MathematicsCoordinate Geometry: The students' prior knowledge of coordinate geometry and related terms such as axis, origin, abscissa, and ordinate was assessed. The session started by reviewing linear equations, variables, and solving linear equations. The concept of linear equations in two variables was explained, and the students enjoyed understanding the process of forming and solving such equations. Heron's Formula: The students' understanding of the area of a triangle and related terms like sides, base, and height was assessed using a Geoboard and rubber bands. Through practice, the students grasped the concept of Heron's Formula and its application in finding the area of a triangle. Number System: The class began by discussing the students' previous knowledge of rational numbers and their everyday use. The students learned about real numbers and their decimal expansion, as well as irrational numbers and their decimal expansion. They also worked on a number line to locate square root and decimal numbers. The chapter was thoroughly read and explained, and the students completed book exercises and discussed them. Worksheets were provided to reinforce their understanding. Integration of Art and Mathematics: The students were asked to create a colorful square root spiral on A3/A4 size sheets, integrating art and mathematics. Lines and Angles: The students' prior knowledge of types of angles, pairs of angles, and adjacent angles was assessed using Geogebra software. With practice, the students understood the concept of vertically opposite angles and the properties of parallel lines and their applications. The students also practiced the following concepts: Adjacent angles and linear pair properties Parallel lines and a transversal line Lines parallel to the same line. EnglishThe students began their English lessons with introspection on their online mode of learning, imagining the future, and associating it with their first literature text, "The Fun They Had." The plot of the story allowed them to draw parallels between online learning and on-campus learning. Following this, the students completed a small project where they created an opinionnaire on the latest apps and devices used in households. They were then introduced to another literary piece, "The Lost Child" by Mulk Raj Anand, where they discussed the importance of materialistic things versus unconditional love. They attempted to suggest their own endings to the story based on logical possibilities and their imagination. The students also shared their views on how they make choices, the consequences of those choices, and the reasons behind their actions. They provided personal examples to analyze the poem "The Road Not Taken." Higher Order Thinking Skills (HOTS) questions were used as an extension to help them anticipate their future course of actions and write about difficult choices. The class began with a discussion on unusual pets and whether any of the students had ever owned one. Following the discussion, they read a captivating story about a mischievous pet named TOTO. The lesson started earlier and concluded with an understanding of how stories can be written. The students then created comic strips in their notebooks, weaving their own stories. As an integrated activity with the Social Science topic of "The Green Revolution," the format of a "Diary Entry" was shared. In the grammar lessons, the students practiced various sub-topics such as gap filling, sentence reordering, omission, and editing. The students were introduced to the chapter "The Sound of Music," which included the biographies of Evelyn Glennie and Bismillah Khan. They watched a short biographical video on Evelyn Glennie to gain a deeper understanding. Through this chapter, the students learned life skills and human values such as respect, support, and understanding towards people with special needs. An interaction was conducted to encourage the students to think and discuss the relationships observed within the Indian family context, their own lives, and the relationships they maintain with their parents and grandparents. The chapter "The Little Girl," which explored the same topic, was then introduced. A discussion on the power of nature and its lack of mercy on the weak led the class to read a beautiful poem titled "Wind." Article writing was introduced to the students, including the format and samples as per CBSE guidelines. They had a discussion on article writing with the title "Natural Disasters" based on their research. Reported speech will be covered in future lessons. Social ScienceHistory: "A generation that ignores history has no past and no future." The new academic session commenced with students comparing the democratic form of government and monarchy. The students were introduced to the French Revolution through a discussion on the Statue of Liberty and its symbolism. They were tasked with collecting interesting facts about the Statue of Liberty and presenting them in class. The starting point of the French Revolution, the storming of the Bastille, was explained through pictures and videos. The social structure of late eighteenth-century French society was discussed using a triangular pyramid, and students were asked to compare it with the varna system in India. The students analyzed a painting of the Spider and the Fly to infer the artist's portrayal. The issue of subsistence crisis in French society was discussed, and students completed a flow chart to understand its course. They also researched feudalism in Europe, focusing on its historical context. The contributions of various political philosophers were discussed, and students were assigned to research these philosophers. The students learned about the Estates General and compared its voting procedure to the present voting system in India. They created a timeline of events that led to the outbreak of the French Revolution, including the significance of the Tennis Court Oath. The French Constitution of 1791 was examined, and students compared it to the Indian Constitution. As part of art integration, students drew political symbols of the French Revolution and explored their symbolism. The students continued their journey into the past, delving into the struggles of the French Revolution as budding historians and archaeologists. They learned about the series of events that unfolded in French society and how France became a republic. A discussion on political clubs, particularly the Jacobin club, was conducted, and students delved into the terrifying period known as the Reign of Terror. They also researched the history and origin of the guillotine as a form of punishment. Incorporating drama, the students presented a skit portraying various events of the French Revolution. Geography: Chapter 1: India: Size and Location The session began with an introduction, where students listed their top five national prides. Review questions were asked, including the continent on which India is located, the neighboring countries of India, the fictitious lines of latitude and longitude on the globe, and the population and geographic size of India. India's east-west and north-south extent were depicted on a map, and students identified India's longitudinal and latitudinal boundaries. On a board-mounted map of India, students were instructed to indicate various features, such as the states through which the Tropic of Cancer passes, the Indian provinces bordering Nepal, Bangladesh, and Myanmar, and the Indian states bordering Bhutan. The calculation of time using the Standard Meridian (IST) was explained, and students learned about time zones and how India's time is set. They were encouraged to calculate the corresponding times for India's eastern and western longitudes to understand the need for IST. The impact of India's size on its history and foreign policy was discussed. Students also learned about India's neighboring countries and the significance of trade routes, including the Silk Route. Chapter 2: Physical features of India The topic was introduced using a jigsaw puzzle-based explanation of the plate tectonic hypothesis. A video on continental drift, plate tectonics, and seafloor spreading was shown to help students understand the Earth's physiographic divisions. Students discussed the geographical characteristics of India and learned about the specific details of the Himalayan region, including its divisions such as the Punjab Himalaya, Nepal Himalaya, and Assam Himalaya. The use of Natgeo Mapmaker helped display the map. The Northern Plains region was explained, highlighting the major rivers and their drainage areas. Students were shown a map that marked the major mountain ranges and the northern plains, connecting mountain life to SDG 15—Life on Land. Economics: Students were shown pictures of various products and asked about the specifications required to provide goods and services. They were also quizzed on the characteristics of a typical village. Students shared their personal experiences and observations. The factors of production were examined using a mind map created with the help of a PowerPoint presentation. The case study of Palampur was used to illustrate the concepts. Using a pie chart, students learned how to represent the allocation of land within the community of Palampur. They also learned about the benefits of the Green Revolution and its impact on the land. A video by M.S. Swaminathan, known as the father of the Green Revolution, was shown to the students. The topic was integrated with English by having students write a diary entry on the Green Revolution, connecting it to SDG 15 (Life on Land). The chapter concluded with a brainstorming worksheet to reinforce the concepts. Chapter - The Story of Village Palampur The question-answer discussion was conducted by summarizing the key points and reiterating the main takeaways. The concepts learned in the chapter were reinforced by highlighting their practical applications and providing additional resources for further exploration. Civics: Chapter - What is Democracy? Why Democracy? Representative Democracy was discussed in the classroom. SciencePhysics: Chapter: Motion In the chapter on motion, students were engaged in various activities and discussions to enhance their understanding of the topic. They were asked to provide examples of objects in motion and objects at rest from real-life situations. The students were also questioned about their prior knowledge of different types of motion, including linear, circular, periodic, rotatory, oscillatory, and circular motion. To illustrate the concepts, a student created a model showcasing different types of motion. Through a class activity, the students were able to grasp the difference between distance and displacement with respect to a reference point. They also learned about scalar and vector quantities. This understanding helped them solve numerical problems related to distance and displacement. Real-life situations were used to help students understand and apply the concepts of average speed and average velocity. They were able to solve numerical problems and analyze different scenarios. Additionally, the concept of acceleration was introduced using real-life examples. A Flip Class session was conducted where students were provided with video links before the class. They divided themselves into groups and demonstrated different types of acceleration. They also engaged in peer-to-peer questioning. This activity helped them understand and calculate acceleration in various situations. Using mathematical tools such as graphs, students learned to draw distance-time and velocity-time graphs. The significance of the velocity-time graph was emphasized, and students were able to derive the three equations of motion from it. They practiced solving numerical problems based on these equations. Links: https://youtu.be/8qh--3X6E5w https://youtu.be/21BwUNDOQno https://youtu.be/xViRvJxTu6k https://youtu.be/Pj8Zh0A-uLU https://youtu.be/9smjFnjkW6w With the help of an activity, the concept of uniform circular motion was introduced to the students. Based on their understanding of the concept, they were able to solve numerical problems related to uniform circular motion. The chapter exercises and question-answers were discussed to assess the students' understanding. Recapitulation of the chapter concepts was done through numerical practice sessions. The class revision, both oral and written, was also conducted to prepare the students for the unit test. Chemistry: Matter In Our Surroundings The learners were engaged in a lot of interesting experiments throughout the chapter. They explored different properties of particles of matter through hands-on activities. For example, they dissolved sugar and salt in water to understand that these substances occupy the spaces present between the particles of water. They concluded that particles of matter have spaces between them. Furthermore, they dissolved potassium permanganate in water and observed the dilution process, which led them to the conclusion that matter is made up of millions of small particles. To investigate the effect of temperature on the rate of diffusion, they dissolved sugar and blue ink in hot and cold water and observed that the rate of diffusion increases with temperature. A small worksheet on the topic of "Characteristics of Particles of Matter" was designed for them to track their progress. In addition, video tutorials and listening and summarizing activities on evaporation and factors affecting it were incorporated. During these activities, students summarized the facts in their notebooks while watching the videos and later presented their findings in class, thereby enhancing their listening and presentation skills. Assessments were held to augment students' engagement and ensure continuous improvement by providing relevant information about comprehension throughout the learning process. An end review assessment on the topic "Matter In Our Surroundings" was also designed to track their progress. Link: [https://www.youtube.com/watch?v=JPtUdNJFdYY] Biology: The Fundamental Unit of Life A reflection activity was conducted in which students were asked to observe a picture and discuss their views. Through this activity, students learned that we often overlook things in our lives and fail to express gratitude for them. Expressing gratitude and cultivating it within ourselves was highlighted as crucial for our physical and mental well-being, higher self-esteem, and overall happiness. Chapter: Fundamental Unit of Life The students' prior knowledge about the topic of cells was assessed through a testing activity. The discovery of cells and the invention of the microscope were discussed, along with a timeline of the efforts made by scientists in the field of cell discovery. This was presented through a TED-Ed video tutorial. An integrated activity involving a Venn diagram, connecting with the concept of mathematics, was conducted to compare and contrast prokaryotic and eukaryotic cells. The structure and function of various organelles such as the nucleus, cytoplasm, endoplasmic reticulum, Golgi bodies, lysosomes, mitochondria, plastids, and vacuoles were taught to the students. Students also learned to sketch and compare plant and animal cells. "Success is the sum of small efforts, repeated." With this quote in mind, students began the month of May. A lot of preparation and recapitulation went into the unit test. Students performed a practical laboratory activity in which they prepared a temporary stained mount of an onion peel and observed it under the microscope. Through this hands-on activity, students inferred the structure of a plant cell. The structure of the cell membrane and cell wall was discussed and reinforced using a video (https://youtu.be/qBCVVszQQNs). Students were excited to construct the cell membrane using an online tool: https://www.wisc-online.com/learn/natural-science/life-science/ap1101/construction-of-the-cell-membrane. The concept of osmosis and diffusion was illustrated through another demonstrative activity. Cell division was illustrated. To bring together the concepts covered during the month, NCERT and NCERT-Exemplar questions were discussed, along with worksheet-2. Hindiपहली कक्षा में वार्षिक परीक्षा में आने वाले विषयों का अंकानुसार विभाजन कराते हुए पेपर का प्रारूप स्पष्ट किया गया | स्पर्श पाठ्य पुस्तक के पाठ -1 दुख का अधिकार को पढ़ाते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ को कराने का उद्देश्य छात्रों को पोशाक का महत्त्व , ओझा जैसे व्यक्तियों को समाज से निष्कासित करना , दुख - शोक मनाने के लिए भी सहूलियत चाहिए - इससे परिचित कराना है | पाठ को कराने के पश्चात पाठ की प्रश्नोत्तरी पर चर्चा की गई | इतिहास विषय से एकीकृत करते हुए छात्रों को फ्रांस में जातिप्रथा के नाम पर लोगों के साथ जिस तरह से अन्याय किया जा रहा है , उससे परिचित कराया गया | अभिनय से एकीकरण करते हुए मजदूर दिवस के अवसर पर नुक्कड़ नाटक का आयोजन किया गया | रैदास जी जिस तरह से भगवान जी की भक्ति करते हैं और वे अपनी तुलना किस तरह भगवान से करते हैं - उसके बारें में बताते हुए पदों की संपूर्ण व्याख्या कराई गई | पदों की प्रश्नोत्तरी पर चर्चा की गई | व्याकरणिक विषय - अनुस्वार - अनुनासिक और शब्द और पद के मध्य अंतर स्पष्ट करते हुए इनकी परिभाषा कराई गई | इनसे संबंधित अनेकों उदाहरणों द्वारा विषयों का अभ्यास कराया गया | संधि का अर्थ स्पष्ट करते हुए इसके तीनों भेदों के बारें में बताया गया | स्वर संधि के भेदों की विस्तृत व्याख्या कराते हुए प्रत्येक भेद के नियमानुसार उदाहरण कराए गए | रचनात्मक लेखन के विषय - चित्र वर्णन के बारें में बताते हुए उसका मौखिक और लिखित अभ्यास कराया गया | संचयन पाठ्य पुस्तक के पाठ -१ गिल्लू को पढ़ाया गया | पाठ को सतत विकास लक्ष्य - १५ थलीय जीवों की सुरक्षा से संबंधित गतिविधि कराई गई | पाठ को कराने का मुख्य उद्देश्य छात्रों को थलीय जीवों की सुरक्षा हेतु प्रयत्न करना , उनके प्रति मन में दया के , सहानुभूति के भाव उत्पन्न करना है | स्पर्श पाठ्य पुस्तक के पाठ -२ तुम कब जाओगे , अतिथि को पढ़ाते हुए उसको करने का मुख्य उद्देश्य स्पष्ट किया गया | वर्तमान समय में अतिथि के प्रति लोगों की बदलती धारणा से लोगों को परिचित कराना है | विराम चिह्न का अर्थ स्पष्ट करते हुए छात्रों को उसके भेदों से अवगत कराया गया | बौद्धिक कौशल की परीक्षा हेतु उन्हें एक गद्यांश दिया गया , जिसमें उन्हें उचित स्थान पर विराम चिह्न लगाने को दिए गए | रचनात्मक लेखन के विषय - चित्र वर्णन का प्रारूप स्पष्ट करते हुए उन्हें इसका लिखित अभ्यास कराया गया | सतत विकास लक्ष्य - १३ जलवायु कार्रवाई से एकीकृत करते हुए उन्हें चित्र लेखन का लिखित अभ्यास कराया गया | इकाई परीक्षा - १ का मौखिक और लिखित अभ्यास कराते हुए परीक्षा ली गई | ICTChapter 7 - Introduction to ICT In IT classes, students learned about the importance of ICT and different components of a computer system. They had the opportunity to explore various ICT tools. Three groups of students created Sway presentations on the past, present, and future of ICT and presented them in the ICT class. The concepts taught in the chapter were reinforced by solving the exercises at the end of the chapter. Chapter 8: Components of a Computer System Students were introduced to the basic organization of a computer and discussed the components of a computer system along with the IPO cycle. The class also covered different types of internal and external memory, using diagrams for better understanding. The units of memory were explained as well. To assess the students' understanding, the chapter exercises and question-answers were discussed. Sanskritअप्रैल-मई , 2023 कक्षा – नवमी संस्कृत – शब्दकोश में वृद्धि करते हुए हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त, अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ , धातुरुपाणि – गम् , नम् , कृ, भू अस् , नी , दृश् , नृत् , स्था , दा , पा का लिखित और अनुप्रयोगात्मक अभ्यास कराया गया । तालिका द्वारा परसर्ग व वाक्यनिर्माण के साथ अभ्यास कराते हुए कारक-विभक्ति – उपपद विभक्ति और अव्ययशब्दों का सम्यक ज्ञान प्रदान कर पदपरिचय में निपुणता प्रदान की गई। अंतर्विषयक- (कला और साहित्य) से समायोजित करते हुए पाठ १ –अविवेक: परमापदाम्’ के माध्यम से गद्यांशावबोधन कराया गया । पाठ २ – पाथेयम् के माध्यम से काव्यांशावबोधन कराया गया । विद्या, बुद्धि , परिश्रम, उत्तम धन , समझ और नीति पर आधारित कठिन परिस्थितियों का सामना कर जीवन के लिए प्रेरणाप्रद प्रस्तुत श्लोकों से सामंजस्यीकरण करते हुए छात्रों से चर्चा की गई । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता का विकास का मौलिक भाषा संबंधी ज्ञान प्रदान किया गया। षष्ठ: पाठ: - ‘तत् त्वमसि’ = (तत् त्वम् असि) शास्त्रों व उपनिषदों में वर्णित महावाक्यों में से यह एक वाक्य है, जिसका शाब्दिक अर्थ है, वह तुम ही हो means ‘That are you’ or ‘You are that’। वही ब्रह्म आज भी विद्यमान है। यह महावाक्य यह बोध कराता है कि : “हर प्राणी ब्रह्म स्वरूप है। तुम अंदर से वही हो जो तुम बाहर ढूँढ रहे हो।हम जिस पूर्णता को बाहर खोज रहें है वह हमारे अंदर ही विद्यमान है” FrenchThe new session started off on an engaging note with a discussion on essential agreements. Students were encouraged to actively participate in the process of setting up the agreements, which focused on creating a positive and inclusive learning environment for everyone in the class. To review their previous learning, the session began with a recap of the three types of verbs. Grammar topics from the previous year were also reviewed, including tenses and adjectives. Comprehension passages were given to students to practice their reading skills and comprehension abilities. They were encouraged to analyze the passages and answer questions to demonstrate their understanding. In order to develop their descriptive writing skills, students were given an interesting activity where they had to describe a person based on a given image and hint words in French. This allowed them to practice using appropriate vocabulary and sentence structures to describe someone's appearance, personality, and other characteristics. Letter writing was introduced, and students were provided with example formats. They learned about the appropriate language and structure for writing letters. In addition to language skills, students also worked on practical activities, such as creating their own identity cards in French. This allowed them to practice writing their personal information in French and reinforced their vocabulary related to personal details, such as name, age, address, and phone number. In May, the students focused on reviewing the three types of verbs through various exercises. They also revisited grammar topics covered in the previous year and practiced comprehension passages. Another skill they developed was describing a person based on a given image. Additionally, the students were taught how to create their identity card in French. The introduction to letter writing included example formats for reference. They successfully completed the workbooks for Lessons 1 and 2, including the culture and civilization section. The topic of telling time, "quelle heure est-il?", was covered in conjunction with reflexive verbs. Furthermore, the students engaged in additional comprehension passages related to education in France. Additionally, the students had their UT 1 and discussed the results with them, providing feedback and addressing any concerns they may have had. GermanStudents learned the following: recognizing past vocabulary and grammar, understanding the grammar of conjunctions "wenn," "zu + infinitive," and "brauchen," and "Während" in the genitive case. They learned to apply vocabulary and grammar to form sentences, analyze sentence structures to convey suggestions, and decline suggestions. They also evaluated grammar and comprehension on topics such as "organizing a party" and "flashmob." Writing emails on organizing a party and writing an invitation was also practiced. In the month of May, the chapter "Allein zu Hause" was continued. Grammar topics such as "brauchen+zu+infinitive" and "wahrend+genitive" were taught. Students read about Flashmobs as a cultural phenomenon. The students were prepared for a Rap song competition for Amity School. The students' participation in the competition was very effective in gaining exposure to cultural aspects of the German language. Während + Genitiv Reading comprehension Brauchen + zu SpanishThe new session began with a video on greetings and farewells. The students introduced themselves in Spanish. Basic elements such as alphabets, numbers, days of the week, months of the year, definite articles, and personal pronouns were revised in class. The conjugation of different ending verbs in Spanish and the present tense forms of verbs ser, tener, vivir, trabajar, llamarse, and dedicarse were also covered. The class presented the biographies of Miguel de Cervantes and Benito Perez Galdós. As an introduction to the great book "Don Quijote de la Mancha" by Miguel de Cervantes, the students watched an animated video about it. To delve deeper into adjectives, the class learned about their classification, recalled some of them, and learned more to describe physical appearances and personalities. They also learned how to talk about moods in Spanish. The students revised the 21 Spanish-speaking countries and their capitals with the help of a video song and wrote them in their notebooks. Link: https://www.youtube.com/watch?v=UMkOCzSna5g In this month, the students had a glimpse of different kinds of adjectives, revised demonstrative adjectives, possessive adjectives, and were introduced to stressed possessive adjectives. The class practiced their use with exercises from the workbook Repaso 1. The vocabulary and grammar of physical descriptions were revisited with the help of a PowerPoint presentation. Interrogative pronouns were revised and used in question-answer exercises. The topic of comparisons of equality and inequality was covered in class and practiced with different types of exercises. The difference between "Muy" and "mucho" was discussed in class. Furthermore, the students completed exercises on the topic. Physical EducationBadminton: Racket swing, underarm swing Gymnastics: Basic gymnastics terminology Judo: Forward roll, backward roll Cricket: Basics of cricket – objectives, equipments Basketball: Dribbling – right-hand, left-hand dribble Football: Dribbling – Shots taps, long taps Swimming: Introduction to the pool and its surroundings, basic water safety rules and floating on front and back Shooting (Grade 5 and Above): Introduction to Air Pistol Shooting (Fundamentals and Safety), weapon introduction / safety procedures and range commands Indian DanceThe power of Deva Shree Ganesha destroys all your sorrows, enhances your happiness, and creates goodness all around you. Lord Ganesha blesses you with worldly bounties, keeps you protected from obstacles at all times, with this thought we at Suncity started the new session with a beautiful Ganesh Vandana - "Ganesh Raja" by Kailash Kher. Along with Kathak basics students learnt beautiful postures, mudras and body balancing in Kathak dance style. Western DanceThe new session started with the enthusiastic Bhangra dance on the occasion of Baisakhi festival. Bhangra being one of the most energetic dance forms, it gives students the scope to push themselves to built their stamina and it is one of the best calisthenic exercise. Bhangra choreography was an amalgamation of rhythmic footwork and broad hand movements. The choreography was done in modern Bhangra style keeping the essence of the folk element intact. Indian Musicअप्रैल - मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत माएरी । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु इंवेस्टीचर कार्यक्रम मे चयनित छात्र छात्रों ने राग केदार मे कृष्णा गीत का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका Western MusicStudents explored different instruments and practised different ways to play an instrument with time signature, meter, tempo, syncopation, accents, vocal pitch practice in different pitch and recognizing different pitches. The song practised was : "Sleeping child" DramaApril-- The new session started with great enthusiasm, and with the creative introduction and ice-breaking activities for the students. Students were acquainted to some focus and concentration activities to improve their attentiveness. May-- In the month of May, the students were introduced to two very important tools of drama: Observation and Imagination. Observation is a crucial trigger for imagination. It helps actors and students become more aware of their surroundings and notice even the smallest details. Furthermore, it develops their sense memory data bank, enhances the power of imagination, and ultimately enables them to convincingly create and transform into a character from a script. Activities such as sound observation, animal observation, and observation of human behaviour in different situations have improved the observation and imagination skills of the students. Imagination, being a powerful brain-booster, allows individuals to think in unconventional ways. It can help in finding solutions and enables the creation of scenarios that effectively solve problems. Visual ArtStudents were introduced to the famous contemporary artist Jamini Roy. Discussion was held on the artist's style of painting. Students learnt to create human forms by using various elements and principles of art.
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