Self Development and Art Appreciation स्व-विकास व कलारसास्वाद

Quick summary

A strong nation needs responsible citizens. This chapter explains what democracy means, why rules are needed, the four values of a democratic lifestyle, the things that harm democracy, and how to practise democracy at home and in school.

Key points

• Democracy is government of the people, for the people and by the people: citizens elect representatives from among themselves, and laws are made for everyone's well-being.
• Freedom in a democracy does not mean doing whatever we like. Shared resources (water, electricity, medical help) need rules so that everyone gets a fair share. The chocolate-jar activity shows this.
• Rules must rest on values. The island activity shows that people are happiest where they are free but follow fair rules, not under a dictator or with no rules at all.
• Respect for every person, even when we disagree, and for public resources.
• Cooperation: giving and taking help, sharing chances.
• Equal right of all to respect and dignity.
• Pro-social behaviour from inner motivation: accepting duties along with rights.
• Four values of a democratic lifestyle:
• Obstacles to democracy: discrimination between people (by work, gender or caste), believing one's own culture is the best, and disrespect for others or for public property.
• All work is valuable; diversity of skills keeps society running.
• Democracy must be a personal lifestyle, not just a form of government. Check your home and school with a questionnaire, then: understand, identify, challenge and change.

Important terms

• Citizen – a member of a nation with rights and duties.
• Democracy – rule by elected representatives of the people.
• Pro-social behaviour – actions that help society, done willingly.
• Discrimination – treating people unfairly because of differences.

Key facts

Values of a democratic lifestyle: respect, cooperation, equality, pro-social behaviour with intrinsic motivation.

5 important questions

Q1. Explain "government of the people, for the people, by the people".

People elect representatives from among themselves (of and by the people), and the laws they make are for the people's welfare (for the people).

Q2. Why do we need rules?

So that shared resources are used fairly and everyone gets an equal chance.

Q3. What are the four values of a democratic lifestyle?

Respect, cooperation, equality of dignity, and pro-social behaviour from inner motivation.

Q4. Which factors harm democracy?

Discrimination by work, gender or caste; cultural superiority; disrespect for people and public property.

Q5. How can you practise democracy at home?

Listen to everyone's views, share TV time and food fairly, divide housework equally between boys and girls, and decide together.

Exam tip

Support every answer with a small example from home, school or the neighbourhood.

Quick summary

Newspapers, TV, radio and the internet do more than give information; they also shape our opinions, wants and self-image. This chapter teaches how to read media critically: advertisements, news angles, film images of men and women. It also explains addiction, its effects and how to say "No".

Key points

• Information and broadcasting media: newspapers, magazines, TV, radio, internet and documentaries. They carry a perspective, not just facts.
• Advertisements can make us feel we lack something, so we buy things we do not need, and resources are wasted. Before buying, ask: do I really need it? What happens if I don't buy it?
• Most news channels and papers are privately owned and may have political, social or business agendas. Compare sources and draw your own conclusion.
• Male image: heroes are shown as rash, careless, always winning, smoking or breaking rules. Young people copy this.
• Female image: heroines are shown as fair, slim and dependent; ads link fairness and looks with success. Girls start thinking looks decide their worth.
• Two pathways: self-development (healthy food, study, exercise, hobbies) or self-destruction (copying ads, worrying about looks, addiction).
• Addiction is a disease. Tobacco, gutkha, smoking, alcohol and drugs damage the brain, lungs, heart, liver and kidneys, and harm family and finances. An addict spends about ₹60 a day, about ₹21,900 a year.
• Starting at 14–18 years gives about a 60% risk of lifelong addiction, while de-addiction succeeds in only 5–6% of cases. Prevention is best.
• Art of saying No: make eye contact, refuse firmly and calmly, don't argue, and leave if needed.
• Government de-addiction helpline: 1800-11-0031.

Important terms

• Media – channels that carry information and opinions to people.
• Perspective – the angle from which news is presented.
• Addiction – a harmful dependence on a substance or habit.
• Stereotype – a fixed, simplified image of a group.

Key facts

• Media steps: understand → identify → challenge → implement.
• Helpline 1800-11-0031 (9.30 a.m.–6 p.m., except Sunday).

5 important questions

Q1. What are information and broadcasting media? Give examples.

Sources that bring information to people: newspapers, magazines, TV, radio and the internet.

Q2. How do advertisements affect us?

They make us feel our life is lacking and push us to buy unneeded products, which also wastes natural resources.

Q3. How do films portray women, and what is the harm?

As fair, slim, dependent and emotional. Girls start believing looks decide their worth.

Q4. Why is prevention better than cure in addiction?

Starting at 14–18 gives about a 60% risk of addiction, while only 5–6% of addicts recover.

Q5. How would you refuse a friend offering gutkha?

Look him in the eye, say "No" firmly and calmly, don't argue, and walk away if he insists.

Exam tip

Use one real advertisement or film example to show critical thinking in long answers.

Quick summary

Art gives meaning and joy to life. This chapter explains why visual art matters, introduces four famous modern art styles (Impressionism, Cubism, Surrealism and Abstract Expressionism) with their artists, compares folk styles like Warli and Australian tribal dot art, and lists career paths in visual art.

Key points

• "If you have two rupees, buy food with one and art with the other": food helps us survive, art gives a reason to live.
• Why art matters: it expresses feelings words cannot, creates beauty, spreads social messages, inspires people, records the life of past times (excavated objects) and builds respect and empathy between cultures.
• Folk art uses simple shapes: Warli art of Maharashtra uses basic geometric shapes; Australian tribal art uses dots of different sizes.
• Impressionism (France, late 19th century): artists painted outdoors, capturing changing light with small dabs of pure colour that blend when seen from a distance. Examples: Monet; the book also shows Van Gogh.
• Cubism (Paris, 1907–1914): objects broken into geometric shapes and shown from several viewpoints at once. Artists: Pablo Picasso, Paul Cézanne. One of the most influential styles of the 20th century.
• Surrealism (from the early 1920s): dream-like pictures of the inner mind, using symbols. Artists: Salvador Dalí, Joan Miró.
• Abstract Expressionism (New York, 1940s): feelings shown through free colour and form. Artists: Willem de Kooning, Mark Rothko.
• To appreciate a painting, look at line, colour, form, style, imagination, and light and shadow.
• Careers: after 10th, the Foundation or G.D. Arts course (4 years, then Applied or Fine Art) or an Art Teacher's diploma; after 12th, diplomas in sculpture, fashion design, architecture, jewellery design, animation, interior design or photography. See mahacareermitra.in.

Important terms

• Visual art – art seen with the eyes: painting, sculpture, photography, film.
• Style – an artist's or movement's typical way of working.
• Art appreciation – understanding and enjoying a work of art.

Key facts

5 important questions

Q1. Give two reasons why art is important.

It expresses feelings words cannot, and it spreads social messages that touch people quickly.

Q2. What is special about Impressionism?

Artists painted outdoors and caught changing light with small strokes of colour that blend from a distance.

Q3. Explain Cubism.

An object is broken into geometric shapes, seen from different angles and joined into one picture. Picasso and Cézanne are known for it.

Q4. How does Surrealism differ from Impressionism?

Impressionism paints what the eye sees in outdoor light; Surrealism paints dream-like images of the inner mind using symbols.

Q5. What career options exist in visual art after 10th?

The Foundation course, the G.D. Arts course (then Applied or Fine Arts) or an Art Teacher's diploma. After 12th, also animation, fashion or interior design and photography.

Exam tip

Learn each style with one artist and one feature; matching questions are common.

Quick summary

Social media connects us, but it can also spread false news, cause addiction and loneliness, and lead to disrespect and abuse, especially towards girls and women. This chapter teaches how to use social media wisely, check information, respect the opposite sex, and where to get help.

Key points

• Social media apps let anyone post and share instantly, and there is no outside control over what is posted.
• Ladder of attraction: the more we crave likes and online time, the further we slip as responsible people.
• Check before you trust: reliable knowledge comes from proper sources (books, experts), not forwarded messages. Miracle claims like "lose 5 kg in 2 days" are dangerous.
• False information: anti-social elements spread rumours to create conflict between groups. A responsible person does not forward unchecked messages.
• A 'like' can mean many things. Using only social media to talk creates misunderstanding.
• Loneliness: online friendships are mostly shallow; less face-to-face time means fewer real bonds. A child who exercises and plays outdoors progresses more than one gaming late into the night.
• Disrespect towards women: ads, films and serials create a feeling that women are inferior. Comments, morphed photos or stalking online are harmful and illegal.
• Cyber crime: crime done through mobiles, computers or cameras, such as obscene comments, misuse of photos or fake profiles. It is punishable by law.
• Help: Childline 1098 (children and adolescents), women's helpline 1091. Tell parents or teachers; do not stay silent.
• The positive side: education, results, news, history and science, quick exchange of ideas and support for national unity.

Important terms

• Social media – online platforms to create and share content and messages.
• Fake news – false information spread as if true.
• Cyber crime – a crime committed using electronic devices or the internet.

Key facts

• Childline: 1098. Women's helpline: 1091.
• Steps: understand → identify → challenge → implement.

5 important questions

Q1. What is social media?

Online platforms such as messaging and networking apps where people share information, photos and opinions instantly.

Q2. Why is false information on social media dangerous?

No one controls it. Rumours can create fear and conflict between groups, and unchecked health tips can harm people.

Q3. How does excessive social media use cause loneliness?

Online links are shallow, and time online cuts face-to-face talk, so real friendships weaken.

Q4. What is cyber crime? Give two examples.

A crime done using electronic devices or the internet, e.g. posting obscene comments or misusing someone's photos.

Q5. Where can a child or a woman get help against abuse?

Call Childline 1098 or the women's helpline 1091, and tell parents, teachers or the police.

Exam tip

Mention both sides of social media in long answers, and write the helpline numbers correctly.

Quick summary

Choosing a career is a continuous process, not a one-time event. This chapter clears common myths about careers, explains SMART goal setting, planning and time management, introduces the interest test and the Maha Career Mitra portal, and lists the documents and scholarships needed after 10th.

Key points

• Myths to rethink: that you need money to build a career, that one wrong choice ruins your life, or that only Science or Maths leads to success. None of these is true.
• Career is a process: as we gain experience and learn about our abilities, likes and opportunities, we keep reshaping our career.
• A desire ("I want to do well") becomes a goal only when it states what, how much and by when.
• SMART goals: Specific, Measurable, Achievable, Realistic and Time-bound. For example, "score more than 70% in the 10th board exam in March" is better than "get a lot of marks".
• Planning: break the goal into steps, the way a family plans a wedding.
• Time management: divide the day into half-hour slots, record a week's use, mark wasted time, and combine or cut activities.
• Interest test (Kal Chachani): a test for Class 10 students that shows their interest in 7 fields: Agriculture, Arts/Humanities, Commerce, Technical, Fine Arts, Health Sciences and Uniformed Services. It has no right or wrong answers. Results and course information are on the Maha Career Mitra portal.
• Talk with parents calmly, with facts about courses, costs and jobs.
• For 11th admission keep the marksheet, leaving certificate, caste and income certificates (if needed), photos and Aadhaar ready.
• Scholarships: NCERT talent scholarship, KVPY (basic sciences), Mahindra All India Talent Scholarship and state schemes. Always check that they are genuine.

Important terms

• Career – the path of education and work a person builds through life.
• Goal setting – stating clearly what you want to achieve and by when.
• Interest test – a psychometric test showing which fields interest you.

Key facts

5 important questions

Q1. Why is career called a process and not an event?

Because we keep learning about ourselves and new opportunities, and we reshape our career throughout life.

Q2. Expand SMART.

Specific, Measurable, Achievable, Realistic, Time-bound.

Q3. Correct the goal "Manisha wants to be a successful person".

"Manisha will score above 75% in the 10th board exam in March and join the science stream at her chosen college."

Q4. What is the interest test? Name its 7 fields.

A psychometric test for Class 10 showing interest levels in Agriculture, Arts/Humanities, Commerce, Technical, Fine Arts, Health Sciences and Uniformed Services.

Q5. How can you manage your time better?

Record a week in half-hour slots, find wasted time, set priorities and combine or cut activities.

Exam tip

Practise turning a vague wish into a SMART goal; this question appears almost every year.

Quick summary

Art begins where words end. This chapter covers the stage elements that make a drama lively, the folk dances of Maharashtra and the art of compering, the three elements of dance (space, time and energy), and the four types of Indian musical instruments with regional examples.

Key points

• Set: stage arrangement showing the place.
• Costume: suited to the role, period and character.
• Make-up: suited to the character's age and the stage lights (grey hair, dark circles for an old person).
• Light effects: draw attention, show time (blue light for night).
• Sound and music, plus earlier ideas: conflict, body language, expressions and voice modulation.
• Elements that make a drama entertaining:
• Actors can play non-human characters (a tree, a river) with imagination, and the same dialogue can mean different things in different situations.
• Folk dances of Maharashtra: Lezim (heroic dance to dhol and halgi, at fairs and processions; also used in physical training), Koli dance (fisherfolk, at festivals and weddings), and Dhangari dance (to the dhol).
• Folk dance is simple, group-based and tied to community life; classical dance follows strict rules of expression and rhythmic movement.
• Elements of dance: space, time (rhythm) and energy.
• Compering: introducing a programme and linking items. It is now a full profession.
• String (chordophones): plucked (veena, sitar, tanpura, sarod) or bowed (violin, sarangi).
• Wind (aerophones): flute, harmonium, shehnai.
• Membrane (membranophones): tabla, mridangam, dholak, damru.
• Solid (idiophones, ghan vadya): jaltarang, zanj (cymbals).
• Four types of Indian instruments:
• Regional instruments: dholki in Maharashtra's lavani, mridangam and ghatam in South Indian music, sarangi and algoza in Rajasthan.

Important terms

• Set – the stage arrangement showing where the scene happens.
• Compering – hosting and linking parts of a programme.
• Folk dance – a traditional community dance of a region.
• Membranophone – an instrument with a stretched leather skin.

Key facts

5 important questions

Q1. Name four elements that make a drama entertaining.

Set, costume, make-up and light effects.

Q2. What is compering?

Presenting a programme: welcoming the audience, introducing items and linking them smoothly.

Q3. Describe Lezim.

A heroic folk dance of Maharashtra, performed in rhythmic steps to the dhol and halgi at fairs and processions.

Q4. Classify Indian instruments with two examples each.

String: sitar, violin. Wind: flute, shehnai. Membrane: tabla, dholak. Solid: jaltarang, zanj.

Q5. How do lights help a drama?

They focus attention on part of the stage, show time and mood (blue for night) and highlight expressions.

Exam tip

Learn the instrument table; "classify the following" questions are common.