{"content":[{"text":"1. Introduction \n There are many reforms which are being proposed or thought upon in Indian school \n education system. The textbooks are becoming more interesting and interactive with \n space for discussion, hands-on learning, games and explorations outside textbooks. The \n inclusion of coloured pictures for relevant topics have made textbooks feel like they are \n made for children. The National Curriculum Framework (NCF) (NCERT, 2005) is also \n focused on addressing the problem of ‘load’ and ‘stress’ created by books and exams.","bbox":{"left":0.120959,"top":0.085631,"width":0.7345649999999999,"height":0.15183799999999997}},{"text":"All these suggestive guidelines and proposed reforms give a strong hint at ‘Design’ being \n thought upon as a methodology to teach various subjects. But if we want design","bbox":{"left":0.120959,"top":0.267719,"width":0.734547,"height":0.03804200000000002}},{"text":"methodologies to be part of mainstream subjects, shouldn’t design fundamentals and \n design methodologies be taught first? Design should be taught as formal, skill and thinking \n based, mainstream subject and not only as a hobby-based subject of ‘art education’. It \n must become a statutory mainstream subject rather than just guidelines in curriculum.","bbox":{"left":0.120959,"top":0.313378,"width":0.749425,"height":0.08352200000000004}},{"text":"In quest of finding answers to these questions, this paper takes the NCF (NCERT, 2005) and \n Syllabus of Art Education (NCERT, 2008) as a base to further explore how design as a \n formal subject can be introduced at different stages of preprimary and primary school \n education. The acquired skills, sensitivity and learnings from design education can help in \n enhancing learning experience for other subjects as well. The paper is divided in four \n parts. First part explores current place of design in education, Students` perception for \n design education and design as a career option. Second part justifies need of introducing \n design as a mainstream subject. Third part proposes restructuring of subject of design for \n preprimary, primary and upper primary stages, keeping the NCF (NCERT, 2005) and \n Syllabus of Art Education (NCERT, 2008) in background and as a base for proposing \n framework for subject of design. The final part discusses how the subject of design can \n help in building methodology to learn other subjects in more inclusive and explorative \n ways.","bbox":{"left":0.120959,"top":0.42715,"width":0.755913,"height":0.288422}},{"text":"2. Design in current school system \n 2.1 The essential question: what is design and why design? \n A discussion session was held during one of my class with around 25 design foundation \n students during first month of their design education. I put two simple questions in front \n of them. \n 1. Why they choose design as a career option? \n 2. How did they expect design education to be?","bbox":{"left":0.120959,"top":0.743862,"width":0.7371509999999999,"height":0.151667}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}