NCERT Textbook: Elements and Principles of Visual Art and Design | Arts (Kriti) Class 8 - New NCERT PDF Download

 Page 1


???????????? ???????? ??? ??? ???? ???? ? ???? ?????? ???? 
??? ??? ?? ? ???? ??????? ? ??? ???? ?????? ? ?? ? 
???? ???? ?? ???? ??? ??? ?? ?? ????? ?? ????? ?? ?? ?
????????? ? ??? ??? ????? ??? ?? ??? ???? ??? ?? ??? ? ?? ? 
– ??? ??? ??, ?????? ????, ???? ?? ???? ???? ??????? ? The ??ve basic colours are white, yellow, r ed, blue and 
black. But, O King, there are hundreds of others.
By combining the primary colours, using one's 
imagination and discretion one could make hundred, 
even thousands of colours.
—?Adhyaya 40, Chitrasutra of the Visnudharmottara Purana
CH-15_VA.indd   162 CH-15_VA.indd   162 19-06-2025   16:35:52 19-06-2025   16:35:52
Page 2


???????????? ???????? ??? ??? ???? ???? ? ???? ?????? ???? 
??? ??? ?? ? ???? ??????? ? ??? ???? ?????? ? ?? ? 
???? ???? ?? ???? ??? ??? ?? ?? ????? ?? ????? ?? ?? ?
????????? ? ??? ??? ????? ??? ?? ??? ???? ??? ?? ??? ? ?? ? 
– ??? ??? ??, ?????? ????, ???? ?? ???? ???? ??????? ? The ??ve basic colours are white, yellow, r ed, blue and 
black. But, O King, there are hundreds of others.
By combining the primary colours, using one's 
imagination and discretion one could make hundred, 
even thousands of colours.
—?Adhyaya 40, Chitrasutra of the Visnudharmottara Purana
CH-15_VA.indd   162 CH-15_VA.indd   162 19-06-2025   16:35:52 19-06-2025   16:35:52
Dear Teacher,
As our students complete another stage of school 
education this year, let us add more colours to 
their academic journey with the learning of visual 
arts. The chapters in this section would strengthen 
their knowledge of visual fundamentals while also 
developing their artistic skills and cultural awareness. 
You can modify the activities to suit your local context 
and the speci??c needs of your students. 
To create the best learning experience for every 
student, here are some points that need to be kept in 
mind.
The visual arts classroom would 
require 
1. Adequate space for students to work comfortably.
2. Su??cient light and ventilation.
3. Organised storage and easy access to art materials, 
tools, basic stationery, and audio-visual facilities. 
4. Space for showcasing and exhibiting artwork 
periodically.
Visual arts pedagogy would need to 
1.   Use storytelling and everyday examples to 
introduce concepts, and processes. 
2. Encourage students to freely express their 
original ideas, imaginations, emotions and 
curiosities in their artwork.
3. Motivate students to create original artwork 
inspired by their observations of everyday life 
and experiences, rather than copying images 
from other sources.
4. Allow the students to explore, investigate, 
experiment, collaborate and have dialogues in 
the classroom.
5.   Include outdoor activities and ??eld trips to 
observe the life, and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7.  Invite local artists and craftspersons for 
interactive sessions, and workshops for hands-on 
experience.
8.   Inculcate simple habits of cleaning after working, 
putting back materials that have been used and 
maintaining materials with care.
9.  Encourage the students’ participation and 
decision-making in selecting artwork for 
classroom display or exhibitions.
NOTE TO THE TEACHERS
CH-15_VA.indd   163 CH-15_VA.indd   163 19-06-2025   16:35:53 19-06-2025   16:35:53
Page 3


???????????? ???????? ??? ??? ???? ???? ? ???? ?????? ???? 
??? ??? ?? ? ???? ??????? ? ??? ???? ?????? ? ?? ? 
???? ???? ?? ???? ??? ??? ?? ?? ????? ?? ????? ?? ?? ?
????????? ? ??? ??? ????? ??? ?? ??? ???? ??? ?? ??? ? ?? ? 
– ??? ??? ??, ?????? ????, ???? ?? ???? ???? ??????? ? The ??ve basic colours are white, yellow, r ed, blue and 
black. But, O King, there are hundreds of others.
By combining the primary colours, using one's 
imagination and discretion one could make hundred, 
even thousands of colours.
—?Adhyaya 40, Chitrasutra of the Visnudharmottara Purana
CH-15_VA.indd   162 CH-15_VA.indd   162 19-06-2025   16:35:52 19-06-2025   16:35:52
Dear Teacher,
As our students complete another stage of school 
education this year, let us add more colours to 
their academic journey with the learning of visual 
arts. The chapters in this section would strengthen 
their knowledge of visual fundamentals while also 
developing their artistic skills and cultural awareness. 
You can modify the activities to suit your local context 
and the speci??c needs of your students. 
To create the best learning experience for every 
student, here are some points that need to be kept in 
mind.
The visual arts classroom would 
require 
1. Adequate space for students to work comfortably.
2. Su??cient light and ventilation.
3. Organised storage and easy access to art materials, 
tools, basic stationery, and audio-visual facilities. 
4. Space for showcasing and exhibiting artwork 
periodically.
Visual arts pedagogy would need to 
1.   Use storytelling and everyday examples to 
introduce concepts, and processes. 
2. Encourage students to freely express their 
original ideas, imaginations, emotions and 
curiosities in their artwork.
3. Motivate students to create original artwork 
inspired by their observations of everyday life 
and experiences, rather than copying images 
from other sources.
4. Allow the students to explore, investigate, 
experiment, collaborate and have dialogues in 
the classroom.
5.   Include outdoor activities and ??eld trips to 
observe the life, and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7.  Invite local artists and craftspersons for 
interactive sessions, and workshops for hands-on 
experience.
8.   Inculcate simple habits of cleaning after working, 
putting back materials that have been used and 
maintaining materials with care.
9.  Encourage the students’ participation and 
decision-making in selecting artwork for 
classroom display or exhibitions.
NOTE TO THE TEACHERS
CH-15_VA.indd   163 CH-15_VA.indd   163 19-06-2025   16:35:53 19-06-2025   16:35:53
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks, and con??dently shares ideas, feelings and pr ocesses
1 1.2 Cooperates and contributes in decision-making processes
2 2.1 Addresses stereotypes while thinking about and making the artwork
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 Discusses art and its connection with everyday experiences 
4 4.2  Uses art terminology while discussing or writing about artwork
  Overall participation in classroom activities
Visual Arts assessment should be based on the 
following competencies for the middle stage.
C-1.1 Expresses their personal and everyday life 
experiences con??dently through various visual art 
forms.
C-1.2 Demonstrates ??exibility in the process of 
collaboratively developing visual arts practice.
C-2.1 Creates visual artwork based on situations or 
stories that challenge stereotypes observed in their 
surroundings (such as gender roles)
C-2.2 Connects visual imagery, symbols, and visual 
metaphors with personal experiences, emotions and 
imaginations
C-3.1 Demonstrates care and makes informed choices, 
while using various materials, tools, and techniques 
in visual arts.
C-3.2 Re??nes ideas and techniques of visual expression 
from the stage of planning to the ??nal presentation, 
and reviewing the entire process.
C-4.1 Demonstrates familiarity with various local and 
regional forms of art.
C-4.2 Describes the life and work of a few local artists 
in their region and across India.
Activities marked by a star symbol    can be 
facilitated by any teacher, even in schools with 
limited resources.
CH-15_VA.indd   164 CH-15_VA.indd   164 19-06-2025   16:35:54 19-06-2025   16:35:54
Page 4


???????????? ???????? ??? ??? ???? ???? ? ???? ?????? ???? 
??? ??? ?? ? ???? ??????? ? ??? ???? ?????? ? ?? ? 
???? ???? ?? ???? ??? ??? ?? ?? ????? ?? ????? ?? ?? ?
????????? ? ??? ??? ????? ??? ?? ??? ???? ??? ?? ??? ? ?? ? 
– ??? ??? ??, ?????? ????, ???? ?? ???? ???? ??????? ? The ??ve basic colours are white, yellow, r ed, blue and 
black. But, O King, there are hundreds of others.
By combining the primary colours, using one's 
imagination and discretion one could make hundred, 
even thousands of colours.
—?Adhyaya 40, Chitrasutra of the Visnudharmottara Purana
CH-15_VA.indd   162 CH-15_VA.indd   162 19-06-2025   16:35:52 19-06-2025   16:35:52
Dear Teacher,
As our students complete another stage of school 
education this year, let us add more colours to 
their academic journey with the learning of visual 
arts. The chapters in this section would strengthen 
their knowledge of visual fundamentals while also 
developing their artistic skills and cultural awareness. 
You can modify the activities to suit your local context 
and the speci??c needs of your students. 
To create the best learning experience for every 
student, here are some points that need to be kept in 
mind.
The visual arts classroom would 
require 
1. Adequate space for students to work comfortably.
2. Su??cient light and ventilation.
3. Organised storage and easy access to art materials, 
tools, basic stationery, and audio-visual facilities. 
4. Space for showcasing and exhibiting artwork 
periodically.
Visual arts pedagogy would need to 
1.   Use storytelling and everyday examples to 
introduce concepts, and processes. 
2. Encourage students to freely express their 
original ideas, imaginations, emotions and 
curiosities in their artwork.
3. Motivate students to create original artwork 
inspired by their observations of everyday life 
and experiences, rather than copying images 
from other sources.
4. Allow the students to explore, investigate, 
experiment, collaborate and have dialogues in 
the classroom.
5.   Include outdoor activities and ??eld trips to 
observe the life, and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7.  Invite local artists and craftspersons for 
interactive sessions, and workshops for hands-on 
experience.
8.   Inculcate simple habits of cleaning after working, 
putting back materials that have been used and 
maintaining materials with care.
9.  Encourage the students’ participation and 
decision-making in selecting artwork for 
classroom display or exhibitions.
NOTE TO THE TEACHERS
CH-15_VA.indd   163 CH-15_VA.indd   163 19-06-2025   16:35:53 19-06-2025   16:35:53
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks, and con??dently shares ideas, feelings and pr ocesses
1 1.2 Cooperates and contributes in decision-making processes
2 2.1 Addresses stereotypes while thinking about and making the artwork
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 Discusses art and its connection with everyday experiences 
4 4.2  Uses art terminology while discussing or writing about artwork
  Overall participation in classroom activities
Visual Arts assessment should be based on the 
following competencies for the middle stage.
C-1.1 Expresses their personal and everyday life 
experiences con??dently through various visual art 
forms.
C-1.2 Demonstrates ??exibility in the process of 
collaboratively developing visual arts practice.
C-2.1 Creates visual artwork based on situations or 
stories that challenge stereotypes observed in their 
surroundings (such as gender roles)
C-2.2 Connects visual imagery, symbols, and visual 
metaphors with personal experiences, emotions and 
imaginations
C-3.1 Demonstrates care and makes informed choices, 
while using various materials, tools, and techniques 
in visual arts.
C-3.2 Re??nes ideas and techniques of visual expression 
from the stage of planning to the ??nal presentation, 
and reviewing the entire process.
C-4.1 Demonstrates familiarity with various local and 
regional forms of art.
C-4.2 Describes the life and work of a few local artists 
in their region and across India.
Activities marked by a star symbol    can be 
facilitated by any teacher, even in schools with 
limited resources.
CH-15_VA.indd   164 CH-15_VA.indd   164 19-06-2025   16:35:54 19-06-2025   16:35:54
15 
ELEMENTS AND PRINCIPLES 
OF VISUAL ART AND DESIGN
Elements of visual art and design are 
similar to the ingredients of a recipe. 
For example, halwa can be prepared 
by cooking a combination of ??our, 
sugar, ghee and water. 
Similarly, a visual can be made by 
combining elements, such as point, 
line, shape or form, colour, value, 
texture and space.
1. Point is a dot. It is the smallest 
element in any visual. 
2. Line is the visible path that 
joins any two points. Lines 
can be horizontal, vertical, 
diagonal, dashed, wavy, 
zig-zagged and so on. They can 
also vary in thickness. 
3.  Shape and form
 A shape is a ??at, two-
dimensional area enclosed by 
a line. It can be geometric or 
organic. 
A form is a three-
dimensional shape. It occupies 
space and has depth. Forms can 
also be created by arranging or 
joining many two-dimensional 
shapes.
Notice the form of the lion 
in the image. what other forms 
do you see?
4.  Texture can be visual and 
physical. It can be sensed by 
touching a surface  that feels 
soft, rough, grainy, silky, 
prickly and so on. It can also 
be perceived visually through 
patterns of lines and dots.
Lion Capital,  
Mauryan period, circa 250 BCE
CH-15_VA.indd   165 CH-15_VA.indd   165 27-06-2025   17:36:53 27-06-2025   17:36:53
Page 5


???????????? ???????? ??? ??? ???? ???? ? ???? ?????? ???? 
??? ??? ?? ? ???? ??????? ? ??? ???? ?????? ? ?? ? 
???? ???? ?? ???? ??? ??? ?? ?? ????? ?? ????? ?? ?? ?
????????? ? ??? ??? ????? ??? ?? ??? ???? ??? ?? ??? ? ?? ? 
– ??? ??? ??, ?????? ????, ???? ?? ???? ???? ??????? ? The ??ve basic colours are white, yellow, r ed, blue and 
black. But, O King, there are hundreds of others.
By combining the primary colours, using one's 
imagination and discretion one could make hundred, 
even thousands of colours.
—?Adhyaya 40, Chitrasutra of the Visnudharmottara Purana
CH-15_VA.indd   162 CH-15_VA.indd   162 19-06-2025   16:35:52 19-06-2025   16:35:52
Dear Teacher,
As our students complete another stage of school 
education this year, let us add more colours to 
their academic journey with the learning of visual 
arts. The chapters in this section would strengthen 
their knowledge of visual fundamentals while also 
developing their artistic skills and cultural awareness. 
You can modify the activities to suit your local context 
and the speci??c needs of your students. 
To create the best learning experience for every 
student, here are some points that need to be kept in 
mind.
The visual arts classroom would 
require 
1. Adequate space for students to work comfortably.
2. Su??cient light and ventilation.
3. Organised storage and easy access to art materials, 
tools, basic stationery, and audio-visual facilities. 
4. Space for showcasing and exhibiting artwork 
periodically.
Visual arts pedagogy would need to 
1.   Use storytelling and everyday examples to 
introduce concepts, and processes. 
2. Encourage students to freely express their 
original ideas, imaginations, emotions and 
curiosities in their artwork.
3. Motivate students to create original artwork 
inspired by their observations of everyday life 
and experiences, rather than copying images 
from other sources.
4. Allow the students to explore, investigate, 
experiment, collaborate and have dialogues in 
the classroom.
5.   Include outdoor activities and ??eld trips to 
observe the life, and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7.  Invite local artists and craftspersons for 
interactive sessions, and workshops for hands-on 
experience.
8.   Inculcate simple habits of cleaning after working, 
putting back materials that have been used and 
maintaining materials with care.
9.  Encourage the students’ participation and 
decision-making in selecting artwork for 
classroom display or exhibitions.
NOTE TO THE TEACHERS
CH-15_VA.indd   163 CH-15_VA.indd   163 19-06-2025   16:35:53 19-06-2025   16:35:53
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks, and con??dently shares ideas, feelings and pr ocesses
1 1.2 Cooperates and contributes in decision-making processes
2 2.1 Addresses stereotypes while thinking about and making the artwork
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 Discusses art and its connection with everyday experiences 
4 4.2  Uses art terminology while discussing or writing about artwork
  Overall participation in classroom activities
Visual Arts assessment should be based on the 
following competencies for the middle stage.
C-1.1 Expresses their personal and everyday life 
experiences con??dently through various visual art 
forms.
C-1.2 Demonstrates ??exibility in the process of 
collaboratively developing visual arts practice.
C-2.1 Creates visual artwork based on situations or 
stories that challenge stereotypes observed in their 
surroundings (such as gender roles)
C-2.2 Connects visual imagery, symbols, and visual 
metaphors with personal experiences, emotions and 
imaginations
C-3.1 Demonstrates care and makes informed choices, 
while using various materials, tools, and techniques 
in visual arts.
C-3.2 Re??nes ideas and techniques of visual expression 
from the stage of planning to the ??nal presentation, 
and reviewing the entire process.
C-4.1 Demonstrates familiarity with various local and 
regional forms of art.
C-4.2 Describes the life and work of a few local artists 
in their region and across India.
Activities marked by a star symbol    can be 
facilitated by any teacher, even in schools with 
limited resources.
CH-15_VA.indd   164 CH-15_VA.indd   164 19-06-2025   16:35:54 19-06-2025   16:35:54
15 
ELEMENTS AND PRINCIPLES 
OF VISUAL ART AND DESIGN
Elements of visual art and design are 
similar to the ingredients of a recipe. 
For example, halwa can be prepared 
by cooking a combination of ??our, 
sugar, ghee and water. 
Similarly, a visual can be made by 
combining elements, such as point, 
line, shape or form, colour, value, 
texture and space.
1. Point is a dot. It is the smallest 
element in any visual. 
2. Line is the visible path that 
joins any two points. Lines 
can be horizontal, vertical, 
diagonal, dashed, wavy, 
zig-zagged and so on. They can 
also vary in thickness. 
3.  Shape and form
 A shape is a ??at, two-
dimensional area enclosed by 
a line. It can be geometric or 
organic. 
A form is a three-
dimensional shape. It occupies 
space and has depth. Forms can 
also be created by arranging or 
joining many two-dimensional 
shapes.
Notice the form of the lion 
in the image. what other forms 
do you see?
4.  Texture can be visual and 
physical. It can be sensed by 
touching a surface  that feels 
soft, rough, grainy, silky, 
prickly and so on. It can also 
be perceived visually through 
patterns of lines and dots.
Lion Capital,  
Mauryan period, circa 250 BCE
CH-15_VA.indd   165 CH-15_VA.indd   165 27-06-2025   17:36:53 27-06-2025   17:36:53
166  |  Kriti
5. Colour is visible when light is re??ected and 
perceived by our eyes. Colours are either 
extracted from nature or manufactured 
synthetically to make dyes and pigments.
Notice the colours in the image, can you 
guess the natural materials used to create 
them?
6. Value or Tone is the lightness or darkness 
of a colour. Adding white to a colour makes 
it lighter (tints), whereas adding black to a 
colour makes it darker (shades). These create 
colour gradations. 
Observe the colour tonalities in the 
painting.
7. Space is where various elements are organised 
and composed to create an artwork. Space can 
be divided into positive and negative space.
Identify the foreground and background in 
the painting.
Bodhisattva Vajrapani,  
Ajanta Mural in Cave 1
CH-15_VA.indd   166 CH-15_VA.indd   166 19-06-2025   16:35:57 19-06-2025   16:35:57