NCERT Textbook: Objects in Icons and Symbols | Arts (kriti) Class 7 - New NCERT PDF Download

 Page 1


??????? ?? ?????? ? ??????? ? ????? ????? ???? ? ??? ????? ??? ??  
??? ??????? ? ??????? ??????? ???? ?????? ????? ??????? ??? ??
kalana? pravara? chitra? 
dharmakamartha mok?hadam | 
ma?galya? parma? hyetada gr ? ihe 
yatra prati?h?hitam ?
Among the arts, painting is the foremost; it 
bestows dharma, artha, kama, and moksha. 
Wherever it is established, it brings 
auspiciousness.
— Chitrasutra from Vishnudharmottara 
Purana, Ch: 43 shloka 38
Page 2


??????? ?? ?????? ? ??????? ? ????? ????? ???? ? ??? ????? ??? ??  
??? ??????? ? ??????? ??????? ???? ?????? ????? ??????? ??? ??
kalana? pravara? chitra? 
dharmakamartha mok?hadam | 
ma?galya? parma? hyetada gr ? ihe 
yatra prati?h?hitam ?
Among the arts, painting is the foremost; it 
bestows dharma, artha, kama, and moksha. 
Wherever it is established, it brings 
auspiciousness.
— Chitrasutra from Vishnudharmottara 
Purana, Ch: 43 shloka 38
Note to The TeacherS 
Dear Teacher,
Let us take our students deeper into the fascinating 
world of visual arts, ideas and communication. In 
this grade, the focus is on broadening their exposure 
to visual art processes and traditions while honing 
their skills and techniques. It is important that you 
read every chapter carefully. You can modify the 
activities to suit your local context and the specific 
needs of your students. 
To create the best learning experience for every 
student consider the following points.
The Visual Arts classroom requires
1. Ample space for students to work comfortably.
2. Sufficient 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. Encourage students to create original artwork 
inspired by their observations of everyday life and 
experiences, rather than copying images from other 
sources.
4. Allow students to explore, investigate, experiment, 
collaborate and have dialogues in the classroom.
5. Include outdoor activities and field trips to explore 
and observe the life and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7. Invite local artists and craftspeople for interactive 
sessions, workshops for hands-on experience.
8. Inculcate simple habits of cleaning up after working, 
putting back used materials and maintain art 
materials with care.
9. Encourage students’ participation and decision-
making in selecting artwork for classroom display 
or exhibitions.
Page 3


??????? ?? ?????? ? ??????? ? ????? ????? ???? ? ??? ????? ??? ??  
??? ??????? ? ??????? ??????? ???? ?????? ????? ??????? ??? ??
kalana? pravara? chitra? 
dharmakamartha mok?hadam | 
ma?galya? parma? hyetada gr ? ihe 
yatra prati?h?hitam ?
Among the arts, painting is the foremost; it 
bestows dharma, artha, kama, and moksha. 
Wherever it is established, it brings 
auspiciousness.
— Chitrasutra from Vishnudharmottara 
Purana, Ch: 43 shloka 38
Note to The TeacherS 
Dear Teacher,
Let us take our students deeper into the fascinating 
world of visual arts, ideas and communication. In 
this grade, the focus is on broadening their exposure 
to visual art processes and traditions while honing 
their skills and techniques. It is important that you 
read every chapter carefully. You can modify the 
activities to suit your local context and the specific 
needs of your students. 
To create the best learning experience for every 
student consider the following points.
The Visual Arts classroom requires
1. Ample space for students to work comfortably.
2. Sufficient 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. Encourage students to create original artwork 
inspired by their observations of everyday life and 
experiences, rather than copying images from other 
sources.
4. Allow students to explore, investigate, experiment, 
collaborate and have dialogues in the classroom.
5. Include outdoor activities and field trips to explore 
and observe the life and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7. Invite local artists and craftspeople for interactive 
sessions, workshops for hands-on experience.
8. Inculcate simple habits of cleaning up after working, 
putting back used materials and maintain art 
materials with care.
9. Encourage students’ participation and decision-
making in selecting artwork for classroom display 
or exhibitions.
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks and confidently shares ideas, feelings and processes
1 1.2 Tries new ideas and takes suggestions while collaborating with each other
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 
Discusses the scale, appearance, material and themes seen in artwork (e.g., 
sculptures/paintings seen in local art forms and heritage monuments)
4 4.2  Uses art terminology while discussing or writing about artwork
4 4.2  Enquires about the work and socio-economic conditions of local artists
Visual arts, assessment should be based on the 
following Competencies for the Middle Stage.
C-1.1 Expresses confidently their personal and everyday 
life experiences through various visual art forms.
C-1.2 Demonstrates flexibility 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 the Visual Arts.
C-3.2 Refines ideas and techniques of visual 
expression from the stage of planning to 
the final presentation, and reviews 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.
Page 4


??????? ?? ?????? ? ??????? ? ????? ????? ???? ? ??? ????? ??? ??  
??? ??????? ? ??????? ??????? ???? ?????? ????? ??????? ??? ??
kalana? pravara? chitra? 
dharmakamartha mok?hadam | 
ma?galya? parma? hyetada gr ? ihe 
yatra prati?h?hitam ?
Among the arts, painting is the foremost; it 
bestows dharma, artha, kama, and moksha. 
Wherever it is established, it brings 
auspiciousness.
— Chitrasutra from Vishnudharmottara 
Purana, Ch: 43 shloka 38
Note to The TeacherS 
Dear Teacher,
Let us take our students deeper into the fascinating 
world of visual arts, ideas and communication. In 
this grade, the focus is on broadening their exposure 
to visual art processes and traditions while honing 
their skills and techniques. It is important that you 
read every chapter carefully. You can modify the 
activities to suit your local context and the specific 
needs of your students. 
To create the best learning experience for every 
student consider the following points.
The Visual Arts classroom requires
1. Ample space for students to work comfortably.
2. Sufficient 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. Encourage students to create original artwork 
inspired by their observations of everyday life and 
experiences, rather than copying images from other 
sources.
4. Allow students to explore, investigate, experiment, 
collaborate and have dialogues in the classroom.
5. Include outdoor activities and field trips to explore 
and observe the life and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7. Invite local artists and craftspeople for interactive 
sessions, workshops for hands-on experience.
8. Inculcate simple habits of cleaning up after working, 
putting back used materials and maintain art 
materials with care.
9. Encourage students’ participation and decision-
making in selecting artwork for classroom display 
or exhibitions.
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks and confidently shares ideas, feelings and processes
1 1.2 Tries new ideas and takes suggestions while collaborating with each other
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 
Discusses the scale, appearance, material and themes seen in artwork (e.g., 
sculptures/paintings seen in local art forms and heritage monuments)
4 4.2  Uses art terminology while discussing or writing about artwork
4 4.2  Enquires about the work and socio-economic conditions of local artists
Visual arts, assessment should be based on the 
following Competencies for the Middle Stage.
C-1.1 Expresses confidently their personal and everyday 
life experiences through various visual art forms.
C-1.2 Demonstrates flexibility 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 the Visual Arts.
C-3.2 Refines ideas and techniques of visual 
expression from the stage of planning to 
the final presentation, and reviews 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.
15 
OBJECTS IN ICONS 
AND SYMBOLS
In this chapter, you 
will learn how objects 
can be represented as 
icons and symbols to 
convey information. You 
will explore how these 
visual elements are 
used in logos, signages 
and even as emojis 
while texting. Through 
various activities, you 
will practise drawing 
objects to make them 
appear two-dimensional 
or three-dimensional 
and learn to convert 
them into icons.  
You will also explore 
how objects take on 
other meanings when 
used as symbols. 
Notice how the details 
in these objects have 
been removed to 
create icons.
Visuals help us communicate 
with one another. Examine the 
visuals on this page. Each one 
gives you information quickly 
and directly. Such visuals are 
called icons. 
An icon is a simplified visual representation of an 
object, place or idea. Icons do not show too many 
details. For example, a mobile phone display has 
icons depicting the clock, remaining battery charge, 
network connections, applications, and so on. Below 
are a few other icons that you come across regularly.
Page 5


??????? ?? ?????? ? ??????? ? ????? ????? ???? ? ??? ????? ??? ??  
??? ??????? ? ??????? ??????? ???? ?????? ????? ??????? ??? ??
kalana? pravara? chitra? 
dharmakamartha mok?hadam | 
ma?galya? parma? hyetada gr ? ihe 
yatra prati?h?hitam ?
Among the arts, painting is the foremost; it 
bestows dharma, artha, kama, and moksha. 
Wherever it is established, it brings 
auspiciousness.
— Chitrasutra from Vishnudharmottara 
Purana, Ch: 43 shloka 38
Note to The TeacherS 
Dear Teacher,
Let us take our students deeper into the fascinating 
world of visual arts, ideas and communication. In 
this grade, the focus is on broadening their exposure 
to visual art processes and traditions while honing 
their skills and techniques. It is important that you 
read every chapter carefully. You can modify the 
activities to suit your local context and the specific 
needs of your students. 
To create the best learning experience for every 
student consider the following points.
The Visual Arts classroom requires
1. Ample space for students to work comfortably.
2. Sufficient 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. Encourage students to create original artwork 
inspired by their observations of everyday life and 
experiences, rather than copying images from other 
sources.
4. Allow students to explore, investigate, experiment, 
collaborate and have dialogues in the classroom.
5. Include outdoor activities and field trips to explore 
and observe the life and culture around them.
6. Organise visits to museums, heritage monuments 
and melas.
7. Invite local artists and craftspeople for interactive 
sessions, workshops for hands-on experience.
8. Inculcate simple habits of cleaning up after working, 
putting back used materials and maintain art 
materials with care.
9. Encourage students’ participation and decision-
making in selecting artwork for classroom display 
or exhibitions.
Learning Outcomes that can be assessed across chapters
CG C Learning Outcomes Teacher Self
1 1.1 Exhibits artworks and confidently shares ideas, feelings and processes
1 1.2 Tries new ideas and takes suggestions while collaborating with each other
3 3.1 Carefully uses, cleans and stores art materials in an organised way
4 4.1 
Discusses the scale, appearance, material and themes seen in artwork (e.g., 
sculptures/paintings seen in local art forms and heritage monuments)
4 4.2  Uses art terminology while discussing or writing about artwork
4 4.2  Enquires about the work and socio-economic conditions of local artists
Visual arts, assessment should be based on the 
following Competencies for the Middle Stage.
C-1.1 Expresses confidently their personal and everyday 
life experiences through various visual art forms.
C-1.2 Demonstrates flexibility 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 the Visual Arts.
C-3.2 Refines ideas and techniques of visual 
expression from the stage of planning to 
the final presentation, and reviews 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.
15 
OBJECTS IN ICONS 
AND SYMBOLS
In this chapter, you 
will learn how objects 
can be represented as 
icons and symbols to 
convey information. You 
will explore how these 
visual elements are 
used in logos, signages 
and even as emojis 
while texting. Through 
various activities, you 
will practise drawing 
objects to make them 
appear two-dimensional 
or three-dimensional 
and learn to convert 
them into icons.  
You will also explore 
how objects take on 
other meanings when 
used as symbols. 
Notice how the details 
in these objects have 
been removed to 
create icons.
Visuals help us communicate 
with one another. Examine the 
visuals on this page. Each one 
gives you information quickly 
and directly. Such visuals are 
called icons. 
An icon is a simplified visual representation of an 
object, place or idea. Icons do not show too many 
details. For example, a mobile phone display has 
icons depicting the clock, remaining battery charge, 
network connections, applications, and so on. Below 
are a few other icons that you come across regularly.
156  |  Kriti
Look at the two icons of the fork and spoon. 
The positive space depicts the objects. 
The negative space is the blank space. 
Thus, black is positive in one image and negative 
in the other. Observe the positive and negative 
spaces in the other icons. Icons generally have a 
lot of negative space. 
This helps the main object to be visible even in 
very small sizes. 
ACTIVITY 15.1: UNDERSTANDING SIMPLE ICONS
Positive Space
Negative Space
Positive Space
Negative Space
Positive Space
Negative Space
Positive Space
Negative Space
Positive Space
Negative Space
Positive Space
Negative Space