¸±˜±Ú… õ∂øÓ¬ˆ¬±1 ¬Ûø1‰¬˚˛ ø√øÂ√˘º flv¡íÎ¬ ˜íÀÚÈ¬ [1840-1926] – flv¡íÎ¬ ˜íÀÚÈ¬ ÙË¬±k1 ˝◊À•xÂ√øÚÊ√˜, ø˙ä ’±Àµ±˘Ú1 ¤Ê√Ú ˜≈‡… ø˙äœ ’±øÂ√˘º ŒÓ¬›“ Œ¬Ûø1Â√Ó¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“1 'Impression Sunrise' Â√ø¬ı‡Ú &1n∏Q¬Û”Ì« Â√ø¬ı ’±øÂ√˘, fl¡±1Ì ¤˝◊ Â√ø¬ı‡Ú1 ¬Û1± ¤˝◊ ˝◊À•xÂ√øÚÊ√˜ ø˙ä ’±Àµ±˘ÚÀÈ¬± ’±1y ∆˝√√øÂ√˘º ŒÓ¬›“ ø√ÚÀÈ¬±1 ¸˘øÚ Œ˝√√±ª± ¬ıÓ¬11 ø¬ıøˆ¬iß ˜≈˝√√”Ó¬«¸˜”˝√√ Â√ø¬ıÓ¬ Òø1 1±ø‡øÂ√˘º Â√ø¬ıÓ¬ Î◊¬8˘ 1— ’±1n∏ ¸¬ı˘ ¬ıË±Â√À©Ü™±fl¡ ¬ı…ª˝√√±1 fl¡ø1øÂ√˘º ŒÓ¬›“1 &1n∏Q¬Û”Ì« Â√ø¬ı øfl¡Â≈√˜±Ú ˝√√í˘ Water Lily, Rown Cathedral, Haystack ˝◊Ó¬…±ø√º ŒÓ¬›“ ¤Àfl¡È¬± ø¬ı¯∏˚˛1 ›¬Û1Ó¬ Œfl¡˝◊¬ı±‡ÀÚ± Â√ø¬ı ’“±øfl¡øÂ√˘º øˆ¬ÚÀ‰¬∞È¬ Œˆ¬Ú·‚ – [1853 - 1890] – øˆ¬ÚÀ‰¬∞È¬ Œˆ¬Ú·‚ Œ¬Û±©Ü ˝◊À•x‰¬øÚÊ√˜ ø˙ä ’±Àµ±˘Ú1 ˜≈‡… ø˙äœ ’±øÂ√˘º ŒÓ¬›“ ˝√√˘±GÓ¬ Ê√ij ˘±ˆ¬ fl¡ø1øÂ√˘º 'The Potato Eaters' ŒÓ¬›“1 õ∂Ô˜ Â√ø¬ı ’±øÂ√˘º ŒÓ¬›“1 Â√ø¬ıÀ˚˛ fl≈¡ø1 ˙øÓ¬fl¡±1 ø˙äfl¡˘±fl¡ ø¬ıÀ˙¯∏ˆ¬±Àª õ∂ˆ¬±øªÓ¬ fl¡ø1øÂ√˘º ŒÓ¬›“ Â√ø¬ı ’“±øfl¡¬ıÕ˘ √øé¬Ì ÙË¬±k1 ’±˘«‰¬Õ˘ ∆·øÂ√˘º Œ¸˝◊ Í¬±˝◊1 õ∂fl‘¡øÓ¬À˚˛ ŒÓ¬›“fl¡ ø¬ıÀ˙¯∏ˆ¬±Àª ’Ú≈õ∂±øÌÓ¬ fl¡ø1øÂ√˘º ø¬ı‡…±Ó¬ Œfl¡˝◊‡Ú˜±Ú Â√ø¬ı ˝√√í˘ Sunflower, The Starry Night, Bedroom in Artes, Irises ˝◊Ó¬…±ø√º ¬Û˘ ·“·± [1848 - 1903] – ¬Û˘ ·“·± Œ¬Û±©Ü ˝◊À•xÂ√øÚÊ√˜ ø˙ä ’±Àµ±˘Ú1 ’±Ú ¤·1±fl¡œ ˜≈‡… ø˙äœ ’±øÂ√˘º ŒÓ¬›“ øˆ¬ÚÀ‰¬∞È¬ Œˆ¬Ú·‚1 ¸˜¸±˜ø˚˛fl¡ ø˙äœ ’±øÂ√˘º ŒÓ¬›“1 Â√ø¬ı ’±øÙË¬fl¡±1 ’±ø√˜ fl¡˘±1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ∆˝√√øÂ√˘º ŒÓ¬›“1 Â√ø¬ıÀ˚˛ 'Symbolism' Ú±˜1 ¤fl¡ ø˙ä ∆˙˘œ1 ¸‘ø©Ü fl¡ø1øÂ√˘º The Yellow Christ, Vision after the Sermon, Two Tahitian Women, ˝◊Ó¬…±ø√ ŒÓ¬›“1 Â√ø¬ı ’±øÂ√˘º ŒÓ¬›“1 ¤‡Ú &1n∏Q¬Û”Ì« Â√ø¬ı ’±øÂ√˘- 'Where do we come from? What are we? Where are we going?

Â√±˘ˆ¬±√1 √√±ø˘ [1904 - 1989] – Â√±˘ˆ¬±√1 √±ø˘ Â≈√À1ø˘Ê√˜ ø˙ä ’±Àµ±˘Ú1 ˜≈‡… ø˙äœ ’±øÂ√˘º ŒÓ¬›“1 Œ¶Û˝◊ÚÓ¬ Ê√ij ¢∂˝√√Ì fl¡ø1øÂ√˘º ŒÓ¬›“1 Â√ø¬ı1 ˜≈‡… ø¬ı¯∏˚˛¬ıd ’±øÂ√˘ ’ªÀ‰¬Ó¬Ú ˜Ú1 ˆ¬±ª¸˜”˝√√º 'The persistence of memory, The elephants, The buring giraffe ˝◊Ó¬…±ø√ ŒÓ¬›“1 ø¬ı‡…±Ó¬ Â√ø¬ı ’±øÂ√˘º ¬Û±¬ıÀ˘± ø¬Ûfl¡±ÀÂ√± [1881 - 1973] – ¬Û±¬ıÀ˘± ø¬Ûfl¡±ÀÂ√± fl≈¡ø1 ˙øÓ¬fl¡±1 ¤Ê√Ú õ∂ˆ¬±ª˙±˘œ ø‰¬Sfl¡1 ’±øÂ√˘º ŒÓ¬›“ øfl¡Î◊¬ø¬ıÊ√˜ ø˙ä ’±Àµ±˘Ú1 ¤Ê√Ú ˜≈‡… ø˙äœ ’±øÂ√˘º õ∂fl‘¡Ó¬ÀÓ¬ ŒÓ¬›“ ø˙ä ∆˙˘œÀ˚˛ øfl¡Î◊¬ø¬ıÊ√˜ ø˙ä ∆˙˘œ1 ¸‘ø©Ü fl¡ø1øÂ√˘º ŒÓ¬›“1 Â√ø¬ı ’±øÙË¬fl¡±1 ˆ¬±¶®˚« fl¡˘±1 ¡Z±1± õ∂ˆ¬±øªÓ¬ ∆˝√√øÂ√˘º ŒÓ¬›“1 Â√ø¬ı¸˜”˝√√ Œ√ø‡À˘ ¤ÀÚ ˘±À· Œ˚Ú Ê√…±ø˜øÓ¬fl¡ ’±fl‘¡øÓ¬1 øfl¡Â≈√˜±Ú ’ª˚˛¬ı ø¬ı2Â≈√ø1Ó¬ ∆˝√√ÀÂ√º 'Les demoiselles d 'Avignon' Â√ø¬ı‡Ú ø¬Ûfl¡±ÀÂ√±1 õ∂Ô˜ øfl¡Î◊¬ø¬ıÊ√˜Ò˜«œ Â√ø¬ı ’±øÂ√˘º ’±Ú øfl¡Â≈√˜±Ú Â√ø¬ı ˝√√í˘ Ambroise Vollard, Three Musicians, Guernica ˝◊Ó¬…±ø√º [ø˙äœ¸fl¡˘1 ’±À˘±fl¡ø‰¬S ‰¬±¬ıÕ˘ Û‘á¬±√ Ú•§1 231 ¬Û1± 29 ∆˘Àfl¡ ‰¬±›fl¡]

60 Handbook on Art & Creative Education 3.9 ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ’±1n∏ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 Œ˜Ãø˘fl¡ Ò±1Ì±

3.9.1 ¸‘Ê√Ú±Rﬂ¡ Ú±È¬ﬂ¡ (Creative Drama)

¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ˝√√í˘ ¤È¬± ¸—˝√√Ó¬fl¡±1œ õ∂øSê˚˛±º ˝◊˚˛±1 ˘é¬… ˝√√í˘ ø˙q1 fl¡±äøÚfl¡ ø‰¬ôL± ’±1n∏ ¸‘Ê√Ú˙œ˘ ’øˆ¬¬ı…øMê1 ø¬ıfl¡±˙ ¸±ÒÚ fl¡1±º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡1 õ∂Ò±Ú Î◊¬ÀV˙… ˝√√í˘ ’—˙¢∂˝√√Ìfl¡±1œfl¡ ’øˆ¬:Ó¬± ’Ê√«Ú1 ¸≈À˚±· ø√˚˛±º ¸±Ò±1Ì ˜=Ú±È¬ (Theatre) Œ|Ìœ1 ∆¸ÀÓ¬ ˝◊˚˛±1 ¬Û±Ô«fl¡… ’±ÀÂ√º ¸±Ò±1Ì ˜=Ú±È¬ Œ|ÌœÀ¬ı±11 õ∂Ò±Ú Î◊¬ÀV˙… ˝√√í˘ √˙«fl¡1 ’±·Ó¬ ’øˆ¬Ú˚˛ õ∂√˙«Ú1 ¬ı±À¬ı ’øˆ¬ÀÚÓ¬±-’øˆ¬ÀÚSœfl¡ õ∂dÓ¬ fl¡ø1 ŒÓ¬±˘±º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ õ∂±Ôø˜fl¡ ø¬ı√…±˘˚˛ ¬Û˚«±˚˛1 ˘í1±-ŒÂ√±ª±˘œ1 ¬ı±À¬ı ø¬ıÀ˙¯∏ˆ¬±Àª Î◊¬¬ÛÀ˚±·œº ¤ÀÚ Ú±È¬fl¡Ó¬ ’øˆ¬Ú˚˛ √é¬Ó¬± õ∂√˙«Ú1 Œfl¡±ÀÚ± ‰¬±¬Û Ú±Ô±Àfl¡ ¬ı±À¬ı ˘í1±-ŒÂ√±ª±˘œÀ˚˛ Ú±È¬fl¡œ˚˛ ’øˆ¬:Ó¬±1 ¡Z±1± Î◊¬¬Ûfl‘¡Ó¬ ˝√√í¬ı ¬Û±À1º ¤ÀÚ Ú±È¬fl¡Ó¬ √˙«fl¡1 Î◊¬¬Ûø¶öøÓ¬ ¬ı±Ò…Ó¬±˜”˘fl¡ Ú˝√√˚˛º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ fl¡1±1 ¸˜˚˛Ó¬ ˘í1±-ŒÂ√±ª±˘œfl¡ ø¸˝√√“Ó¬1 øÚÊ√1 Ò±1Ì± ˜ÀÓ¬ fl¡±˜ fl¡1±1 ¸¬ı«±øÒfl¡ ¸≈À˚±· ø√˚˛± Î◊¬ø‰¬Ó¬º ¤·1±fl¡œ õ∂±5¬ı˚˛¶® ¬ı…øMê1 Ó¬Q±ªÒ±ÚÓ¬ ˘í1±-ŒÂ√±ª±˘œÀ˚˛ øÚÀÊ√ Œfl¡±ÀÚ± fl¡±ø˝√√Úœ ¤È¬±1 õ≠È¬ ¸‘ø©Ü fl¡ø1¬ı ¬Û±À1, Ú±È¬fl¡1 ¬Û±G≈ø˘ø¬Û õ∂dÓ¬ fl¡ø1¬ı ¬Û±À1, øÚÊ√ øÚÊ√ ˆ”¬ø˜fl¡± øÚÒ«±1Ì fl¡ø1¬ı ¬Û±À1 ’±1n∏ øÚÀÊ√ Ú±È¬fl¡ ¬Ûø1‰¬±˘Ú± fl¡ø1¬ı ¬Û±À1º ¤·1±fl¡œ ø˙é¬fl¡ ø˝√√‰¬±À¬Û ’±¬Û≈øÚ Î◊¬¬Û˚≈Mê ¸˜˚˛Ó¬ ¸øÍ¬fl¡ ø√˝√√±-¬Û1±˜˙« ø√ ¤˝◊ õ∂øSê˚˛±ÀÈ¬± ’øÒfl¡ ’±fl¡¯∏«Ìœ˚˛ ’±1n∏ ’Ô«¬ı˝√√ fl¡ø1 Ó≈¬ø˘¬ı ¬Û±À1º ¤È¬± fl¡Ô± ˜ÚÓ¬ 1±ø‡¬ı Œ˚ ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡Ó¬ Ù¬˘±Ù¬˘Ó¬Õfl¡ fl¡±˚« õ∂øSê˚˛±ÀÈ¬±1 ›¬Û1Ó¬ ’øÒfl¡ &1n∏Q ’±À1±¬Û fl¡1± ˝√√˚˛º ˚ø√ Œfl¡±ÀÚ± Â√±S ’Ô¬ı± Â√±SœÀ˚˛ ˘±Ê√ Ú±˝◊¬ı± ˆ¬˚˛Ó¬ Ú±È¬fl¡Ó¬ ’—˙¢∂˝√√Ì Úfl¡ø1 Œfl¡ª˘ √˙«fl¡ ∆˝√√ Ô±øfl¡¬ı Œ‡±ÀÊ√, ŒÓ¬ÀôL ’±¬Û≈øÚ Ó¬±1 ’Ú≈˜øÓ¬ õ∂√±Ú fl¡1± Î◊¬ø‰¬Ó¬º Œfl¡øÓ¬˚˛±¬ı± ’±¬Û≈øÚ› Ú±È¬fl¡Ó¬ ’—˙¢∂˝√√Ì fl¡ø1¬ı ’±1n∏ ˘í1±-ŒÂ√±ª±˘œfl¡ fl¡±˜-fl¡±Ê√À¬ı±11 ŒÚÓ‘¬Q ø√¬ıÕ˘ ’Ú≈Àõ∂1Ì± Œ˚±·±¬ı ¬Û±À1º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡Ó¬ Ú±È¬fl¡, ¸±Ò≈fl¡Ô± ’±ø√1 ’±˘˜Ó¬ fl¡1± ’øˆ¬Ú˚˛, fl¡±äøÚfl¡ w˜Ì, ¸—·œÓ¬ ’±1n∏ Ú‘Ó¬… ’±ø√ Ô±øfl¡¬ı ¬Û±À1º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡1 ¸¬ı±ÀÓ¬±Õfl¡ ∆¬ıø˙©Ü…¬Û”Ì« Î◊¬¬Û±√±ÚÀÈ¬± ˝√√í˘ ’¸œ˜ fl¡äÚ±º Œ˚ÀÚñ ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡Ó¬ Ê√œª-Ê√cÀª fl¡Ô± fl¡í¬ı ¬Û±À1, ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ˜˝√√±fl¡±˙ w˜Ì fl¡ø1¬ı ¬Û±À1, ’±fl¡±˙1 1— Œ¸Î◊¬Ê√œ˚˛± ’±1n∏ ‚“±˝√√-¬ıÚ1 1— Úœ˘± ˝√√í¬ı ¬Û±À1 ˝◊Ó¬…±ø√º ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡Ó¬ ˆ¬±· ˘íÀ˘ ø˙q1 ˙±1œø1fl¡ ’±1n∏ ˜±Úø¸fl¡ ¬ı±Ò± ’“±Ó¬À1º Ú±È¬Àfl¡ ’øÓ¬ fl¡˜ ¸˜˚˛1 øˆ¬Ó¬1ÀÓ¬ ˘í1±-ŒÂ√±ª±˘œfl¡ ø¸˝√√“Ó¬1 ¸‘Ê√Ú˙œ˘Ó¬± ’Ài§¯∏Ì fl¡1±1 Œˆ¬øÈ¬ ·øÏ¬ˇ ø√À˚˛º ˘í1±-ŒÂ√±ª±˘œfl¡ ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡Ó¬ ’—˙¢∂˝√√Ì fl¡ø1¬ıÕ˘ ø√˚˛±1 õ∂Ò±Ú fl¡±1ÌÀÈ¬± ˝√√í˘ ø¸˝√√“Ó¬1 ˜Ú1 ¬Û1± ˆ≈¬˘ fl¡1±1 ˆ¬˚˛ ’“±Ó¬À1±ª±º fl¡±1Ì, ˆ≈¬˘ ˝√√í¬ı ŒÚøfl¡ ¬ı≈ø˘ ¸—˙˚˛1 Œ√±À˜±Ê√±Ó¬ Ôfl¡±¸fl¡˘ Œfl¡øÓ¬˚˛±› ¸‘Ê√Ú˙œ˘ ˝√√í¬ı ŒÚ±ª±À1º Ú±È¬Àfl¡ ’øÓ¬ Œ¸±Úfl¡±À˘ ˘í1±-ŒÂ√±ª±˘œ1 ø‰¬ôL± ’±1n∏ ’Ú≈ˆ¬ªfl¡ ˜”Ó¬« 1+¬Û ø√À˚˛º Ú±È¬fl¡Ó¬ ø¸˝√√“Ó¬1 Ò±1Ì±À¬ı±À1 ¶§Ó¬–¶£”¬Ó«¬ˆ¬±Àª õ∂¬ı±ø˝√√Ó¬ Œ˝√√±ª±1 ¸≈À˚±· ¬Û±˚˛º ø¸˝√√“ÀÓ¬ ¬ı±ô¶ª Ê√œªÚ1 ’øˆ¬:Ó¬±1 ¬Û1± Ú±È¬fl¡œ˚˛ ¬Ûø1ø¶öøÓ¬ ¸‘ø©Ü1 Œ‰¬©Ü± fl¡À1º Ú±È¬fl¡1 Ê√ø1˚˛ÀÓ¬ ø¸˝√√“ÀÓ¬ Ê√œªÚ1 ’±Ú ¤fl¡ ÚÓ≈¬Ú ¬Ûø1ø¶öøÓ¬1 ˜±Ê√Ó¬ Œ¸±˜±˝◊ ¬ÛÀ1 ’±1n∏ ’õ∂Ó¬…±ø˙Ó¬ ‚È¬Ú±1 ˜≈‡±˜≈ø‡ ˝√√í¬ıÕ˘ øÚÊ√Àfl¡ õ∂dÓ¬ fl¡ø1 ŒÓ¬±À˘º ¤˝◊√À1 ¸‘Ê√Ú±Rfl¡ Ú±È¬Àfl¡ ø˙q1 ¬ı…øMêQ1 ø¬ıfl¡±˙ Ó¬Ô± ’±R-õ∂Ó¬…˚˛ ¬ıÀÏ¬ˇ±ª±Ó¬ ¸˝√√±˚˛ fl¡À1º ˝◊ ˘í1±-ŒÂ√±ª±˘œfl¡ ¤Àfl¡˘À· fl¡±˜ fl¡ø1¬ıÕ˘ ’±1n∏ ¸‘Ê√Ú±Rfl¡ˆ¬±Àª ø‰¬ôL± fl¡ø1¬ıÕ˘ ø˙fl¡±˚˛º Ú±È¬Àfl¡ ø¬ı√…±˘˚˛øˆ¬øM√√√fl¡ ¸fl¡À˘± fl¡±˚«-fl¡˘±¬ÛÓ¬Õfl¡ ’øÒfl¡ ˆ¬±˘√À1 ø˙q1 ˆ¬±¯∏± Ó¬Ô± ¸—À˚±· √é¬Ó¬±1 ø¬ıfl¡±˙ ‚È¬±˚˛º ¸‘Ê√Ú±Rfl¡ Ú±È¬Àfl¡ ˘í1±-ŒÂ√±ª±˘œ1 ˜±Ê√Ó¬ ¸˝√√˜ø˜«Ó¬±1 ø¬ıfl¡±˙ ‚È¬±˚˛º fl¡±1Ì, ˆ≈¬ø˜fl¡± ’øˆ¬Ú˚˛ (role play)1 Œ˚±À·ø√

Handbook on Art & Creative Education 61 ø¸˝√√“ÀÓ¬ ’Ú…1 Ê√œªÚ ¸•ÛÀfl¡« Ê√Ú±1 ¸≈À˚±· ˘±ˆ¬ fl¡À1º ¤ÀÚ Ú±È¬fl¡fl¡ ’Ú… ø˚Àfl¡±ÀÚ± ø¬ı¯∏˚˛ ø˙Àfl¡±ª±1 ’±ø˝√√˘± ø˝√√‰¬±À¬Û› ¬ı…ª˝√√±1 fl¡ø1¬ı ¬Û±ø1º øfl¡c Ó¬±1 ¬ı±À¬ı ’±¬Û≈øÚ ¬Û±Í¬À¬ı±11 ’±ø˝√√« ∆Ó¬˚˛±1 fl¡ø1 Œ˘±ª±1 ¸˜˚˛Ó¬ øÚÊ√1 ¸‘Ê√Ú˙œ˘Ó¬± õ∂À˚˛±· fl¡ø1¬ı ˘±ø·¬ıº

3.9.2 ¸‘Ê√Ú±Rﬂ¡ Œ˘‡Úœ (Creative Writing)

¸1˘ ˆ¬±¯∏±Ó¬ Œ˜Ãø˘fl¡ ’±1n∏ ’±R-’øˆ¬¬ı…øMê õ∂fl¡±˙ fl¡ø1¬ı ¬Û1± ø˚Àfl¡±ÀÚ± Œ˘‡ÚœÀfl¡ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ Œ¬ı±˘± ˝√√˚˛º ¸±Ò±1Ì ¬ı‘øM√√√Àfl¡øffl¡, ø˙é¬±˚˛Ó¬øÚfl¡ ’Ô¬ı± fl¡±ø1fl¡1œ ø¬ı¯∏˚˛fl¡ ∆˘ ø˘‡± ¸±ø˝√√Ó¬…1 ¬Ûø1¸œ˜±1 ¬ı±ø˝√√11 Œ˘‡ÚœÀ¬ı±1fl¡ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 Ú±˜ ø√˚˛± ˝√√˚˛º ¸—¬ı±√ øÚªg ¤È¬±fl¡ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ ¬ı≈ø˘ Ò1± Ú˝√√˚˛º fl¡±1Ì, ¤ÀÚ øÚªg1 õ∂Ò±Ú ˘é¬… ˝√√í˘ ˚Ô±Ô« Ó¬Ô… Î◊¬¬Û¶ö±¬ÛÚ fl¡1±º ˝◊ Œ˘‡fl¡1 ˜Ú1 ˆ¬±¬ı õ∂fl¡±˙ Úfl¡À1º ¸—¬ı±√ Œ˘‡Úœ ¤È¬± ’±fl¡¯∏«Ìœ˚˛ ˝√√í¬ı ¬Û±À1º Ó¬Ô±ø¬Û› ˝◊˚˛±1 õ∂Ò±Ú Î◊¬ÀV˙… ˝√√í˘ ˚Ô±Ô« Ó¬Ô… ¸√ø1 fl¡1±º Œ¸À˚˛À˝√√ ˝◊˚˛±fl¡ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ ¬ı≈ø˘ ø¬ıÀ¬ı‰¬Ú± fl¡1± Ú˝√√˚˛º ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 Î◊¬ÀV˙… ˝√√í˘ ˜ÀÚ±1?Ú1 Œ‡±1±fl¡ Œ˚±À·±ª± ’±1n∏ ˜1˜-Œ‰¬ÀÚ˝√√ ’Ô¬ı± Œ˘±fl¡‰¬±Ú ’±ø√1 √À1 ˜±Úªœ˚˛ ’øˆ¬:Ó¬± ˆ¬·±˝◊ Œ˘±ª±º ¸‘Ê√Ú±Rfl¡ Œ˘‡ÚœÓ¬ Œ˘‡Àfl¡ ø¬ıøˆ¬iß Î◊¬¬Û±À˚˛À1 øÚÊ√1 ˜Ú1 ˆ¬±ª, ’øˆ¬:Ó¬± ’±1n∏ fl¡äÚ± õ∂fl¡±˙1 Œ‰¬©Ü± fl¡À1º ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ ø˘‡±1 Î◊¬¬Û±˚˛ Œfl¡˝◊È¬±˜±Ú ˝√√í˘ñ fl¡ø¬ıÓ¬±, Ú±È¬fl¡, ¬Û±G≈ø˘ø¬Ûûø‰¬SÚ±È¬… [Ú±È¬fl¡, fl¡Ô±Â√ø¬ı, ŒÈ¬ø˘øˆ¬Â√Ú ’Ú≈á¬±Ú ˝◊Ó¬±ø√], fl¡±ø˝√√Úœ ¸±ø˝√√Ó¬… [·ä, Î◊¬¬ÛÚ…±¸, ·œÓ¬ ˝◊Ó¬…±ø√]º fl¡±ø˝√√Úœ ¸±ø˝√√Ó¬…1 ˙±1œÓ¬ Ú¬Û1± ’±RÊ√œªÚœ ’±1n∏ ¬ı…øMê·Ó¬ 1‰¬Ú±À¬ı±1Àfl¡± ¸‘Ê√Ú±Rfl¡ 1‰¬Ú±1 ’—˙ ¬ı≈ø˘ Ò1± ˝√√í¬ı ˚ø√À˝√√ ¤ÀÚ Œ˘‡ÚœÀ¬ı±1Ó¬ øÚÊ√1 ’øˆ¬:Ó¬± ¸‘Ê√Ú˙œ˘Ó¬±À1 ¬Û±Í¬fl¡1 ˜ÚÓ¬ ‰¬±¬Û Œ¬Û˘±¬ı ¬Û1±Õfl¡ ø˘‡± ˝√√˚˛º ø˙q1 Œé¬SÓ¬ ëø˘ø‡¬ıÕ˘ Ê√Ú±íÀÈ¬± ˝√√í˘ ¤È¬± &1n∏Q¬Û”Ì« √é¬Ó¬±º ø˘ø‡¬ıÕ˘ ø˙fl¡± ø˙qfl¡ ¸‘Ê√Ú±Rfl¡ Œ˘‡ÚœÀ˚˛ øÚÊ√1 ˆ¬±ª-’Ú≈ˆ”¬øÓ¬ õ∂fl¡±˙1 ¸≈À˚±· ø√À˚˛º ˝◊ ø¸˝√√“Ó¬fl¡ øÚÊ√1 Ò±1Ì± ’±1n∏ ø¬ıù´±¸ ¶Û©Ü fl¡1±Ó¬ ¸˝√√±˚˛ fl¡À1º ø˙é¬Àfl¡ ¤ÀÚ Œ˘‡Úœ1 ¬Û1± Œfl¡±ÀÚ± ¤È¬± ø¬ı¯∏˚˛Ó¬ ø˙é¬±Ô«œÀ˚˛ øfl¡ ˆ¬±Àª ’Ô¬ı± Ê√±ÀÚ Œ¸˚˛± ·˜ ¬Û±˚˛º ¸1n∏ ˘í1±-ŒÂ√±ª±˘œ ¶§±ˆ¬±øªfl¡ÀÓ¬ ¸‘Ê√Ú˙œ˘ ’±1n∏ ’Ú≈¸øg»¸≈ ˜Ú1 ·1±fl¡œº ˘í1±-ŒÂ√±ª±˘œ1 ˜ÚÓ¬ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 õ∂øÓ¬ ’±¢∂˝√√œ fl¡ø1 Ó≈¬ø˘¬ı ¬Û±ø1À˘ ∆˙˙ª ¬Û±1 Œ˝√√±ª±1 ¬Û±Â√ÀÓ¬± ø¸˝√√“ÀÓ¬ ¸‘Ê√Ú±Rfl¡ Œ˘‡±-Œ˜˘± ’¬ı…±˝√√Ó¬ 1±ø‡¬ı ¬Û±ø1¬ı ’±1n∏ ¬ıUÀÓ¬˝◊ Ê√œªÚ ŒÊ√±1± ’ˆ¬…±¸ ø˝√√‰¬±À¬Û Œ˘‡±1 ‰¬‰¬«± ‰¬˘±˝◊ ˚±¬ıº ø¬ı√…±˘˚˛, Œ|ÌœÀfl¡±Í¬±, Œ‡˘¬ÛÔ±1 ’±1n∏ ‚1Ó¬ ˘±ˆ¬ fl¡1± ’øˆ¬:Ó¬± fl¡±˜Ó¬ ‡È≈¬ª±˝◊ ø˙q1 ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ √é¬Ó¬± ø¬ıfl¡ø˙Ó¬ fl¡ø1¬ı ¬Û1± ˚±˚˛º ’±¬Û≈øÚ ’±À¬Û±Ú±1 Â√±S-Â√±Sœ1 ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ √é¬Ó¬± ¬ıÏ¬ˇ±¬ıÕ˘ ø¸˝√√“Ó¬fl¡ Œ‡˘-ŒÒ˜±ø˘, ’±À˘±‰¬Ú±, ¬ÛÏ¬ˇ± ’±1n∏ ø¬ıøˆ¬iß ’Ài§¯∏Ì1 fl¡±˜Ó¬ ¬ı…ô¶ fl¡1±¬ı ¬Û±À1º ø¸˝√√“Ó¬1 ¬ı±À¬ı Ó¬˘1 Î◊¬¬Û±˚˛À¬ı±1 õ∂À˚˛±· fl¡ø1 ‰¬±¬ı ¬Û±À1ñ ’±À¬Û±Ú±1 Â√±S-Â√±Sœfl¡ ¸‘Ê√Ú±Rfl¡ Ú±fl¡È¬Ó¬ ˆ¬±· ˘í¬ıÕ˘ ø√˚˛fl¡º ¤ÀÚ Ú±È¬fl¡Ó¬ ˆ¬±· Œ˘±ª± ø˙qÀª ·Ó¬±Ú≈·øÓ¬fl¡ ø‰¬ôL±Ó¬Õfl¡ ¬Û‘Ôfl¡ ø‰¬ôL± fl¡ø1¬ı ¬Û1± ˝√√í¬ıº ø¸˝√√“Ó¬1 ¸‘Ê√Ú±Rfl¡ Ò±1Ì±À¬ı±11 ø¬ıfl¡±˙ ‚øÈ¬¬ıº Â√±S-Â√±Sœfl¡ øfl¡Â≈√˜±Ú ˜≈fl¡ø˘ ¸y±ªÚ±˚≈Mê Î◊¬M√√√1 Ôfl¡± õ∂ùü Œ¸±Òfl¡º Œ˚ÀÚñ ë¤ø√Ú1 ¬ı±À¬ı ˚ø√ ˆ¬±1Ó¬1 õ∂Ò±Ú˜Laœ Œ˝√√±ª± ŒÓ¬ÀôL øfl¡ fl¡±˜ fl¡ø1¬ı±∑í, ë˚ø√ ¤fl¡ Œfl¡±øÈ¬ È¬fl¡±1 ·1±fl¡œ ∆˝√√ Œ˚±ª± ŒÓ¬ÀôL øfl¡ fl¡ø1¬ı±∑í ˝◊Ó¬…±ø√º ¤ÀÚ õ∂ùü˝◊ ˘í1±-ŒÂ√±ª±˘œ1 fl¡äÚ± ˙øMê ¬ı‘øX fl¡À1º Â√±S-Â√±Sœfl¡ ¬Ûø1ø‰¬Ó¬ fl¡±ø˝√√Úœ ¤È¬± ¬Û‘Ôfl¡ ‘√ø©Üˆ¬—·œÀ1 Î◊¬¬Û¶ö±¬ÛÚ fl¡ø1¬ıÕ˘ õ∂Ó¬…±˝√ı±Ú Ê√Ú±›fl¡º Œ˚ÀÚñ ·ø˘ˆ¬±1 62 Handbook on Art & Creative Education ’±1n∏ ø˘ø˘¬Û≈È¬1 fl¡±ø˝√√ÚœÀÈ¬± ø¸˝√√“Ó¬fl¡ ø˘ø˘¬Û≈È¬À¬ı±11 ‘√ø©Üˆ¬—·œÀ1 ¬ıÌ«Ú± fl¡ø1¬ıÕ˘ ø√˚˛fl¡º ’±¬Û≈øÚ Â√±S-Â√±Sœø‡øÚfl¡ ø¸˝√√“Ó¬1 øÚÊ√ øÚÊ√ ‚1-¬Ûø1˚˛±˘1 fl¡±ø˝√√Úœ ø˘ø‡¬ıÕ˘› Î◊¬»¸±ø˝√√Ó¬ fl¡ø1¬ı ¬Û±À1º ø¸˝√√“Ó¬fl¡ ø˚˜±Ú ¬Û±À1 øÚÊ√1 øÚÊ√1 ¬Û”¬ı«¬Û≈1n∏¯∏1 ’±À˘±fl¡ø‰¬S Œ·±È¬±¬ıÕ˘ fl¡›fl¡º ¬Û”¬ı«¬Û≈1n∏¯∏ Œfl¡˝◊¬ı± õ∂Ê√ijÀ1± ˝√√í¬ı ¬Û±À1º ¸—¢∂˝√√ fl¡1± Ù¬ÀÈ¬±À¬ı±11 øˆ¬øM√√√Ó¬ ø¸˝√√“Ó¬fl¡ øÚÊ√ øÚÊ√ ¬Ûø1˚˛±˘À¬ı±1 ¸‘ø©Ü fl¡ø1¬ıÕ˘ ø√˚˛fl¡º ’±À¬Û±Ú±1 Â√±S-Â√±Sœø‡øÚfl¡ ˘·Ó¬ ¤Àfl¡± ¤Àfl¡±‡Ú ¬ı˝√√œ 1±ø‡¬ıÕ˘ ’Ú≈õ∂±øÌÓ¬ fl¡1fl¡º Ó¬±Ó¬ ø¸˝√√“Ó¬fl¡ ø√ÚÀÈ¬±1 øˆ¬Ó¬1Ó¬ ˜ÚÕ˘ ’˝√√± Ò±1Ì±À¬ı±1 ’±1n∏ ø√ÚÀÈ¬±Ó¬ ‚È¬± ’±fl¡¯∏«Ìœ˚˛ fl¡Ô±À¬ı±1 È≈¬øfl¡ ˚±¬ıÕ˘ ø˙fl¡±›fl¡º ø¸˝√√“Ó¬fl¡ 1±øÓ¬ Œ√‡± ¸À¬Û±ÚÀ¬ı±1 ø˘ø‡ 1±ø‡¬ıÕ˘› fl¡í¬ı ¬Û±À1º Â√±S-Â√±Sœfl¡ ¬Û≈1øÌ ’±À˘±‰¬Úœ1 ¬Û1± ’±À˘±fl¡ø‰¬S ’Ô¬ı± ø˚Àfl¡±ÀÚ± ˆ¬±˘ ˘·± Â√ø¬ı ¸—¢∂˝√√ fl¡ø1¬ıÕ˘ ø√˚˛fl¡º Œ¸˝◊ Â√ø¬ıÀ¬ı±11 ’±Ò±1Ó¬ øÚÊ√±Õfl¡ fl¡±ø˝√√Úœ ø˘ø‡¬ıÕ˘ ø√˚˛fl¡º ø¸˝√√“Ó¬fl¡ øÚÀÊ√ ŒÓ¬±˘± ø˚Àfl¡±ÀÚ± ø¬ı¯∏˚˛¬ıd1 ’±À˘±fl¡ø‰¬S ‰¬±À˚˛± fl¡±ø˝√√Úœ ø˘ø‡¬ıÕ˘ ø√¬ı ¬Û±À1º Â√±S-Â√±Sœfl¡ ¤‡Ú ˙s˝√√œÚ fl¡±ø˝√√Úœ ¬Û≈øÔ1 ¬Û1± fl¡±ø˝√√Úœ ¤È¬± ¸‘ø©Ü fl¡ø1¬ıÕ˘ õ∂Ó¬…±˝√ı±Ú Ê√Ú±›fl¡º fl¡±ø˝√√Úœ ¬Û≈øÔ‡ÚÓ¬ Ôfl¡± Â√ø¬ıÀ¬ı±1 Œ√‡≈ª±˝◊ ë˝◊˚˛±Ó¬ øfl¡ ∆˝√√ ’±ÀÂ√∑í, ë¤˝◊ ‰¬ø1SÀÈ¬±Àª øfl¡˚˛ ˜Ú ˜±ø1 ’±ÀÂ√∑í Ê√±Ó¬œ˚˛ õ∂ùü ¸≈øÒ ø¸˝√√“Ó¬1 ¬Û1± fl¡±äøÚfl¡ ¬ı…±‡…± Î◊¬X±1 fl¡1fl¡º Œfl¡øÓ¬˚˛±¬ı± ’±¬Û≈øÚ øÚÀÊ√˝◊ fl¡±ø˝√Ú√œ ¤È¬±1 ≈√˘±˝◊Ú˜±Ú ’±1y fl¡ø1 ¬ı±fl¡œø‡øÚ fl¡±¯∏ÀÓ¬ Ôfl¡± ø˙é¬±Ô«œÕ˘ ¤ø1 ø√¬ı ¬Û±À1º õ∂Ô˜ ø˙é¬±Ô«œÊ√Ú1 fl¡±ø˝√√Úœ Œ˚±· ø√˚˛± Œ˙¯∏ ˝√√íÀ˘ Ó¬±1 ¬Û±Â√1 ø˙é¬±Ô«œÊ√ÀÚûÊ√ÚœÀ˚˛ fl¡±ø˝√√ÚœÀÈ¬± ’±·¬ıÏ¬ˇ±˝◊ øÚ Ô±øfl¡¬ıº ›¬Û1Ó¬ Î◊¬À~‡ fl¡1± Œfl¡Ã˙˘À¬ı±11 Î◊¬¬Ûø1 Â√±S-Â√±Sœfl¡ øÚÊ√ øÚÊ√ ø¬ıÀ˙¯∏ ëŒ˘‡± ¶ö±Úí ¤ÀÎ¬±‡1 ¬ı±øÂ√ ˘í¬ıÕ˘ Î◊¬»¸±˝√√ ø√˚˛fl¡º ¤ÀÚ ¶ö±ÀÚ Â√±S-Â√±Sœfl¡ ø˘ø‡¬ıÕ˘ ’Ô¬ı± ˆ¬±ø¬ı¬ıÕ˘ ’Ú≈õ∂±øÌÓ¬ fl¡ø1¬ı ˘±ø·¬ıº ¤ÀÚ ¶ö±Ú fl¡±À1±¬ı±1 ¬ı±À¬ı ø¬ı‰¬Ú±‡Ú, fl¡±À1±¬ı±1 ¬ı±À¬ı ¬Û±fl¡‚1Ó¬ Ôfl¡± ŒÈ¬¬ı≈˘‡Ú, fl¡±À1±¬ı±1 ¬ı±À¬ı ‚11 øˆ¬Ó¬1À1 ‰≈¬fl¡ ¤È¬± ’±1n∏ fl¡±À1±¬ı±1 ¬ı±À¬ı ‚11 ¬ı±ø˝√√11 ¶ö±Ú ¤ÀÎ¬±‡1 ˝√√í¬ı ¬Û±À1º

3.10 fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 ¬ı…ª˝√√±ø1fl¡ Î◊¬¬Û±√±Ú

˝√√±Ó¬¬Û≈øÔ1 ¤˝◊ ’—˙ÀÈ¬±Ó¬ ø˙é¬±Ôπfl¡ fl¡˘± ø¬ı¯∏˚˛ÀÈ¬± ø˙fl¡±Ó¬ ’±¬Û≈øÚ Œfl¡ÀÚ Ò1ÀÌ ¸˝√√±˚˛ fl¡ø1¬ı ¬Û±À1 Ó¬±1 ¤fl¡ Ò±1Ì± ø√˚˛±1 õ∂˚˛±¸ fl¡1± ∆˝√√ÀÂ√º ëfl¡˘±í ˚ø√› √é¬Ó¬± √±¬ıœ fl¡1± ø¬ı¯∏˚˛, Ó¬Ô±ø¬Û› ¤˝◊ ˝√√±Ó¬¬Û≈øÔ‡ÚÓ¬ fl¡˘±1 ¸fl¡À˘±À¬ı±1 ø√˙1 ’Ò…˚˛Ú ¸yª Ú˝√√í¬ıº ëfl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±í ø¬ı¯∏˚˛fl¡ ∆˙øé¬fl¡ ¬Û1±˜˙«√±Ó¬±¸fl¡À˘ ’±À¬Û±Ú±fl¡ ø¬ı¯∏˚˛ÀÈ¬± ¬ı˝√√˘±˝◊ ¬ı≈Ê√±Ó¬ ¸˝√√±˚˛ fl¡ø1¬ı ¬Û±À1º ’ªÀ˙… ëfl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±í ø¬ı¯∏˚˛fl¡ ≈√‡Ú ëøÎ¬ øˆ¬ øÎ¬í› õ∂døÓ¬ fl¡ø1 ’±À¬Û±Ú±fl¡ ø√˚˛± ∆˝√√ÀÂ√º ’Ú≈¢∂˝√√ fl¡ø1 øÎ¬øˆ¬øÎ¬ Œfl¡˝◊‡Ú ˜ÀÚ±À˚±À·À1 ‰¬±›fl¡º Ó¬±1 ¬Û1± ’±¬Û≈øÚ Œ|ÌœÀfl¡±Í¬±Ó¬ fl¡˘± ’±1n∏ ¸‘Ê√Ú±Rfl¡ ø˙é¬±1 Œ|Ìœ ¤È¬±Ó¬ Œfl¡ÀÚ√À1 ¬Û±Í¬√±Ú fl¡ø1¬ı Œ¸˚˛± Òø1¬ı ¬Û±ø1¬ıº øÎ¬øˆ¬øÎ¬Ó¬ Ôfl¡± øˆ¬øÎ¬’í¸˜”˝√√ ‰¬±À˘ ø˙é¬±Ô«œfl¡ ø˙fl¡±¬ı ¬Û1± ø¬ıøˆ¬iß Ò1Ì1 fl¡˘±¸≈˘ˆ¬ fl¡±˚«fl¡˘±¬Û1 ˘·ÀÓ¬ fl¡˘± ’±1n∏ Ú±È¬fl¡1 ¸˝√√±˚˛Ó¬ ø˙é¬±Ô«œfl¡ Œfl¡ÀÚ√À1 ø¬ıøˆ¬iß Ò±1Ì±1 :±Ú ø√¬ı ¬Û±ø1 Œ¸˚˛± ·˜ ¬Û±¬ıº ¤˝◊√√ øˆ¬øÎ¬’í¸˜”˝√√ ’±˜±1 Œª¬ıÂ√±˝◊√√È¬ 'www.kkhsou.in' 1 Î¬◊ˆ¬˚˛ ë˘±Ì«±1 fl¡Ì«±1í (Learner Corner) ’±1n∏ ëøÎ¬. ¤˘. ¤Î¬.í (D.El. Ed.) ˙±‡±Ó¬ ø¬ı‰¬±ø1À˘ ¬Û±¬ıº

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678 ø©Ü˘ ˘±˝◊Ù¬ Eø˚˛„√√1 ’Ô« ˝√√í˘ Œfl¡±ÀÚ± ¤È¬± ¬ıdÓ¬ ‰¬±˝◊ ’“fl¡± fl¡±˚«º øfl¡Â≈√˜±Ú ¬ıd Œ˚ÀÚ Ù¬˘˜”˘, Ù≈¬˘, ˙±fl¡-¬Û±‰¬ø˘, ¬Û±S, øfl¡Ó¬±¬Û ˝◊Ó¬…±ø√ ø˙äœÊ√Ú1 ¸ij≈‡Ó¬ ¸Ê√±˝◊ 1‡± ˝√√˚˛ ’±1n∏ ø˙äœÊ√ÀÚ ¸ij≈‡Ó¬ 1‡± ¬ıdÀ¬ı±1 ˆ¬±˘Õfl¡ ¬Û˚«À¬ıé¬Ì fl¡ø1 ø‰¬S¬ÛÈ¬Ó¬ ’“±øfl¡¬ı ˘±À·º ˝◊˚˛±Ó¬ Â√ø¬ı ’“fl¡±1 ¸˜˚˛Ó¬ ¬ıdÀ¬ı±11 ’±fl¡±1, ·Í¬Ú, ’±˚˛Ó¬Ú, ¬Ûø1¸1, ¬Û‘á¬Ù¬±˘ ˝◊Ó¬…±ø√ ø˙äœÊ√ÀÚ ˘é¬… fl¡ø1¬ı ˘±À·º ¤ÀÚ fl¡1±1 Ù¬˘Ó¬ ø˙äœÊ√Ú1 Â√ø¬ı ’“fl¡±1 √é¬Ó¬± ¬ıÏ¬ˇ±1 ˘·ÀÓ¬ Œ¸˝◊¸˜”˝√√1 ø¬ı¯∏À˚˛ :±Ú ˘±ˆ¬ fl¡ø1¬ıº ø©Ü˘ ˘±˝◊Ù¬Ó¬ Â√±˚˛± Œ¬Û±˝√√1 ’±Ú ¤fl¡ &1n∏Q¬Û”Ì« ø¬ı¯∏˚˛º ø©Ü˘ ˘±˝◊Ù¬ Eø˚˛— ø¬ıøˆ¬iß ˜±Ò…˜ Œ˚ÀÚ- Œ¬Ûø=˘ ŒÂ√ø√—, ¬Û±Úœ 1— ¬ı± ŒÓ¬˘ 1„√√1 ˜±Ò…˜Ó¬ fl¡ø1¬ı ¬Û±À1º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 33 Ó¬ Ôfl¡± ø‰¬S Ú— 12 ‰¬±¬ı]

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678Â√“±-Œ¬Û±˝√√1 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678 Â√“±-Œ¬Û±˝√√1 Â√ø¬ı ¤‡Ú1 ¬ı±À¬ı &1n∏Q¬Û”Ì« ø¬ı¯∏˚˛º Â√ø¬ıÓ¬ Â√“±-Œ¬Û±˝√√1 ¸‘ø©Ü fl¡1± ˝√√˚˛ Œ¬Ûø=˘ ŒÂ√ø√— ¬ı± 1— ¬ı…ª˝√√±1 fl¡ø1º Â√ø¬ıÓ¬ Â√“± Œ¬Û±˝√√1 ¬ı…ª˝√√±1 fl¡ø1 Â√ø¬ı‡Ú øS˜±øSfl¡ ¤È¬± ˆ¬±¬ı ø√˚˛± ˝√√˚˛º Â√“±-Œ¬Û±˝√√1 ø©Ü˘ ˘±˝◊Ù¬ Â√ø¬ı1 ¬ı±À¬ı ‡≈¬ı õ∂À˚˛±Ê√Úœ˚˛º Î◊¬À~‡À˚±·… Œ˚ Â√ø¬ıÓ¬ Œ¬Û±˝√√11 Ò±1Ì± õ∂ÔÀ˜ ˝◊È¬±˘œ1 Œ1ÀÌÂ√“± Â√ø¬ı1 ¸˜˚˛Ó¬ ø¬ıfl¡±˙ ∆˝√√øÂ√˘º Œ1ÀÚÂ√“± ø‰¬Sø˙äœ ø˘’íÚ±ÀÎ¬«± √± øˆ¬øk1 Â√ø¬ıÓ¬ Â√“±-Œ¬Û±˝√√11 Ò±1Ì±ÀÈ¬± ¸¬ı˘ˆ¬±Àª ø¬ıfl¡±˙ ∆˝√√ÀÂ√º ŒÓ¬›“1 Â√ø¬ıÓ¬ Â√“±-Œ¬Û±˝√√11 ∆˙˘œÀÈ¬±fl¡ Chiaroscuro ¬ı≈ø˘ Ê√Ú± ˚±˚˛º Â√“±-Œ¬Û±˝√√11 Ò±1Ì±ÀÈ¬± Ù¬ÀÈ¬±¢∂±øÙ¬ ¬ı± ’±Ú ˜±Ò…˜1 ¬ı±À¬ı› õ∂À˚˛±Ê√Ú ˝√√˚˛º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 33 Ó¬ Ôfl¡± ø‰¬S Ú— 13 ‰¬±¬ı]

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678õ∂fl‘¡øÓ¬ ’Ò…˚˛Ú õ∂fl‘¡øÓ¬ ’Ò…˚˛Ú ø˙ä1 ø˙é¬±Ô«œ1 ¬ı±À¬ı &1n∏Q¬Û”Ì« ø¬ı¯∏˚˛º õ∂fl‘¡øÓ¬ ’Ò…˚˛ÀÚ Â√ø¬ı ’“fl¡±1 √é¬Ó¬± ¬ı‘øX fl¡ø1¬ı ¬Û±À1º õ∂fl‘¡øÓ¬ ’Ò…˚˛Ú fl¡ø1 Â√±S-Â√±SœÀ˚˛ ’±Úµ ˘±ˆ¬ fl¡ø1¬ı ¬Û±À1º ø¬ıøˆ¬iß 1„√√1 ’±1n∏ ’±fl¡±11 Ù≈¬˘, ·Â√, ‰¬1±˝◊, Ê√c ˝◊Ó¬…±ø√ õ∂fl‘¡øÓ¬1 ø¬ı¯∏˚˛¸˜”˝√√ Â√±S- Â√±SœÀ˚˛ ’Ò…˚˛Ú fl¡1±ÀÈ¬± õ∂À˚˛±Ê√Úœ˚˛º ¬ıÓ¬11 ø¬ıøˆ¬iß ˜≈˝√√”Ó¬«¬ ’Ò…˚˛Ú fl¡ø1À˘ Â√±S-Â√±Sœ1 õ∂fl‘¡øÓ¬ ¸•§Àg ’øˆ¬:Ó¬± ˘±ˆ¬ fl¡ø1¬ı ¬Û±À1º Ó¬±À1±¬Ûø1 õ∂±fl‘¡øÓ¬fl¡ ‘√˙… ’“fl¡±ÀÈ¬± ø˙äœ¸fl¡˘1 ’±Ú ¤È¬± ’±Úµ ˘±ˆ¬ fl¡1± ø¬ı¯∏˚˛º ¤˝◊ ø¬ı¯∏À˚˛ ˆ¬±˘√À1 Ê√±øÚ¬ıÕ˘ ’±¬Û≈øÚ 'DVD: Vol-I, Part-6' ‰¬±¬ı ¬Û±À1º [’Ú≈¢∂˝√√ fl¡ø1 ¬Û‘á¬±√ Ú•§1 7Ó¬ Ôfl¡± ø‰¬S Ú— 1 ’±1n∏ 2 ‰¬±¬ı]

64 Handbook on Art & Creative Education 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678 ø‰¬S¬ÛÈ¬Ó¬ ø¬ıøˆ¬iß 1„√√1 fl¡±·Ê√1 È≈¬fl≈¡1± ’±Í¬± ˘·±˝◊ ’Ô«¬Û”Ì«ˆ¬±Àª 1‰¬Ú± (composition) fl¡1±Àfl¡ fl¡í˘±Ê√ Œ¬ı±À˘º Â√±S-Â√±SœÀ˚˛ ø˚Àfl¡±ÀÚ± Œ¬Û˘Úœ˚˛± 1„√√œÚ fl¡±·Ê√, ˜±¬ı«˘ Œ¬Û¬Û±1 ’±ø√ fl¡±øÈ¬ ø¬ıøˆ¬iß ’±fl‘¡øÓ¬ ∆Ó¬˚˛±1 fl¡ø1 Œ¬Û¬Û±1Ó¬ ’±Í¬± ˘·±˝◊ fl¡í˘±Ê√ ∆Ó¬˚˛±1 fl¡ø1¬ı ¬Û±À1º õ∂ÔÀ˜ ø‰¬S¬ÛÈ¬Ó¬ Œ¬Ûø=˘1 ¸˝√√±˚˛Ó¬ ø¬ı¯∏˚˛ÀÈ¬± ’“±øfl¡ ˘í¬ı ˘±À·º Ó¬±1 ø¬ÛÂ√Ó¬ fl¡±·Ê√ Ù¬±ø˘ ’±Í¬± ˘·±¬ıº ¤˝◊ fl¡í˘±Ê√ ’±È¬« õ∂ÔÀ˜ ’±1y fl¡ø1øÂ√˘ fl≈¡ø1 ˙øÓ¬fl¡±1 ø‰¬Sø˙äœ ¬Û±¬ıÀ˘± ø¬Ûfl¡±ÀÂ√±Àªº ¤˝◊ ø¬ı¯∏À˚˛ ˆ¬±˘√À1 Ê√±øÚ¬ıÕ˘ ’±¬Û≈øÚ 'DVD: Vol-II, Part- 12' ‰¬±¬ı ¬Û±À1º

Œﬂ¡À˘G±1 ∆Ó¬˚˛±1 ﬂ¡1± (Calender Making)

¬Û±SÓ¬ 1— ¸Ú± (Pot Painting)

¬Û±SÓ¬ 1— ¸Ú± (Greeting Card Making) [Â√ø¬ı1 ¬ı±À¬ı ’Ú≈¢∂˝√√ ﬂ¡ø1 ¬Û‘á¬±√ Ú•§1 35¬’±1n∏ 36 ‰¬±¬ı]

4] ¬Û±Í¬…Sê˜ ¸—˝√√Ó¬ﬂ¡1Ì

¬fl¡˘±fl¡ ’Ú… ø¬ı¯∏˚˛1 ∆¸ÀÓ¬ ¸—˝√√Ó¬fl¡1Ì ’Ú… ø¬ı¯∏˚˛1 ∆¸ÀÓ¬ fl¡˘±1 ¸—·Ó¬fl¡1Ì1 Ò±1Ì±ÀÈ¬±Àª fl¡˘±fl¡ ø˙é¬Ì-ø˙fl¡Ú1 ¤fl¡ ˜±Ò…˜ 1+À¬Û ¬ı…ª˝√√±1 fl¡1±1 fl¡Ô± ¬ı≈Ê√±˚˛º ˝◊˚˛±1 ’Ô« ˝√√í˘ Â√ø¬ı ’“fl¡±, Ú±È¬fl¡, ¸—·œÓ¬ ‰¬‰¬«± ’±ø√fl¡ Œ|ÌœÀfl¡±Í¬± øˆ¬øM√√√fl¡ ø˙é¬Ì õ∂øSê˚˛±À¬ı±11 ’ø¬ıÀ2Â√√… ’—˙Ó¬ ¬Ûø1ÌÓ¬ fl¡1±º ˝◊˚˛±1 ¡Z±1± ¤‡Ú fl¡˘±- ¸—˝√√Ó¬ ¬Û±Í¬…Sê˜ ¢∂˝√√Ì fl¡1±1 fl¡Ô±› ¬ı≈ÀÊ√±ª± ˝√√˚˛º ¤ÀÚ ¬Û±Í¬…Sê˜1 ’ÒœÚÓ¬ fl¡˘±1 ø¬ıøˆ¬iß 1+¬Û Œ|ÌœÀfl¡±Í¬±Àfl¡øffl¡ ø˙fl¡Ú õ∂øSê˚˛±1 ’±Ò±1 ∆˝√√ ¬ÛÀ1º ¬Û±Í¬…Sê˜1 Œfl¡f ø˝√√‰¬±À¬Û ˚ø√ fl¡˘±fl¡ ¶ö±Ú ø√˚˛± ˝√√˚˛ ŒÓ¬ÀôL Ú±È¬fl¡ ’Ô¬ı± ¸—·œÓ¬ ’Ô¬ı± ø‰¬S±—fl¡Ú1 Ê√ø1˚˛ÀÓ¬ ø¬ıøˆ¬iß Ê√øÈ¬˘ Ò±1Ì± Â√±S-Â√±Sœfl¡ ¶Û©ÜÕfl¡ ¬ı≈Ê√±¬ı ¬Û1± ˚±¬ıº fl¡˘± ¸—˝√√Ó¬ ¬Û±Í¬…Sê˜ ¤È¬±˝◊ ø¬ıøˆ¬iß ø¬ı¯∏˚˛1 ¬Û±Í¬…¸”‰¬œÀ¬ı±1 ˚≈øMê¸—·Ó¬, ø˙qÀfl¡øffl¡ ’±1n∏ ’Ô«¬ı˝√√ˆ¬±Àª Î◊¬¬Û¶ö±¬ÛÚ fl¡ø1 Â√±S-Â√±Sœfl¡ ¬Û±Í¬À¬ı±1 ˆ¬±˘√À1 ¬ı≈Ê√±Ó¬ ¸˝√√±˚˛ fl¡ø1¬ı ¬Û±À1º ·øÌÓ¬, ø¬ı:±Ú, ¸˜±Ê√ ’Ò…˚˛Ú ’±1n∏ ˆ¬±ø¯∏fl¡ √é¬Ó¬± ¬ı‘øX1 √À1 ø¬ı¯∏˚˛À¬ı±11 ∆¸ÀÓ¬ ¸˝√√ÀÊ√˝◊ fl¡˘±1 ¸˝√√–¸•§g ¶ö±¬ÛÚ fl¡ø1¬ı ¬Û1± ˚±˚˛º ø¬ı:±Ú ø˙Àfl¡±ª±1 ¸˜˚˛À1± øfl¡Â≈√˜±Ú Ò±1Ì± fl¡˘±1 ¸˝√√±˚˛Ó¬ ¶Û©ÜÕfl¡ ¬ı≈Ê√±¬ı ¬Û±ø1º ¤˝◊ ¬ÛXøÓ¬À1 ø˙øfl¡À˘ Â√±S-Â√±Sœ1 øÚø√«©Ü ø¬ı¯∏˚˛1 :±Ú ’±1n∏ ¬ı≈Ê√±˙øMê ¬ı‘øX ¬Û±˚˛º

¤˝◊ Œé¬SÓ¬ ¸—·œÓ¬1 Î◊¬√±˝√√1Ì ˘›“ ’±˝√√fl¡º ¸—·œÓ¬ ø˙fl¡± Â√±S-Â√±SœÀ˚˛ Ó¬±˘ (beat) ’±1n∏ Â√µ (rhythm)1 ø¬ı¯∏À˚˛ ˆ¬±˘√À1 ¬ı≈øÊ√ ¬Û±˚˛º ø¸˝√√“Ó¬fl¡ ·±˚˛fl¡-·±ø˚˛fl¡± ’±1n∏ ¸—·œÓ¬ 1‰¬Ú±1 ¸˜˚˛Ó¬ ¬ı…ª˝√√+Ó¬ ø¬ıøˆ¬iß ¬ı±√…˚La1 Â√ø¬ı Œ√‡≈ª±¬ı ¬Û±À1º ø¸˝√√“Ó¬fl¡ ¤˝◊ ¬ı±√…˚LaÀ¬ı±11 ¡Z±1± ÒıøÚ ¸‘ø©Ü1 õ∂øSê˚˛±ÀÈ¬± õ∂fl¡±˙ fl¡ø1¬ı ¬Û1± fl¡í˘±Ê√ Ú±˝◊¬ı± Â√ø¬ı ’“±øfl¡¬ıÕ˘ ø√¬ı ¬Û±À1º ¤˝◊√À1 Â√±S-Â√±Sœ1 ˜ÚÓ¬ ¸‘Ê√Ú±Rfl¡

Handbook on Art & Creative Education 65 fl¡äÚ±˙øMê1 ø¬ıfl¡±˙ ‚øÈ¬¬ıº ¤Àfl¡ ¸˜˚˛ÀÓ¬ ø¸˝√√“ÀÓ¬ ø˙fl¡±1 ¸≈À˚±À·± ¬Û±¬ıº ˘í1±-ŒÂ√±ª±˘œfl¡ ∆√ÚøµÚ Ê√œªÚÓ¬ ¬ı…ª˝√√+Ó¬ ¸±-¸±˜¢∂œ1 ¬Û1± ¬ı±√…˚La ¸‘ø©Ü fl¡ø1¬ıÕ˘ ’±1n∏ Œ¸˝◊¸˜”˝√√ ¬ıÊ√±¬ıÕ˘ Î◊¬»¸±ø˝√√Ó¬ fl¡ø1¬ı ˘±À·º ’±Ú˝√√±ÀÓ¬, ø¬ı√…±˘˚˛1 ¬ı±À¬ı ¬Û≈“øÊ√ ¸—¢∂˝√√1 Î◊¬√±˝√√1ÌÀÈ¬±Õ˘ ˜Ú fl¡1fl¡º ¤˝◊ fl¡±˜1 Ê√ø1˚˛ÀÓ¬ ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ÒÚ Ê√˜± fl¡1±1 ˘·ÀÓ¬ ·ÌÚ± fl¡ø1¬ıÕ˘ ’±1n∏ õ∂À˚˛±Ê√Ú ¸±À¬ÛÀé¬ ‡≈‰≈¬1± ÒÚ ‚”1±˝◊ ø√¬ıÕ˘ ø˙Àfl¡º ¤˝◊ ¸˜˚˛ø‡øÚÓ¬ ˘í1±-ŒÂ√±ª±˘œÀ˚˛ ¬ı…ª˝√√±ø1fl¡ ø√À˙À1 ·øÌÓ¬ ‰¬‰¬«± fl¡À1º ¸˜ø˜øÓ¬ (Symmetry)1 √À1 ·±øÌøÓ¬fl¡ ø¬ı¯∏˚˛À¬ı±1Ó¬ ø¬ıøˆ¬iß Ú'± ¸‘ø©Ü fl¡1±1 ¸≈À˚±· Ô±Àfl¡º ¤˝◊ ¸≈À˚±·1 ¸√ƒ¬ı…˝√√±1 fl¡ø1 Â√±S-Â√±Sœ1 Ú±µøÚfl¡ Œ¸Ãµ˚«À¬ı±Ò1 ˜±Ú Î◊¬ißÓ¬ fl¡ø1¬ı ¬Û±ø1º ·±øÌøÓ¬fl¡ øÚÀ√«˙Ú±˝◊ Â√±S-Â√±Sœfl¡ ¶ö±Ú, ø¬ıÚ…±¸ ’±1n∏ ø¬ıˆ¬±Ê√Ú1 Ò±1Ì±À¬ı±1 ¬ı≈Ê√±Ó¬ ¸˝√√±˚˛ fl¡À1º ¤ÀÚ :±Úfl¡ ¸‘Ê√Ú˙œ˘Ó¬±1 ∆¸ÀÓ¬ ˘· ˘·±˝◊ fl¡˘±¸≈˘ˆ¬ ¸‘ø©Ü fl¡ø1¬ı ¬Û1± ˚±˚˛º Â√±S-Â√±SœÀ˚˛ Œ¬ı±fl¡± ˜±øÈ¬ [Œflv¡í ¸±˜¢∂œ]Œ1 ø¬ıøˆ¬iß Ê√…±ø˜øÓ¬fl¡ ’±fl¡±1 ·øÏ¬ˇ¬ı ¬Û±À1, ˝◊2Â√±˜ÀÓ¬ Œ¸˝◊À¬ı±1 fl¡±øÈ¬¬ı ¬Û±À1 ’±1n∏ ¬Û≈Ú1 ø¬ıÚ…±¸ fl¡ø1¬ı ¬Û±À1º ¤˝◊ õ∂øSê˚˛±À1 ø¸˝√√“ÀÓ¬ ø¬ıøˆ¬iß ’±fl¡±1 ’±fl‘¡øÓ¬1 ˘·ÀÓ¬ ¸˜ø˜øÓ¬, Ê√…±ø˜øÓ¬fl¡ ¸—1‰¬Ú±, ›Ê√Ú Ó¬Ô± ˜±Ò…±fl¡¯∏Ì« ˙øMê1 ˜±Ê√1 ¸•Ûfl¡« ’±ø√1 ø¬ı¯∏À˚˛ ¸˝√√ÀÊ√ ¬ı≈øÊ√ ¬Û±˚˛º

5] ’¸˜1 øﬂ¡Â≈√˜±Ú ¬Û1•Û1±·Ó¬ ¬ı±√…˚La1 ∆¸ÀÓ¬ ¬Ûø1‰¬˚˛

Ó¬˘Ó¬ ’¸˜1 Œfl¡˝◊È¬±˜±Ú ¬Û1•Û1±·Ó¬ ¬ı±√…˚La1 ‰¬˜≈ ¬Ûø1‰¬˚˛ √±ø„√√ Ò1± ˝√√í˘ñ ŒÏ¬±˘ – ≈√˜≈‡œ˚˛± E±˜¸‘√˙ ¬ı±√…º ŒÏ¬±˘1 ¤ø¬ÛøÍ¬Ó¬ fl¡±ÀÍ¬À1 ∆Ó¬˚˛±1 fl¡1± ˜±ø1À1 ’±1n∏ ’±Ú‡Ú ø¬ÛøÍ¬Ó¬ ˝√√±ÀÓ¬À1 Œfl¡±¬ı±˝◊ ÒıøÚ ¸‘ø©Ü fl¡1± ˝√√˚˛º Œ¬Û“¬Û± – ˜í˝√√1 ø˙ø„√√À1 ∆Ó¬˚˛±1 fl¡1± Ù≈¬ª±˝◊ ÒıøÚ ŒÓ¬±˘± ¬ı±√…˚Laº È¬fl¡± – ¬ı“±À˝√√À1 ∆Ó¬˚˛±1œ ¬ı±√…˚Laº ··Ú± – ¬ı“±À˝√√À1 ∆Ó¬˚˛±1 fl¡1±, ≈√˝◊ ›ÀÍ¬À1 Œ‰¬ø¬Û Òø1 ¬ıÀÊ√±ª± ¬ı±√…˚Laº ¸≈Ó≈¬ø˘ – ˜±øÈ¬À1 ∆Ó¬˚˛±1 fl¡1±, ù´±¸-õ∂ù´±¸ øÚ˚˛LaÌ fl¡ø1 ˜≈À‡À1 ¬ıÀÊ√±ª± ¬ı±√…˚Laº ¬ı“±˝√√œ – ’¸˜1 ¤ø¬ıÒ Ê√Úøõ∂˚˛ ¬ı“±À˝√√À1 øÚø˜«Ó¬ ¬ı±√…˚Laº ¬ıœÌ± – ’¸˜1 ¤ø¬ıÒ õ∂±‰¬œÚ ¬ı±√…˚Laº Œˆ¬±1Ó¬±˘ – Ò±Ó≈¬À1 øÚø˜«Ó¬ ¬ı±√…˚Laº ’¸˜1 ∆¬ı¯∏ûª ¸—¶¥®øÓ¬1 ∆¸ÀÓ¬ Ê√øÎ¬ˇÓ¬ ’Ú≈á¬±ÚÓ¬ ˜”˘Ó¬– ¬ı…ª˝√√±1 fl¡1± ˝√√˚˛º ‡Ë±˜ – ’¸˜1 øÓ¬ª± ’±1n∏ øÎ¬˜±‰¬± Ê√ÚÀ·±á¬œÀ˚˛ ¬ıÀÊ√±ª± ¬ı±√…º ŒÏ¬±˘1 ¤È¬± õ∂fl¡±1º ˜±√˘ – ≈√Ù¬±À˘ ¬ıÊ√±¬ı ¬Û1± E±˜¸‘√˙ ¬ı±√…˚La ˝◊˚˛±fl¡ õ∂Ò±ÚÓ¬– ’¸˜1 ‰¬±˝√√ Ê√ÚÀ·±á¬œÀ˚˛ ¬ı…ª˝√√±1 fl¡À1º ø¬ıUÓ¬±˘ – Ò±Ó≈¬À1 ∆Ó¬˚˛±1œ ¸1n∏ ¬Û±øÓ¬Ó¬±˘º ŒÈ¬±fl¡±1œ – ¤È¬± ’±„≈√√ø˘À1 ¬ıÀÊ√±ª± ˜±S ¤Î¬±˘ Ó¬“±1 Ôfl¡± ¬ı±√…˚Laº Œ‡±˘ – ≈√˜≈‡œ˚˛± E±˜¸‘√˙ ¬ı±√…˚La, ˝√√±ÀÓ¬À1 ‰¬±¬Û1 ˜±ø1 ¬ıÀÊ√±ª± ˝√√˚˛º Î¬¬ı± – E±˜¸‘√˙ ¬ı±√…˚Laº ˜±ø1À1 ’Ô¬ı± ˝√√±ÀÓ¬À1 ¬ıÀÊ√±ª± ˝√√˚˛º Ú±˜‚1Ó¬ 1‡± ˝√√˚˛º ˜‘√—· – ≈√˜≈‡œ˚˛± E±˜¸‘√˙ ¬ı±√…º

66 Handbook on Art & Creative Education Œ√±Ó¬±1± – ≈√Î¬±˘ Ó¬“±1 Ôfl¡± ¬ı±√…˚Laº ’¸˜œ˚˛± Œ˘±fl¡·œÓ¬1 ∆¸ÀÓ¬ ¸—·Ó¬ fl¡1± Œ√±Ó¬±1±Ó¬ ¸±Ò±1ÌÀÓ¬ ‰¬±ø1Î¬±˘ Ó¬“±1 Ô±Àfl¡º Ú±·±1± – ’¸˜1 Ê√Ú·Ì1 ø‰¬Ú±øfl¡ ¬ı±√…º ≈√È¬± ¬ı±√…˚La1 ˚≈È¬œº Ú±˜-õ∂¸—·Ó¬ ¤Àfl¡˘À· ¬ıÀÊ√±ª± ˝√√˚˛º [’±À˘±fl¡ø‰¬S1 ¬ı±À¬ı ¬Û‘á¬±√ Ú•§1 38Ó¬ Ôfl¡± ø‰¬S Ú— 21 ‰¬±¬ı]

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’¸˜1 ø˚ ¸fl¡˘ ‘√˙… fl¡˘±1 ø˙äœÀ˚˛ ¤øÓ¬˚˛±Õ˘Àfl¡ ¤˝◊√√ ¬ı“È¬± ˘±ˆ¬ fl¡ø1ÀÂ√ ŒÓ¬›“À˘±fl¡1 Ú±˜¸˜”˝√√ Ó¬˘Ó¬ Î¬◊À~‡ fl¡1± ˝√√í˘º

1995 ’±flƒ¡˜˘ UÀÂ√˝◊Ú ˘¶®1 [ø‰¬Sfl¡˘±] 2001 Ê√Úfl¡ Á¬—fl¡±1 Ú±Ê√«±1œ [ˆ¬±¶®˚«] 2001 øfl¡À˙±1 fl≈¡˜±1 √±¸ [ø‰¬Sfl¡˘±] 2005 ¶§·«œ˚˛ ˆ”¬À¬ÛÚ ¬ı˜«Ú [ˆ¬±¶®˚«], ˜ÀÚù´1 ¬ıËp¡ [¢∂±øÙ¬fl¡], Œ˜˝√√˜≈√ UÀÂ√˝◊Ú ˘¶®1 [ø‰¬Sfl¡˘±] 2006 1±Ó≈¬˘ ‰¬f ·Õ· [ˆ¬±¶®˚«], õ∂À˜±√ ¬ı1n∏ª± [¢∂±øÙ¬fl¡] 2009 øÚÀ˘±»¬Û˘ ·Õ· [Ù¬È¬í¢∂±Ù¬œ] 2011 õ∂˙±ôL fl¡ø˘Ó¬± [ø‰¬Sfl¡˘±]

7] fl¡˘±1 Œé¬SÕ˘ õ∂√±Ú fl¡1± ’¸˜1 1±øÊ√…fl¡ ¬ı“È¬± ’±1n∏ ¬ı“È¬± õ∂±¬Ûfl¡¸fl¡˘1 Ú±˜

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678ø¬ı¯∏≈û 1±ˆ¬± ¬ı“È¬± fl¡˘±1 Œé¬SÕ˘ ’±·¬ıÀÏ¬ˇ±ª± ’ª√±Ú1 ¬ı±À¬ı ø¬ıø˙©Ü ø˙äœ¸fl¡˘Õ˘ ’¸˜ ‰¬1fl¡±11 Ó¬1Ù¬1 ¬Û1± ø¬ı¯≈û1±ˆ¬± ¬ı“È¬± õ∂√±Ú fl¡1± ˝√√˚˛º ’¸˜1 ¸±—¶‘®øÓ¬fl¡ Ê√·Ó¬1 ¤·1±fl¡œ õ∂‡…±Ó¬ ¬ı…øMê√ fl¡˘±&1n∏ ø¬ı¯≈û õ∂¸±√ 1±ˆ¬±1 ¶ú‘øÓ¬Ó¬ ¤˝◊√√ ¸ij±ÚÊ√Úfl¡ ¬ı“È¬±ÀÈ¬± õ∂øÓ¬ ¬ıÂ√À1 ŒÓ¬›“1 ˜‘Ó≈¬… øÓ¬øÔÓ¬ [20 Ê≈√Ú]¬ õ∂√±Ú fl¡1± ˝√√˚˛º ¤˝◊√√ ø√ÚÀÈ¬± ’¸˜Ó¬ ë1±ˆ¬± ø√ª¸í ø˝√√‰¬±À¬Û Î¬◊√˚±ø¬ÛÓ¬ ˝√√˚˛º

Handbook on Art & Creative Education 67 ø˚¸fl¡˘ ø˙äœÀ˚˛ ¤øÓ¬˚˛±Õ˘Àfl¡ ¤˝◊√√ ¬ı“È¬± ˘±ˆ¬ fl¡ø1ÀÂ√ ŒÓ¬›“À˘±fl¡1 Ú±˜¸˜”˝√√ Ó¬˘Ó¬ Î¬◊À~‡ fl¡1± ˝√√í˘º

Œ·±ª±˘¬Û±1± 1993 õ∂˚˛±Ó¬ õ∂√œ¬Û ‰¬ø˘˝√√±, õ∂˚˛±Ó¬ &Ì√± √±¸ ø˙ª¸±·1 1994 õ∂˚˛±Ó¬ fl‘¡¯∏û˜”øM√√√« ˝√√±Ê√ø1fl¡±, õ∂˚˛±Ó¬ øÚ˜«˘ ‰¬SêªÓ¬«œ, õ∂˚˛±Ó¬ ‡À·Ú √±¸ &ª±˝√√±È¬œ 1995 õ∂˚˛±Ó¬ ø·ø1˙ Œ‰¬ÃÒ≈1œ, õ∂˚˛±Ó¬ Ó¬Ù¬8˘ ’±ø˘, õ∂˚˛±Ó¬ ø¬ıÀ¬ıfl¡±Úµ ˆ¬A±‰¬±˚« &ª±˝√√±È¬œ 1996 õ∂˚˛±Ó¬ Œ˙±ˆ¬± ¬ıËp¡, |œ ’±s≈˘ ˜øÊ√√, õ∂˚˛±Ó¬ ¬ıœÌ± √±¸ ˜±iß± ø˙˘‰¬1 1997 õ∂˚˛±Ó¬ ˜≈fl≈¡µ ˆ¬A±‰¬±˚«, õ∂˚˛±Ó¬ õ∂øÓ¬˜± ¬Û±ÀG ¬ı1n∏ª±, |œ˜Ó¬œ ’Ú≈¬Û˜± ˆ¬A±‰¬±˚« &ª±˝√√±È¬œ 1998 õ∂˚˛±Ó¬ Œ˜±˝√√Ú ˘±˘ ˜≈‡±Ê√«œ, õ∂˚˛±Ó¬ Œ·±¬Û±˘ √±¸ &ª±˝√√±È¬œ 1999 õ∂˚˛±Ó¬ ’±√… ˙˜«±, õ∂˚˛±Ó¬ ’øÊ√Ó¬ ø¸—˝√√ &ª±˝√√±È¬œ 2000 õ∂˚˛±Ó¬ ˜±‡Ú ≈√ª1±, õ∂˚˛±Ó¬ Œfl¡˙ª ˜˝√√ôL, õ∂˚˛±Ó¬ õ∂Ìª ¬ı1n∏ª± &ª±˝√√±È¬œ 2001 õ∂˚˛±Ó¬ Œ·±fl≈¡˘ ¬Û±Í¬fl¡, õ∂˚˛±Ó¬ ¸¬ı«±Úµ Œ˜√fl¡ &ª±˝√√±È¬œ 2002 õ∂˚˛±Ó¬ Œ˜ø√Úœ Œ˜±˝√√Ú Œ‰¬ÃÒ≈1œ, |œ˜Ó¬œ :±Ú√± fl¡±fl¡Ó¬œ Œ˚±1˝√√±È¬ 2003 õ∂˚˛±Ó¬ Œ˜±ø˝√√Úœ 1±ˆ¬±, õ∂˚˛±Ó¬ Œ˝√√À˜±1±˜ Ú±Ô, |œ 1À˜Ú ¬ı1n∏ª± ¬ı1À¬ÛÈ¬± 2004 |œ ˜ÀÚ±1?Ú ˘±˝√√±1œ, |œ ¬ıËÊ√ Ù≈¬fl¡Ú Ú˘¬ı±1œ 2005 |œ Úœ˘¬ÛªÚ ¬ı1n∏ª± &ª±˝√√±È¬œ 2006 õ∂˚˛±Ó¬ Œ˝√√˜±øeÚœ ¬ı1√Õ˘, |œ Œ¬ıÌ≈ ø˜| &ª±˝√√±È¬œ 2007 |œ Œ·Ã1œ ¬ı˜«Ú, |œ˜Ó¬œ ˝◊øµ1± ø¬Û ø¬Û ¬ı1± &ª±˝√√±È¬œ 2008 õ∂˚˛±Ó¬ ¯∏Î¬ˇ±ÚÚ ¬ı1Í¬±fl≈¡1, |œ ∆SÀ˘±fl¡… √M√√√ &ª±˝√√±È¬œ 2009 |œ ÚÚœ ¬ı1¬Û”Ê√±1œ, |œ˜Ó¬œ ø√¬Û±˘œ √±¸ &ª±˝√√±È¬œ 2010 |œ ¬ıœÀ1Ì ø¸—˝√√, |œ˜Ó¬œ 1?Ú± ˙˜«± ¬ı1√Õ˘ &ª±˝√√±È¬œ 2011 |œ ˙±øôL ˙—fl¡1 √±¸&5, |œ˜Ó¬œ ≈√˘«ˆ¬± ˜1±Ì Œ·±ª±˘¬Û±1± 2012 |œ 1À˜˙ Œ‚±¯∏, |œ˜Ó¬œ Ê√˚˛± ˙˝◊fl¡œ˚˛± ≈√ª1± &ª±˝√√±È¬œ 2013 |œ˜Ó¬œ ·ø1˜± ˝√√±Ê√ø1fl¡±, |œ˜Ó¬œ ‰¬±À˘˝√√± ’±˝√√À˜√ ŒÓ¬Ê√¬Û≈1 2014 |œ Úø˘Úœfl¡±ôL ¬ı1n∏ª±, |œ˜Ó¬œ Œ˝√√˘± √±¸, õ∂˚˛±Ó¬ ’±˝◊˜øÌ ·Õ· &ª±˝√√±È¬œ 2015 |œ 1ø¬ı1±˜ ¬ıËp¡, |œ˜Ó¬œ fl‘¡¯∏û± √±¸ Ú±Ô &ª±˝√√±È¬œ 2016 |œ¬ ø·ø1˙ ‰¬f ¬ı1±, |œ¬ ø¬ı¬Û≈˘ √±¸ &ª±˝√√±È¬œ 2017 |œ ¬Û≈˘fl¡ ·Õ·, |œ ∆˙À˘Ú ˙˝◊fl¡œ˚˛±

[Î◊¬»¸ – ’¸˜ ‰¬1fl¡±11 ¸±—¶¥®øÓ¬fl¡ ¸=±˘fl¡±˘˚˛1 ¡Z±1± õ∂fl¡±ø˙Ó¬ Ó¬±ø˘fl¡±1 Œ¸ÃÊ√Ú…Ó¬]

68 Handbook on Art & Creative Education 8] ˜”˘…±˚˛Ú õ∂øSê˚˛±

˜≈Í¬ Ú•§1 – 50 ¬Û1œé¬± [Ó¬N·Ó¬ ’±1n∏ õ∂±À˚˛±ø·fl¡] – 25 õ∂fl¡ä fl¡±˚« – 25

õ∂±À˚˛±ø·fl¡ ’Ú≈˙œ˘Úœ1 ˝√√±Ó¬¬Û≈øÔ-2Ó¬ ¸øißø¬ı©Ü Ôfl¡± ¬Ûø1ø˙©Ü A-I ’±1n∏ A-II Ó¬ ø√˚˛± Î◊¬»fl¡¯∏«1 ˜±¬Ûfl¡±øÍ¬ ’Ú≈¸ø1 ø¬ı: ¬Û1±˜˙«√±Ó¬±˝◊ ’±À¬Û±Ú±1 õ∂fl¡ä fl¡±˚«‡ÚÓ¬ øÚø√«©Ü Œ¢∂Î¬ õ∂√±Ú fl¡ø1¬ıº ¬Û1œé¬± [Ó¬N·Ó¬ ’±1n∏ õ∂±À˚˛±ø·fl¡]

1º õ∂±À˚˛±ø·fl¡ [Ú•§1 - 10] ¸˜˚˛ – 1 ‚∞È¬± Ó¬˘1 ø˚Àfl¡±ÀÚ± ¤È¬± fl¡ø1¬ı –

fl¡] ¸‘Ê√Ú±Rfl¡ ¸—1Â√Ú± (Creative Composition) [ø¬ı¯∏˚˛¬ıd – ¬ıÊ√±1ûø¬ı√…±˘˚˛ Œ‰¬Ã˝√√√ûÎ◊¬»¸ª-¬Û±¬ı«Ìû·“±› ¬ı± Ú·1œ˚˛± Ê√œªÚ1 ø‰¬S ¤À˘fl¡±ûõ∂fl‘¡øÓ¬ ¬ı± ¬Ûø1Àª˙ ’Ò…˚˛Ú, ˝◊Ó¬…±ø√] ‡] ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ [ø¬ı¯∏˚˛¬ıd – Ú±È¬fl¡, ·ä1 ¸ø‰¬S ¬ıÌ«Ú±, ‰¬ø1S øÚ˜«±Ì, fl¡ø¬ıÓ¬±, ‰≈¬øÈ¬ ·ä, ¬ı…øMê·Ó¬ ’øˆ¬:Ó¬± ˝◊Ó¬…±ø√] [¸‘Ê√Ú±Rfl¡ ¸—1Â√Ú± ’±1n∏ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ1 ¬ı±À¬ı ø¬ı¯∏˚˛¬ıd Ó¬±»é¬øÌfl¡ˆ¬±Àª õ∂√±Ú fl¡ø1¬ı]

2º Ó¬N·Ó¬ [Ú•§1 - 15] ¸˜˚˛ – 1 ‚∞È¬±

ø¬ı√…±˘˚˛Ó¬ fl¡˘± ø˙é¬±1 &1n∏Q, ø˙qfl¡˘±, ‰¬±1n∏ ø˙ä ’±1n∏ fl¡±1n∏ ø˙ä, ’¸˜1 ø˙äfl¡˘±1 ˝◊øÓ¬˝√√±¸ ¸•ÛÀfl¡« õ∂±Ôø˜fl¡ Ò±1Ì±, Œfl¡˝◊·1±fl¡œ˜±Ú õ∂ø¸X ø‰¬Sfl¡11 ‰¬˜≈ ¬Ûø1‰¬˚˛, ¸‘Ê√Ú±Rfl¡ Ú±È¬fl¡ ’±1n∏ ¸‘Ê√Ú±Rfl¡ Œ˘‡Úœ ¸•§Àg õ∂±Ôø˜fl¡ Ò±1Ì±, ‘√˙…fl¡˘± ø¬ı¯∏˚˛fl¡ ¬ı“È¬± ’±1n∏ Œfl¡˝◊·1±fl¡œ˜±Ú ’¸˜œ˚˛± ¬ı“È¬± õ∂±¬Ûfl¡1 Ú±˜, ’¸˜1 øfl¡Â≈√˜±Ú ¬Û1•Û1±·Ó¬ ¬ı±√…˚La1 ∆¸ÀÓ¬ ¬Ûø1‰¬˚˛, ˝◊Ó¬…±ø√º

Handbook on Art & Creative Education 69 õ∂ﬂ¡ä ﬂ¡±˚«¸˜”˝√√

õ∂fl¡ä fl¡±˚«¸˜”˝√√ ≈√È¬± Œ·±È¬Ó¬ ˆ¬±· fl¡1± ∆˝√√ÀÂ√ñ Œ·±È¬-fl¡ ’±1n∏ Œ·±È¬-‡º ø˙é¬fl¡ õ∂ø˙é¬±Ô«œ¸fl¡À˘ õ∂ÀÓ¬…fl¡ Œ·±È¬1 ¬Û1± ˜≈Í¬ ≈√È¬± fl¡±˚« fl¡ø1¬ı ˘±ø·¬ıº

Œ·±È¬ ﬂ¡ – Ó¬Ô… ¸—¢∂˝√√ ’±1n∏ õ∂øÓ¬À¬ı√Ú √±ø‡˘ [Ú•§1 – 15]

Ó¬˘Ó¬ ø√˚˛± fl¡±˚«¸˜”˝√√1 ¬Û1± ø˚Àfl¡±ÀÚ± ¤È¬± ø¬ı¯∏˚˛Ó¬ Ó¬Ô… ¸—¢∂˝√√ fl¡1fl¡ ’±1n∏ õ∂øÓ¬À¬ı√Ú √±ø‡˘ fl¡1fl¡º ¬Ûø1ø˙©Ü ëfl¡íÓ¬ ø√˚˛± ’±ø˝√√« ’Ú≈¸ø1 õ∂øÓ¬À¬ı√Ú õ∂dÓ¬ fl¡ø1¬ı ˘±ø·¬ıº ’±À¬Û±Ú±1 õ∂øÓ¬À¬ı√Ú õ∂±˜±Ì…fl¡1Ì1 ¬ı±À¬ı õ∂À˚˛±Ê√Ú ¸±À¬ÛÀé¬ Ù¬ÀÈ¬±› ¸—À˚±· fl¡ø1¬ı ˘±ø·¬ıº øÚø√«©Ü ’Ò…˚˛Ú Œfl¡fÓ¬ ’±¬Û≈øÚ ’±À¬Û±Ú±1 õ∂øÓ¬À¬ı√Ú ˜”˘…±˚˛Ú1 ¬ı±À¬ı Ê√˜± fl¡ø1¬ı ˘±ø·¬ıº 1¼ fl¡˘± ¬ıœøÔfl¡± w˜Ì – fl¡˘± ¬ıœøÔfl¡±Ó¬ õ∂√ø˙«Ó¬ ø¬ıøˆ¬iß ø‰¬Sfl¡˘± ’±1n∏ ˆ¬±¶®˚«1 ø¬ı¯∏À˚˛ õ∂øÓ¬À¬ı√Ú √±ø‡˘º 2¼ ¸—¢∂˝√√±˘˚˛ ¬ı± ˆ¬±¶®˚« ¬ıœøÔfl¡± ¬Ûø1√˙«Ú – Ó¬±Ó¬ õ∂√˙«Ú fl¡1± ø¬ıøˆ¬iß ø¬ı¯∏˚˛¬ıd [Œ˚ÀÚ – ¸±Ê√-Œ¬Û±‰¬±fl¡, ˜‘» ø˙ä, ¬ı±√… ˚La, ˜≈‡±, ¬Û1•Û1±·Ó¬ ’˚˛-’˘—fl¡±1, ¬Û≈Ó¬˘±, ˝◊Ó¬…±ø√]1 ˜±Ê√1 ¬Û1± ’±À¬Û±Ú±1 ˆ¬±˘ ˘·± ø˚Àfl¡±ÀÚ± ¤ø¬ıÒ ø¬ı¯∏˚˛¬ıd øÚ¬ı«±‰¬Ú fl¡ø1 Œ¸˝◊ ø¬ı¯∏˚˛¬ıdfl¡ ∆˘ õ∂øÓ¬À¬ı√Ú ø˘‡fl¡º 3¼ ‹øÓ¬˝√√±ø¸fl¡ &1n∏Q Ôfl¡± ¤È≈¬fl≈¡1± ¶ö±Ú ¬ı± ¶ú‘øÓ¬ Œ¸ÃÒ ¬Ûø1√˙«Ú fl¡1fl¡º 4¼ ¸±—¶¥®øÓ¬fl¡ &1n∏Q Ôfl¡± ¤È≈¬fl≈¡1± ¶ö±Ú [¸S, Ú±˜‚1, ˜Â√øÊ√√, ø¬ı˝√√±1, ˝◊Ó¬…±ø√] ¬Ûø1√˙«Ú fl¡1fl¡º 5¼ ˝√√ô¶ø˙ä1 Œfl¡f ¤È¬± [˜‘» ø˙ä, ŒÈ¬1±fl¡íÈ¬±, ¬ıË?, ¬ı¶a ø˙ä, ˝◊Ó¬…±ø√] ¬Ûø1√˙«Ú fl¡1fl¡º 6¼ ¤‡Ú øÚfl¡È¬ªÓ¬«œ Ê√ÚÊ√±Ó¬œ˚˛ ·“±› ¬ı± ‰¬±˝√√ ¬ı±ø·‰¬± ¬Ûø1√˙«Ú fl¡1fl¡ ’±1n∏ Œ¸˝◊ ø¬ıÀ˙¯∏ ¸˜±Ê√‡Ú1 ø˚Àfl¡±ÀÚ± ¤È¬± ø√˙ ¸•ÛÀfl¡« õ∂øÓ¬À¬ı√Ú ˚≈&Ó¬ fl¡1fl¡ [Î◊¬√±˝√√1Ì ¶§1+À¬Û, ¬ı¶a, Î◊¬»¸ª-¬Û±¬ı«Ì, ‡±√…, 1œøÓ¬-ÚœøÓ¬, ˝◊Ó¬…±ø√]

Œ·±È¬ ‡ – ˝√√±ÀÓ¬-fl¡±À˜ fl¡1± fl¡±˚«±ª˘œ [Ú•§1 – 10]

Ó¬˘Ó¬ ø√˚˛± ø˚Àfl¡±ÀÚ± ¤È¬± fl¡±˚« ¸˜±Ò± fl¡ø1 Œ¸˝◊ÀÈ¬± ’±À¬Û±Ú±1 ’Ò…˚˛Ú Œfl¡fÓ¬ Ê√˜± ø√˚˛fl¡º 1¼ ¬Û±SÓ¬ 1— ¸Ú± 2¼ Œfl¡À˘G±1 ∆Ó¬˚˛±1 fl¡1± 3¼ qÀˆ¬2Â√± ¬ÛS ∆Ó¬˚˛±1 fl¡1± 4¼ Œ¬Û±©Ü±1 ∆Ó¬˚˛±1 fl¡1± [ø¬ı¯∏˚˛ – õ∂”√¯∏Ì, ¬Ûø1Àª˙, ˙±øôL, ˝◊Ó¬…±ø√] 5¼ Œ©ÜÚø‰¬˘ ø‰¬S (Stencil Painting) 6¼ fl¡í˘±Ê√ (Collage) 7¼ ø¶ö1 ø‰¬S ’—fl¡Ú [˜±Ò…˜ – ª±È¬±1 fl¡±˘±1ûŒ¬ÛÚƒø‰¬˘ Œù´øÎ¬—û’˝◊˘ Œ¬ÛÀ©Ü˘] *** ***** *** 70 Handbook on Art & Creative Education ANNEXURE: A FORMAT OF REPORTING

Introduction:

(write the name of the place you have visited, the date of visit and reasons for choosing the particular place)

Preliminary Preparation:

(write in brief how you have prepared for your trip, starting from the selection of the place, date and time, transportation, etc. up to the time of your departure)

Field Observation:

(what are the things that you have observed after arrival at the place of your interest, note down the important features/ points worth mentioning in the report)

Conclusion:

(conclude your report with your suggestions based on your experience throughout the entire period of visit)

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¬Ûø1‰¬˚˛ – [’±¬Û≈øÚ ¬Ûø1w˜Ì fl¡1± Í¬±˝◊ È≈¬fl≈¡1±1 Ú±˜ ø˘‡fl¡, Œ¸˝◊ Í¬±˝◊ È≈¬fl≈¡1± øÚ¬ı«±‰¬Ú fl¡1± fl¡±1Ì¸˜”˝√√ ’±1n∏ Í¬±˝◊ È≈¬fl≈¡1±Õ˘ ’±¬Û≈øÚ Œfl¡±Ú Ó¬±ø1À‡ ∆·øÂ√˘ Ó¬±Àfl¡± ø˘ø‡¬ıº] õ∂±1øyfl¡ õ∂døÓ¬ – [’±¬Û≈øÚ ’±À¬Û±Ú±1 ˚±S±1 õ∂døÓ¬ øfl¡√À1 fl¡ø1ÀÂ√ Ó¬±1 ø¬ı¯∏À˚˛ ¸—øé¬5Õfl¡ ø˘‡fl¡º ¤˝◊ Œé¬SÓ¬ ’±¬Û≈øÚ Í¬±˝◊ È≈¬fl≈¡1±1 øÚ¬ı«±‰¬Ú, Ó¬±ø1‡ ’±1n∏ ¸˜˚˛, ˚±Ó¬±˚˛Ó¬ ¬ı…ª¶ö±, ˝◊Ó¬…±ø√Àfl¡ Òø1 ’±¬Û≈øÚ ˚±S± ’±1y fl¡1± ¸˜˚˛Õ˘Àfl¡ ¸fl¡À˘± ø√˙ ¸±˜ø1¬ıº] Œé¬S ¬Û˚«À¬ıé¬Ì – [’±À¬Û±Ú±1 ’±¢∂˝√√1 Í¬±˝◊ È≈¬fl≈¡1±Ó¬ Î◊¬¬Ûø¶öÓ¬ Œ˝√√±ª±1 ø¬ÛÂ√Ó¬ ’±¬Û≈øÚ øfl¡ øfl¡ ¬ıd ¬ı± ø¬ı¯∏˚˛ ¬Û˚«À¬ıé¬Ì fl¡ø1À˘, õ∂øÓ¬À¬ı√ÚÓ¬ ¶ö±Ú ø√¬ı ¬Û1± Î◊¬À~‡À˚±·… ∆¬ıø˙©Ü…¸˜”˝√√ ¬ı± ø√˙¸˜”˝√√ È≈¬øfl¡ ˘›fl¡º] ¸±˜1øÌ – [˚±S±1 Œ·±ÀÈ¬˝◊ ¸˜˚˛ÀÂ√±ª±Ó¬ ’±¬Û≈øÚ ˘±ˆ¬ fl¡1± ’øˆ¬:Ó¬±¸˜”˝√√1 øˆ¬øM√√√Ó¬ õ∂øÓ¬À¬ı√Ú‡Ú1 ¸±˜1øÌÓ¬ ’±À¬Û±Ú±1 ¬Û1±˜˙«¸˜”˝√√ ¸øißøª©Ü fl¡ø1¬ıº]

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72 Handbook on Art & Creative Education