Aesthetic and Cultural Development -National Curriculum Framework for Foundational Stage-2022
Domain: Aesthetic and Cultural Development
National Curriculum Framework for Foundational Stage-2022 clearly states the curricular goals of Domain Aesthetic and Cultural Development at Foundation Stage-
| CG-12 Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways | C-12.1 Explores and plays with a variety of materials and tools to create two-dimensional and three-dimensional artworks in varying sizes C-12.2 Explores and plays with own voice, body, spaces, and a variety of objects to create music, role-play, dance and movement. C-12.3 Innovates and works imaginatively to express a range of ideas and emotions through the arts C-12.4 Works collaboratively in the arts C-12.5 Communicates and appreciates a variety of responses while creating and experiencing different forms of art, local culture, and heritage |
Illustrative Learning Outcomes
This is a sample to guide how Learning Outcomes for the Foundational Stage can be articulated.
Domain: Aesthetic and Cultural Development
i. Curricular Goal (CG-12): Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways
1) Competency (C-12.1): Explores and plays with a variety of materials and tools to create two-dimensional and three-dimensional artworks in varying sizes
| C-12.1: Explores and plays with a variety of materials and tools to create two-dimensional and three-dimensional artworks in varying sizes | ||||
| Ages 3 – 8 | ||||
| A | B | C | D | E |
| Grasps relevant art materials, tools, and instruments | Explores a variety of grasps and grips while using art materials, tools, and instruments (e.g., sticks, seeds, pebbles, stones, chalk, thread, pencils, brushes, crayons, powder, scissors) | Able to vary pressure while using tools to create dark and light impressions/ marks/ lines | ||
| Explores large and small sizes while creating marks, lines, scribbles, and other 2D and 3D imagery in visual artworks | Creates large scale work (e.g., floor rangolis, wall murals, sculptural forms) in collaboration with peers, facilitators, and local community | Able to scale own work in large and small sizes, based on available space or materials (e.g., creating a small clay doll, or a big paper doll) | ||
| Creates forms and imprints by mixing materials (e.g., mud and water, sand and water, flour and water, paint and water) | Creates three-dimensional forms by rolling and patting materials like clay or dough | • Creates collages by combining materials of varying consistencies, colours, and textures in one’s own arrangement • Creates three-dimensional arrangements/ assemblages by combining a variety of found materials and objects 2 | ||
| Creates imprints using blocks, stencils, found objects and natural materials | Creates simple patterns using blocks, stencils, found objects and natural materials | Creates patterns by combining and arranging materials in a variety of shapes, forms, textures, and colours | Creates a variety of textures with one material through its manipulation (e.g., clay, cloth, paper, rubber, wood) |
National Curriculum Framework for Foundational Stage-2022
https://ncert.nic.in/pdf/NCF_for_Foundational_Stage_20_October_2022.pdf