Self Development and Art Appreciation स्व-विकास व कलारसास्वाद

Quick summary

Your identity is the unique mix of your physical features, qualities, beliefs, feelings and behaviour. This chapter helps you explore what shapes it: your name, experiences, role models, achievements, emotions and roles. It ends with a self report on your strengths, areas to improve, opportunities and challenges.

Key points

• Factors that shape identity: your name, personal experiences (happy or sad events, places, books, films), people who inspire you, things you are proud of, emotions and the roles you play.
• Experiences teach lessons that shape personality. Reflect on what each one taught you.
• Pride depends partly on your surroundings: school, region and society.
• We feel afraid because we think we may be robbed.
• We feel happy because we think our effort paid off.
• We feel angry because we think something is unjust.
• Spotting the thought behind an extreme emotion helps us manage it and avoid harmful actions.
• Emotions and thoughts are linked:
• People feel differently in the same situation, which is part of what makes each person unique.
• Roles: student, friend, son or daughter, sibling. Each role carries expectations.
• Stereotyping: expecting everyone in a role or group to think or behave in one fixed way (for example, "boys don't cry"). Question such ideas.
• Self report (SWOC-style): your strengths, areas to develop, opportunities and challenges across knowledge, skills, attitude, and social and financial areas.
• Everyone is a mixed bag. Work on your weak areas, but grow your strengths even more.

Important terms

• Identity – the unique combination of features, traits, beliefs and feelings that makes a person who they are.
• Stereotype – a fixed, oversimplified belief about how a group should behave.
• Self report – a self-evaluation of strengths, areas to improve, opportunities and challenges.

Key facts

• Self-report criteria: knowledge, skills, attitude, social, economic.
• Four columns: strengths, need to improve, opportunities, challenges.

5 important questions

Q1. What is identity?

The unique combination of a person's physical features, qualities, traits, beliefs, behaviour and feelings.

Q2. Name four factors that influence identity.

Experiences, people who inspire us, the roles we play and our emotions.

Q3. How are emotions and thoughts related? Give an example.

Our thoughts cause our feelings: we feel angry when scolded wrongly because we think it is unjust.

Q4. What is stereotyping?

Expecting people of a role or group to think or act in one fixed way, e.g. "girls are not good at maths".

Q5. Why is a self report useful?

It shows our strengths, weaknesses, opportunities and challenges, so we can improve and make better decisions.

Exam tip

Prepare your own short self report; questions often ask you to apply the idea to yourself.

Quick summary

Adolescence, roughly ages 13–19, is the bridge between childhood and adulthood. The body, emotions, social life and thinking all change fast. This chapter explains these changes, why the teenage brain acts on impulse, and why freedom must be balanced with responsibility.

Key points

• Meaning: the word comes from the Latin adolescere, "to grow" or "to mature"; it also means "to achieve identity". It is a period of challenges and also of great energy, curiosity and dreams.
• Growth spurts and growing body hair.
• Oily skin and pimples.
• Girls: menstruation begins (oestrogen).
• Boys: voice changes and genitals grow (androgens).
• Physical changes:
• Emotional and social changes: attraction, stronger self-consciousness, awkwardness about the body, comparing oneself with others, worry about acceptance and more time with friends than parents.
• Changes in thinking: wider intellectual interests, strong opinions, decisions influenced by peers, daydreaming about the future, eagerness to prove oneself.
• Action (reptilian) brain: developed at birth; controls breathing, heartbeat, digestion, sleep and reactions to danger.
• Emotional brain: develops from 0 to 5 years; the seat of emotions, memory, stress, fear, care and bonding.
• Thinking brain: develops last, until about 20–24 years; handles self-control, planning, problem-solving, attention, creativity and self-awareness.
• Three parts of the brain:
• The teen brain: the emotional brain is fully active but the thinking brain is still a "work in progress". With rapid hormonal changes, this leads to impulsive, risky behaviour ("I can get away with it").
• Freedom and responsibility: teens want freedom (clothes, staying out, TV). Parents' limits are about safety. Showing responsibility earns more freedom.
• Making choices: weigh the options, think about the consequences and choose wisely.

Important terms

• Adolescence – the transitional stage between childhood and adulthood (about 13–19 years).
• Hormones – chemical messengers (oestrogen, androgens) that cause body changes.
• Impulsive – acting without thinking about the consequences.

Key facts

5 important questions

Q1. What is adolescence?

The period of about 13–19 years between childhood and adulthood, marked by physical, emotional, social and mental changes.

Q2. List any four changes in adolescence.

Growth spurt, voice change or menstruation, increased self-consciousness and stronger influence of peers.

Q3. Why do adolescents take risks?

Their emotional brain is fully active while the thinking brain, which controls planning and self-control, is still developing.

Q4. What are the functions of the thinking brain?

Self-control, balanced thinking, problem-solving, planning, attention, creativity and self-awareness.

Q5. Why should freedom be balanced with responsibility?

Limits protect teens from harm while their judgment is developing; acting responsibly builds trust and earns more freedom.

Exam tip

Learn the three brain parts with their ages; the "why teens are impulsive" answer comes straight from this.

Quick summary

Values are the principles we follow most of the time and feel we must follow, in every role and situation. This chapter explains what values are, why they matter, how they form, common personal values, where values come from, and how a value differs from a norm or rule.

Key points

• Values: norms and principles that are influenced by where we are born (country, religion, community), that we follow most of the time, and that we feel we must always follow.
• Example: you find a friend's fee money when you forgot your own. The easy option (using it) breaks trust.
• Consistent, value-based behaviour builds trust, peace, cooperation and unity in society.
• Values guide life, show what is truly important, and shape our thoughts, behaviour and decisions.
• People with weak values often make impulsive, selfish choices.
• Why values matter:
• How values form: approach → habit → attitude → values. For example, a preference for simple clothes slowly becomes simplicity as a value.
• Personal values: integrity, simplicity, empathy, forgiveness, punctuality, self-discipline, justice, dignity of labour, humility, cleanliness and courage.
• Mohan, the milkman who won't add water: integrity.
• Joseph, who studies instead of going to a movie: self-discipline.
• Ratan, who owns up to a broken window: honesty and courage.
• Bhaskar, who forgives his friend: forgiveness.
• Case examples:
• Sources of values: home, school, culture, society, religion, books, philosophy and science. Some values are inherited, others chosen after thought. Review your values from time to time.
• Norms and rules are external, written regulations limited to a place.
• Values are internal and followed everywhere, even when no one is watching.
• Pushkar avoids litter only at school (a norm); Harbhajan never litters anywhere (a value).
• Values vs norms:

Important terms

• Value – a deeply held principle we feel we must always follow.
• Norm – an external rule about how to behave in a particular place or group.
• Integrity – being truthful, not cheating and standing by your word.
• Dignity of labour – respecting all kinds of work and workers equally.

Key facts

• Approach → Habit → Attitude → Values.
• Values are internal and universal; norms are external and local.

5 important questions

Q1. What are values?

Principles, shaped by our background, that we follow in most situations and feel we must always follow.

Q2. Why are values important?

They guide our life, help us decide what matters, keep our behaviour consistent and build trust and peace in society.

Q3. Explain how values are formed.

A repeated approach becomes a habit, habits shape our attitude, and attitude becomes a value.

Q4. Distinguish between values and norms.

Norms are external rules limited to a place; values are internal and followed everywhere, even when no one is watching.

Q5. Name the value in each case: Mohan refuses to add water to milk; Ratan apologises for breaking a window.

Mohan shows integrity; Ratan shows honesty and courage.

Exam tip

Use the Pushkar–Harbhajan example to explain values versus norms; examiners like an example.

Quick summary

Everything in nature and society is connected, so a problem in one place soon affects everyone. This chapter shows that interdependence, explains four ways of bringing social change with real changemakers, and asks you to start with a personal change project, because even one person can make a difference.

Key points

• The social web game: words like man, rivers, air, plastic and trees are linked by a thread. Tapping anywhere makes the whole web vibrate, which shows that everything is connected.
• Cities depend on villages for food and raw materials.
• Rural problems (scarcity, migration) create urban problems, and the other way round.
• Vehicle use causes global warming, and plastic makes soil infertile; these affect us all.
• Interdependence:
• Social problems are never "someone else's problem"; sooner or later they become ours.
• Community service: Baba Amte served leprosy patients who were treated as outcasts.
• Creating infrastructure: Dr Rajendra Singh helped build about 4500 johads (small dams) in Rajasthan through people's participation, raising groundwater.
• Research: Dr Abhay and Dr Rani Bang cut infant deaths from pneumonia in Gadchiroli.
• Activism: uniting people to demand their rights, e.g. campaigns against harmful rituals or pollution.
• Four ways to bring social change:
• Malala Yousafzai challenged the Taliban ban on girls' schooling and became the youngest Nobel laureate.
• Dashrath Manjhi cut a road through a hill near Gehlaur (Bihar) with a hammer and chisel over 22 years.
• Bindeshwar Pathak founded Sulabh International for public toilets and received the Padma Bhushan.
• The power of one:
• Change yourself first, which builds confidence to involve others.
• Steps: define the problem, plan, act for at least a month, document and review. Example: reducing plastic or paper at home.
• Personal change project: "Be the change you wish to see in the world" (Mahatma Gandhi).

Important terms

• Interdependence – people and nature depending on one another.
• Social change – a lasting improvement in society.
• Activism – organised effort to raise awareness and fight for rights.

Key facts

5 important questions

Q1. What does the social web activity show?

Everything in the environment and society is connected; a change in one part affects all the others.

Q2. Explain interdependence with an example.

City people depend on villages for food and raw materials, so village problems such as drought affect cities too.

Q3. Name four ways of bringing social change.

Community service, creating infrastructure, research and activism.

Q4. What did Dashrath Manjhi achieve?

He cut a road through a rocky hill alone with a hammer and chisel over 22 years, so his village no longer had a 50 km detour.

Q5. Why should social change begin with personal change?

Changing ourselves first gives us confidence and credibility to convince others to join.

Exam tip

Match each changemaker to their mode of change and work; it is a common question.

Quick summary

We all have a natural urge to express ourselves, and art is one of the richest ways to do it. This chapter defines art, finds art in daily life and nature, separates visual from performing arts, explains the five elements of visual art and colour types, and introduces famous artists.

Key points

• Self-expression is as vital as breathing. Humming, doodling, sand castles and storytelling are all natural art.
• Definition (artist Devi Prasad): "Every act done with a sense of beauty, grace and human relevance is art." There is an artist in each of us.
• Art in daily life: rangoli, films, embroidery, food presentation, matching clothes, hairstyles and cartoons. A good cartoon uses minimal lines and is creative and funny.
• Ancient India valued mastery of the **64 arts (chousashta kala)**.
• Visual arts: drawing, painting, sculpture, printmaking, embroidery, crafts, photography, film and architecture.
• Performing arts: dance, music, theatre, mime, puppetry, magic, circus and recitation; the artist's own body and presence are needed.
• Two broad forms:
• Line: shows patterns, depth and distance.
• Shape: geometric, natural or abstract.
• Colour (hue): creates emotion and interest.
• Light and shadow: brings out form, especially in realistic art.
• Texture: how a surface would feel, such as smooth or rough.
• Five elements of visual art:
• Primary: red, yellow, blue; they cannot be mixed from others.
• Secondary: two primaries mixed.
• Tertiary: one primary and one secondary mixed.
• Colours:
• The same emotion or scene can be expressed differently by different artists; understanding this is art appreciation.
• Raja Ravi Varma: Indian deities and epics; a blend of European technique and Indian feeling.
• Van Gogh: bold colours and strokes.
• Picasso: Cubism.
• Georgia O'Keeffe: flowers and desert scenes.
• Jamini Roy: Padma Bhushan 1955.
• Amrita Sher-Gil: a blend of Western and Indian styles; lived only 28 years.
• K.G. Subramanyan: Padma Vibhushan 2012.
• Abalal Rahiman of Kolhapur: appointed by Rajarshi Shahu Maharaj.
• Famous artists:

Important terms

• Art form – a medium of art such as music, dance or painting.
• Visual art – art experienced mainly by seeing.
• Hue – a colour itself.
• Still life – an artwork of an arrangement of non-living objects.

Key facts

5 important questions

Q1. Define art.

"Every act done with a sense of beauty, grace and human relevance is art" (Devi Prasad).

Q2. Distinguish between visual and performing arts.

Visual arts are seen, such as painting and sculpture; performing arts need the artist's live presence, such as dance and drama.

Q3. Name the five elements of visual art.

Line, shape, colour, light and shadow, and texture.

Q4. What are primary, secondary and tertiary colours?

Primary colours are red, yellow and blue; secondary colours mix two primaries; tertiary colours mix one primary with one secondary.

Q5. Who was Raja Ravi Varma?

An Indian painter (1848–1906) known for paintings of deities and epics that blend European technique with Indian themes.

Exam tip

Learn the five elements and one line about each famous artist; matching and short-note questions are common.

Quick summary

A conflict arises when two people or groups want different things and only one can be satisfied at that moment. This chapter separates conflict from a mere difference of opinion, explains five approaches to resolving conflict and when to use each, describes peer pressure, and gives six steps to a win-win solution.

Key points

• Gratitude for small things (a mother waking you, a friend sharing) keeps relationships healthy.
• Study or play before dinner is a conflict: both cannot happen at once.
• Liking different songs is just a difference of opinion.
• Conflict vs difference of opinion:
• Conflicts happen in every relationship, but almost all can be resolved with the right approach.
• Ignoring: for trivial or one-time issues.
• Dominating: for urgent emergencies, e.g. you know the right path back before dark.
• Giving up: when it costs you little but helps the other a lot, e.g. a bus seat for an elderly person.
• Compromise: a temporary solution, e.g. taking turns with the TV.
• Win-win: for important, long-term issues; both needs are met, e.g. a cycle timetable.
• Five approaches (example: sharing a new cycle with your brother):
• Win-win needs an agreement, no hard feelings and willingness to listen. It is the best approach but not always easy.
• Peers are people of your own age group. Peer pressure is the pressure you feel to fit into a group.
• Rejection: "do it or you're out".
• Insult: teasing and name-calling.
• Reasoning: being argued into it, e.g. "a small lie never hurts".
• Example: everyone does it, so you feel you must.
• Four types of negative peer pressure:
• Stop and think (stay calm).
• Put it in words.
• Listen to others.
• Identify each person's needs.
• Find solutions.
• Prove your point with facts.
• Six steps to a win-win:

Important terms

• Conflict – a clash of wants where only one can be met at a time.
• Win-win – a solution that satisfies both sides.
• Peer pressure – the pressure to conform to people of your age group.

Key facts

5 important questions

Q1. What is a conflict?

A situation where two people or groups want different things and only one can be satisfied at that time.

Q2. How is a conflict different from a difference of opinion?

In a difference of opinion both views can continue together; in a conflict only one want can be met.

Q3. When should the dominating approach be used?

In urgent emergencies that cannot wait, such as finding the way back from a trek before dark.

Q4. Explain the types of negative peer pressure.

Rejection (threat of being left out), insult (teasing), reasoning (being talked into it) and example (copying what everyone does).

Q5. Write the steps of win-win conflict resolution.

Stop and think, put it in words, listen to others, identify needs, find solutions and prove your point.

Exam tip

Learn the approach table with one example each; situation-based questions ask you to choose an approach.

Quick summary

Intelligence and talent are not fixed at birth. They grow with training, practice and feedback. This chapter shows how the brain learns by building neuron pathways, what research proves, and how a growth mindset differs from a fixed mindset, so you can plan to improve any ability.

Key points

• Myths: intelligence is inherited and fixed; talent is always inborn; talented people never fail or need practice. All are false.
• Michael Jordan was not picked for his school basketball team.
• Walt Disney was told he lacked creativity; he went on to create Mickey Mouse.
• Arunima Sinha lost a leg and still climbed Everest with an artificial leg.
• Thomas Edison was called too stupid to learn; he later held over 1000 patents.
• Real stories:
• The brain has billions of neurons. Electric impulses pass between them using chemicals across a tiny gap called the synapse.
• Learning means forming connections, like a path worn across a grassy hill. It is hard at first and easy with practice.
• How we learn:
• The more we practise, the stronger the neuron connections become, so skills, intelligence and creativity can increase.
• Rats raised in cages with toys and puzzles grew more connections, even old rats, so we can learn at any age by taking on challenges.
• Research:
• The brain is like a muscle: challenges, training, practice and feedback make it stronger, just as exercise strengthens muscles after the first soreness.
• Fixed mindset: "I can't do this", "I'm just not good at maths", avoiding challenges, giving up and fearing failure.
• Growth mindset: "I can't do this yet", "Mistakes help me learn", embracing challenges, persisting and learning from feedback.
• A baby learning to walk falls again and again; no one doubts it will walk. That is a growth mindset.
• Action plan: choose a skill, set a goal, practise regularly, seek feedback and track progress.

Important terms

• Neuron – a nerve cell that carries electric signals.
• Synapse – the gap between two neurons across which signals jump.
• Growth mindset – the belief that abilities can be developed with effort.
• Fixed mindset – the belief that abilities are inborn and cannot change.

Key facts

5 important questions

Q1. Can intelligence be increased? Justify.

Yes. Practice strengthens neuron connections, and research shows even old brains form new connections when challenged.

Q2. What is a synapse?

The tiny space between two neurons; electric impulses must cross it for any sensation or learning to happen.

Q3. What did the rat experiment prove?

Rats raised in an enriched environment, even old ones, developed more neuron connections, so we can learn at any age.

Q4. Differentiate between a fixed mindset and a growth mindset.

A fixed mindset believes ability is fixed and avoids challenges; a growth mindset believes ability grows with effort and welcomes challenges and feedback.

Q5. Change to a growth mindset: "I am bad at drawing."

"I am not good at drawing yet; with regular practice and feedback I will improve."

Exam tip

Practise rewriting fixed-mindset sentences as growth-mindset ones; this is a favourite question.

Quick summary

A career is not just money or fame. It is a pathway to happiness and excellence that leads to growth. This chapter defines a career, explains the Career Magic Framework (interest + capability + opportunity), shows how a dream, hobby and job differ from a career, and introduces the seven broad fields open after 10th.

Key points

• Common myths: a career means lots of money, fame, or simply working from morning to evening.
• Happiness: doing what you like.
• Excellence: having or building the capability to do it very well.
• Growth: money, respect, satisfaction, goodwill and fame.
• Example: Sachin Tendulkar loved cricket, worked hard to excel, and grew.
• Definition: a career is a pathway to achieve happiness and excellence, leading to growth.
• Interest: what you love; it makes you lose track of time. It is internal.
• Capability: what you are good at; partly inborn, partly built by training, practice and feedback.
• Opportunity: what society needs and will pay for. It is mostly external.
• Where all three meet, you have a good career.
• Career Magic Framework:
• Dream = interest + opportunity − capability (a shy person who wants to act).
• Hobby = interest + capability − opportunity (reading books for pleasure).
• Job = capability + opportunity − interest (a good singer who loves maths).
• Career = interest + capability + opportunity (a farm lover researching mechanised farming).
• Remove one element:
• Your framework is unique; don't copy a friend or sibling. Case: Shamika's parents want her to be a doctor, but her interest and capability lie in painting.
• These lead on to teaching, law, research, management, civil services and more.
• Seven broad fields after 10th: Fine Arts, Arts and Humanities, Health and Life Sciences, Uniformed Services, Agriculture, Science and Technology, and Commerce.
• In Class 10 you will take the Kal Chachani (interest test), which is not an exam, and learn goal setting.

Important terms

• Career – a pathway to happiness and excellence leading to growth.
• Interest – what you love doing.
• Capability – the ability, knowledge and skill to do something well.
• Opportunity – society's need or demand for work it will pay for.

Key facts

5 important questions

Q1. What is a career?

A pathway to achieve happiness and excellence that leads to growth in money, respect, satisfaction and fame.

Q2. Explain the Career Magic Framework.

A good career lies where interest (what you love), capability (what you are good at) and opportunity (what society needs and pays for) meet.

Q3. Differentiate between a hobby and a job.

A hobby is interest plus capability without opportunity; a job is capability plus opportunity without interest.

Q4. Name the seven broad fields after 10th.

Fine Arts, Arts and Humanities, Health and Life Sciences, Uniformed Services, Agriculture, Science and Technology, and Commerce.

Q5. Should Shamika become a doctor? Why?

Probably not. She has the opportunity, but her interest and capability are in painting, so painting fits her career framework better.

Exam tip

Memorise the four formulas (dream, hobby, job, career); case-based questions use them directly.

Quick summary

Performing arts are performed live for an audience, and most of them fall under three forms: drama, music and dance. This chapter explains what drama is, the four types of abhinay (acting), why conflict is central, the basics of music (naad, swar, taal, raga) and India's classical dance styles.

Key points

• Drama creates an illusion of reality through fiction. Actors take on fictional roles so convincingly that the audience chooses to believe them.
• Angika: body movements, facial expressions and gestures.
• Vachika: words, intonation and pauses.
• Aharya: costume, make-up, lights and props.
• Sattvik: expressing the inner physical and mental state of the character.
• **Four types of *abhinay***:
• Conflict is the core of drama. A story with no opposition is dull; obstacles, such as parents refusing to send a girl to school, make it gripping.
• The actor's tools are voice, expressions and body. Breathing exercises ("aa", "mmm", blowing up a balloon) build a clear, loud voice, and intonation changes meaning.
• Naad: a pleasant, lasting sound.
• Swar: a naad used in music, i.e. a musical note. A sequence of notes makes a tune.
• Theka or taal: rhythm, as in the beat of the dhol at the Ganpati festival.
• Indian classical music is built on raga (set notes and rules) and taal (rhythm cycle). It has North Indian (Hindustani) and South Indian (Carnatic) styles. Famous artists include Pt. Bhimsen Joshi, Pt. Kumar Gandharva, Kishori Amonkar and Begum Akhtar.
• Music:
• Dance: daily actions become dance through rhythm, expression and style. Types: classical, folk and free-style (film).
• Bharatanatyam: about 2000 years old.
• Kathak: from katha, storytelling; North India.
• Kuchipudi: Andhra Pradesh; developed by Siddhendra Yogi.
• Odissi: Odisha.
• Also Kathakali, Manipuri, Mohiniyattam and Sattriya.
• Classical dance follows the rules of Bharata Muni's Natyashastra. India has 8 classical styles:

Important terms

• Abhinay – acting, the art of portraying a role.
• Swar – a musical note.
• Taal – the rhythm cycle in music.
• Natyashastra – Bharata Muni's ancient treatise on drama and dance.

Key facts

5 important questions

Q1. What is drama?

An art form in which people take on fictional roles and perform them so they seem real; it creates an illusion of reality through fiction.

Q2. Explain the four types of abhinay.

Angika (body and gestures), Vachika (speech and intonation), Aharya (costume, make-up and props) and Sattvik (expressing the inner state).

Q3. Why is conflict important in drama?

Without conflict a story is flat; opposition from people or situations creates interest and suspense.

Q4. What are swar and taal?

Swar is a musical note made from a pleasant, lasting sound; taal (theka) is the rhythm to which we tap our feet.

Q5. Name four classical dances of India and their origins.

Bharatanatyam (Tamil Nadu), Kathak (North India), Kuchipudi (Andhra Pradesh) and Odissi (Odisha).

Exam tip

Learn the four abhinay types and the eight classical dances; they are frequent one-mark and matching questions.