NCERT Textbook: Still Life in Colour | Arts (Kriti) Class 8 - New NCERT PDF Download

 Page 1


16 
STILL LIFE IN 
COLOUR
From cave  paintings to temple 
sculptures, objects were an 
integral part of artworks, but 
were never the main subject. In 
Indian art, objects were depicted 
to convey symbolic meanings and were an integral part 
of the composition. For example, the Dharma Chakra 
or wheel of law, weapons and musical instruments 
were held by deities, courtiers, and so on.  
Around the 16th century, a big change took place. 
Objects became the main subject of artworks. Artists 
got interested in arranging and studying a variety of 
natural, and human-made objects which remained 
still. The skill in painting it was in the manner that 
not only make it appear three-dimensional but as if 
life was added to them. This is why such artworks 
came to be called still life.  
Still life are not restricted only to drawing 
and painting. Artists create still life compositions 
as photographs and sculptures too. Today, still 
life compositions are also used to create product 
advertisements for magazines, hoardings, newspapers, 
television, and so on. 
Swing as a Symbol in 
a Kangra Painting 
Wheel as a Symbol (Wheel of Dharma) 
in a Stone Carving, Sanchi Stupa 
CH-16_VA.indd   177 CH-16_VA.indd   177 27-06-2025   17:38:46 27-06-2025   17:38:46
Page 2


16 
STILL LIFE IN 
COLOUR
From cave  paintings to temple 
sculptures, objects were an 
integral part of artworks, but 
were never the main subject. In 
Indian art, objects were depicted 
to convey symbolic meanings and were an integral part 
of the composition. For example, the Dharma Chakra 
or wheel of law, weapons and musical instruments 
were held by deities, courtiers, and so on.  
Around the 16th century, a big change took place. 
Objects became the main subject of artworks. Artists 
got interested in arranging and studying a variety of 
natural, and human-made objects which remained 
still. The skill in painting it was in the manner that 
not only make it appear three-dimensional but as if 
life was added to them. This is why such artworks 
came to be called still life.  
Still life are not restricted only to drawing 
and painting. Artists create still life compositions 
as photographs and sculptures too. Today, still 
life compositions are also used to create product 
advertisements for magazines, hoardings, newspapers, 
television, and so on. 
Swing as a Symbol in 
a Kangra Painting 
Wheel as a Symbol (Wheel of Dharma) 
in a Stone Carving, Sanchi Stupa 
CH-16_VA.indd   177 CH-16_VA.indd   177 27-06-2025   17:38:46 27-06-2025   17:38:46
178  |  Kriti
ACTIVITY 16.1: ARRANGING A STILL LIFE 
Step 2: Choosing the backdrop
Select one or two large pieces of single-coloured cloth to 
create a backdrop. The colour of the cloth should not distract 
your attention from the objects, rather complements it. If 
you do not have cloth, you can use any other material that 
would create a plain backdrop so that the objects are in 
focus.
A FEW OF MY FAVOURITE THINGS
In a still life, it is very important to have 
a visually interesting compositional 
arrangement. This leads our eye to explore 
every object as we perceive its contour, 
form, colour, texture and relate it to the 
other objects placed around it.
Make small groups according to your 
shared interests before beginning this 
activity.
Step 1: Choosing objects for a still life
1. Choose objects from your everyday life 
and culture, which convey your identity 
and belonging. You would enjoy making 
it because you know its minutest details. 
For example, a basket, clock, ball, toy, 
shoes, trophies, ??owers, fruits, etc.
2. Search for rare or unusual objects made 
by local artists along with other objects 
that complement it. 
3. Select three to four objects that are of 
varying materials, colours, textures, 
sizes and dimensions.
CH-16_VA.indd   178 CH-16_VA.indd   178 18-06-2025   16:07:07 18-06-2025   16:07:07
Page 3


16 
STILL LIFE IN 
COLOUR
From cave  paintings to temple 
sculptures, objects were an 
integral part of artworks, but 
were never the main subject. In 
Indian art, objects were depicted 
to convey symbolic meanings and were an integral part 
of the composition. For example, the Dharma Chakra 
or wheel of law, weapons and musical instruments 
were held by deities, courtiers, and so on.  
Around the 16th century, a big change took place. 
Objects became the main subject of artworks. Artists 
got interested in arranging and studying a variety of 
natural, and human-made objects which remained 
still. The skill in painting it was in the manner that 
not only make it appear three-dimensional but as if 
life was added to them. This is why such artworks 
came to be called still life.  
Still life are not restricted only to drawing 
and painting. Artists create still life compositions 
as photographs and sculptures too. Today, still 
life compositions are also used to create product 
advertisements for magazines, hoardings, newspapers, 
television, and so on. 
Swing as a Symbol in 
a Kangra Painting 
Wheel as a Symbol (Wheel of Dharma) 
in a Stone Carving, Sanchi Stupa 
CH-16_VA.indd   177 CH-16_VA.indd   177 27-06-2025   17:38:46 27-06-2025   17:38:46
178  |  Kriti
ACTIVITY 16.1: ARRANGING A STILL LIFE 
Step 2: Choosing the backdrop
Select one or two large pieces of single-coloured cloth to 
create a backdrop. The colour of the cloth should not distract 
your attention from the objects, rather complements it. If 
you do not have cloth, you can use any other material that 
would create a plain backdrop so that the objects are in 
focus.
A FEW OF MY FAVOURITE THINGS
In a still life, it is very important to have 
a visually interesting compositional 
arrangement. This leads our eye to explore 
every object as we perceive its contour, 
form, colour, texture and relate it to the 
other objects placed around it.
Make small groups according to your 
shared interests before beginning this 
activity.
Step 1: Choosing objects for a still life
1. Choose objects from your everyday life 
and culture, which convey your identity 
and belonging. You would enjoy making 
it because you know its minutest details. 
For example, a basket, clock, ball, toy, 
shoes, trophies, ??owers, fruits, etc.
2. Search for rare or unusual objects made 
by local artists along with other objects 
that complement it. 
3. Select three to four objects that are of 
varying materials, colours, textures, 
sizes and dimensions.
CH-16_VA.indd   178 CH-16_VA.indd   178 18-06-2025   16:07:07 18-06-2025   16:07:07
179  |  STILL LIFE IN COLOUR
Step 3: Arranging the objects
1.   Drape the cloth with a few folds that fall 
naturally.
2.  Place objects so that it appear to overlap a 
little when seen from di??erent angles. The 
objects should be composed as one unit.
3. Experiment with interesting placements 
before ??nalising an arrangement. For 
example, an object can be placed upright  
or on its side, or leaning on something or 
raised, etc.
4.   Light and shadow: Objects should be placed 
where light falls on it from one side, and 
creates tonalities and shadows. For this, 
you can partially close or open doors and 
windows in your classroom, or use screens, 
old banners, curtains or sheets to adjust, or 
??lter the light. 
Note to the Teacher: Let students select objects and 
experiment with di??erent arrangements on the  
??rst day. 
They can put away the arrangement till the 
next visual art period and rearrange the 
still life as decided. 
In each of these artworks, identify the side from 
which the light is falling.
The tradition of making 
hand-painted clay objects 
is seen across India. Some 
artists make fruits 
and vegetables 
in various 
sizes, which 
almost look 
real.
DO YOU 
KNOW?
CH-16_VA.indd   179 CH-16_VA.indd   179 18-06-2025   16:07:09 18-06-2025   16:07:09
Page 4


16 
STILL LIFE IN 
COLOUR
From cave  paintings to temple 
sculptures, objects were an 
integral part of artworks, but 
were never the main subject. In 
Indian art, objects were depicted 
to convey symbolic meanings and were an integral part 
of the composition. For example, the Dharma Chakra 
or wheel of law, weapons and musical instruments 
were held by deities, courtiers, and so on.  
Around the 16th century, a big change took place. 
Objects became the main subject of artworks. Artists 
got interested in arranging and studying a variety of 
natural, and human-made objects which remained 
still. The skill in painting it was in the manner that 
not only make it appear three-dimensional but as if 
life was added to them. This is why such artworks 
came to be called still life.  
Still life are not restricted only to drawing 
and painting. Artists create still life compositions 
as photographs and sculptures too. Today, still 
life compositions are also used to create product 
advertisements for magazines, hoardings, newspapers, 
television, and so on. 
Swing as a Symbol in 
a Kangra Painting 
Wheel as a Symbol (Wheel of Dharma) 
in a Stone Carving, Sanchi Stupa 
CH-16_VA.indd   177 CH-16_VA.indd   177 27-06-2025   17:38:46 27-06-2025   17:38:46
178  |  Kriti
ACTIVITY 16.1: ARRANGING A STILL LIFE 
Step 2: Choosing the backdrop
Select one or two large pieces of single-coloured cloth to 
create a backdrop. The colour of the cloth should not distract 
your attention from the objects, rather complements it. If 
you do not have cloth, you can use any other material that 
would create a plain backdrop so that the objects are in 
focus.
A FEW OF MY FAVOURITE THINGS
In a still life, it is very important to have 
a visually interesting compositional 
arrangement. This leads our eye to explore 
every object as we perceive its contour, 
form, colour, texture and relate it to the 
other objects placed around it.
Make small groups according to your 
shared interests before beginning this 
activity.
Step 1: Choosing objects for a still life
1. Choose objects from your everyday life 
and culture, which convey your identity 
and belonging. You would enjoy making 
it because you know its minutest details. 
For example, a basket, clock, ball, toy, 
shoes, trophies, ??owers, fruits, etc.
2. Search for rare or unusual objects made 
by local artists along with other objects 
that complement it. 
3. Select three to four objects that are of 
varying materials, colours, textures, 
sizes and dimensions.
CH-16_VA.indd   178 CH-16_VA.indd   178 18-06-2025   16:07:07 18-06-2025   16:07:07
179  |  STILL LIFE IN COLOUR
Step 3: Arranging the objects
1.   Drape the cloth with a few folds that fall 
naturally.
2.  Place objects so that it appear to overlap a 
little when seen from di??erent angles. The 
objects should be composed as one unit.
3. Experiment with interesting placements 
before ??nalising an arrangement. For 
example, an object can be placed upright  
or on its side, or leaning on something or 
raised, etc.
4.   Light and shadow: Objects should be placed 
where light falls on it from one side, and 
creates tonalities and shadows. For this, 
you can partially close or open doors and 
windows in your classroom, or use screens, 
old banners, curtains or sheets to adjust, or 
??lter the light. 
Note to the Teacher: Let students select objects and 
experiment with di??erent arrangements on the  
??rst day. 
They can put away the arrangement till the 
next visual art period and rearrange the 
still life as decided. 
In each of these artworks, identify the side from 
which the light is falling.
The tradition of making 
hand-painted clay objects 
is seen across India. Some 
artists make fruits 
and vegetables 
in various 
sizes, which 
almost look 
real.
DO YOU 
KNOW?
CH-16_VA.indd   179 CH-16_VA.indd   179 18-06-2025   16:07:09 18-06-2025   16:07:09
180  |  Kriti
  ACTIVITY 16.2: DRAW AND COLOUR THE STILL LIFE
Note to the Teacher 
• This activity will require 
2 periods of 40 minutes each, 
preferably as a block-period. 
• The still life arrangement should 
not be disturbed while students 
are working. 
• In case students use markers 
or sketch pens, they can use 
cross-hatching and stippling 
techniques with 
di??er ent colours 
to achieve colour 
tonalities, light 
and shade. 
MATERIALS
A4 size paper or 1/4 
chart paper, pencils, 
sharpeners, erasers, 
colouring medium of 
your choice
• In case students choose to prepare their own colours, ensure that the colours are ready to 
use before beginning this activity. 
• Ask students to participate in organising the seating arrangement in the classroom. They 
can sit around the still life arrangements in circular groups. By doing this, each student gets 
to view the object from a di??erent angle.
CH-16_VA.indd   180 CH-16_VA.indd   180 18-06-2025   16:07:10 18-06-2025   16:07:10
Page 5


16 
STILL LIFE IN 
COLOUR
From cave  paintings to temple 
sculptures, objects were an 
integral part of artworks, but 
were never the main subject. In 
Indian art, objects were depicted 
to convey symbolic meanings and were an integral part 
of the composition. For example, the Dharma Chakra 
or wheel of law, weapons and musical instruments 
were held by deities, courtiers, and so on.  
Around the 16th century, a big change took place. 
Objects became the main subject of artworks. Artists 
got interested in arranging and studying a variety of 
natural, and human-made objects which remained 
still. The skill in painting it was in the manner that 
not only make it appear three-dimensional but as if 
life was added to them. This is why such artworks 
came to be called still life.  
Still life are not restricted only to drawing 
and painting. Artists create still life compositions 
as photographs and sculptures too. Today, still 
life compositions are also used to create product 
advertisements for magazines, hoardings, newspapers, 
television, and so on. 
Swing as a Symbol in 
a Kangra Painting 
Wheel as a Symbol (Wheel of Dharma) 
in a Stone Carving, Sanchi Stupa 
CH-16_VA.indd   177 CH-16_VA.indd   177 27-06-2025   17:38:46 27-06-2025   17:38:46
178  |  Kriti
ACTIVITY 16.1: ARRANGING A STILL LIFE 
Step 2: Choosing the backdrop
Select one or two large pieces of single-coloured cloth to 
create a backdrop. The colour of the cloth should not distract 
your attention from the objects, rather complements it. If 
you do not have cloth, you can use any other material that 
would create a plain backdrop so that the objects are in 
focus.
A FEW OF MY FAVOURITE THINGS
In a still life, it is very important to have 
a visually interesting compositional 
arrangement. This leads our eye to explore 
every object as we perceive its contour, 
form, colour, texture and relate it to the 
other objects placed around it.
Make small groups according to your 
shared interests before beginning this 
activity.
Step 1: Choosing objects for a still life
1. Choose objects from your everyday life 
and culture, which convey your identity 
and belonging. You would enjoy making 
it because you know its minutest details. 
For example, a basket, clock, ball, toy, 
shoes, trophies, ??owers, fruits, etc.
2. Search for rare or unusual objects made 
by local artists along with other objects 
that complement it. 
3. Select three to four objects that are of 
varying materials, colours, textures, 
sizes and dimensions.
CH-16_VA.indd   178 CH-16_VA.indd   178 18-06-2025   16:07:07 18-06-2025   16:07:07
179  |  STILL LIFE IN COLOUR
Step 3: Arranging the objects
1.   Drape the cloth with a few folds that fall 
naturally.
2.  Place objects so that it appear to overlap a 
little when seen from di??erent angles. The 
objects should be composed as one unit.
3. Experiment with interesting placements 
before ??nalising an arrangement. For 
example, an object can be placed upright  
or on its side, or leaning on something or 
raised, etc.
4.   Light and shadow: Objects should be placed 
where light falls on it from one side, and 
creates tonalities and shadows. For this, 
you can partially close or open doors and 
windows in your classroom, or use screens, 
old banners, curtains or sheets to adjust, or 
??lter the light. 
Note to the Teacher: Let students select objects and 
experiment with di??erent arrangements on the  
??rst day. 
They can put away the arrangement till the 
next visual art period and rearrange the 
still life as decided. 
In each of these artworks, identify the side from 
which the light is falling.
The tradition of making 
hand-painted clay objects 
is seen across India. Some 
artists make fruits 
and vegetables 
in various 
sizes, which 
almost look 
real.
DO YOU 
KNOW?
CH-16_VA.indd   179 CH-16_VA.indd   179 18-06-2025   16:07:09 18-06-2025   16:07:09
180  |  Kriti
  ACTIVITY 16.2: DRAW AND COLOUR THE STILL LIFE
Note to the Teacher 
• This activity will require 
2 periods of 40 minutes each, 
preferably as a block-period. 
• The still life arrangement should 
not be disturbed while students 
are working. 
• In case students use markers 
or sketch pens, they can use 
cross-hatching and stippling 
techniques with 
di??er ent colours 
to achieve colour 
tonalities, light 
and shade. 
MATERIALS
A4 size paper or 1/4 
chart paper, pencils, 
sharpeners, erasers, 
colouring medium of 
your choice
• In case students choose to prepare their own colours, ensure that the colours are ready to 
use before beginning this activity. 
• Ask students to participate in organising the seating arrangement in the classroom. They 
can sit around the still life arrangements in circular groups. By doing this, each student gets 
to view the object from a di??erent angle.
CH-16_VA.indd   180 CH-16_VA.indd   180 18-06-2025   16:07:10 18-06-2025   16:07:10
181  |  STILL LIFE IN COLOUR
Step 1: Observe the still life from your angle
Look at the examples below, made by 5 di??erent 
students. Each student would have viewed this still 
life from a di??erent angle.
Find their di??erences and analyse by observing 
these points —
1. The areas occupied by the blue and green 
backdrops.
2. The overlapping portions and spaces between 
the objects.
3. The shadows and highlights on the objects.
4. The mouths of both containers.
Step 2: Five minutes observation
Look at the still life you have arranged and decide 
whether your drawing would ??t better vertically, or 
horizontally. Use the maximum space on your paper 
for drawing.
Next, observe the following —
 ? The size of each object and its proportion to the 
others.
 ? The lines and contours of every object. 
 ? Various shapes that are combined to make 
each object.
CH-16_VA.indd   181 CH-16_VA.indd   181 18-06-2025   16:07:11 18-06-2025   16:07:11