ZEENAT ZUBAIR

B.Ed 1st YEAR

section-B

WORK EDUCATION : ​
INTERIOR DECORATION
​ ASSIGNMENT

. Shadma
SUBMITTED TO : Dr​ Yasmeen
 WARDHA SCHEME
The Wardha Scheme of Education is also known as Nai Talim/Basic
Education/Buniyadi Talim (Shiksha)/Basic Shiksha The scheme was the outcome of
sound thinking of Gandhiji. who initiated and strengthened several constructive
programmes for the economic, educational and social development of the people. He
considered education as an effective instrument of national reconstruction.

ORIGIN OF THE SCHEME

At the Round Table Conference in London (1931) he pointed out the ineffectiveness
of the system of primary education in India and the alarming low percentage of
literacy among Indian people. He held the policy of the British Government
responsible for this painful situation in the field of mass education Ghandiji found
the main defects of the system of education as, “I am fully convinced that the present
system of education is not only wasteful but positively harmful. They would pick up
evil habits. English has created a permanent bar between the highly educated few
and the uneducated many.” He further said, “let us now cry a halt and concentrate on
educating the child properly through manual work not as a side activity but as a
prime means of intellectual activity.”

In July 1937, Ghandiji wrote in the Harijan, “By education, I mean an all-round
drawing out of the best in a child and man – body, mind and spirit… Literacy itself is
not education, I would, therefore, begin the child’s education by teaching it a useful
handicraft and enabling it to produce from the moment it begins its training. Thus
every school can be made self-supporting, the condition begins that the state takes
over the manufacture of these schools.”

HISTORICAL BACKGROUND

The Government of India Act, 1935 came into force in 1937. According to the Act,
Congress Ministries were formed in seven provinces in India. Prior to this Congress
had been strongly pleading for free, compulsory and universal education. After
having the power the Congress had to implement it in action.. Gandhiji was fully
conversant with the deplorable condition of education in the land. For improving this
condition he advocated a scheme of primary education based on Indian traditional
culture through the medium of mother tongue. But this required a huge sum of
money which meant fresh taxation.. To end this dilemma Gandhiji put forward the
proposal that the plan of mass education need not be held up for want of funds. Free
and compulsory primary education could be given to every child if the process of
schooling could be made self supporting by imparting education through a useful and
productive craft. Gandhiji expressed his views on education through a series of
articles in ‘Harijan’ in June 31, 1937, which later on developed into the Wardha
Scheme of Basic Education. The views of Gandhiji created controversies in the
academic circles. Therefore it was desirable to get the scheme examined by experts
and educationists. Finally, Gandhiji placed his Basic Education System to the nation
in the Wardha Conference in 1937.

WARDHA EDUCATION CONFERENCE

For the purpose of discussing different aspects of the proposed new scheme of
education, an All India Education Conference was held in Wardha on 22nd and 23rd
October, 1937. The eminent educationists, congress leaders and workers alongwith
the Education Ministers of the seven states had attended the conference. Gandhiji
himself presided over it. After serious discussions the following four resolutions were
passed.

1) That in the opinion of this Conference, free and compulsory education be

provided for seven years on a nation-wide scale;

2) That the medium of instruction be the mother-tongue;

3) That the conference endorses the proposal, made by Mahatma Gandhi, that
the process of education throughout this period should centre around some
productive form of manual work, and that all other abilities to be developed or
training should be given, as far as possible, be integrally related to the central
handicraft chosen with due regard to the environment of the child.

4) That the conference expects that the system of education will be gradually able
to cover the remuneration of the teachers.

Appointment of a Committee

The conference appointed a committee of distinguished educationists under the

chairmanship of Dr. Zakir Hussain, the Committee consisted of nine members.

Prof. K. G. Saiyidain

Arya Nayakam,

Vinova Bhave,
Kaka Kalelkar,

J. C. Kumarappa,

Kishori Lal,

Prof. K. T. Shah etc.

The report of the committee published in March 1938, has come to be known as the
Wardha Scheme of Education. It was approved by Mahatma Gandhi and was placed
before the Indian National Congress at its Haripura Session held in March 1938. The
Congress accepted the scheme.

The first report included the basic principles of the Wardha Scheme of education, its
aims, teachers and their training, organisation of schools, administration, inspection
and inclusion of craft centred education regarding handicrafts like spinning, weaving
etc. The second report dealt with Agriculture, Metal work, Wood craft and other basic
handicraft. An elaborate curriculum of all those subjects and ways and means to
establish their correlation with other subjects was also suggested.

In course of time more conferences were held, more committees were formed on this
important subject. As a result more new features were added to this aspect of
education which later on took the final shape. The conference of 1945 at Sevagram
characterized Basic Education as “education for life”. The conference considered it as
a radical and important revolution in social and economic structure of the Indian
society, i.e., creating a new way of life.” Since then Basic education came to be known
as ‘Nai Talim’. A conference of education ministers and educational workers was
called by B.G. Kher in 1946, that took some important resolutions which affected the
quality of Basic Education in different provinces. Basic Education has finally
emerged after a decade of experimentation and discussion

MEANING AND PHILOSOPHY OF BASIC EDUCATION

Gandhiji was a practical educational philosopher and an experimentalist to the core.

His experiments with truth and education were the instrument for the realisation of
his ideal in life. In several of his educational experiments he tried to translate his
philosophy-into achieving the reality of the evolution and establishment of an ideal
society. His educational system is the dynamic side of his entire philosophy. . For
Gandhi mere literacy is not the end of education not even the beginning. It is only
one of the means by which man and woman can be educated. Therefore, he attaches
little value to literacy in his scheme of education

Significance of the word ‘Basic’

One. The word ‘Basic’ is derived from the word ‘Base’ which means the bottom or the
foundation of a thing upon which the whole thing rests or is made. It is basic because
it is based on ancient Indian culture. It is basic because it lays down the minimum
educational standards which every Indian child is entitled to receive without any
distinction of caste and creed. It is basic because it is closely related to the basic
needs and interests of the child. It is basic because it makes use of native
potentialities of the child. It is basic because it is intimately related to the basic
occupations of the community. It is basic because it is for the common man of the
country, who is the foundation and backbone of our national life. It is basic because it
comes first in time, i.e., it is the primary period of one’s education.

As the word ‘Basic’ is derived from the word ‘base’ which means the bottom or the
foundation of a thing upon which the whole thing rests or is made to stand Mahatma
Gandhi wanted to make the foundation of the educational edifice strong. It is with
this objective that he put forward this scheme. This scheme of education is based on
the national culture and civilisation of India. It aims at making a child self-reliant by
enabling him to use his acquired knowledge and skills in practical affairs of life. Basic
education has a close relationship with the basic needs and interest of education as
the child is the focal point of education. The central point of this scheme is some
handicraft, whose teaching will enable the student to solve the problems of his
livelihood and at the same time develop qualities of good citizenship. In Gandhi's
view, sound education must be rooted in the culture and life of the soil and therefore
he strongly pleads for relating education to the environment.

MAIN FEATURES OF THE WARDHA SCHEME

The fundamental features of the scheme which was evolved in due course are as
follows:

Free and compulsory education:

Gandhiji wanted education to be free and compulsory for all boys and girls between
the ages of seven to fourteen. He evolved a scheme of education which would be in
harmony with the culture and civilisation of the Indian people and which would solve
the problem of mass education in a practical way. ) Free and compulsory
education to be given for 8 years ( from 6 to 14 years) in two stages, instead of 7 to 14.
the junior stage covering 5 years and the senior 3 years.

Craft Centred Education​ :

The basic idea of this scheme is to impart education through some craft or productive
work. Craft work helps the child to acquire sensor and motor coordination and to
appreciate the value of honest labour. Gandhiji was of the opinion that the method of
training the mind through village handicraft from the beginning as the central focus
would promote the real, disciplined development of the mind. The advantages of
making craft as the centre of education as listed by the Zakir Hussain Committee are
as follows—

• “Psychologically, it is desirable, because it relieves the child from the tyranny

of a purely academic and theoretical instruction against which its active nature is
always making a healthy protest.”

• “Secondly, the introduction of such practical productive work in education, to

be participated in by all children of the nation will tend to break down the existing
barriers of prejudice between manual and intellectual workers harmful alike for
both.”

• “Economically, carried out intelligently and efficiently, the scheme will

increase the productive capacity of our workers and will also enable them to utilise
their leisure advantageously.”

• “From an educational point of view, greater concreteness and reality can be

given to the knowledge acquired by children through craft as knowledge will be
related to life.”

Self supporting aspect of the Scheme:

The self supporting aspect of the scheme may be interpreted in two ways—

(a) Education that will help one to be self supporting in later life,

(b) Education which in itself is self supporting.

The basic idea of Gandhiji was that if the craft chosen is taught efficiently or
thoroughly, it would enable the school to pay the cost of salaries of teachers. At the
same time his aim was to accord dignity of labour and ensure modest and honest
livelihood for the student after leaving school.

Medium of instruction​:

One of the resolutions that was adopted at the All India National Conference at
Wardha was that education must be imparted through the mother tongue. In this
connection, the Zakir Hussain Committee’s observation was that the proper teaching
of the mother tongue is the foundation of all education. Without the capacity to speak
effectively and to read and to write correctly and lucidly, no one can develop
precision of thought or clarity of ideas. Moreover, it is a means of introducing the
child to the rich heritage of his people’s ideas, emotions and aspirations.

Ideal of citizenship​:

Another important feature of the basic scheme is the ideal of citizenship which is
implicit in it. It aimed at giving the citizens of the future a keen sense of personal
growth, dignity and efficiency and social services in a cooperative community. The
Zakir Hussain Committee envisaged that the new generation must at least have an
opportunity of understanding their own problems and rights and obligations. A
completely new system is necessary to secure the minimum of education for the
intelligent exercise of the rights and duties of citizens.

Flexible Curriculum and free Environment :

The flexibility of the curriculum and free environment for the child to perform
according to his own capacity are other remarkable features of basic education.
Under this scheme the teachers and students are free to work according to their
interest and there is no compulsion for completing a prescribed portion due to fear of
examinations. Necessary changes may be introduced in the curriculum if a situation
demands. Thus, whatever the child learns according to his interest and capacity is
permanently remembered by him. The teacher is also free to organise necessary
environments for the development of the child.

The basic education is designed for children between seven and fourteen years of age
and accordingly curriculum has been suggested. For the boys general science and for
girls home science have been emphasized. The various subjects are —

1​. Basic Craft​.

The craft chosen must not be taught mechanically, but systematically and
scientifically keeping in view the social significance.

(i) Spinning and Weaving,

(ii) Carpentry,

(iii) Agriculture,

(iv) Fruit and Flower Cultivation,

(v) Leather work,

(vi) Culturing Fish,

(vii) Pottery,

(viii) Any handicraft according to the local need,

(iv) Home Science for girls.

2. Mother tongue.

3. Mathematics.

4. Geography, History and Civics to be combined as Social Studies.

5. Painting and Music.

6. P.T., Drill and Sports etc.

7. General Science comprises Physics Chemistry, Botany, Zoology ,Hygiene and

Nature Study etc.

8. Hindi for that area in which it is not the mother tongue

9) English has not been included as a subject of study.

10) Although the medium of instruction is mother tongue, all students must learn
Hindi language.

11) There is no place for religious and moral education in the curriculum

12) A school of say 5 ½ hours could roughly be divided on the following basis:

Physical activities… 20 minutes

Mother Tongue… 20 minutes

Social Studies & General Science 60 minutes

Art 40 minutes

Arithmetic 20 minutes

Craft work including study of correlated subjects… 2 ½ hours

Thus the craft work will have 2 ½ hours instead of 3 hrs & 20 min.

13) External examinations are to be abolished. The day-to-day work of the student
is to be the determining factor.

14) Text books to be avoided as far as possible.

15) Cleanliness and health, citizenship, play and recreation are to be given
sufficient importance.

EVALUATION OF THE WARDHA SCHEME OF EDUCATION

Merits of Wardha Scheme

I​. Craft Work in School:

Modern educational thought is practically unanimous in commending the idea of

educating children through some suitable form of productive work. This method is
considered to be the most effective approach to the problem of providing an integral
all-sided education. It is useful on account of the following:
1) Psychologically, it is desirable, because it relieves the child from the tyranny of
a purely academic and theoretical instruction against which its active nature is
always making a healthy protest. It balances the intellectual and practical elements of
experience, and may be made an instrument of educating the body and the mind in
coordination.

2) Socially considered, It is also productive as it is based on the principle of work.

Work occupies the central place in basic education. The system is production
oriented and helps in the programme of national reconstruction the introduction of
such practical productive work in education, to be participated in by all the children
of the nation, will tend to break down the existing barriers of prejudice between
manual and intellectual workers, harmful alike for both. It will also cultivate in the
only possible way a true sense of dignity of labor and of human solidarity – an ethical
and moral gain of incalculable significance.

3) The scheme is financially sound and acceptable in a poor country like India,
where about half of the total illiterate people of the world reside. It is helpful for
rapid expansion of elementary education with less burden on public exchequer.
Economically considered, carried out intelligently and efficiently, the scheme will
increase the productive capacity of our workers and will also enable them to utilize
their leisure advantageously.

4) From the strictly educational point of view greater concreteness and reality
can be given to the knowledge acquired by children by making some significant craft
the basis of education. Knowledge will thus become related to life, and its various
aspects will be correlated with one another.

II​. Activity Curriculum:

In order to work out an effective and natural coordination of the various subjects and
to make the syllabus a means of adjusting the child intelligently and actively to his
environment, the Wardha Scheme laid stress on three centres, intrinsically
inter-connected, as the foci for the curriculum, i.e. the Physical Environment, the
Social Environment, and Craft Work, which is their natural meeting point since it
utilizes the resources of the former for the purpose of the latter.

The Wardha Scheme of Education attempted to draft an ‘activity curriculum’, which

implies that our school must be places of work, experimentation and discovery, not
of passive absorption of information imparted at second hand. It stressed this
principle by advocating that all teaching should be carried on through concrete life
situations relating to craft or to social and physical environment, so that whatever a
child learns becomes assimilated into his growing activities.

III. ​Learning by Doing​:

Learning by doing sums up the educational methods of basic education. It is

absolutely wrong to think that true education is acquired from books alone. There are
other methods and sources which are more helpful in acquiring true knowledge.
‘Chalk’ and ‘Talk’ lessons are also not very useful. All educationists have condemned
bookish knowledge. Ghandiji believed that school must be ‘doing things’. In the basic
system of education children acquire the knowledge of the formal school subjects as a
by-product of purposeful activities.

IV. ​Social Activities and Community Life​:

The corner-stone of Basic education lies in the activities and the community life of
school. Apart from craft, productive activities and occupations find an important
place in the curriculum of a basic school. Living together and doing together is the
soul of any progressive system of education and basic system fully incorporates this
in its curriculum and methods of teaching.

V. ​Self-Sufficiency:

Ghandiji felt that the educational system as introduced by the foreigners in India was
expensive and it was very difficult for a poor country like India to spread education if
it follows that system. So Ghandiji went a step further and declared that New
Education must not only be work centered but must also be self-supporting.

“…You have to start with the conviction that looking at the needs of the villages of
India our rural education ought to be made self-supporting if it is to be compulsory.
This education ought to be for the kind of insurance against unemployment.

Not only from an economic point of view, must this education be self-sufficient, but
also from a social and moral point of view. This means that at the end of the period of
basic education the individual should become self-reliant and self-supporting.”

VI. ​Modification of the Views of Mahatma Gandhi on Self-sufficiency​.

Zakir Hussain Committee pointed out the danger of overdoing craft work and
warned that oral work, drawing and expression work should not be lost sight of. The
educational aspect is more important than the economic aspect. It thus shifted the
emphasis from complete support to partial self-support. It was felt that with the
earnings through sale of craft products, uniform for the students or mid-day meal or
purchase of some necessary equipment may be made.

VII. Free and Compulsory Education:

Seven years free and compulsory education is one of the fundamentals of his scheme
and this cardinal principle has been emphasized due to two reasons:

(i) India is a democratic country and success of democracy depends upon the
enlightened citizens. Our great leaders like Gokhale worked for the introduction of
compulsory education for a long time. In his historic speech, Gokhale said that if
elementary education was to spread in India, it must be made compulsory and if it
was to be compulsory it must be free.

(ii) Ghandiji dream of classless society, free of exploitation — economic and

social—can be realized only if everyone is educated

VIII. Mother Tongue as a Medium of Instruction:

It is now universally recognized that the young child can learn with great facility if
the medium of instruction is its mother tongue. Ghandiji asserted that no education
is possible through foreign medium and all elementary education must be imparted
through the medium of mother tongue.

IX. Education through Correlation​:

Correlation is one of the important features and crux of basic education. In this
scheme of education, Ghandiji wished to give knowledge as a compact whole. The
modern educationist also advocated this. Basic education is therefore an effort to
correlate the life of the child with his immediate physical and social environment. It
is an effort to make knowledge easier and at the same time more meaningful.

X. Integrated knowledge:

Basic education treats knowledge as an integrated whole. Curriculum is build around

three integrally related centers: (i) Physical environment, (ii) Social environment,
and (iii) Craft work.

XI. ​Relationship with Life​:

A basic school must become an active environment where teaching is not cut off from
the life of the miniature community of the school and community itself. Education is
to be directed to the need of life. It is not to pursue an idea which has no relation with
or is totally isolated from the real situations of life.

XII​. Training in Citizenship:

Basic education aims at developing ideas of mutual understanding and habits of

cooperative and mutually helpful living among the students through its various
practical and constructive programs the new education aims at giving the citizens of
future a keen sense of personal warmth, dignity and efficiency. It is likely to
strengthen in them the desire of self-improvement and social service in a cooperative
community.

XIIL. Greater freedom for the teacher and the taught:

In basic education, discipline does not mean order and external restraint but an
intelligent use of freedom. The teacher gets many opportunities to make
experiments, think for himself and put his ideas and plans into practice.

XIV. The system was able to remove class and caste distinction.

It helps to bring social solidarity and national integration.It also removes the barriers
between the educated and the non-educated, between manual work and intellectual
work, between the rich and the poor and village and the town.

Basic education is not a class education: the ultimate objective of basic education is
to create a social order in which there is no unnatural divisions between ‘have’ and
‘have-nots’ and every one is assured of a living wage and the right to freedom.

XV. Basic education in rural as well as in urban areas​:

It is wrong to assume that basic education is intended to be imparted in rural areas

only. “In fact, in one sense there is greater need for basic education in urban areas
than in rural areas. In rural areas the children who participate in the life of the farm
or allied occupation of their families have certain types of further education. In
performing their jobs the children come into direct contact with actual life and with
the experience they get forms the basis of further education. On the other hand in
large towns and big industrial cities the children miss the opportunity for rich
experiences and direct contact with life”, observed Dr. K.L. Shrimali.
Limitations of of Wardha Scheme

1-Unsound Psychological Foundations of Wardha Scheme of Education​:

“The delicate but inexorable laws governing the development of the tender mind of
the child have been completely ignored. The child is treated just as a policeman or a
soldier, merely as a unit in a homogeneous mass. His individuality is ignored. He is
viewed merely as a means to an end—the end being earning capacity and citizenship
of sorts.

“play is the only means by which creative energy can be released. Enlightened and
informed educational opinion all over the civilized world is dedicatedly against
forcing the child to learn a craft before he is twelve plus. It is nothing short of cruelty
to make the child earn an anna or half an anna per hour during the stage when he
ought to be playing and enjoying himself.

“There are three aspect of human nature—cognitive, affective and co native. The
Wardha Scheme emphasizes the last aspect piously hoping that the student will
willy-nilly get trained in the first through his training in the last. The middle aspect is
completely ignored.

1-Undue Emphasis on Craft as the Only Basis of Correlation:​ “

It is impossible to establish any natural association between craft and all the subjects
of cultural value which any sane system of education should cover through its
curriculum. Teaching should be concrete and should be based on the child’s active
experience in his environment. But it is absurd to hang all knowledge from the peg of
a single craft.

1-No Place for Religious Education:

“Education suited to our national genius should have definite religious basis, with
contempt of worldly pursuits in its core. Craft-centered education is decidedly alien
to our ancient ideals.

2-Basic Education not Suited in an Age of Industrialization​:

As ours is a system of education which claims to produce an integrated individual,

the emphasis is out of place in a community which has its face turned towards
developing its economy to the full. So far Basic education fails to relate to the
economic policy of state. But if this point is ignored, we shall find ourselves burdened
with an educational system which turns out misfits even more rapidly than the one
with which we are so dissatisfied .With rapid industrialization of India, knowledge of
science and mathematics may become more desirable than skill in handicrafts.

1-Neglect of the child​:

In a hurry to pay more attention to craft, it has neglected the child. Basic education is
looked upon more as a social and economic duty than as a joyful adventure.” A craft
is only a slogan, a fiction, which is practiced on commercial occasions for the benefits
of visitors. In a basic school only two-third or half the normal time is given to
academic education, the rest being taken up by crafts. And further, since on the
time-table academic subjects generally come after the craft work, mostly agriculture,
students are sometimes too tired to take to academic work kindly .Students spend
one-third or half the time for craft work without acquiring any dexterity worth
speaking of in any craft.

CAUSES OF FAILURE OF BASIC EDUCATION

After the independence Basic scheme of education made good progress for about a
decade but gradually due to several difficulties it failed to become a permanent and
lasting feature of our educational system . The causes may be —

The self supporting aspect of Basic Education received severe criticism in the
academic circle. Teachers, social leaders and educational administrators had shown
an indifferent attitude towards it. It was argued that the scheme turns a school into a
centre of small scale industry. Moreover, teachers had to depend upon the earnings
of the students.This had a demoralising effect on teacher-pupil relationship.

Too much emphasis on craft had led to the neglect of liberal education. Very often
the craft is not properly selected from the point of view of education and social
significance and teaching through craft has become just a slogan.

Another criticism levelled against Basic Education was that a single craft can and
should not be the basis of the entire educational process. It may not help in the
development of liberal education and thus would create an imbalance in the
educational system between vocational and intellectual education.

The method of correlation as technique of instruction was not stressed and sincerely
followed. Correlation is no doubt a sound principle of education but correlation of
the subjects through craft may appear to be sometimes unusual and time consuming.
Basic Education is often regarded as an inferior type of education meant for the poor
villagers. It has nothing to do with the urban people, who usually send their children
to modern types of schools. The general public had no confidence in basic schools
because of the degraded social value accorded to it. Thus Basic education failed to
become an integral part of our national system of education.

Basic Education can in no way help in the progress of modern scientific and
technological development of the society, which was the need of the day. Rapid
changes and modernisation of our society can only be possible through the
application of modern science and technology in the fields and factories.

Lack of finance and the absence of sound administrative policy was also responsible
for the failure of Basic Education. Practically there was no coordination between the
official and non-official agencies engaged in the organisation and development of
Basic education.

Teacher occupies the central position in Basic Education. Lack of adequate supply of
efficient, trained and sincere teachers was one the most important cause for the
failure of this scheme of education. Suitable orientation and training of teachers of
basic schools was highly needed, which was rare. The majority of the teachers had no
faith in this system.

Thus, it is quite justified to say that the fundamental principles of basic education are
still valid and fruitful in the context of our present educational reform. They are
relevant to be used as guiding principles of modern education. In fact, it needs to be
reformed on modern lines then it may serve as one of the most interesting and
fruitful techniques of instruction at the elementary stage.

Gandhiji keenly wanted to create a new social order based on truth and non-violence.
This can be brought about only through a silent social revolution. He believed that
revolutionary change in the educational system can help to bring this silent social
revolution. The scheme of Basic Education does not stand for mere technique, it
stands for a new spirit and approach to all education.
 INTERIOR DECORATION

INTERIOR DECORATION

Interior decorating refers to the art and science of making an interior space more
aesthetically pleasing and functionally useful for its inhabitants. While the exterior of
a building can sometimes also be included in interior decorating, the term usually
refers solely to the interior design.

IMPORTANCE

● It involves the careful selection of items to suit the purpose and overall mood
of the area.

eg. Furniture, lightning, paint, wall coverings and curtains help to create an attractive
interior.

● Interior decoration is closely related to interior architecture i.e. the

shape, special features and style build into an indoor area.

eg. A bay window, archway, stairway or showcase.

● Professional designers plan and create interiors of residential and commercial

use like hotels, hospitals, libraries, schools, malls, theaters etc. And also plan the
interiors for aeroplanes, cars, ships etc.

● A designer may use furnishings, colors and light or introduce some other
items in the plan to modify its appearance and conceal that feature if the
architectural feature does not suit the design plan.

eg. Furnishings in a room with stained glass windows or antique paneling.

OBJECTIVES OF INTERIOR DECORATION

Includes principles of art and elements of arts:-

Principles of arts- proportion, balance, rhythm, emphasise and harmony.

Elements of arts-

Line, form, colour, texture, pattern, light and space.

Ideas that are expressed in homes consciously or unconsciously:-

Repose, animation, naturalness, sophistication, intimacy, formality, warmth,

coolness, delicacy, strength, freshness and antiquity.

Important features are:-

Service, comfort, pleasure, and minimum care. It is based on the following functions.

MAGAZINE HOLDER

M​aterials Required: Shoe box, Scissors, fevicol, paper cutter, brush, chart paper,
colors.

Steps for making the magazine holder:

Step 1: We take a cardboard shoe box and join the cover of the box and cut it with one
side.

Step 2: After joining the cover top, we will apply fevicol all over the box and cover it
with paper so that the base of the box becomes strong.

Step 3: Then cover the box with the chart paper of any color of our choice for the
base.

Step 4: Now we have to decorate it and for this l will make cutouts of pictures
depicting CHILD LABOUR.(We can see it in picture below).
Step 5: After cutting all the pictures, I color them accordingly and past them on my
magazine holder.
Uses of Magazine holder:-

Magazine holders can be used both in our school and home. In this we can put a lot
of magazines, paper rolls and lots of other things too.

DUSTBIN

Material required: scissor , fevicol, soe box,

waste paper to cover a single fold, decorative
item or craft paper

We create a small dustbin box for the use of

shoes box

Procedure ;We arrange a small shoe box and

cut it according to size. Fix the loose paper
with the help of fevicol.

Cover it with craft paper OR you can cover iit with any cloth fabric