A HANDBOOK TO SUPPORT THE EXPLORATION OF CREATIVE METHODOLOGIES AND OPPORTUNITIES FOR PEOPLE WITH AUTISM AND OTHER LEARNING

DISABILITIES

COPYRIGHT INFORMATION: Any commercial use, reproduction, redistribution or use for personal or corporate gain of the text and images published in this document is prohibited. Text pages are intellectual property of the artists and children/young adults with autism and learning disabilities - and may not be reproduced without permission. Images are subject to copyright restrictions by either the organisation, artist, the owner of the displayed artworks, a third party holding the copyrights or the owner of the artworks. Any reproductions without the permission of the copyright owner are strictly prohibited. For further advise, if you want to copy text, images, graphics or other intellectual property from this document, please contact Akshayee. Shetty by email: akshayee_shetty@gmail.com.

journey
Sense Kaleidoscopes was founded in December of 2012. As with most ventures, SK was born out of a dream in this case a dream to see that every child regardless of his or her label, has a chance at a worthwhile life a life that speaks of respect and self-reliance. Autistic children in Indian society are yet to be accepted. Their unique abilities and immense talents have not been recognized. Not all children diagnosed with autism or other neuro-developmental disorders can grow to self-reliance but most can, if given the chance to obtain quality education and support services. Sense Kaleidoscopes is located @ Bungalow no: 21, First Floor, Jakkur Plantations Layout, Adjacent to GKVK, Allalasandara Village, Bellary Road, Opp. Jakkur Flying Club, Bangalore-560064 This publication has been written and produced by Sense Kaleidoscopes. Content Graphic Design Photography Anima Nair Akshayee Shetty Akshayee Shetty and various children from past projects. 2

contents Foreword What exactly does SK do? Technology in the classroom What is Creativity? Objectives of the Arts Program Program Design Fees and Administrative Requirements 5 8 11 15 19 21 38

artwork by Jude, age 8 at Glasgow (2010)

artwork by Jude (2010)

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foreword
Creativity is central to all aspects of education, whether it is learning, teaching, organisation or policy and there has never been a better time to promote creative thinking. A huge void exists in the area of vocational and e-learning education for children with disabilities in India. Sense Kaleidoscopes will aim to create unique, individualized need-specific programs and environments that will encourage special children to learn, play, explore and develop. The programs focus on skill enhancement and application of learnt concepts, which aim at stimulating the childs learning capabilities, and unlocking their hidden potential which appears untapped even after attending school. We aim to create sustainable vocational practices for the children with disabilities hence, throwing open new doors of progression and making a strong statement through our disabled leaders in the arena of the politics of disablement. I also believe that my processes have redefined the need within me to reach out and provide solutions not only as a designer in the elementary way but as a social emancipator. If the visual arts are what keeps me alive and kicking everyday, I want to instil in others the same throbbing hope, motivation, and confidence.

AKSHAYEE. SHETTY

foreword
There can never be a problem in life we cannot find an acceptable solution to. It may not be a complete solution but it will be some kind of an answer. So it goes with the children on the autism spectrum when it comes to the question of what next in life? How do we make them independent? How do we give them the things all the other children take for granted such as friends, an inclusive society, a chance at making ones own money? These are all pressing issues for the parents and caregivers of these children. For us, it is a constant fear that we let our children down by not being able to provide them with the ability to survive on their own as much as possible without us. Empowering our children to tackle the world they find confusing and scary is the only worthwhile legacy we can leave them. And thus came the idea of teaming up to start Sense Kaleidoscopes, a vocational centre based on the arts we wanted to provide the children with a wide range of artistic possibilities to bring out formerly untapped streams of creativity. We also wanted to provide academic assistance to remedy the lack of a comprehensive academic program in most schools. The ultimate goal is to ensure that the children and young adults on the spectrum be equipped with the skills it takes to be contributors in society so that they too end up being valued citizens instead of merely different or ridiculed.

ANIMA NAIR

ENVISION...

SENSE KALEIDOSCOPES
wHAT ExACTLY DOES SK DO?
artwork courtesy - Outside Art

SenSe KaleidoScopeS aims to provide children and young adults on the autism spectrum, the opportunity to develop vocational skills by fostering their creative capabilities and leveraging their unique strengths through various artistic media. in order to achieve this objective, we aim to offer a three-point program detailed as follows Firstly, an interactive e-learning facility which is geared towards helping children absorb concepts in an effective manner through rich multimedia based content, mapped to learning plans based on each individuals ability. Secondly, we aim to expose the students to a wide variety of artistic platforms. The objective is to unlock the creative potential of each child/young adult and to free their minds to explore new thought processes. This will ensure the their need to indulge in what is perceived as undesirable behaviour will diminish and illuminate their understanding of the world around us.

We aim to use a network of consultants from the education sector, creative practitioners and others to provide a tailored approach to nurturing creative ability in young people. Research shows that exposing children on the spectrum to various artistic mediums shows a marked decline in behavioural issues by addressing their sensorial needs to a large extent. it also inculcates in the children the joy of self-expression, the confidence that comes from creating beauty and the knowledge that they too are as capable as any other child. Thirdly, we aim to collaborate with software corporations and socially innovative companies to help set up processes like software testing, data entry and validation that can be used by young adults with autism to build a sustainable working career. We believe that the unique abilities of children on the spectrum enable them to be intensely focused, detail-oriented and perfection-driven which 8 makes them a great fit for the more predictable

artwork by Beth, age 13 at Glasgow (2011)

process-bound software jobs. lastly but not the least, SK also plans to host a training facility and a comprehensive remedial program.

having difficulty with, it is possible to bring about marked improvements. in the current scenario in india, there has been

The training facility brings together experts who will conduct workshops and training sessions to educate professionals, parents and teachers in effective ways of dealing with children on the autism spectrum. all over the world, children with autism benefit from remedial training and yet the options for such children in india are not many. it has been proven that the human brain is adept at fixing itself to a huge extent and that new pathways of learning can be created. if the right approach is taken towards working with special needs children to improve their reading, comprehension and other basic skills they are

very little effort put into working out a solution for the problems children on the spectrum face whether it is in socialization, communication, comprehension or thinking flexibly instead these areas are largely ignored. This results in an entire generation of autistic children who do not have the means to perform to the best of their true ability. SK plans to introduce a remedial program that focuses on helping children overcome specific weaknesses so that the core deficits can be addressed alongside strengthening already existing skills. The objective is to correct and not merely compensate for the primary features of the autism spectrum disorder. 9

artwork by ATIF, age 13, Bangalore (2012)

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technology in the classroom

The latest buzzword in teaching across schools in india is the smart class technology. leading educational content and training solutions providers such as Hcl and Tata interactive Systems spearhead the technology in multiple schools across various cities of the country. The interactive multimedia-oriented digital The technology adapts multi-media which is mapped to curriculum content and illuminates abstract and difficult concepts with clarity thus bridging learning gaps for both the teacher and the student. The use of rich animated content that is projected in a They claim to assist children with learning difficulties as well though they do not provide specific content catering to those on the autism spectrum. classroom makes for a multi-sensory environment. This sort of teaching allows for innovative methods like hands-on activities, collaborative learning, task-design in real environments and content generation with regards to gaming and story-telling. 11 classroom model appeals to students of all descriptions prompting more and more schools to sign up for these kinds of smart class solutions. The smart class technology has enhanced the learning environments in various schools and empowered the teachers to develop innovative strategies to inspire children to learn more than ever.

RE-DESIGNING LEARNING ENVIRONMENTS

This is an active learning environment in which all the senses of a child are effectively employed. Sensorial learning is one of the most effective means of absorbing new ideas and concepts. children with autism and other special needs are also primarily sensorial learners. The formats of intervention like TeaccH, aBa, FlooR etc, all employ techniques that work on sensorial levels for the child. it is through sensory methods that professionals work to improvise social skill training, thinking skills, metacognition and interdisciplinary learning along with vocational skill training. However, technology is an area which is not effectively employed for children with disabilities in india. although mainstream schools offer the digi-class, the special schools are not able to implement this idea because of the diversity in the difficulties that affect the children on the autism spectrum. and despite the technology being available in mainstream schools, the huge numbers of children in the classroom does not allow for the teacher to pay special attention to the child with disabilities.

The content itself cannot be rendered directly to children with special needs and would need to be extensively modified for effective learning to occur. it also fails to address specific learning requirements, to facilitate generalization and to introduce functional academics in a meaningful manner. it is to address these gaps and to ensure that technology is adapted in the best way possible that Sense Kaleidoscopes has chosen to employ the use of an interactive classroom. We work with multiple sources of content and also make use of multimedia formats like a virtual lab and gaming. We also aim to use many interactive software tools along with ipads and android-based tablets to make learning as accessible as possible for the children. While our primary aim is to bring technology in an exclusive way to the special child we also work with research to implement effective content design to suit the specific needs of the children. To make this facility viable and accessible for one and all, we offer it as a support service which 12

Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!
- Dr. Suess

artwork by ALYx, Bangalore (2012)

will function in sync with the schools ieps. We design a program that will accelerate the goals and objectives of the iep along with the achievement of academic and social/communication goals. additionally, we also help design a home program that will ensure that the child is working at home on the same plan which will lead to independence and practice of new concepts and ideas. The program design is based on the level of the child, the needs of the child and the aims set by the iep for the child.

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The aim of art is to represent not the outward appearance of things, but their inner significance ARISTOTLE . . .being paper b o y s

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what is creativity?
Creativity is learning at its deepest and most powerful. It builds on the preciseness of all basic skills and habits of more familiar kinds of learning.

Creativity is an advanced form of learning that involves a finely tuned orchestra of mental attitudes and capabilities playing together in complicated rhythms.

Creativity does not have to be artistic. And you do not have to behave or dress weirdly to do it. It is as vital for accountants and receptionists as it is for designers and song writers.

Creativity is not one thing. It is not a unitary faculty that can be trained or cultivated by itself.

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learning ShOulD enSure... DevelOpmenT Of a range Of cOmmOn knOwleDge, SkillS anD aTTribuTeS Such aS perSOnal awareneSS, prOblem-SOlving, creaTiviTy, Team-wOrking anD mOral anD eThical awareneSS. Monster by VISHNU, Bangalore (2012)

The world of creativity is colourful, exciting and adventurous. We, at Sense Kaleidoscopes, celebrate creativity in all its complexity and beauty. We believe that having a creative approach to teaching and learning is essential to make learning interesting and effective. Todays learning environments neglect to engage the minds of the children especially those with learning disabilities and those on the autism spectrum. learning is not an exercise guaranteed to excite or provoke them. With the addition of creative arts into the learning programmes, students and teachers will find education a positive and fulfilling experience. The founders believe that providing a vocational training centre based on arts would be a step in the right direction to help these children and young adults find an outlet for their abilities. The idea is to bring together artists willing to train and offer apprenticeship programs to the children so that their work can reach a wider audience and

form a viable means of livelihood in the future. The curriculum is defined based on the needs of each individual and also with an understanding of the individuals inclinations and interests. Several interesting stories abound of how autistic adults lead successful and productive lives. The common theme that runs through them is the ability to excel in some art form. dr Temple Grandin, perhaps one of the most famous names in the field of autism for her advocacy of early intervention, of working with children to direct their energies productively, of recognizing and mitigating the effects of sensory overload also thinks in pictures with an unerring memory for detail which helps her sketch accurately and visualise in unusual ways. donna Williams is autistic she is also a writer, professional artist, singer / song-writer and a published poet as well as a world renowned public speaker from australia. Jonathan lerman, a young artist with autism, seized the attention of the world with his drawings that rendered a rare glimpse into the inner world of a boy who expresses his heart and soul in an unconventional manner. 16

artwork by JACK, age 12, Glasgow (2009)

daniel pout who lives in Britain finds art the perfect medium to express his emotions, memories and thoughts about the world. philip Stoeppelwerth, from U.S.a, a 17 year old deaf autistic who is unable to express anything but his most basic needs, uses his drawings to communicate with everyone and to convey his thoughts and feelings. noah Schneider creates computer and stop-motion animation; he has completed a dozen short films and received several awards. Stephen Mallon is an architect, a 3d illustrator web developer and composer of electronic music and art noise. emile Foy-legault, an aspergers child , loved drawing from a very young age. He drew purely out of necessity - it was his way of maintaining focus and regaining calmness. drawing is still something very private for him. orko Ray from india started with making bold strokes while he suffered from motor control issues. Today, his works are proudly displayed at different arts exhibitions.

3 digital artworks on right by ATIF, Bangalore (2012)

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Digital Scribble by RAMAM, Bangalore (2012)

we are all, Or can be, creaTive TO SOme Degree. creaTive pupilS leaD richer liveS anD, in The lOnger Term, make a valuable cOnTribuTiOn TO SOcieTy.

Most individuals with autism excel at some skill wholly bypassing others or else having only the most rudimentary grasp over them. This uneven development of skills poses a great challenge to professionals working with these individuals. it is both a measure of their ability and the symbol of their inability to fit in the regular moulds. There are three different types of specialized autistic minds. The first type is the visual thinker who thinks in pictures , the second type is the pattern thinker who instead of creating photo-realistic images like the first type, creates instead images filled with patterns and can draw up relationships with numbers. The third type is of the specialized mind on the spectrum who can be very good with words and is usually not interested in art. They all however respond best to sensorial methods of learning. no matter what the category, ability of any type must be recognized, nurtured and improved. This is where Sense Kaleidoscopes hopes to make a difference. We aim to use the creative arts media to explore, develop and sustain creative abilities and improve the degree of communication that children and young adults on the autism spectrum have with the outside world. We hope to unlock the potential of these minds; we want to give them the freedom to discover their capabilities and to facilitate an independent life for each of them as far as is realistically possible. PRANAV, 11, Bangalore (2012)

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OBJECTIVES OF THE ARTS PROGRAM

To promote awareness about the efficacy of the arts media by delivering empowering arts programs to aid in engaging the minds of children and young adults on the autism spectrum. To open up opportunities for everyone to take part in learning new life/creative skills, finding their own creativity, working with others and developing transferable skills, interpersonal skills and self worth. To initiate workshop/mentorship models, so that children are introduced to positive experiences by taking part in diverse art forms aimed at encouraging them to develop new skills.

To build networks with creative artists and organisations to ensure that the children can be exposed to live working environments so that the possibilities of working in studio spaces can be introduced, which is a pre-requisite of creating a professional practice To build new avenues of employability through the digital arts by exposing the children to varied software like adobe creative Suite, corel, Flash, dreamweaver, etc. in a structured manner so that they are able to use them productively. To initiate international and national artist led residencies, in order to give the children and young adults a chance to explore new and more provocative ideas and concepts. To support children and young adults to demonstrate their talents and achievements by participating in local, national and international art events, exhibitions and exchanges, with well-known professional national/international artists, so that we can aim to change public perceptions and create a more level playing field. To initiate a safe environment and support structure that will aim to provide consistent vocational training programs for young adults to develop a creative practice and establish themselves as creative practitioners in the art world.

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Program Design

individuals with autism can greatly benefit from a well-rounded arts based therapy program. The main areas of focus of such a program would be increasing communication skills, developing a sense of self, relationship building and facilitating sensory integration. arts therapy can help autistic children better develop the neural pathways of learning and provide more options for self-expression. The use of a multi-sensory arts program can help integrate the senses such as sight, hearing and touch. This approach results in a decrease of undesirable behaviour as well as improved cognitive and emotional growth. With this in mind, Sense Kaleidoscopes offers a wide variety of arts-based programs individually tailored to each childs requirements and ability.

please bear in mind that the age restrictions mentioned for the specific modules are not mandatory. if a childs inclinations are clear and one has a strong focus, we will design the program based on ability hence, it will not be age specific. Moreover, the program design is specific to an indivduals inclinations, abilities and motivation to explore. We provide varied plans and programs from children from the age of 5 to adults aging 35. Following is a listing of modules through which we will aim to do with young ones to explore, discover and entice the senses while working with attention spans and concept building; moving to the work we aim to build for vocational purposes for adolescents and young adults. 21

by prOviDing rich anD mulTi-DiSciplinary cOnTeXTS fOr pupilS TO acQuire, DevelOp anD apply a brOaD range Of knOwleDge, unDerSTanDing anD SkillS, The prOgram muST enable STuDenTS TO Think creaTively anD criTically, TO SOlve prOblemS anD TO make a Difference fOr The beTTer. iT ShOulD give Them The OppOrTuniTy TO becOme creaTive, innOvaTive, enTerpriSing anD capable Of leaDerShip TO eQuip Them fOr Their fuTure liveS aS wOrkerS anD ciTiZenS.

Workshops for sensory engagement and to develop Wild expression (age 5 plus) come for a multi-disciplinary experience wherein the students will be exposed to varied media to engage all the senses in a constructive manner. While the students sense varied media and experience different smells, textures and tastes, they will also learn to engage in sensory play in a positive way along with treading effectively on the developmental path. So come and make a polymer clay sculpture, create spin art, explore space through movement and splatter paint while learning about basic printing thus exploring new worlds filled with multiple sensorial stimuli. The sessions will be free-flowing keeping in mind the intention to explore spaces, colours and senses through the most innovative methods possible. Workshops on music and movement (age 5 - 6 plus) This course will provide for an environment where toys, stories, singing and instruments will live side by side. Musical skills are introduced in accordance

with each childs capabilities and developmental readiness. children will be taken on an imaginary adventure where they will continue to explore musical concepts through singing and creative movement activities using beanbags, hoops, and instruments like rhythm sticks. Musical stories will captivate their imaginations and interactive games will encourage them to engage. Workshops on clay and sculpture (age 5 plus) This course will provide an orientation for the tactile senses, which will also initiate the refining of motor skills. Students will be directed to sculpt, pinch, roll, glaze and fire their clay creations. We will aim to begin with basic shapes and forms graduating to the creation of personal portraits with polymer clay or of their mom, dad or the dog next door. Drawing and Painting for children (age 5 plus) These sessions will be based around practical hands-on learning, exposure to varied materials and ideas to stimulate lateral thinking and creative development. all these sessions will be on a one 22

DIgital Artwork by NANTHA, age 12, Bangalore (2012)

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to one level unless the child can participate in a group. also, the formation of groups will be based bearing in mind the combination of abilities and comprehension among the children to provide for a level playing field. Hence, the programs planned will also be adapted to suit the needs of the students in a group to facilitate more interaction and relevant communication among the children. Workshops on super heroes, comical

This course will focus on the fundamentals of drawing and painting while working with still life and the figure. Students will be introduced to drawing using different materials and the elements of line, tone, proportion, composition and structure. Students will also be exposed to the essentials of painting and colour theory. These will consist of various drawing exercises that will help one see, feel and build the objects into the line and stroke forms. it is necessary that the child has either displayed an inclination for drawing or has had some informal training with regards to drawing techniques to join this coursework. if not, an individual plan will be devised to provide a solution, which will blend the beginners and the introduction coursework

characters, magical creatures and monsters (age 8 - 10 plus) These sessions will engage with the interests of the student with regards to their favourite characters. Based on their inspirations, the students will aim to design super heroes, characters, magical creatures etc, also design their powers and create clay models of it. The students will design the life cycles of various magical creatures, monsters, wizards, ogres etc some of which can be dangerous. They will also engage with building super planets, evil hideouts, homes and neverland-like landscapes in which to place our heroes, creatures and villains. This course will engage with drawings, sketches, paintings, multi-media and sculpting. children will paint magical creatures in unique styles and create magical globes which magical characters. introduction to Drawing and Painting (12 plus) This course is intended to develop the students understanding of drawing as a crucial aspect of research in the construction and composition of painting. This is a flexible course that will offer instruction in a wide range of drawing and painting media.

PRANAV, 11, Bangalore (2012)

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As my artists statement explains, my work is utterly incomprehensible and is therefore full of deep significance
Calvin

VISHNU, 11, Bangalore (2012) Drawing with Paint (12 plus) This course will teach students to work from still-life, images and photographs using mainly monochrome and drawing on a larger scale. instruction will be given in simple washes, grounds, mark-making and dry brush techniques. Materials like charcoal, chalk, pencil and conte will be used for a range of different exercises. abstract Drawing (12 plus) This course offers an exciting and inspirational approach to art making. Using a range of techniques and materials you will explore a variety of methods in drawing. The aim is to use images, explore imaginative ideas and examine and engage with contemporary examples of abstract drawings by artists across the globe. it will be made mandatory to use age specific material to help the children contextualise their projects. Beginning life Drawing (12 14 plus) life drawing is an integral part of art education and forms a fundamental basis for any art practice. This course will introduce the students to a variety of practical approaches to drawing the human figure. The students will be taught methods of measurement and analysis and introduced to various materials and techniques. MISC KIDS, GLASGOw (2010))

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EVERY CHILD IS AN ARTIST, THE PROBLEM IS STAYING AN ARTIST wHEN YOU GROw UP PABLO PICASSO
Self-Portrait by ROHIT, 11, Bangalore (2012)

Through a series of workshops we will look at structure, form, proportion and perspective what these terms mean and how they work. drawing anatomy teaches the students to draw people, drawing grids on photographs helps us understand perspectives, drawing nature helps us focus on simple things like the petals of a flower which will help us learn how to look at something clearly and be honest on the paper with the imagery which will also fine tune the abilities of looking and drawing. Drawing anatomy (14 plus) This is an intensive workshop where the students will focus on the major forms of the human body. drawing exercises and demonstrations will work with using directional lighting hence, directing the focus on detailing. particular attention will be given to identifying skeletal landmarks, providing reliable points of comparison and a clear grasp of plane breaks and articulation. This stage of drawing will engage with less reliance on early measurement enabling the students to work in an intuitive, responsive manner while keeping a sense of proportion. This course is suitable for those who have a background and have attended life class and are experienced artists. Drawing still-life, nature and landscapes (12 14 plus) Still life and imagination will be the main components of the course. This course will provide the students with a chance to explore different materials, drawing techniques and approaches. it will help develop skills and understanding in the use of line, tone, texture and composition. The students will be encouraged to draw from observation, memory and imagination. The main aim is to explore the objective and subjective methods of creation. eventually the students will experiment with materials and work towards developing an individual approach.

AERODYNAMICALLY, THE BUMBLE BEE SHOULDNT BE ABLE TO FLY, BUT THE BUMBLE BEE DOESNT KNOw IT, SO IT GOES ON FLYING ANYwAY Mary Kay Ash
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TO BE AN ARTIST IS TO BELIEVE IN LIFE.

-Henry Moore

Digital Artwork by ATIF, 14, Bangalore (2012)

Portrait study (14 plus) This course will train the eye and mind to work in tandem. it will help the students to question their understanding of what they think they see when viewing the subject. Students will examine the relationship between colour and form, painting and compositional techniques and work with a range of media. introduction to oil Painting (12 14 plus) This course is designed for students who have zero or very minimal experience of the media. The aim is to help the students to further enhance their knowledge and skills of drawing and painting. Through sophisticated exercises, the students will learn about the nature and use of materials, tone, composition

and colour. By working in a step-by-step process with still life and photographs the students will be introduced to the fundamentals. oil Painting from the Beginning (14 -16 plus) This course aims to be a more detailed program that will lay a foundation in the basics of painting in oils. The students will cover the preparation of painting surfaces (canvas stretching etc), tonal studies, the mixing of colour, indirect painting, glazing and experimental mark making. The aim is to get the students to experience the versatility of oil paint and to provide a solid base of technique, which will employ skills that will engage in creations of accurate rendering and of an abstract nature. The students will learn to handle the unique properties of oil paint, to mix colour and apply paint while developing unique styles of employing the many techniques this medium has to offer.

MISC KIDS, GLASGOw (2010)) 27

EVERYBODY IS A GENIUS. BUT IF YOU JUDGE A FISH BY ITS ABILITY TO CLIMB A TREE, IT wILL LIVE ITS wHOLE LIFE BELIEVING THAT IT IS STUPID. Albert Einstein

acrylic Painting from the Beginning (14 -16 plus) This course will expose the students to the tremendous versatility of acrylic paints with the outstanding colour range, environmental benefits and great value. The students will take advantage of the quick drying quality of acrylic paint, to work rapidly, emphasizing immediacy, directness and colour sensitivity.

Drawing with Paint (12 14 plus) This course will engage students to work from still-life, images and photographs using mainly monochrome and drawing on a larger scale. instruction will be given in simple washes, grounds, mark-making and dry brush techniques. Materials like charcoal, chalk, pencil and conte will be used for a range of different exercises. abstract Drawing (14 16 plus)

Water based media (14 -16 plus) This course will cover many aspects of transparent and opaque water based media like gouache, inks, acrylic and watercolour paint. There will be an emphasis on exploring a range of techniques and applications. This course will mainly focus on the artists that have worked in this media. The students will be exposed to their works and then there will be an emphasis on exploring with a range of contemporary and traditional techniques and applications. The aim of this course is to help students develop a unique style and handle material within representational and non-representational formats. DANIEL, 11, Bangalore (2008)

This course offers an exciting and inspirational approach to art making. Using a range of techniques and materials you will explore a variety of methods in drawing. The aim is to use images, explore imaginative ideas and examine and engage with contemporary examples of abstract drawings by artists across the globe. it will be made mandatory to use age specific material to help the children contextualise their projects. Workshops on artist Focus (12 14 plus) This is an arts appreciation program designed to be child friendly and a relevant learning program to build skills with regards to arts and the world of

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wHAT ART OFFERS IS SPACE - A CERTAIN BREATHING ROOM FOR THE SPIRIT.
-John Updike
Digital Artwork by ALYx, 14, Bangalore (2012)

artists who have influenced it. Moreover, the material used will be age specific and fun filled so that the children can engage more effectively with the intricacies of the art world. The children will be encouraged to paint Van Gogh, picasso, Klee or Yusuf arrakal inspired masterpieces. The children will learn about the artists and their colourful patterns, first symbols and unique styles along with basic colour blocking and blending techniques. along with different artists, different media will also be explored. illustration (14 16 plus) This course will provide an introduction to illustration along with studying different techniques that will help one develop skills as an illustrator. With the help of carefully designed exercises and activities; the students will be exposed to different processes of illustration. new media work with image making (14 16 plus) This course will provide the students with an opportunity to expand their image making through the combined use of photography and drawing. Basic principles of both media will be identified before bringing them together on one surface. Through a series of guided exercises, the students will create photographic source material and develop a series

of sketches emphasizing on line, form and mark making. Following this process, creative strategies like collage, repetition and layering will be adapted to develop the final product. comic Books and graphic novels (14 16 plus) This course is an active approach to the understanding and creation of personal ideas. comics are made up of superheroes, magical creatures, talking animals, personal or fictional accounts with varied styles and projects.

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Through a series of sessions we will explore various examples and aim to develop a better understanding of the medium while working with individual ideas to develop finished products. Good drawing skills would be advantageous. sculpture (14 16 plus) This course introduces the students to the fundamental techniques, materials and equipment used to create sculpture. The students will be exposed to varied approaches of construction, and how to manipulate a range of materials. There will be an emphasis on contemporary techniques in casting, and we will aim to register processes and develop a piece of cast sculptural work by the end of the course. The sculpted head (14 16 plus) This course will expose the students to work with modelling a clay head. There will be an emphasis on considering and conveying the qualities of form, mass and proportions.

The completed works will be dried for a number of weeks before being fired and finalised. This course is suitable only for those with some experience of working with the medium or those with tactile inclinations. ceramics Workshop (14 16 plus) This course will offer a wide range of exciting creative possibilities, with easy-to-learn techniques leading on to the more advanced stages. The course will include working on the wheel, press moulding, pinch, coil and slab work as well as a wide range of surface decoration. screen Printing (14 16 plus) This course will expose the students to the exciting possibilities of screen printing with easy to learn techniques moving to more advanced techniques as skills progress. a significant aspect of this course is to include the study of artists who work in this media. The students will learn all aspects of photo-stencil

The students will aim to develop an understanding of how to accurately render the human head three dimensionally. Students will learn to use the tools and equipment required for figurative sculpture and receive instruction individually.

screen production in this course. Students will explore autographic/hand drawn, photographic and electronic imagery and work both in monochrome and colour. instruction covers stencil making, colour registration, print finishing, editing and advanced printmaking techniques. mixed media (14 16 plus) This course will engage the student with a variety of high-grade professional art materials. Trained artists will guide the students through a wide spectrum of art techniques and mediums.

Aeroplane by ROHIT, age 12, Bangalore (2012)

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wHEN ONE CREATES SOMETHING, wHEN ONE DOES SOMETHING, IT BUILDS SOMETHING INSIDE ONE THAT NEVER REALLY GOES AwAY.

Most of the coursework will involve hands-on learning and the students will be encouraged to experiment in a variety of materials with activities designed to stimulate lateral thinking and creativity in a relaxed and supportive environment. Theatre (10 12 plus) This course will introduce the students to theatre games, resources and collaborative learning. This program is not just limited to stage or executing formal plays but for the students to use creative dramatic techniques to be able to gain more from regular school subjects by making learning come alive. By doing what it is we are to learn, we retain more information about the subjects. Moreover theatre is a way to listen and communicate more confidently while understanding roles and social situations. The skills one would acquire through dramatics are problem solving, planning, organizing, empathy, self-confidence, communication, creative thinking, and analysing. Varied techniques like pantomime, story dramas, improvisational work, role-playing and games will be adapted to expose the students. With dramatics, students will build skills of various capacities like interpersonal and social skills along with theatrical skills that will have a lasting impact.

techniques of vocal and instrumental music. Music education helps to develop brain areas involved in language and reasoning as it develops the left side of the brain known to be involved in processing language and can actually wire the brains circuits in specific ways. linking songs to new information can also help imprint information on young minds. Moreover, music enhances teamwork, discipline, attention to detail, and helps to develop confidence. depending on the inclinations of the student, he or she will be given the necessary training to develop vocational skills. Digital Photography (10 12 plus)) This course will expose the students to simple and complex techniques of digital photography. The aim of this process is to encourage the students to look closer and to start looking at things in a new perspective. as a form of art, photography is a marvellous tool of self-expression and hence will open avenues of communication. Through familiarity with the processes of photography, students will also learn to adapt and apply the lessons in science, math and computer skills. This course will expose the children to various equipments and also software like photoshop to learn about photo-editing techniques. animation for Beginners (10 plus)

music (14 16 plus) This course will aim to expose the students to various

This course will aim to introduce the world of technology to the students in basic, traditional 31

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ROHIT, age 12, Bangalore (2012)

forms. This is a hands-on format wherein the students will start by building the flipbooks, thaumatropes and phenakistoscopes to actually embed the concepts of animation techniques in their minds. That will then lead to the creation of short play snippets using simple tools of stop motion animation. animation (10 12 plus) This course is suitable for someone who is acquainted with the traditional and basic ideas of animation. Herein, we will explore the 2d and 3d techniques of animation. it is to be noticed that with regards to 3d animation techniques, the children will again be exposed to the basics.

lego, personal toys, objects from the environment or modelling clay. animation (12 14 plus)) This course will expose students to experiment with animation techniques and themes. The students will learn how to create digital cartoons and to edit the films using sound. animating characters and dreaming up story ideas will be key in this course. The course will help the students discover the techniques and optical principles that make animation possible through a series of practical animation activities and concludes with an exhibition or screening and a secure online showcase. Film- making (advanced program only)

The students will have the opportunity to make mini movies using a variety of techniques like optical toys, drawings, cut-outs and plasticine. The basic stages will involve the development of storyboards, your own characters, sets & props using acrylic paints, canvas,

This course will aim to engage the students with the process of film-making and the necessary equipment. The course is adapted to suit all knowledge levels and experience. The process of writing a story, acting, scripting to direct and camerawork through to editing will 33

be explored in simpler to advanced levels. Students will first begin with simpler cameras and if their inclinations grow they will then be moved to high definition video camera that is used to make documentaries. other areas like voice recording with boom microphones and lighting will also be covered in advanced levels. creative collaborations (10 12 plus) This course will be defined by the collaborations we make. For example, we have made and hope to continue to make more collaborations with various arts units in the city. Through these collaborations, we aim to plan

specific advanced workshops to further the skills of the children and adults. in this way, we will also hope to expose the students to varied work environments. These workshops will be planned once the student has made clear his inclinations along with achieveing a certain level with regards to training with a particular skill. international and national residencies - (12 plus) artist Residency programs will form a core feature of the program design at SK. artist in Residence programs

ATIF, age 14, Bangalore (2012)

ROHIT, age 12, Bangalore (2012)

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are created to invite artists, academicians and all manner of creative people for a certain period of time to explore and experience an environment that is unusual. This is an opportunity for individuals to reflect, research, present or produce from an exploration which has taken place in another context. This will be a chance for artists to redefine themselves and their practice by using new materials, experiencing life in a new location and within new communities. This program will allow the children to broaden their horizons and interact with people from varied cultures while learning about new media, new expressions and new perspectives. if you as an artist are interested to apply for this then please get in touch with - akshayee. Shetty at akshayeeshetty@gmail.com. Portfolio classes (advanced program only) (inclusive program) age 14 plus This is an inclusive program hence, will remain open to adolescents without any barriers. This course will provide students an opportunity to work in a unique art school environment surrounded by dynamic mentors full of creativity and inspiration. The course is structured to assist students in the selection of a specialist area of study. Maintaining drawing as the foundation, the course will be designed in project forms and will be critique driven. The projects will vary in lengths ranging from six to fifteen weeks. Seminars, exhibits and discussion groups will be conducted to broaden students awareness of both historical and contemporary arts practices. These underpin and support the studio work, enabling students to contextualize their practice and situate their work within a broader artistic context. This course will provide a platform for feedback and reviews, as well

as advice on selection and presentation of work for inclusion in a portfolio for application. a fundamental component of the course is resourcing and exploring ideas through independent sketchbook work, which will aim to extend the practice with the studio and class hours. instruction will be delivered through individual studio tutorials and group discussion and critique sessions. Physical training Programs - age 6 plus SK believes in a holistic approach and hence, it is mandatory for students to be involved in some sort of a physical program. We offer one to one training sessions where the program is designed based on the needs and the abilities of the student. We also aim to work with neuro-muscular difficulties through exercise, yoga, or pilates. There is an emphasis to also teach the children to pick up a skill by being trained in a sport for example swimming, cricket or tennis. We are collaborating with trainers who train children for the disability olympics and also with trainers who work with methods like Watsu, Yoga and pilates. We also provide diet and nutrition advice as part of the program and hope to achieve results through consistency and diligence. Pre-Vocational training - age 12 plus SKs approach is designed to ensure that the individuals are able to make a smooth transition from being a school boy to a contributing adult in the community. For individuals with autism we put together a three point program which involves the refining of communication, behaviour and social skills. The aim of this program is to establish independent living and functioning in accordance with skill training along with requisite conditioning in varied environments. 35

 horticultural training - age 12 plus Sense Kaleidoscopes in collaboration with artyplantz offers Horticulture Therapy. Research has proved that horticultural therapy as a palliative cure for people suffering from various problems. it has been proven to be a very useful therapy especially for people with autism. a sensory garden forms a part of the therapy and would offer elements within the garden that would stimulate sensory perceptions in pleasant ways enhancing stress reduction and healing. The outdoor and a garden filled with specially chosen plants of special colours and textures have proved to help in offering solace to many people with autism. The therapy itself would involve several activities involving plants and gardening activities directed towards helping to reduce aggression and offering opportunities to focus on capabilities. For the advanced programs, based on the inclinations of the children or the young adults, we will also design programs to initiate vocational skills thorugh the varied methods of gardening.

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HENRY, age 14, Glasgow (2010)

ROHIT, age 12, Bangalore (2012)

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FEES AND ADMINISTRATIVE

REGULATIONS

tuition and Fees Tuition fees and other charges are to be paid in full prior to the first day of classes each semester, in order for students to be officially registered. each semester will comprise of four months. Receipts for payment will be handed in person, else mailed to the permanent address that we have on record. all payments will be taken only in form of demand drafts or cheques favouring Sense Kaleidoscopes at Bangalore. The trustees of the School reserve the right to change tuition rates or fees at their discretion, whenever it is determined advisable and unavoidable based on the program developments for the students. The students fee schedule depends on the programme of study one has undertaken and is available upon request. Since, we also offer parttime and individual sessions based on the needs of the child, the fee and the payment method will be subject to change. The tuition fees do not include stationery and art supplies, transport and accommodation. if the parent needs to discuss different modes of payment, we would request them to fix an appointment with one of the trustees to set up

a convenient time for both parties to meet and discuss other options. Faculty advisors are here to know, help and guide the student through the program of studies. Their main aim is to facilitate the development of the student. if there are any concerns with regards to the faculty advisors please make an appointment to meet with any one of the trustees. caution Deposit every student on admission to SK is required to pay a refundable caution deposit of Rs. 25,000. This is a safeguard against breakage or damage to SK property that could be attributed to the concerned student. in such cases, the money will be held back by the school. otherwise the amount will be refunded when the student withdraws from Sense Kaleidoscopes. refund Policy Refunds will be considered depending on the nature of the request and circumstantial evidence to support the case. Refunds will be processed upon receipt of a written request, or a completed standard refund form. Refund will be processed within three to four weeks. no tuition refund is 38

made when withdrawal of a student is required by the SK authorities. academic regulations The curriculum is flexible within certain

Sable hair brushes (0, 2, 4 6 8 10 and Flat 3 & 6), palette, a4, a3, a2 drawing Square, Sketch books, T-2 portfolio Files ( imperial and half imperial size). lockers The students will be allotted locker spaces. They must store their portfolio and other materials in the locker. Students must make a checklist of the materials and also bring a personal lock and keys. also, please hand a duplicate key to the office. code of Personal conduct at SK, we expect everyone from students to the teachers to follow the values and principles by which this institution has been formed. We expect the personal and professional lives of all those who are part of SK to be guided by respect for the integrity of the individual and the welfare of the community.

requirements and guidelines. it must be noted that all courses are not offered each semester. parents and students are advised to keep in close contact with the faculty advisors regarding the program deisgn. SK aims to offer a series of core modules which will provide the student with a strong foundation which will enable them to focus on an area of specialization. all students will be assigned academic supervisors. This supervisor will have the responsibility to meet the parents whenever they seek advice about the progress of the student or even the details of the program design. General things that the supervisor must be kept aware of at all times: 1. Updated current address 2. General information on medical or other conditions which affect the students work 3. any changes to be made to the program of study art supplies Students who are in programs that will deal with mid-level or advanced training are expected to buy and maintain their own art materials. The following list should help build/extend or replenish the students personal stock. Brown paper, newsprint, cartridge paper (imperial Size), K.G. cardboard - (black for mounting), Black charcoal, pencils - (HB, 2B, 4B, 6B), colours - (posters & acrylic) oil paints & canvas (only if and when the student is being trained with this medium), crayons, colour pencils, Water colours,

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LIGHT DRAwING BY MISC KIDS, GLASGOw (2008- 2010)

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