Course: Art Crafts & Calligraphy

Name MAAZ KHAN

Roll No BY467537

Code : 6410

Semester: Spring, 2021

Assignment # 2

Level: ADE

Q.1 Define the concept of painting identify the various types of painting in detail?

Concept of Painting

Ans Painting is one of the oldest and most important arts. Since prehistoric times, artists

have arranged colors on surfaces in ways that express their ideas about people, the world, and

religion. The paintings that artists create have great value for humanity. They provide people

with both pleasure and information. i. What painters paint ? It would be very difficult to find

a subject that no one has ever tried to paint. Artists paint the things they see around them-

people animals, nature, and objects. They also paint dreamlike scenes that exist only in the

imagination. An artist can reach back into the past and paint a historical event, a religious

story, or a myth. Some artists paint pictures that show no recognizable subject matter at all.

Instead, they arrange the paint in some way that expresses feelings or ideas that are important

to them.

Types of Painting

i. Religious subjects dominated painting in some parts of the world for hundreds of years. A

large number of all the pictures ever painted in Asia are religious. European painters of the

Middle Ages and the Renaissance painted more religious pictures than any other kind.

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ii. Landscapes and seascapes depict the appearance, power, and atmospheric effects found in

nature. Landscapes and seascapes also reflect the importance of land ownership and

seafaring. Chinese artists portrayed the beauty of mountains in landscapes painted in ink on

paper or silk and mounted on scrolls. Sometimes artists used landscape paintings as

extensions of real nature. Many Roman gardens had landscapes painted on their walls to

extend the real garden by means of make-believe.

iii. Still-life paintings are close-ups of objects. The objects can be natural, such as fruits and

vegetables, or manufactured, such as bottles and rifles. Many still lives express the bounty of

nature and the harvest, or the wealth of patrons or the artist's society.

iv. History paintings show important events from the artist's own times or from the past. Such

paintings can portray significant occasions in a nation's history.

v. Mythology paintings tell stories of gods and goddesses.

vi. Social expression has been a common theme throughout art history. Many artists have

painted pictures that express political beliefs or attack social ills, such as war and poverty.

vii. Decoration has been an application of painting since prehistoric times. Almost all ancient

Greek paintings that survive are those that decorate pots, vases, and other ceramics. For

centuries, people have hung paintings on the walls of homes as decoration. Wall paintings

decorated the interiors of many palaces and public buildings during the Renaissance in Italy.

viii. Abstract painting deliberately omits recognizable subject matter. Instead, the artist

explores form, color, design, pattern, and texture. Some abstract paintings still express a

meaning, even without identifiable subject matter.

Although paintings of objects have been in existence since ancient Egypt and Greece, still life

painting as a unique art form originated in post-Renaissance Western art. In ancient Egypt,

people painted objects and food in tombs and temples as offerings to the gods and for the

dead to enjoy in the afterlife. These paintings were flat, graphic representations of their

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subjects, typical of Egyptian painting. The ancient Greeks also incorporated still life subjects

into their vases, wall paintings, and mosaics. These paintings, featuring highlights and

shadows, were more realistic than the Egyptians', though not accurate in terms of perspective.

Still life painting became an art form of its own in the 16th century. A panel painting by the

Venetian artist Jacopo de' Barbari (1440-1516)—now on display in the Alte Pinakothek,

Munich—is considered by many historians to be the first true still life. The painting,

completed in 1504, depicts a dead partridge and a pair of iron gloves, or gauntlets.

According to the BBC documentary "Apples, Pears and Paint: How to Make a Still Life

Drawing (Painting)," Caravaggio's "Basket of Fruit," painted in 1597, is recognized as the

first major work of the Western still life genre.

The objects chosen for a still life painting often have a special meaning, either on a

personal, cultural, societal, religious or philosophical level. The themes surrounding the

artwork often provoke introspection and reflection in the viewer. The way that the

objects are depicted can evoke a wide variety of emotions, depending on their

arrangement, as well as the lighting, color choice, and handling of the paint. These are

all things to take into account when viewing a still life artwork. They are especially

important to consider when you are creating one.

When looking at a still life painting, or when creating one, the most important thing to

ask yourself is, "What does it mean?" Is it a random collection of items, or did the artist

have a particular intention when choosing them? It's easy to look at a painting and think,

"Hmm, pretty objects", and quickly move on to the next painting. But the artwork

usually goes much deeper than just depicting pretty objects. Even if a piece is

purportedly meaningless, there is always an underlying thought process behind the work.

(And if you want to look at art intelligently, it's important to examin e the artwork with

an investigative eye and an inquisitive mind.

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Q.2 Discuss the importance of clay art in detail. Also develop clay work activities?

Ans The most easily recognized form of modelling materials is clay sculpting, that is, the

creation of a 3-dimensional piece of art typically using some type of clay: PLASTILINA (oil-

based clay also known as plasteline, plasticium, plasticine), self-hardening (non-firing) clay,

ceramic/pottery clay, WAX or other polymer-based material, such as WINTERSTONE. Clay

is highly versatile, extremely easy to work with, and the ideal modeling material for the

beginner as well as the seasoned sculptor. With nothing more than a block of clay, the artist

can begin his journey of creativity. Your choice of material is a very personal one - based

upon feel, texture, and hardness of the material, and possible required reproduction of the

finished piece. In addition to the materials selected, the artist also uses modelling tools to

manipulate the material into the shape desired. These sculpting tools come in various shapes,

sizes and styles and are used to cut, scrape or shape the modeling material to create a specific

effect. They are usually produced from carbon steel, stainless steel, wood, and plastic.

Sculptors often turn to using armatures, and modeling stands, to assist them during the

sculpting process. Armatures, internal support structures often constructed from aluminum,

help in building your clay model which may not support their own weight. Modelling

stands are a type of work table which can be moved around the studio and raised and

lowered for optimum use. We are working with sculptors, constantly improving and adding

to our line of sculpting materials, hand crafted clay modeling tools, and accessories. Known

for setting the standards for quality sculpting supplies and tools, we encourage sculptors to

begin their journey in creativity here. Shop our Plastilinas, self-hardening modeling clays,

waxes, armatures, modeling stands and a wide variety of wood and steel sculpting tools and

accessories.

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The creation of a 3-dimensional piece begins with your choice of sculpting material:

 Plastilina

 Water Based Clay

 Wax

The medium the sculptor chooses to create his piece (―model‖) is a personal one –

determined by asking these questions:

 What do you want to do with the finished model?

 Do you have a preference for the material‘s ingredients?

 What feel or texture do you want while sculpting?

If you want to reproduce your finished model by making a mold and then cast of the piece,

then you will want to sculpt using an oil- and wax-based material such as Plastilina. If you

want your model to cure naturally producing a finished piece with no further mold making

and casting required, then sculpting with a direct modeling material such as self-hardening

clay (also known as air-dried clay) would be your choice. If you want to fire you modeled

piece in a kiln, then a water based clay, such as pottery (ceramic) clay would be your best bet.

While all clay bodies have clay flour as a major component, their uniqueness is found in their

individual formula‘s remaining ingredients. In simple terms, Plastilina is an oil-and wax-base

clay; self-hardening clay has a ceramic clay body as its base with natural additives to make

them air-harden. Pottery (ceramic) clay is made from base clay with additional components

mixed in a ribbon blender or pug mill while adding water

Lastly, while not a medium you would normally think to sculpt in, many choose to directly

model with wax in order to create a finely detailed piece. Other carving waxes are ideal for

the mold making and casting process.

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Sculpting Tools

While the thumb and fingers are excellent modeling implements to get your basic geometric

shape framed out, additional modeling tools are often times needed to complete your work.

These sculpting tools will act as extensions of your fingers and will enable you to perform the

more intricate sculpting techniques. As with choosing the best modeling material, the tools

selected by the sculptor is a personal one.

You can narrow your choices by asking these questions:

1. What do you want to do with this tool?

2. Do you have a preference for the materials used in constructing the tool?

3. What sculpting medium will you be working in and what size model will you be

creating?

Sculpting tools come in a variety of shapes, styles and sizes and each tool has one or more

specific purpose.

The principal uses for these tools are:

 cutting

 scraping

 shaping and smoothing

 detailing

The most commonly used tools for cutting and scraping are Wire End Modeling

Tools and Hardwood Modeling Tools are typically used for shaping and detail work. If you

are sculpting in ceramic (pottery) clay, which is soft moist clay, a wire end tool will not

require the same cutting ability as that used when working in other mediums. A somewhat

sharper cutting edge is necessary when working in wax and Plastilina since the material is

firmer and detail work may be performed. And a tool that is ground extremely sharp or has

very strong cutting edges will be necessary if working in plaster. The same theory holds true

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for tools made from high impact plastic, chrome, stainless steel and hard woods. The size of

the tools you choose to sculpt with will also be determined by the size of the finished model.

For example, a small medallion or bas-relief will not require the same modeling tools you

might use to sculpt a head that is twice life size. You may have guessed that some of these

modeling tools are interchangeable. That is, a tool that is used for working in Plastilina and

wax may also be used when working in plaster or in mold making and casting. Many of the

tools we carry have resulted from collaborations with professional sculptors who requested

that specific tools be made to their specifications. Browse the wide selection of modeling

tools. Drop us a line if you are unsure of the tool(s) you should choose – we will be glad to

help.

Armatures

An armature provides the internal foundation on which to build your sculpture. Much like our

own human skeletal system is the framework which keeps us standing in an upright position,

an armature is used to keep the artist's clay from collapsing, while also protecting the

integrity of any outward extensions, such as thin limbs or legs. Truly, the most disheartening

experience a clay sculptor can have is to create the ideal form, only to have his project fail

due to the lack of a sturdy frame.

Armatures also reduce the amount of clay needed to complete a bulky figure, which

ultimately makes the figure stronger. Although it can be made from a variety of materials,

such as wood or steel, the (almaloy) aluminum wire armature is the superior choice due to the

following features: non-corrosive, lightweight, fully pliable, non-staining. Our strong and

fully adjustable line of armatures are hand crafted and available as figure, animal, head and

head-bust, and in a variety of sizes to suit your every need. Designed and constructed to be

proportionately correct, our armatures are pliable enough to provide the artist with true

freedom to create, while also being sturdy enough to maintain the sculpted piece‘s integrity

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under the weight of the modeling material. In addition to the pre-formed armatures, many

sculptors choose to construct their own out of armature wire. When selecting this wrapping

wire for clay modeling, the artist should look for a wire that is lightweight and strong, yet

fully flexible, the key features of armatures themselves. And don‘t forget the wire must be

able to withstand corrosion. Why is this important when selecting wrapping wire? Certain

polymers and clays do not dry out. Therefore, if the wire is created from a material that has

the ability to rust or corrode, the integrity of the sculpture will eventually be compromised.

All our armature wire is non-corrosive and non-staining almaloy, making it the first choice of

sculptors worldwide.

Q.3 Keeping in view the importance of recycling discuss various techniques of

recycling which can be applied in everyday life?

Ans Recycling is one of the best ways for you to have a positive impact on the world in

which we live. Recycling is important to both the natural environment and us. We must act

fast as the amount of waste we create is increasing all the time.

The amount of rubbish we create is constantly increasing because:

 Increasing wealth means that people are buying more products and ultimately creating

more waste.

 Increasing population means that there are more people on the planet to create waste.

 New packaging and technological products are being developed, much of these

products contain materials that are not biodegradable.

 New lifestyle changes, such as eating fast food, means that we create additional waste

that isn‘t biodegradable.

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Environmental Importance

Recycling is very important as waste has a huge negative impact on the natural environment.

 Harmful chemicals and greenhouse gasses are released from rubbish in landfill sites.

Recycling helps to reduce the pollution caused by waste.

 Habitat destruction and global warming are some the affects caused by deforestation.

Recycling reduces the need for raw materials so that the rainforests can be preserved.

 Huge amounts of energy are used when making products from raw materials.

Recycling requires much less energy and therefore helps to preserve natural resources.

Importance To People

Recycling is essential to cities around the world and to the people living in them.

 No space for waste. Our landfill sites are filling up fast, by 2010, almost all landfills

in the UK will be full.

 Reduce financial expenditure in the economy. Making products from raw materials

costs much more than if they were made from recycled products.

 Preserve natural resources for future generations. Recycling reduces the need for raw

materials; it also uses less energy, therefore preserving natural resources for the

future.

The truth is we all need to get into the habit of using less stuff in the first place. And the

things we do use ought to be reused as much as possible before being recycled, to minimise

waste. This would significantly aid the response to the global challenges faced regarding

waste management, which has seen many countries in the Global South unfairly shoulder the

responsibility of managing the waste of countries in the Global North. The question of what

to do with waste is one that governments cannot ignore. It is important that we combine our

efforts to manage our waste with increased calls for more government action in response to

reduce plastic waste.

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1. Conserving natural resources

The world's natural resources are finite, and some are in very short supply.

At a fundamental level:

 Recycling paper and wood saves trees and forests. Yes you can plant new trees, but

you can't replace virgin rainforest or ancient woodlands once they're lost.

 Recycling plastic means creating less new plastic, which is definitely a good thing,

especially as it's usually made from fossil fuel hydrocarbons.

 Recycling metals means there's less need for risky, expensive and damaging mining

and extraction of new metal ores.

 Recycling glass reduces the need to use new raw materials like sand – it sounds hard

to believe, but supplies of some types of sand are starting to get low around the world.

2. Protecting ecosystems and wildlife

Recycling reduces the need to grow, harvest or extract new raw materials from the Earth.

That in turn lessens the harmful disruption and damage being done to the natural world:

fewer forests cut down, rivers diverted, wild animals harmed or displaced, and less pollution

of water, soil and air.

And of course if our plastic waste isn't safely put in the recycling, it can be been blown or

washed into rivers and seas and end up hundreds or thousands of miles away, polluting

coastlines and waterways, becoming a problem for everyone.

3. Reduces demand for raw materials

As with point 2 above – the world's increasing demand for new stuff has led to more of the

poorest and most vulnerable people (for example living around forests or river systems) being

displaced from their homes, or otherwise exploited. Forest communities can find themselves

evicted as a result of the search for cheap timber. Rivers can be damned, or polluted by

manufacturing waste, which harms local people.

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Far better to recycle existing products than to damage someone else's community or land in

the search for new raw materials.

4. Saves energy

Making products from recycled materials requires less energy than making them from new

raw materials. Sometimes it's a huge difference in energy – for example:

 Producing new aluminium from old (including recycled cans and foil) uses 95% less

energy than making it from scratch. For steel it's about a 70% energy saving.

 Making paper from pulped recycled paper uses 40% less energy than making it from

virgin wood fibres.

 The amount of energy saved from recycling one glass bottle could power an old 100-

watt light bulb for 4 hours – and a new low-energy LED equivalent for a lot longer.

5. Cuts climate-changing carbon emissions

Because recycling means you need to use less energy on sourcing and processing new raw

materials, it produces lower carbon emissions. It also keeps potentially methane-releasing

waste out of landfill sites.

Reducing carbon dioxide and other greenhouse gases being emitted into the atmosphere is

vital for stopping disastrous climate change.

6. Cheaper than waste collection and disposal

Lambeth council in London pointed out in 2017 that "it is 6 times cheaper to dispose of

recycled waste than general refuse". So the more you recycle, and the less you put in the bin,

the more money is saved, which should be good for households, businesses and local public

services.

Recycling food waste and green waste is a great idea too, often generating lots of valuable

compost that can be used to grow more food and other crops.

7. Creating jobs

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A report we published a few years ago calculated that at least 50,000 new UK jobs could be

created by 2025 if we can reach the target of recycling 70% of our waste. It's ambitious but

achievable. (As we've said it's around 45% now.)

Roughly 30,000 of the new jobs would be in recycling directly, with about another 20,000 in

supply chains and the wider economy.

Q.4 Define various types of evaluation. In your opinion what are the modes and

techniques an art teacher used in evaluation?

Ans In every walk of life the process of evaluation takes place in one or the other form. If the

evaluation process is eliminated from human life then perhaps the aim of life may be lost. It

is only through evaluation that one can discriminate between good and bad. The whole cycle

of social development revolves around the evaluation process.

In education how much a child has succeeded in his aims, can only be determined through

evaluation. Thus there is a close relationship between evaluation and aims.

Education is considered as an investment in human beings in terms of development of human

resources, skills, motivation, knowledge and the like. Evaluation helps to build an educational

programme, assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the programme to review the progress in learning from

time to time. It also provides valuable feedback on the design and the implementation of the

programme. Thus, evaluation plays a significant role in any educational programme.

Evaluation plays an enormous role in the teaching-learning process. It helps teachers and

learners to improve teaching and learning. Evaluation is a continuous process and a periodic

exercise.

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It helps in forming the values of judgement, educational status, or achievement of student.

Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of

activity of education judgements need to be made.

In learning, it contributes to formulation of objectives, designing of learning experiences and

assessment of learner performance. Besides this, it is very useful to bring improvement in

teaching and curriculum. It provides accountability to the society, parents, and to the

education system.

Let us discuss its uses briefly:

(i) Teaching:

Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies,

methods and techniques. It provides feedback to the teachers about their teaching and the

learners about their learning.

(ii) Curriculum:

The improvement in courses/curricula, texts and teaching materials is brought about with the

help of evaluation.

(iii) Society:

Evaluation provides accountability to society in terms of the demands and requirements of

the employment market.

(iv) Parents:

Evaluation mainly manifests itself in a perceived need for regular reporting to parents.

In brief, evaluation is a very important requirement for the education system. It fulfills

various purposes in systems of education like quality control in education, selection/entrance

to a higher grade or tertiary level.

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It also helps one to take decisions about success in specific future activities and provides

guidance to further studies and occupation. Some of the educationists view evaluation

virtually synonymous with that of learner appraisal, but evaluation has an expanded role.

Evaluation has its four different aspects namely:

(i) Objectives,

(ii) Learning experiences,

(iii) Learner appraisal and the, and

(iv) Relationship between the three.

Definition of Evaluation:

The term evaluation conveys several meanings in education and psychology.

Different authors have different notions of evaluation:

1. Encyclopedia of Education Research:

To measure means to observe or determine the magnitude of variate; evaluation means

assessment or appraisal.

2. James M. Bradfield:

Evaluation is the assignment of symbols to phenomenon, in order to characterise the worth or

value of a phenomenon, usually with reference to some social, cultural or scientific standards.

3. Gronlund and Linn:

Evaluation is a systematic process of collecting, analysing and interpreting information to

determine the extent to which pupils are achieving instructional objectives.

Perhaps the most extended definition of evaluation has been supplied by C.E. Beeby (1977),

who described evaluation as “the systematic collection and interpretation of evidence

leading as a part of process to a judgement of value with a view to action.”

In this definition, there are the following four key elements:

(i) Systematic collection of evidence.

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(ii) Its interpretation.

(iii) Judgement of value.

(iv) With a view to action.

Let us discuss the importance of each element in defining evaluation. The first element

‗systematic collection‘ implies that whatever information is gathered, should be acquired in a

systematic and planned way with some degree of precision.

The second element in Beeby‘s definition, ‗interpretation of evidence‘, is a critical aspect of

the evaluation process. The mere collection of evidence does not by itself constitute

evaluation work. The information gathered for the evaluation of an educational programme

must be carefully interpreted. Sometimes, un-interpreted evidence is presented to indicate the

presence (or absence) of quality in an educational venture.

For example, in a two year programme in computers, it was observed that almost two-third of

each entering class failed to complete the two years programme. On closer examination it

was found that most of the dropouts after one year were offered good jobs by companies.

The supervisors of companies felt that the one year of training was not only more than

adequate for entry and second level positions but provided the foundation for further

advancement. Under such circumstances, the dropout rate before programme completion was

no indication of programme failure or deficiency.

The third element of Beeby‘s definition, ‗judgement of value‘, takes evaluation far beyond

the level of mere description of what is happening in an educational enterprise, but requires

judgements about the worth of an educational endeavour.

Thus, evaluation not only involves gathering and interpreting information about how well an

educational programme is succeeding in reaching its goals but judgements about the goals

themselves. It involves questions about how well a programme is helping to meet larger

educational goals.

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The last element of Beeby‘s definition, ‗with a view to action‘, introduces the distinction

between an undertaking that results in a judgement of value with no specific reference to

action (conclusion-oriented) and one that is deliberately undertaken for the sake of future

action (decision-oriented).

Educational evaluation is clearly decision-oriented and is undertaken with the intention that

some action will take place as a result. It is intended to lead to better policies and practices in

education.

The analysis of all the above definitions makes us able to draw following characteristics

of evaluation:

1. Evaluation implies a systematic process which omits the casual uncontrolled observation

of pupils.

2. Evaluation is a continuous process. In an ideal situation, the teaching- learning process on

the one hand and the evaluation procedure on the other hand, go together. It is certainly a

wrong belief that the evaluation procedure follows the teaching-learning process.

3. Evaluation emphasises the broad personality changes and major objectives of an

educational programme. Therefore, it includes not only subject-matter achievements but also

attitudes, interests and ideals, ways of thinking, work habits and personal and social

adaptability.

4. Evaluation always assumes that educational objectives have previously been identified and

defined. This is the reason why teachers are expected not to lose sight of educational

objectives while planning and carrying out the teaching-learning process either in the

classroom or outside it.

5. A comprehensive programme of evaluation involves the use of many procedures (for

example, analytico-synthetic, heuristic, experimental, lecture, etc.); a great variety of tests

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(for example, essay type, objective type, etc.); and other necessary techniques (for example,

socio-metric, controlled-observation techniques, etc.).

6. Learning is more important than teaching. Teaching has no value if it does not result in

learning on the part of the pupils.

7. Objectives and accordingly learning experiences should be so relevant that ultimately they

should direct the pupils towards the accomplishment of educational goals.

8. To assess the students and their complete development brought about through education is

evaluation.

9. Evaluation is the determination of the congruence between the performance and objectives.

Q.5 Write short notes on the following:

(a) Importance of puppets

Ans Puppetry is the closest thing you can get to animation, live, in the real world.

While I think the more didactic answers about how a puppet can be used in education or

encouraging shy people to come out of their shell, are indeed true; there are plenty of

practical reasons why Puppetry is important, I don‘t think it‘s the core reason.

Puppetry is a pure and unbridled expression of imagination, live and often improved.

Puppetry is the closest thing to living in the world of Roger Rabbit for an audience. It has no

limits and is as broad an art form as the creative capacity of the puppeteer and storyteller.

People often think ―Puppets are for kids‖ but that is thinking far too narrowly. ―Puppets are

for teaching lessons‖ is another statement I see often but that‘s also far too narrow. The truth

is, ―Puppets are for expression‖ and you can define that as holistically as you like. Even the

word ―puppet‖ can be defined loosely to mean ‗any object manipulated by a human.‘

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The importance of puppetry is something which can be continually explored forever. It is

storytelling and character and human interaction with the facade of fantasy. It is everything

from the mundane to the surreal and for every audience.

Puppetry is the single most inclusive art form I know of. Because it can be so loosely defined,

and because it requires or uses so many skills and creative outlets, it can include almost

anything. In a single production a marionette play may use:

 Carpentry, set and stage construction

 Woodworking, carving and joinery

 Doll making, joint building, proportions, caricaturing

 Sewing, pattern-making, costume design and millinery

 Engineering, balancing, and control design

 Set design, backdrop painting, furnishing, and forced-perspective

 Lighting, electrical, stage effects, and dramaturgy

 Writing, story structure, revision, and character arcs

 Painting, drafting, drawing, and faux finishing

 Acting, voice acting, puppeteering, and improvisation

 Sound design, Foley, recording, and composition

 Music composition, live, musical improv, and sound engineering

 Poster design, advertising, marketing, and web promotion

 Social media, engagement, audience building, and SEO

 Business, deadlines, ticket selling, and hype-maintenance

There are many thousands of skills not listed and every variety of puppetry requires different

sets of skills with endless and infinite possibilities and combinations.

Puppets can be for kids but they can also tell terrifying horror stories that disquiet even the

most hardened adults. They can tell happy stories but can also bring people to the bleakest

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bottom with dramatic stories of sadness and loss. They can be colorful and cartoony or they

can be as real and indistinguishable from life as a lion you can reach out and touch. Puppetry

can teach but it can also make you question what you thought you knew. It can support your

faith or it can talk you out of it. It wholly depends on the skill and creativity of the puppeteer

and the puppet maker.

(b) Demonstration Method of Teaching

The word demonstration means to give demos or to perform the particular activity or concept.

In demonstration method, the teaching-learning process is carried in a systematic way.

Demonstration often occurs when students have a hard time connecting theories to actual

practice or when students are unable to understand applications of theories. In order to make

a success of demonstration method, three things are necessary.

(a) The object being displayed during demonstration should not be so small.

(b) During the demonstration, the clear language should be used so that pupils may

understand concept easily.

(c) The pupils should be able to question teachers in order to remove their difficulties.

Characteristic of demonstration method

(1) The demonstration should be done in a simple way.

(2) In this strategy, attention is paid to all students.

(3) Goals and objections of demonstration are very clear.

(4) It is a well-planned strategy.

(5) Time is given for rehearsal before the demonstration.

Steps of Demonstration method

There are six steps of demonstration process.

(1) Planning and preparation

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 proper planning is required for good demonstration. For this following points should be kept

in mind.

 Through the preparation of subject matter.

 lesson planning

 collection of material related to the demonstration.

 rehearsal of demonstration.

In order to ensure the success of demonstration, the teacher should prepare lesson minutely

and very seriously.

(2) Introducing the lesson

The teacher should motivate students and prepare them mentally for the demonstration.

The teacher should introduce the lesson to students keeping in mind the following things.

 individual differences

 Environment

 Experiences

The lesson can also be started with some simple and interesting experiments. Very common

event or some internal story.

The experiment should be able to hold the attention of students.

(3) Presentation of subject matter

– In demonstration presentation of subject matter is very important.

– The principle of reflecting thinking should be kept in mind.

– The teacher should teach the student in such a way that their previous knowledge can be

attached to their new knowledge.

(4) Demonstration

-The performance in the demonstration table should be ideal for the student.

-The demonstration should be neat and clean.

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(5) Teaching Aids

-The teacher can use various teaching aids like models, blackboard, graphs etc.during

demonstration.

(6) Evaluation

-In this last step, evaluation of the whole demonstration should be done, so that it can be

made more effective.

Merits of demonstration method

(1) It helps a student in having a deeper understanding of the topic.

(2) It helps students remain active in teaching -learning process.

(3) It leads to permanent learning.

(4) It accounts for the principles of reflective thinking.

(5) It helps to create interest for topics among students.

(6) It helps in arousing the spirit of discovery among students.

(7) It imparts maximum learning to students.

Demerits

(1) Students cannot benefit with direct and personal experiences as teacher carry out the

demonstration.

(2) It can be costly as it requires costly materials.

(3) It can be a time-consuming method.

(4) It is not based on learning by doing.

(5) This method does not provide training for the scientific method.

(6) There is a lack of experienced teachers to carry out the demonstration.

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