Portrait by Sarah Arora (10 years) Bombay Scottish, Mumbai

Painting by Sarah Arora (10 years) Bombay Scottish, Mumbai

Painting by Sarah Arora (10 years) Bombay Scottish, Mumbai

Art by Sarah Arora (10 years) Bombay Scottish, Mumbai

Art by Sarah Arora (10 years) Bombay Scottish, Mumbai

Art by Maitreyi Singh (10 years) BVB Vidyashram School, Jaipur

Painting by Maitreyi Singh (10 years) BVB Vidyashram School, Jaipur

Painting by Maitreyi Singh (10 years) BVB Vidyashram School, Jaipur

Art by Maitreyi Singh (10 years) BVB Vidyashram School, Jaipur

Painting by Maitreyi Singh (10 years) BVB Vidyashram School, Jaipur

Art by Neel Vaidya (10 years) Bombay Scottish, Mumbai

Painting by Neel Vaidya (10 years) Bombay Scottish, Mumbai

Portrait by Neel Vaidya (10 years) Bombay Scottish, Mumbai

Painting by Neel Vaidya (10 years) Bombay Scottish, Mumbai

Painting by Noor Kaur Chopra (7 years) Shri Ram School, New Delhi

Painting by Noor Kaur Chopra (7 years) Shri Ram School, New Delhi

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Portrait by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Art by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Art by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Portrait by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Portrait by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Portrait by Rehaan Kaul (12 years) Jamnabhai Narsee School, Mumbai

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

Self-portrait by Rian Alva (11 years) Sanskriti School, New Delhi

Painting by Rian Alva (11 years) Sanskriti School, New Delhi

From Children's Workshop at Vadehra Book Store, New Delhi

From a Grade 4 Student's Workshop at Pathways World School Aravali, Sohna Road, NCR

From a Grade 4 Student's Workshop at Pathways World School Aravali, Sohna Road, NCR

By Sitara Suseelan Member: The Reading Raccoons (Facebook Group)

From Children's Workshop at Kala Ghoda Festival, Mumbai

From Children's Workshop at Kala Ghoda Festival, Mumbai

From Children's Workshop at Kala Ghoda Festival, Mumbai

From Children's Workshop at Kala Ghoda Festival, Mumbai

Anirudh Bose, 13 years

Anirudh Bose, 13 years

Anirudh Bose, 13 years

Anirudh Bose, 13 years

Anirudh Bose, 13 years

Anirudh Bose, 13 years

Kshitij Mutatkar, 12 years

Kshitij Mutatkar, 12 years

Kshitij Mutatkar, 12 years

Kshitij Mutatkar, 12 years

Kshitij Mutatkar, 12 years

Kshitij Mutatkar, 12 years

Navya Mayekar, 10 years

Navya Mayekar, 10 years

Navya Mayekar, 10 years

Navya Mayekar, 10 years

Navya Mayekar, 10 years

Navya Mayekar, 10 years

Pragati Kudalkar, 13 years

Pragati Kudalkar, 13 years

Pragati Kudalkar, 13 years

Pragati Kudalkar, 13 years

Pragati Kudalkar, 13 years

Pragati Kudalkar, 13 years

Pranit Bhosle, 15 years

Pranit Bhosle, 15 years

Pranit Bhosle, 15 years

Pranit Bhosle, 15 years

Pranit Bhosle, 15 years

Pranit Bhosle, 15 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Purva Waghela, 13 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shardul Aneja, 12 years

Shubham, 14 years

Shubham, 14 years

Shubham, 14 years

Shubham, 14 years

Shubham, 14 years

Art by Grade 3 student at workshop during the launch of Raza's Bindu Hindi edition by Eklavya, Swaraj Bhawan, Bhopal

Prakriti, 6 years Daniel Island School, Charleston, USA

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

From Art1st's workshop for children at Kitab Khana, Mumbai

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): KARTIK KUMRA

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): PALLAVI RAWAL "Plastic chai ka cup...I think everything ordinary has the ability to sparkle and dazzle but at what cost?"

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): SANYA MALHOTRA "Pyaar--longing for love. Caged and isolated from the warmth of childhood."

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): AANYA JAIN "Where do I go?"

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): RHEA KAPUR

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): AISHA GHEI DEV

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): RIAN ALVA "I gave meaning to ordinary material. A smashed bottle feels like violence and blood and gore. Someone could get hurt with it."

Artist Mentor: ARUNKUMAR HG Session: The Earth Above our Feet Students used the context of waste and overconsumption. They explored the philosophy of naturalists and looked at discarded objects as ideas for artworks. Art by (student): AADHAR GUPTA

Artist Mentor: ASIM WAQIF Session: The Destruction of Creation Children were taught to cut and tie sarkhanda (local cane). After nine hours of intensive work, they were asked to destroy their creations. They explored notions of space, habitat, loss and freedom. Art by (student): KARTIK KUMRA "If you make something, you must have the heart to break it or it will decay!"  

Artist Mentor: ASIM WAQIF Session: The Destruction of Creation Children were taught to cut and tie sarkhanda (local cane). After nine hours of intensive work, they were asked to destroy their creations. They explored notions of space, habitat, loss and freedom. Art by (student): AANYA JAIN

Artist Mentor: ASIM WAQIF Session: The Destruction of Creation Children were taught to cut and tie sarkhanda (local cane). After nine hours of intensive work, they were asked to destroy their creations. They explored notions of space, habitat, loss and freedom. Art by (students): NEHMAT MONGIA and RHEA KAPUR "...Why would you be so possessive about your work? Destroying the work would make me create more and it surely did."

Artist Mentor: ASIM WAQIF Session: The Destruction of Creation Children were taught to cut and tie sarkhanda (local cane). After nine hours of intensive work, they were asked to destroy their creations. They explored notions of space, habitat, loss and freedom. Art by (students): RIAN NIRANJAN ALVA and SANYA MALHOTRA "Asim taught me to let go of the physical form of my creation."

Artist Mentor: ASIM WAQIF Session: The Destruction of Creation Children were taught to cut and tie sarkhanda (local cane). After nine hours of intensive work, they were asked to destroy their creations. They explored notions of space, habitat, loss and freedom. Art by (student): VASUDHA SURYA

Artist Mentor: JAGANNATH PANDA Session: Flights of Fantasy Children were asked to manifest an imaginary world of flying without visas and travelling across space like superheroes or angels. Art by (student): Kartik Kumra

Artist Mentor: JAGANNATH PANDA Session: Flights of Fantasy Children were asked to manifest an imaginary world of flying without visas and travelling across space like superheroes or angels. Art by (student): Isha Gupta

Artist Mentor: JAGANNATH PANDA Session: Flights of Fantasy Children were asked to manifest an imaginary world of flying without visas and travelling across space like superheroes or angels. Art by (student): Nehmat Mongia "One bird often finds a path for others to follow: that bird thinks out-of-the-box."

When I shade it, I got a letter and shapes. I was shade many lines in the Jelly Fish. I saw thin and fat lines. I shade it from fat pen marker and thin marker. I love this activity.

In this Project we learnt about different lines. We traced the lines with thick and thin markers. There were many different lines in the picture.

We learnt about thick and thin lines. I learnt how to trace zebra. Lines are drawing that make anything you want. I love drawing and lines. This activity was very fun

In this project, I learned about thick and thin lines. I learnt about different lines like eg: curve, straight and slanting lines. In my picture, there were mostly thin lines. In this project, I had trace lines. I learnt from this project that lines is everywhere.

We were tracing on thick and thin lines. We try to show the picture with lines. We used markers to trace lines.

In this project, I learnt about thick and thin lines. I learnt about different lines like eg: curve. In this project, different lines and different shape were learnt.

We learn in this lines drawing. I have draw a leaf. In a leaf, I draw a big lines and thin lines. I saw in that many new shapes. We have drawn using markers.

This picture is of a flower. We have used markers to sketch it. It is made up of thick and thin lines. While I was tracing I saw many lines all over. While tracing I saw different shapes even. We saw different types of lines. We had lot of fun while doing this activity.

This is the picture about two feather. We have used bold and thin marker for tracing . It is made up of thick and thin lines. While I was tracing I saw many lines all over. While tracing I saw different shapes even. We saw different lines. We had a lot of fun while doing this drawing.

Zebra is my lovely animal. Zebra live in jungle. Zebra eat fruit. Zebra is a good animal.

In this exercise, I learnt about thick and thin lines and how to make shapes with them. It even teaches us about how our drawing improves. My all friends drawing were very beautiful. I have made feathers of peacock. This was very nice project.

In the art period, we learnt about lines. The topic was line landscape. In it we were given a picture and we had to trace over the lines. It improves our creativity and imagination about lines. We found thin and thick lines. When we used thin and thick lines we used to get a picture . Art is my favourite period.

I learned that the lines communicate with.They help us to make beautiful pictures. The line are in every shape. The lines are different in shape, size, fat, thin. The lines are very nice. I love my lines.

I understood that lines change into different shapes .  They create shapes. They communicate with us.They change their position to tell us what is happening. Lines are of different types.

We can make more colours. Points are small circle. We can make every smaly using dots.

For colour I use blue and yellow to make green for dot. I use this much dots. This is a board which mam write. Come and we copy. Board is a important thing. Board is in a school which we study.

I learn in pointillism primary colour mix with secondary colours. It is made dots and background. It art the important is pointillism. The most important is a object and background of the object. The colours are very colours of point.It is fun and good.From page can make planes,card etc. I like art and pointillism.

Yellow and blue make green.Red and blue make purple. Yellow and red make orange.I made watermelon with yellow and blue dots.

I learnt that in pointillism we mix the secondary colours with the primary colours. We mix them with the help of dots. The dots mix and make a new colour. That what pointillism means.It is hard work. I think Pointillism is the best way to mix and to have fun with colours.

I have use red and yellow colour to make orange colour. I have used blue and yellow colours to make green colour. I have made it with dots.

We have learn about pointillism lines. We put dots on a drawing. We have use secondary colours in it. My picture is about a house on water and mountains.We mix colours like red, blue makes a green colour.There are clouds shining and sun. There is a tree covered with dry leaves and some water. There are bushes in water.

I draw oranges.I help earbuds to make dots and I use colours.We mix red, blue and green.I use primary colours to make secondary colours. Its a actively of dots.

I has does blue and yellow colourful. It is primary colourful.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are student's various takes on landscapes around them. They have explored these imagined or lived landscapes through water-colours and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

The works are students various takes on landscapes around them. They have explored these imagined or lived landscapes through watercolors and oil pastels.

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing.

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Students of DPS Pune explore their stories about bizarre situations by mixing and matching different objects and animals through drawing

Sticker Art from book Raza's Bindu, by Shreya, 13 years, Grade 7, Madhav Kripa School, Manipal

Sticker Art from book Raza's Bindu, by Shrava, 7 years, Grade 2, Madhav Kripa School, Manipal

AARAV, DEV, YUVRAJ AND KRISHNA Grade 4 - DPS Agra

DEVANSHI-KAPOOR-VIHAAN-KOCHAR-VIDHAN-SHARMA-AVIKA-KHANDELWAL Grade 4, DPS Agra

DIVYANSH-HEMLATA-GUNNI-ABHINAV Grade 4 - DPS Agra

By ADHEESH, HARDIK, NEHAL, RAAGI Grade 4 - DPS Agra

By AGRA GUPTA, AMANYA RAGLAN, ADITYA VARYANI, VANSH MAYANI, . Grade 4 - DPS Agra

By Group 6 Akshara High School

By Aishnoor, Mansaanjh and Pavni, Grade - 4, DPS Ferozepur

We made this painting in a group. We have done our best. We have used all materials and it was a game. The painting was looking so funny, but good!

The face was of a girl. The body was of a bird. The knees were of a boy. The foot was of a mermaid!

It was an interesting art. In this we have to make 4 parts of different animals. We have made parrot's head, gifarre's body, penguin knees and elephant legs. We enjoyed way too much.

We have made a bird. The legs of an elephant and the knees of a fish, and last but not the least, the dress of a child. We put a lot of thought in this.

The upper part of our drawing was of an African Parrot, the second of a catterpillar, the third a snake and the fourth of an owl. We all enjoyed making this drawing!

The first part was made by Rishu, he made a duck. Riddhi made the second part and the third by Sameer and the fourth by Aditya.

I made a cat, Saket made a penguin, Swastika made a parrot and Rajvi made elephant legs.

I made the tiger face: This game is superb. I made the parrot chest. This game was very interesting. I made the monkey belly. I like this game. I made the fish tail. This game was very funny.

Face of a vulture, stomach of a bear, waist of a frog and leg of a lion. The background of our work has bright colours.

Rudraksh Awsare, Grade 1 Akshara High School

My topic is Fear. In my picture, I made a drawing of a Shadow Monster that comes to my room every night and destorys it with lazers. When he comes, it snows as well. I think he likes cold weather. The colour I chose is black because that is the colour of the night.

For this chaper, I chose fear. This drawing is based on a story I wrote about a girl that closes her eyes in her room and starts imagining ghosts. Both themes are very scary. The name of this drawing is "The Imagining Girl"

For my topic, I drew a class writing an exam on a hot day. One boy is writing his paper, the other boy is trying to copy. The boy got angry and shouted at his partner. Red is for anger

My mother was cooking when my little sister broke the vase. We both ran to the sound, and my mother started shouting at me! I got very angry, so I chose red and pink to show that.

Whenever I am alone, I like to go out and play with nature. I used this painting to describe the joy that I feel. It is amazing. I love this drawing, I love nature.

My topic was sadness, so I gave it a blue colour in blue shades. The special thing is that nature inspired me to do it, and it touched my heart!

I have titled this 'The Ghost Story" I show the emotion of fear, in which a young boy in a light colour is scared that the ghosts will eat him.

This is called 'Zombie' I love zombies and want to have one as a pet. I would scare everyone.

Saday and cry. The wold is sad when my best friend cries. I invented a word for that, "Saday".

I feel very sad and lonely when no one takes me to play. The blue makes the sadness clear here.

My topic was sadness. Sometimes, my sister will hit me and not play with me. It makes me sad.

Grade 4 Mixed Media on Paper

Grade 4 Mixed Media on Paper

Grade 4 Mixed Media on Paper

Grade 4 Mixed Media on Paper