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Describing the activities of SK for the year 2013 - 14.
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COPYRIGHT INFORMATION: Any commercial use, reproduction, redistribution or use for personal or corporate gain of the text and images published in this document is prohibited. Text pages are intellectual property of the artists and children/young adults with autism and learning disabilities - and may not be reproduced without permission. Images are subject to copyright restric-tions by either the organisation, artist, the owner of the displayed artworks, a third party holding the copyrights or the owner of the artworks. Any reproductions without the permission of the copyright owner are strictly prohibited. For further advise, if you want to copy text, images, graphics or other intellectual property from this document, please contact Akshayee. Shetty by email: akshayee_shetty@gmail.com.
A HANDBOOK TO SUPPORT THE EXPLORATION OF CREATIVE METHODOLOGIES AND
OPPORTUNITIES FOR PEOPLE WITH AUTISM AND OTHER LEARNING DISABILITIES
1
journeySense Kaleidoscopes was founded in December of 2012. As with most ventures, SK was born out of a dream – in this case a dream to see that every child regardless of his or her label, has a chance at a worthwhile life – a life that speaks of respect and self-reliance. Autistic children in Indian society are yet to be accepted. Their unique abilities and immense talents have not been recognized. Not all children diagnosed with autism or other neuro-developmental disorders can grow to self-reliance but most can, if given the chance to obtain quality education and support services.
Sense Kaleidoscopes is located @ Bungalow no: 21, First Floor, Jakkur Plantations Layout, Adjacent to GKVK, Allalasandara Village, Bellary Road, Opp. Jakkur Flying Club, Bangalore-560064
This publication has been written and produced by Sense Kaleidoscopes. Content Anima NairGraphic Design Akshayee ShettyPhotography Akshayee Shetty and various children from past projects.
2
contents
Foreword 5
What exactly does SK do? 8
Technology in the classroom 11
What is Creativity? 15
Objectives of the Arts Program 19
Program Design 21
Fees and Administrative Requirements 38
artwork by Jude, age 8 at Glasgow (2010)
3
artwork by Jude (2010)
4
foreword
Creativity is central to all aspects of education, whether it is learning, teaching, organisation or policy and there has never been a better time to promote creative thinking. A huge void exists in the area of vocational and e-learning education for children with disabilities in India.
Sense Kaleidoscopes will aim to create unique, individualized need-specific programs and environments that will encourage special children to learn, play, explore and develop.
The programs focus on skill enhancement and application of learnt concepts, which aim at stimulating the child’s learning capabilities, and unlocking their hidden potential which appears untapped even after attending school.
We aim to create sustainable vocational practices for the children with disabilities hence, throwing open new doors of progression and making a strong statement through our disabled leaders in the arena of the politics of disablement.
“I also believe that my processes have redefined the need within me to reach out and provide solutions not only as a designer in the elementary way but as a social emancipator. If the visual arts are what keeps me alive and kicking everyday, I want to instil in others the same throbbing hope, motivation, and confidence.”
AKSHAYEE. SHETTY
5
6
foreword
There can never be a problem in life we cannot find an acceptable solution to. It may not be a complete solution but it will be some kind of an answer. So it goes with the children on the autism spectrum when it comes to the question of what next in life? How do we make them independent? How do we give them the things all the other children take for granted such as friends, an inclusive society, a chance at making one’s own money?
These are all pressing issues for the parents and caregivers of these children. For us, it is a constant fear that we let our children down by not being able to provide them with the ability to survive on their own as much as possible without us. Empowering our children to tackle the world they find confusing and scary is the only worthwhile legacy we can leave them.
And thus came the idea of teaming up to start Sense Kaleidoscopes, a vocational centre based on the arts – we wanted to provide the children with a wide range of artistic possibilities to bring out formerly untapped streams of creativity. We also wanted to provide academic assistance to remedy the lack of a comprehensive academic program in most schools.
The ultimate goal is to ensure that the children and young adults on the spectrum be equipped with the skills it takes to be contributors in society so that they too end up being valued citizens instead of merely ‘different’ or ‘ridiculed’.
ANIMA NAIR
6
ENVISION...
7
SenSe KaleidoScopeS aims to provide
children and young adults on the autism spectrum,
the opportunity to develop vocational skills by
fostering their creative capabilities and leveraging
their unique strengths through various artistic
media.
in order to achieve this objective, we aim to offer a
three-point program detailed as follows -
Firstly, an interactive e-learning facility which is
geared towards helping children absorb concepts
in an effective manner through rich multimedia
based content, mapped to learning plans based on
each individual’s ability.
Secondly, we aim to expose the students to a wide
variety of artistic platforms. The objective is to
unlock the creative potential of each child/young
adult and to free their minds to explore new thought
processes. This will ensure the their need to indulge
in what is perceived as undesirable behaviour will
diminish and illuminate their understanding of the
world around us.
We aim to use a network of consultants from the
education sector, creative practitioners and others
to provide a tailored approach to nurturing creative
ability in young people.
Research shows that exposing children on the
spectrum to various artistic mediums shows a
marked decline in behavioural issues by addressing
their sensorial needs to a large extent. it also
inculcates in the children the joy of self-expression,
the confidence that comes from creating beauty
and the knowledge that they too are as capable as
any other child.
Thirdly, we aim to collaborate with software
corporations and socially innovative companies
to help set up processes like software testing, data
entry and validation that can be used by young
adults with autism to build a sustainable working
career.
We believe that the unique abilities of children on
the spectrum enable them to be intensely focused,
detail-oriented and perfection-driven which
makes them a great fit for the more predictable
SENSE KALEIDOSCOPESwHAT ExACTLY DOES SK DO?
artwork courtesy - Outside Art
8
process-bound software jobs. lastly but not the
least, SK also plans to host a training facility and a
comprehensive remedial program.
The training facility brings together experts who
will conduct workshops and training sessions
to educate professionals, parents and teachers
in effective ways of dealing with children on the
autism spectrum.
all over the world, children with autism benefit
from remedial training and yet the options for such
children in india are not many. it has been proven
that the human brain is adept at fixing itself to a
huge extent and that new pathways of learning can
be created.
if the right approach is taken towards working with
special needs children to improve their reading,
comprehension and other basic skills they are
having difficulty with, it is possible to bring about
marked improvements.
in the current scenario in india, there has been
very little effort put into working out a solution
for the problems children on the spectrum face
whether it is in socialization, communication,
comprehension or thinking flexibly – instead these
areas are largely ignored. This results in an entire
generation of autistic children who do not have the
means to perform to the best of their true ability.
SK plans to introduce a remedial program that
focuses on helping children overcome specific
weaknesses so that the core deficits can be
addressed alongside strengthening already existing
skills. The objective is to correct and not merely
compensate for the primary features of the autism
spectrum disorder.
artwork by Beth, age 13 at Glasgow (2011)
9
artwork by ATIF, age 13, Bangalore (2012)10
The smart class technology has enhanced the
learning environments in various schools and
empowered the teachers to develop innovative
strategies to inspire children to learn more than
ever.
The technology adapts multi-media which is
mapped to curriculum content and illuminates
abstract and difficult concepts with clarity thus
bridging learning gaps for both the teacher and the
student.
The use of rich animated content that is projected in a
classroom makes for a multi-sensory environment.
This sort of teaching allows for innovative methods
like hands-on activities, collaborative learning,
task-design in real environments and content
generation with regards to gaming and story-telling.
technology in the classroom
The latest buzzword in teaching across schools in
india is the smart class technology.
leading educational content and training solutions
providers such as Hcl and Tata interactive Systems
spearhead the technology in multiple schools
across various cities of the country.
The interactive multimedia-oriented digital
classroom model appeals to students of all
descriptions prompting more and more schools to
sign up for these kinds of smart class solutions.
They claim to assist children with learning
difficulties as well though they do not provide
specific content catering to those on the autism
spectrum.
11
The content itself cannot be rendered directly
to children with special needs and would need
to be extensively modified for effective learning
to occur. it also fails to address specific learning
requirements, to facilitate generalization and to
introduce functional academics in a meaningful
manner.
it is to address these gaps and to ensure that
technology is adapted in the best way possible that
Sense Kaleidoscopes has chosen to employ the use
of an interactive classroom.
We work with multiple sources of content and also
make use of multimedia formats like a virtual lab
and gaming. We also aim to use many interactive
software tools along with ipads and android-based
tablets to make learning as accessible as possible
for the children.
While our primary aim is to bring technology in an
exclusive way to the special child we also work with
research to implement effective content design to
suit the specific needs of the children.
To make this facility viable and accessible for
one and all, we offer it as a support service which
This is an active learning environment in which
all the senses of a child are effectively employed.
Sensorial learning is one of the most effective
means of absorbing new ideas and concepts.
children with autism and other special needs are
also primarily sensorial learners. The formats of
intervention like TeaccH, aBa, FlooR etc, all
employ techniques that work on sensorial levels for
the child.
it is through sensory methods that professionals
work to improvise social skill training, thinking
skills, metacognition and interdisciplinary learning
along with vocational skill training. However,
technology is an area which is not effectively
employed for children with disabilities in india.
although mainstream schools offer the digi-class,
the special schools are not able to implement this
idea because of the diversity in the difficulties that
affect the children on the autism spectrum.
and despite the technology being available in
mainstream schools, the huge numbers of children
in the classroom does not allow for the teacher to
pay special attention to the child with disabilities.
RE-DESIGNING LEARNING ENVIRONMENTS
12
will function in sync with the school’s ieps. We
design a program that will accelerate the goals and
objectives of the iep along with the achievement of
academic and social/communication goals.
additionally, we also help design a home program
that will ensure that the child is working at home
on the same plan which will lead to independence
and practice of new concepts and ideas. The
program design is based on the level of the child,
the needs of the child and the aims set by the iep
for the child.
artwork by ALYx, Bangalore (2012)
“Think left and think right
and think low and think high.
Oh, the thinks you can think up
if only you try!”
- Dr. Suess
13
. . . be i ng pape r boys
The aim of art is to represent not the outward appearance of things, but their inner significance ARISTOTLE
14
what is creativity?
Creativity is learning
at its deepest and most powerful.
It builds on the preciseness of all basic skills and
habits of more familiar kinds of learning.
Creativity is an advanced form of learning
that involves a finely tuned orchestra of mental
attitudes and capabilities playing together in
complicated rhythms.
Creativity does not have to be artistic.
And you do not have to behave or dress weirdly to do it.
It is as vital for accountants and receptionists as it
is for designers and song writers.
Creativity is not one thing.
It is not a unitary faculty that can be trained or cultivated by
itself.
15
learning ShOulD enSure... DevelOpmenT Of a range
Of cOmmOn knOwleDge, SkillS anD aTTribuTeS Such
aS perSOnal awareneSS, prOblem-SOlving, creaTiviTy,
Team-wOrking anD mOral anD eThical awareneSS.
The world of creativity is colourful, exciting and
adventurous.
We, at Sense Kaleidoscopes, celebrate creativity in
all its complexity and beauty. We believe that having
a creative approach to teaching and learning is
essential to make learning interesting and effective.
Today’s learning environments neglect to engage
the minds of the children especially those with
learning disabilities and those on the autism
spectrum.
learning is not an exercise guaranteed to excite
or provoke them. With the addition of creative
arts into the learning programmes, students and
teachers will find education a positive and fulfilling
experience.
The founders believe that providing a vocational
training centre based on arts would be a step in the
right direction to help these children and young
adults find an outlet for their abilities.
The idea is to bring together artists willing to train
and offer apprenticeship programs to the children
so that their work can reach a wider audience and
form a viable means of livelihood in the future.
The curriculum is defined based on the needs of
each individual and also with an understanding of
the individual’s inclinations and interests.
Several interesting stories abound of how autistic
adults lead successful and productive lives. The
common theme that runs through them is the
ability to excel in some art form.
dr Temple Grandin, perhaps one of the most
famous names in the field of autism for her advocacy
of early intervention, of working with children to
direct their energies productively, of recognizing
and mitigating the effects of sensory overload
also ‘thinks in pictures’ with an unerring memory
for detail which helps her sketch accurately and
visualise in unusual ways.
donna Williams is autistic – she is also a writer,
professional artist, singer / song-writer and a
published poet as well as a world renowned public
speaker from australia. Jonathan lerman, a young
artist with autism, seized the attention of the world
with his drawings that rendered a rare glimpse into
the inner world of a boy who expresses his heart
and soul in an unconventional manner.
Monster by VISHNU, Bangalore (2012)
16
3 digital artworks on right by ATIF, Bangalore (2012)
artwork by JACK, age 12,
Glasgow (2009)
17
daniel pout who lives in Britain finds art the perfect
medium to express his emotions, memories and
thoughts about the world. philip Stoeppelwerth,
from U.S.a, a 17 year old deaf autistic who is unable
to express anything but his most basic needs, uses
his drawings to communicate with everyone and to
convey his thoughts and feelings.
noah Schneider creates computer and stop-motion
animation; he has completed a dozen short films
and received several awards. Stephen Mallon is an
architect, a 3d illustrator web developer and composer
of electronic music and art noise.
emile Foy-legault, an asperger’s child , loved drawing
from a very young age. He drew purely out of necessity
- it was his way of maintaining focus and regaining
calmness. drawing is still something very private for
him.
orko Ray from india started with making bold
strokes while he suffered from motor control issues.
Today, his works are proudly displayed at different
arts exhibitions.
we are all, Or can be, creaTive TO SOme Degree.
creaTive pupilS leaD richer liveS anD, in The lOnger
Term, make a valuable cOnTribuTiOn TO SOcieTy.
PRANAV, 11, Bangalore (2012)
Digital Scribble by RAMAM, Bangalore (2012)
18
Most individuals with autism excel at some skill wholly bypassing others or else having only the most
rudimentary grasp over them. This uneven development of skills poses a great challenge to professionals
working with these individuals. it is both a measure of their ability and the symbol of their inability to fit
in the regular moulds.
There are three different types of specialized autistic minds. The first type is the visual thinker who thinks
in pictures , the second type is the pattern thinker who instead of creating photo-realistic images like the
first type, creates instead images filled with patterns and can draw up relationships with numbers. The
third type is of the specialized mind on the spectrum who can be very good with words and is usually
not interested in art. They all however respond best to sensorial methods of learning. no matter what the
category, ability of any type must be recognized, nurtured and improved.
This is where Sense Kaleidoscopes hopes to make a difference. We aim to use the creative arts media to
explore, develop and sustain creative abilities and improve the degree of communication that children and
young adults on the autism spectrum have with the outside world. We hope to unlock the potential of these
minds; we want to give them the freedom to discover their capabilities and to facilitate an independent life
for each of them as far as is realistically possible.
• To build networks with creative artists and
organisations to ensure that the children can be
exposed to live working environments so that the
possibilities of working in studio spaces can be
introduced, which is a pre-requisite of creating a
professional practice
• To build new avenues of employability through the
digital arts by exposing the children to varied software
like adobe creative Suite, corel, Flash, dreamweaver,
etc. in a structured manner so that they are able to use
them productively.
• To initiate international and national artist led
residencies, in order to give the children and young
adults a chance to explore new and more provocative
ideas and concepts.
• To support children and young adults to
demonstrate their talents and achievements by
participating in local, national and international art
events, exhibitions and exchanges, with well-known
professional national/international artists, so that we
can aim to change public perceptions and create a
more level playing field.
• To initiate a safe environment and support structure
that will aim to provide consistent vocational
training programs for young adults to develop a
creative practice and establish themselves as creative
practitioners in the art world.
OBJECTIVES OF THE ARTS PROGRAM
• To promote awareness about the efficacy of the arts
media by delivering empowering arts programs to aid
in engaging the minds of children and young adults
on the autism spectrum.
• To open up opportunities for everyone to take
part in learning new life/creative skills, finding their
own creativity, working with others and developing
transferable skills, interpersonal skills and self worth.
• To initiate workshop/mentorship models, so that
children are introduced to positive experiences by
taking part in diverse art forms aimed at encouraging
them to develop new skills.
19
20
please bear in mind that the age restrictions
mentioned for the specific modules are not
mandatory.
if a child’s inclinations are clear and one has a
strong focus, we will design the program based on
ability hence, it will not be age specific.
Moreover, the program design is specific to an
indivdual’s inclinations, abilities and motivation to
explore.
We provide varied plans and programs from
children from the age of 5 to adults aging 35.
Following is a listing of modules through which
we will aim to do with young ones to explore,
discover and entice the senses while working with
attention spans and concept building; moving to
the work we aim to build for vocational purposes
for adolescents and young adults.
individuals with autism can greatly benefit from a
well-rounded arts based therapy program.
The main areas of focus of such a program would
be increasing communication skills, developing a
sense of self, relationship building and facilitating
sensory integration.
arts therapy can help autistic children better
develop the neural pathways of learning and
provide more options for self-expression.
The use of a multi-sensory arts program can
help integrate the senses such as sight, hearing
and touch. This approach results in a decrease
of undesirable behaviour as well as improved
cognitive and emotional growth.
With this in mind, Sense Kaleidoscopes offers a
wide variety of arts-based programs individually
tailored to each child’s requirements and ability.
Program Design
21
by prOviDing rich anD mulTi-DiSciplinary cOnTeXTS fOr pupilS TO acQuire, DevelOp
anD apply a brOaD range Of knOwleDge, unDerSTanDing anD SkillS, The prOgram
muST enable STuDenTS TO Think creaTively anD criTically, TO SOlve prOblemS anD TO
make a Difference fOr The beTTer. iT ShOulD give Them The OppOrTuniTy TO becOme
creaTive, innOvaTive, enTerpriSing anD capable Of leaDerShip TO eQuip Them fOr Their
fuTure liveS aS wOrkerS anD ciTiZenS.
with each child’s capabilities and developmental
readiness.
children will be taken on an imaginary adventure
where they will continue to explore musical
concepts through singing and creative movement
activities using beanbags, hoops, and instruments
like rhythm sticks. Musical stories will captivate
their imaginations and interactive games will
encourage them to engage.
• Workshops on clay and sculpture (age 5 plus)
This course will provide an orientation for the
tactile senses, which will also initiate the refining
of motor skills. Students will be directed to sculpt,
pinch, roll, glaze and fire their clay creations. We
will aim to begin with basic shapes and forms
graduating to the creation of personal portraits
with polymer clay or of their mom, dad or the dog
next door.
• Drawing and Painting for children (age 5 plus)
These sessions will be based around practical
hands-on learning, exposure to varied materials
and ideas to stimulate lateral thinking and creative
development. all these sessions will be on a one
• Workshops for sensory engagement and to
develop Wild expression (age 5 plus)
come for a multi-disciplinary experience wherein
the students will be exposed to varied media to
engage all the senses in a constructive manner.
While the students sense varied media and
experience different smells, textures and tastes,
they will also learn to engage in sensory play in a
positive way along with treading effectively on the
developmental path.
So come and make a polymer clay sculpture, create
spin art, explore space through movement and
splatter paint while learning about basic printing
thus exploring new worlds filled with multiple
sensorial stimuli.
The sessions will be free-flowing keeping in mind
the intention to explore spaces, colours and senses
through the most innovative methods possible.
• Workshops on music and movement (age 5 - 6
plus)
This course will provide for an environment where
toys, stories, singing and instruments will live side
by side. Musical skills are introduced in accordance
22
DIgital Artwork by NANTHA, age 12, Bangalore (2012)23
to one level unless the child can participate in a
group. also, the formation of groups will be based
bearing in mind the combination of abilities and
comprehension among the children to provide
for a level playing field. Hence, the programs
planned will also be adapted to suit the needs of the
students in a group to facilitate more interaction
and relevant communication among the children.
• Workshops on super heroes, comical
characters, magical creatures and monsters
(age 8 - 10 plus)
These sessions will engage with the interests of the
student with regards to their favourite characters.
Based on their inspirations, the students will aim to
design super heroes, characters, magical creatures
etc, also design their powers and create clay models
of it.
The students will design the life cycles of various
magical creatures, monsters, wizards, ogres etc
some of which can be dangerous. They will also
engage with building super planets, evil hideouts,
homes and neverland-like landscapes in which to
place our heroes, creatures and villains.
This course will engage with drawings, sketches,
paintings, multi-media and sculpting. children
will paint magical creatures in unique styles and
create magical globes which magical characters.
• introduction to Drawing and Painting (12 plus)
This course is intended to develop the students’
understanding of drawing as a crucial aspect of
research in the construction and composition of
painting. This is a flexible course that will offer
instruction in a wide range of drawing and painting
media.
This course will focus on the fundamentals of
drawing and painting while working with still
life and the figure. Students will be introduced
to drawing using different materials and the
elements of line, tone, proportion, composition
and structure.
Students will also be exposed to the essentials of
painting and colour theory. These will consist of
various drawing exercises that will help one see,
feel and build the objects into the line and stroke
forms.
it is necessary that the child has either displayed an
inclination for drawing or has had some informal
training with regards to drawing techniques to join
this coursework. if not, an individual plan will be
devised to provide a solution, which will blend the
beginners and the introduction coursework
PRANAV, 11, Bangalore (2012)
24
“As my artist’s statement explains,
my work is utterly incomprehensible
and is therefore full of deep significance”
Calvin
• Drawing with Paint (12 plus)
This course will teach students to work from still-life,
images and photographs using mainly monochrome
and drawing on a larger scale. instruction will be given
in simple washes, grounds, mark-making and dry brush
techniques. Materials like charcoal, chalk, pencil and
conte will be used for a range of different exercises.
• abstract Drawing (12 plus)
This course offers an exciting and inspirational approach
to art making. Using a range of techniques and materials
you will explore a variety of methods in drawing. The
aim is to use images, explore imaginative ideas and
examine and engage with contemporary examples of
abstract drawings by artists across the globe. it will be
made mandatory to use age specific material to help the
children contextualise their projects.
• Beginning life Drawing (12 – 14 plus)
life drawing is an integral part of art education and
forms a fundamental basis for any art practice. This
course will introduce the students to a variety of practical
approaches to drawing the human figure. The students
will be taught methods of measurement and analysis
and introduced to various materials and techniques.
25
VISHNU, 11, Bangalore (2012)
MISC KIDS, GLASGOw (2010))
“AERODYNAMICALLY, THE BUMBLE BEE SHOULDN’T BE ABLE TO FLY, BUT THE BUMBLE BEE
DOESN’T KNOw IT, SO IT GOES ON FLYING ANYwAY” Mary Kay Ash
Through a series of workshops we will look at
structure, form, proportion and perspective – what
these terms mean and how they work. drawing
anatomy teaches the students to draw people,
drawing grids on photographs helps us understand
perspectives, drawing nature helps us focus on
simple things like the petals of a flower which will
help us learn how to look at something clearly and
be honest on the paper with the imagery which will
also fine tune the abilities of looking and drawing.
• Drawing anatomy (14 plus)
This is an intensive workshop where the students
will focus on the major forms of the human body.
drawing exercises and demonstrations will work
with using directional lighting hence, directing the
focus on detailing.
particular attention will be given to identifying
skeletal landmarks, providing reliable points of
comparison and a clear grasp of plane breaks and
articulation.
This stage of drawing will engage with less reliance
on early measurement enabling the students to
work in an intuitive, responsive manner while
keeping a sense of proportion. This course is
suitable for those who have a background and have
attended life class and are experienced artists.
• Drawing still-life, nature and landscapes (12
– 14 plus)
Still life and imagination will be the main
components of the course. This course will provide
the students with a chance to explore different
materials, drawing techniques and approaches. it
will help develop skills and understanding in the
use of line, tone, texture and composition.
The students will be encouraged to draw from
observation, memory and imagination. The main
aim is to explore the objective and subjective
methods of creation. eventually the students will
experiment with materials and work towards
developing an individual approach.
EVERY CHILD IS AN ARTIST,
THE PROBLEM IS STAYING AN
ARTIST
wHEN YOU GROw UP”
PABLO PICASSOSelf-Portrait by ROHIT, 11, Bangalore (2012)
26
• Portrait study (14 plus)
This course will train the eye and mind to work in tandem.
it will help the students to question their understanding
of what they think they see when viewing the subject.
Students will examine the relationship between colour
and form, painting and compositional techniques and
work with a range of media.
• introduction to oil Painting (12 – 14 plus)
This course is designed for students who have zero or
very minimal experience of the media. The aim is to
help the students to further enhance their knowledge
and skills of drawing and painting.
Through sophisticated exercises, the students will learn
about the nature and use of materials, tone, composition
and colour. By working in a step-by-step process with
still life and photographs the students will be introduced
to the fundamentals.
• oil Painting from the Beginning (14 -16 plus)
This course aims to be a more detailed program that will
lay a foundation in the basics of painting in oils. The
students will cover the preparation of painting surfaces
(canvas stretching etc), tonal studies, the mixing of
colour, indirect painting, glazing and experimental
mark making.
The aim is to get the students to experience the versatility
of oil paint and to provide a solid base of technique,
which will employ skills that will engage in creations
of accurate rendering and of an abstract nature. The
students will learn to handle the unique properties of oil
paint, to mix colour and apply paint while developing
unique styles of employing the many techniques this
medium has to offer.
27
Digital Artwork by ATIF, 14, Bangalore (2012)
MISC KIDS, GLASGOw (2010))
“TO BE AN ARTIST IS TO BELIEVE IN
LIFE.”
-Henry Moore
• Drawing with Paint (12 – 14 plus)
This course will engage students to work from
still-life, images and photographs using mainly
monochrome and drawing on a larger scale.
instruction will be given in simple washes, grounds,
mark-making and dry brush techniques. Materials
like charcoal, chalk, pencil and conte will be used
for a range of different exercises.
• abstract Drawing (14 – 16 plus)
This course offers an exciting and inspirational
approach to art making. Using a range of techniques
and materials you will explore a variety of methods
in drawing. The aim is to use images, explore
imaginative ideas and examine and engage with
contemporary examples of abstract drawings by
artists across the globe. it will be made mandatory
to use age specific material to help the children
contextualise their projects.
• Workshops on artist Focus (12 – 14 plus)
This is an arts appreciation program designed to
be child friendly and a relevant learning program
to build skills with regards to arts and the world of
• acrylic Painting from the Beginning (14 -16
plus)
This course will expose the students to the
tremendous versatility of acrylic paints with the
outstanding colour range, environmental benefits
and great value. The students will take advantage
of the quick drying quality of acrylic paint, to work
rapidly, emphasizing immediacy, directness and
colour sensitivity.
• Water based media (14 -16 plus)
This course will cover many aspects of transparent
and opaque water based media like gouache, inks,
acrylic and watercolour paint. There will be an
emphasis on exploring a range of techniques and
applications.
This course will mainly focus on the artists that have
worked in this media. The students will be exposed
to their works and then there will be an emphasis
on exploring with a range of contemporary and
traditional techniques and applications. The aim
of this course is to help students develop a unique
style and handle material within representational
and non-representational formats.
“EVERYBODY IS A GENIUS. BUT IF YOU JUDGE A FISH BY ITS ABILITY TO CLIMB A
TREE, IT wILL LIVE ITS wHOLE LIFE BELIEVING THAT IT IS STUPID.”
Albert Einstein
28
DANIEL, 11, Bangalore (2008)
28
artists who have influenced it. Moreover, the material
used will be age specific and fun filled so that the
children can engage more effectively with the intricacies
of the art world. The children will be encouraged to
paint Van Gogh, picasso, Klee or Yusuf arrakal inspired
masterpieces.
The children will learn about the artists and their
colourful patterns, first symbols and unique styles along
with basic colour blocking and blending techniques.
along with different artists, different media will also be
explored.
• illustration (14 – 16 plus)
This course will provide an introduction to illustration
along with studying different techniques that will help
one develop skills as an illustrator. With the help of
carefully designed exercises and activities; the students
will be exposed to different processes of illustration.
• new media work with image making (14 – 16 plus)
This course will provide the students with an opportunity
to expand their image making through the combined use
of photography and drawing. Basic principles of both
media will be identified before bringing them together
on one surface.
Through a series of guided exercises, the students will
create photographic source material and develop a series
of sketches emphasizing on line, form and mark making.
Following this process, creative strategies like collage,
repetition and layering will be adapted to develop the
final product.
• comic Books and graphic novels (14 – 16 plus)
This course is an active approach to the understanding
and creation of personal ideas. comics are made up
of superheroes, magical creatures, talking animals,
personal or fictional accounts with varied styles and
projects.
29
Digital Artwork by ALYx, 14, Bangalore (2012)
wHAT ART OFFERS IS SPACE - A CERTAIN
BREATHING ROOM FOR THE SPIRIT.
-John Updike
The completed works will be dried for a number of
weeks before being fired and finalised. This course
is suitable only for those with some experience of
working with the medium or those with tactile
inclinations.
• ceramics Workshop (14 – 16 plus)
This course will offer a wide range of exciting
creative possibilities, with easy-to-learn techniques
leading on to the more advanced stages. The course
will include working on the wheel, press moulding,
pinch, coil and slab work as well as a wide range of
surface decoration.
• screen Printing (14 – 16 plus)
This course will expose the students to the exciting
possibilities of screen printing with easy to learn
techniques moving to more advanced techniques
as skills progress. a significant aspect of this course
is to include the study of artists who work in this
media.
The students will learn all aspects of photo-stencil
screen production in this course. Students will
explore autographic/hand drawn, photographic and
electronic imagery and work both in monochrome
and colour. instruction covers stencil making,
colour registration, print finishing, editing and
advanced printmaking techniques.
• mixed media (14 – 16 plus)
This course will engage the student with a variety
of high-grade professional art materials. Trained
artists will guide the students through a wide
spectrum of art techniques and mediums.
Through a series of sessions we will explore various
examples and aim to develop a better understanding
of the medium while working with individual
ideas to develop finished products. Good drawing
skills would be advantageous.
• sculpture (14 – 16 plus)
This course introduces the students to the
fundamental techniques, materials and equipment
used to create sculpture. The students will be
exposed to varied approaches of construction, and
how to manipulate a range of materials. There will
be an emphasis on contemporary techniques in
casting, and we will aim to register processes and
develop a piece of cast sculptural work by the end
of the course.
• The sculpted head (14 – 16 plus)
This course will expose the students to work with
modelling a clay head. There will be an emphasis
on considering and conveying the qualities of
form, mass and proportions.
The students will aim to develop an understanding
of how to accurately render the human head three
dimensionally. Students will learn to use the tools
and equipment required for figurative sculpture
and receive instruction individually.
Aeroplane by ROHIT, age 12, Bangalore (2012)30
techniques of vocal and instrumental music. Music
education helps to develop brain areas involved in
language and reasoning as it develops the left side
of the brain known to be involved in processing
language and can actually wire the brain’s circuits
in specific ways. linking songs to new information
can also help imprint information on young minds.
Moreover, music enhances teamwork, discipline,
attention to detail, and helps to develop confidence.
depending on the inclinations of the student, he or
she will be given the necessary training to develop
vocational skills.
• Digital Photography (10 – 12 plus))
This course will expose the students to simple and
complex techniques of digital photography. The
aim of this process is to encourage the students
to look closer and to start looking at things in a
new perspective. as a form of art, photography is
a marvellous tool of self-expression and hence will
open avenues of communication.
Through familiarity with the processes of
photography, students will also learn to adapt and
apply the lessons in science, math and computer
skills. This course will expose the children to various
equipments and also software like photoshop to
learn about photo-editing techniques.
• animation for Beginners –(10 plus)
This course will aim to introduce the world of
technology to the students in basic, traditional
Most of the coursework will involve hands-on
learning and the students will be encouraged to
experiment in a variety of materials with activities
designed to stimulate lateral thinking and creativity
in a relaxed and supportive environment.
• Theatre (10 – 12 plus)
This course will introduce the students to theatre
games, resources and collaborative learning. This
program is not just limited to stage or executing
formal plays but for the students to use creative
dramatic techniques to be able to gain more from
regular school subjects by making learning come
alive.
By ‘doing’ what it is we are to learn, we retain more
information about the subjects. Moreover theatre is
a way to listen and communicate more confidently
while understanding roles and social situations.
The skills one would acquire through dramatics are
problem solving, planning, organizing, empathy,
self-confidence, communication, creative thinking,
and analysing. Varied techniques like pantomime,
story dramas, improvisational work, role-playing
and games will be adapted to expose the students.
With dramatics, students will build skills of various
capacities like interpersonal and social skills along
with theatrical skills that will have a lasting impact.
• music (14 – 16 plus)
This course will aim to expose the students to various
wHEN ONE CREATES SOMETHING, wHEN ONE DOES SOMETHING, IT BUILDS
SOMETHING INSIDE ONE THAT NEVER REALLY GOES AwAY.
31
LIGHT DRAwING BY MISC KIDS, GLASGOw (2009)32
forms. This is a hands-on format wherein the students
will start by building the flipbooks, thaumatropes and
phenakistoscopes to actually embed the concepts of
animation techniques in their minds. That will then
lead to the creation of short play snippets using simple
tools of stop motion animation.
• animation (10 – 12 plus)
This course is suitable for someone who is acquainted
with the traditional and basic ideas of animation. Herein,
we will explore the 2d and 3d techniques of animation.
it is to be noticed that with regards to 3d animation
techniques, the children will again be exposed to the
basics.
The students will have the opportunity to make mini
movies using a variety of techniques like optical toys,
drawings, cut-outs and plasticine. The basic stages will
involve the development of storyboards, your own
characters, sets & props using acrylic paints, canvas,
lego, personal toys, objects from the environment or
modelling clay.
• animation (12 – 14 plus))
This course will expose students to experiment with
animation techniques and themes. The students will
learn how to create digital cartoons and to edit the films
using sound. animating characters and dreaming up
story ideas will be key in this course. The course will
help the students discover the techniques and optical
principles that make animation possible through a series
of practical animation activities and concludes with an
exhibition or screening and a secure online showcase.
• Film- making (advanced program only)
This course will aim to engage the students with the
process of film-making and the necessary equipment.
The course is adapted to suit all knowledge levels and
experience. The process of writing a story, acting,
scripting to direct and camerawork through to editing will
ROHIT, age 12, Bangalore (2012)
33
be explored in simpler to advanced levels. Students will
first begin with simpler cameras and if their inclinations
grow they will then be moved to high definition video
camera that is used to make documentaries. other
areas like voice recording with boom microphones and
lighting will also be covered in advanced levels.
• creative collaborations (10 – 12 plus)
This course will be defined by the collaborations we
make. For example, we have made and hope to continue
to make more collaborations with various arts units in
the city. Through these collaborations, we aim to plan
specific advanced workshops to further the skills of the
children and adults.
in this way, we will also hope to expose the students to
varied work environments. These workshops will be
planned once the student has made clear his inclinations
along with achieveing a certain level with regards to
training with a particular skill.
• international and national residencies - (12 plus)
artist Residency programs will form a core feature of
the program design at SK. artist in Residence programs
ROHIT, age 12, Bangalore (2012)
ATIF, age 14, Bangalore (2012)
34
are created to invite artists, academicians and all manner
of creative people for a certain period of time to explore
and experience an environment that is unusual. This
is an opportunity for individuals to reflect, research,
present or produce from an exploration which has taken
place in another context.
This will be a chance for artists to redefine themselves
and their practice by using new materials, experiencing
life in a new location and within new communities.
This program will allow the children to broaden their
horizons and interact with people from varied cultures
while learning about new media, new expressions and
new perspectives.
if you as an artist are interested to apply for this
then please get in touch with - akshayee. Shetty at
akshayeeshetty@gmail.com.
•Portfolio classes (advanced program only)– (inclusive
program) – age – 14 plus
This is an inclusive program hence, will remain open
to adolescents without any barriers. This course will
provide students an opportunity to work in a unique art
school environment surrounded by dynamic mentors
full of creativity and inspiration.
The course is structured to assist students in the selection
of a specialist area of study. Maintaining drawing as
the foundation, the course will be designed in project
forms and will be critique driven. The projects will vary
in lengths ranging from six to fifteen weeks. Seminars,
exhibits and discussion groups will be conducted to
broaden student’s awareness of both historical and
contemporary arts practices.
These underpin and support the studio work, enabling
students to contextualize their practice and situate their
work within a broader artistic context. This course will
provide a platform for feedback and reviews, as well
as advice on selection and presentation of work for
inclusion in a portfolio for application. a fundamental
component of the course is resourcing and exploring
ideas through independent sketchbook work, which
will aim to extend the practice with the studio and class
hours. instruction will be delivered through individual
studio tutorials and group discussion and critique
sessions.
• Physical training Programs - age 6 plus
SK believes in a holistic approach and hence, it is
mandatory for students to be involved in some sort of a
physical program. We offer one to one training sessions
where the program is designed based on the needs and
the abilities of the student. We also aim to work with
neuro-muscular difficulties through exercise, yoga, or
pilates.
There is an emphasis to also teach the children to pick up
a skill by being trained in a sport for example swimming,
cricket or tennis. We are collaborating with trainers who
train children for the disability olympics and also with
trainers who work with methods like Watsu, Yoga and
pilates. We also provide diet and nutrition advice as
part of the program and hope to achieve results through
consistency and diligence.
• Pre-Vocational training - age 12 plus
SK’s approach is designed to ensure that the individuals
are able to make a smooth transition from being a school
boy to a contributing adult in the community.
For individuals with autism we put together a three point
program which involves the refining of communication,
behaviour and social skills. The aim of this program
is to establish independent living and functioning in
accordance with skill training along with requisite
conditioning in varied environments.
35
• horticultural training - age 12 plus
Sense Kaleidoscopes in collaboration with artyplantz
offers Horticulture Therapy. Research has proved that
horticultural therapy as a palliative cure for people
suffering from various problems. it has been proven
to be a very useful therapy especially for people with
autism.
a sensory garden forms a part of the therapy and would
offer elements within the garden that would stimulate
sensory perceptions in pleasant ways enhancing stress
reduction and healing. The outdoor and a garden
filled with specially chosen plants of special colours
and textures have proved to help in offering solace to
many people with autism. The therapy itself would
involve several activities involving plants and gardening
activities directed towards helping to reduce aggression
and offering opportunities to focus on capabilities.
For the advanced programs, based on the inclinations
of the children or the young adults, we will also design
programs to initiate vocational skills thorugh the varied
methods of gardening.
36
3537
ROHIT, age 12, Bangalore (2012) HENRY, age 14, Glasgow (2010)
FEES AND
ADMINISTRATIVE
REGULATIONS
tuition and Fees
Tuition fees and other charges are to be paid in full
prior to the first day of classes each semester, in
order for students to be officially registered. each
semester will comprise of four months. Receipts
for payment will be handed in person, else mailed
to the permanent address that we have on record.
all payments will be taken only in form of demand
drafts or cheques favouring Sense Kaleidoscopes at
Bangalore.
The trustees of the School reserve the right to change
tuition rates or fees at their discretion, whenever it
is determined advisable and unavoidable based on
the program developments for the students.
The student’s fee schedule depends on the
programme of study one has undertaken and is
available upon request. Since, we also offer part-
time and individual sessions based on the needs
of the child, the fee and the payment method
will be subject to change. The tuition fees do not
include stationery and art supplies, transport and
accommodation.
if the parent needs to discuss different modes
of payment, we would request them to fix an
appointment with one of the trustees to set up
a convenient time for both parties to meet and
discuss other options.
Faculty advisors are here to know, help and guide
the student through the program of studies. Their
main aim is to facilitate the development of the
student. if there are any concerns with regards to
the faculty advisors please make an appointment to
meet with any one of the trustees.
caution Deposit
every student on admission to SK is required to
pay a refundable caution deposit of Rs. 25,000. This
is a safeguard against breakage or damage to SK
property that could be attributed to the concerned
student. in such cases, the money will be held
back by the school. otherwise the amount will be
refunded when the student withdraws from Sense
Kaleidoscopes.
refund Policy
Refunds will be considered depending on the
nature of the request and circumstantial evidence
to support the case. Refunds will be processed
upon receipt of a written request, or a completed
standard refund form. Refund will be processed
within three to four weeks. no tuition refund is
38
made when withdrawal of a student is required by
the SK authorities.
academic regulations
The curriculum is flexible within certain
requirements and guidelines. it must be noted that
all courses are not offered each semester. parents
and students are advised to keep in close contact
with the faculty advisors regarding the program
deisgn. SK aims to offer a series of core modules
which will provide the student with a strong
foundation which will enable them to focus on an
area of specialization.
all students will be assigned academic supervisors.
This supervisor will have the responsibility to meet
the parents whenever they seek advice about the
progress of the student or even the details of the
program design.
General things that the supervisor must be kept
aware of at all times:
1. Updated current address
2. General information on medical or other
conditions which affect the student’s work
3. any changes to be made to the program of study
art supplies
Students who are in programs that will deal with
mid-level or advanced training are expected to buy
and maintain their own art materials. The following
list should help build/extend or replenish the
student’s personal stock.
Brown paper, newsprint, cartridge paper (imperial
Size), K.G. cardboard - (black for mounting),
Black charcoal, pencils - (HB, 2B, 4B, 6B), colours
- (posters & acrylic) oil paints & canvas (only if
and when the student is being trained with this
medium), crayons, colour pencils, Water colours,
Sable hair brushes (0, 2, 4 6 8 10 and Flat 3 & 6),
palette, a4, a3, a2 drawing Square, Sketch books,
T-2 portfolio Files ( imperial and half imperial size).
lockers
The students will be allotted locker spaces. They
must store their portfolio and other materials in
the locker. Students must make a checklist of the
materials and also bring a personal lock and keys.
also, please hand a duplicate key to the office.
code of Personal conduct
at SK, we expect everyone from students to the
teachers to follow the values and principles by which
this institution has been formed. We expect the
personal and professional lives of all those who are
part of SK to be guided by respect for the integrity
of the individual and the welfare of the community.
39
40LIGHT DRAwING BY MISC KIDS, GLASGOw (2008- 2010)
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