Fine Arts in School Education: Issues and Challenges
Volume 1, Issue 2, Article Number: 252007 (2025)
Home >> Yatharth >> Volume 1, Issue 2
Ashish Arora1,*
1Ph.D. Scholar, Faculty of Arts, Humanities & Social Sciences, Nirwan
University Jaipur, Jaipur – 303305, Rajasthan (India)
*Corresponding Author: aashisharora06@gmail.com
Received: 17 November 2025 | Revised: 26 November 2025
Accepted: 30 November 2025 | Published Online: 05 December 2025
DOI:
© 2025 The Authors, under a Creative Commons license, Published by Scholarly Publication
Abstract
This paper examines the purpose, issues and opportunities of Fine Arts education in Delhi in the middle schools with specific consideration of the reforms that were presented in the National Education Policy (NEP) 2020. The study employed mix method approach using questionnaire. A systematic sample of 40 schools including Kendriya Vidyalayas (KVs), Delhi Government Schools, NDMC Schools and private Schools was taken to have a complete picture. In what can be described as a critical analysis, the major issues that are highlighted to teachers are poor time management, resource level, academic pressure and parental pressure on teachers as well as absence of formal training. The necessity of special facilities, up-to-date resources, online tools, and transparent evaluation criteria were also pointed out by the teachers. The results highlight disconnect between the NEP vision of an interdisciplinary and holistic education and the reality of the ground situation in the implementation.
Keywords
Fine Arts Education, Cultural Awareness, Problem-Solving Skills, Holistic Learning, NEP-2020
References
- Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Waxmann.
- Basu, C. (1997). Integration of Technology Education in Basic and General Education Curriculum in Asia-Pacific Countries. In Asia-Pacific School Principals’ Forum, Managing Schools for the 21st Century.
- Craft, A., & Jeffrey, B. (2008). Creativity and performativity in teaching and learning: Tensions, dilemmas, constraints, and opportunities. British Educational Research Journal, 34, 577–584.
[View Article] [Google Scholar]
- Beavis, C. (2017). Serious play: Literacy, learning and digital games. In Serious play (pp. 1-18). Routledge.
[View Chapter] [Google Scholar]
- Fiske, E. B. (1999). Champions of change: The impact of the arts on learning. Arts Education Partnership.
- Government of India, Department of School Education & Literacy, Ministry of Human Resource Development. (2020). Guidelines for digital education: PRAGYATA, 56-57.
- Government of India, Ministry of Human Resource Development. (2020). National Education Policy 2020, 24-30.
- Government of India, National Council of Educational Research and Training. (2019). Art integrated learning guidelines, 34-37.
- NCERT, N. (2007). National Curriculum Framework 2005. eSocialSciences, 1138.
[View Report] [Google Scholar]
- Pickard, B. (2018). Developing a Meaningful Community of Practice: The Challenges and Opportunities of Revalidating a Degree Programme in Creative and Therapeutic Arts. In USW Learning and Teaching Conference 2018.
- Sullivan, G. (2010). Art practice as research: Inquiry in visual arts. Sage Publications.
Cite This Article
A. Arora, “Fine Arts in School Education: Issues and Challenges,” Yatharth 1(2) (2025) 252007. https://doi.org/10.5281/zenodo.17781801
Rights & Permission
This is an open access article published under the Creative Commons Attribution (CC BY) International License, which allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. No permission is needed to reuse this content under the terms of the license.
For uses not covered above, please contact the Scholarly Publication Rights Department.