Fine Arts · Class 1

Active learning ideas

Special Symbols and Pictures in Indian Art

Active learning works for this topic because young children understand symbols best when they see them, touch them, and discuss them. Moving from pictures to clay to colours helps Class 1 students connect abstract ideas like purity and good fortune to real objects they can hold and create.

• CBSE Learning Outcomes
• NCERT Syllabus for Art Education (VI-VIII): Art Appreciation, To appreciate the work of master artists, ancient and modern.
• NCERT Textbook 'An Introduction to Indian Art Part I' (Class XI): Chapter 2, Arts of the Indus Valley.
• NCERT Textbook 'An Introduction to Indian Art Part I' (Class XI): Chapter 3, Arts of the Mauryan Period.
• NEP 2020: Chapter 4, The curriculum will include knowledge from ancient India and its contributions to modern India.

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 20 min · Whole Class

Whole Class: Symbol Spotting Circle

Gather children in a circle with printed images of stupas, cave art, and sculptures. Ask key questions to point out lotus, elephants, and shapes. Each child shares one finding before passing a soft toy symbol.

What shapes and symbols do you see in this Indian artwork?

Facilitation Tip

During Symbol Spotting Circle, pause after each image to let children whisper or raise hands to answer, keeping the pace slow so shy students feel safe to speak.

What to look for

Show students a picture of a stupa and ask: 'What shape is this structure? What is it used for in Buddhist tradition?' Then show a picture with a lotus and ask: 'What is this flower called? What does it symbolise?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

Small Groups: Clay Symbol Making

Provide air-dry clay and pictures of lotus, elephant, and stupa. Groups mould simple versions, discuss meanings like purity for lotus, then display on class board. Teacher circulates to guide naming.

Can you point to a lotus flower or an elephant in this picture?

Facilitation Tip

For Clay Symbol Making, demonstrate rolling and pressing first, then move around with gentle praise like 'Look how neat your lotus looks' to build confidence.

What to look for

Give each student a small card. Ask them to draw one symbol they learned about today (e.g., lotus, swastika, elephant) and write one word describing its meaning or significance.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 25 min · Pairs

Pairs: Colour Matching Game

Print outline symbols in black; pairs match colour cards (red, gold, blue) to them based on real art examples. Switch pairs to check and explain choices, noting religious uses.

What colours are often used in this type of Indian art?

Facilitation Tip

In Colour Matching Game, pair students who finish at different times by having the faster pair help their partner match first, then swap roles.

What to look for

Display a simple cave painting image. Ask students: 'What colours do you see here? Can you point to any animals or people? What story do you think this picture might be telling us about ancient India?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 15 min · Individual

Individual: Symbol Drawing Book

Each child draws 3-4 symbols from memory after observation, labels with help (lotus = purity), and colours using crayons. Collect for a class art book display.

What shapes and symbols do you see in this Indian artwork?

Facilitation Tip

When children work on Symbol Drawing Book, walk the room with a checklist to spot who needs a nudge to add details like petals or eyes on the elephant.

What to look for

Show students a picture of a stupa and ask: 'What shape is this structure? What is it used for in Buddhist tradition?' Then show a picture with a lotus and ask: 'What is this flower called? What does it symbolise?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic with stories first, then hands-on work. Begin by showing a real stupa photo and tell a short story about why it is dome-shaped. Avoid long lectures; instead, use questioning like 'What do you notice about the shape?' Research shows that children learn symbols better when stories and objects are linked. Keep symbols consistent across activities so children build a mental map of meanings.

By the end of the activities, children will point to symbols in images, name their meanings, and use colours and shapes they learned to make their own representations. They will also describe stories behind stupas or cave paintings using simple words like relics, purity, or strength.

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Watch Out for These Misconceptions

• During Symbol Spotting Circle, watch for children who say 'stupa looks like a hill'. Redirect by handing them a small dome shape cut from cardboard and saying, 'Let’s feel this shape. Is it the same as a hill?'

  During Colour Matching Game, watch for children who colour the swastika randomly. Pause and say, 'Remember the red swastika on the temple wall? What feeling does red give you?' Guide them to compare their colours to the matching card.

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Methods used in this brief

• Stations Rotation