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A HANDBOOK TO SUPPORT THE EXPLORATION OF CREATIVE METHODOLOGIES AND

OPPORTUNITIES FOR PEOPLE WITH AUTISM AND OTHER LEARNING DISABILITIES

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journeySense 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 Anima NairGraphic Design Akshayee ShettyPhotography Akshayee Shetty and various children from past projects.

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contents

Foreword 5

What exactly does SK do? 8

Technology in the classroom 11

What is Creativity? 15

Objectives of the Arts Program 19

Program Design 21

Fees and Administrative Requirements 38

artwork by Jude, age 8 at Glasgow (2010)

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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 child’s 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

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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 one’s 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

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ENVISION...

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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 individual’s 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

makes them a great fit for the more predictable

SENSE KALEIDOSCOPESwHAT ExACTLY DOES SK DO?

artwork courtesy - Outside Art

8

process-bound software jobs. lastly but not the

least, SK also plans to host a training facility and a

comprehensive remedial program.

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

having difficulty with, it is possible to bring about

marked improvements.

in the current scenario in india, there has been

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.

artwork by Beth, age 13 at Glasgow (2011)

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artwork by ATIF, age 13, Bangalore (2012)10

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.

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

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.

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

classroom model appeals to students of all

descriptions prompting more and more schools to

sign up for these kinds of smart class solutions.

They claim to assist children with learning

difficulties as well though they do not provide

specific content catering to those on the autism

spectrum.

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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

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.

RE-DESIGNING LEARNING ENVIRONMENTS

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will function in sync with the school’s 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.

artwork by ALYx, Bangalore (2012)

“Think left and think right

and think low and think high.

Oh, the thinks you can think up

if only you try!”

- Dr. Suess

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. . . be i ng pape r boys

The aim of art is to represent not the outward appearance of things, but their inner significance ARISTOTLE

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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.

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.

Today’s 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 individual’s 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.

Monster by VISHNU, Bangalore (2012)

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

artwork by JACK, age 12,

Glasgow (2009)

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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 asperger’s 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.

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.

PRANAV, 11, Bangalore (2012)

Digital Scribble by RAMAM, Bangalore (2012)

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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.

• 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.

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.

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please bear in mind that the age restrictions

mentioned for the specific modules are not

mandatory.

if a child’s 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

indivdual’s 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.

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 child’s requirements and ability.

Program Design

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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.

with each child’s 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

• 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

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DIgital Artwork by NANTHA, age 12, Bangalore (2012)23

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

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.

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

PRANAV, 11, Bangalore (2012)

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“As my artist’s statement explains,

my work is utterly incomprehensible

and is therefore full of deep significance”

Calvin

• 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.

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VISHNU, 11, Bangalore (2012)

MISC KIDS, GLASGOw (2010))

“AERODYNAMICALLY, THE BUMBLE BEE SHOULDN’T BE ABLE TO FLY, BUT THE BUMBLE BEE

DOESN’T KNOw IT, SO IT GOES ON FLYING ANYwAY” Mary Kay Ash

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.

EVERY CHILD IS AN ARTIST,

THE PROBLEM IS STAYING AN

ARTIST

wHEN YOU GROw UP”

PABLO PICASSOSelf-Portrait by ROHIT, 11, Bangalore (2012)

26

• 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.

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Digital Artwork by ATIF, 14, Bangalore (2012)

MISC KIDS, GLASGOw (2010))

“TO BE AN ARTIST IS TO BELIEVE IN

LIFE.”

-Henry Moore

• 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)

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

• 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.

• 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.

“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

28

DANIEL, 11, Bangalore (2008)

28

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.

29

Digital Artwork by ALYx, 14, Bangalore (2012)

wHAT ART OFFERS IS SPACE - A CERTAIN

BREATHING ROOM FOR THE SPIRIT.

-John Updike

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

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.

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 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.

Aeroplane by ROHIT, age 12, Bangalore (2012)30

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 brain’s 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)

This course will aim to introduce the world of

technology to the students in basic, traditional

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.

• music (14 – 16 plus)

This course will aim to expose the students to various

wHEN ONE CREATES SOMETHING, wHEN ONE DOES SOMETHING, IT BUILDS

SOMETHING INSIDE ONE THAT NEVER REALLY GOES AwAY.

31

LIGHT DRAwING BY MISC KIDS, GLASGOw (2009)32

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.

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,

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)

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

ROHIT, age 12, Bangalore (2012)

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

ROHIT, age 12, Bangalore (2012)

ATIF, age 14, Bangalore (2012)

34

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 student’s 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

SK’s 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.

36

3537

ROHIT, age 12, Bangalore (2012) HENRY, age 14, Glasgow (2010)

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 student’s fee schedule depends on the

programme of study one has undertaken and is

available upon request. Since, we also offer part-

time 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

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 student’s 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

student’s 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,

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.

39

40LIGHT DRAwING BY MISC KIDS, GLASGOw (2008- 2010)