New Vacancy 2026
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EMRS TGT Art Teacher Free Mock Test
EMRS TGT Art Teacher Syllabus 2026, Exam Pattern
EMRS TGT Art Teacher Syllabus 2026, Exam Pattern, Exam Date 2026
| Organization Name | National Education Society for Tribal Students (NESTS) |
| School Name | Eklavya Model Residential Schools (EMRS) |
| Post Names | TGT Art Teacher |
| No.of Posts | Notified Soon |
| Mode of Application | Online |
| Selection Process | Tier -I : Preliminary (Qualifying) Examination Tier -II : Subject Knowledge Examination |
| Category | Syllabus and Exam Pattern |
| Job Location | Across India |
| Official Website | emrs.tribal.gov.in |
1. Experiential & Activity-Based Pedagogy:
Meaning, principles, and importance of experiential learning.
Steps of experiential learning cycle (Experience → Reflect → Conceptualize → Apply).
Role of teacher as facilitator in art activities.
Planning and organizing art-based activities (painting, craft, sculpture, design).
Integration of art with other subjects (Art-Integrated Learning).
Classroom management during art activities (materials, time, safety).
Assessment in art: portfolios, exhibitions, peer/self-assessment.
Inclusive and culturally responsive art education (especially for tribal students).
NEP 2020 focus: holistic and activity-based learning.
2. Case Study-Based Pedagogy:
Understanding real classroom situations and teacher responses.
Problem-solving and decision-making in art classroom scenarios.
Handling challenges: lack of materials, low motivation, mixed abilities, inclusivity.
Designing creative solutions using local/low-cost resources.
Reflection after activity – improving future practice.
Linking art education with community and local heritage (tribal art forms).
Ethical, safe, and sustainable use of art materials.
Key Principles and Vision:-
Fundamental Pillars: Understand the five foundational pillars of NEP 2020: Access, Equity, Quality, Affordability, and Accountability.
Holistic Development: The goal of developing students who possess critical thinking, creativity, ethical values, and empathy, moving away from rote learning.
Multidisciplinarity: The breakdown of rigid subject silos between arts and sciences, and curricular and extracurricular activities.
Structural and Curricular Reforms:-
New Schooling Structure: Know the details of the 5+3+3+4 curricular structure, replacing the old 10+2 system.
Foundational Stage (Ages 3-8): Focus on Early Childhood Care and Education (ECCE), and play-based, activity-based learning.
Preparatory Stage (Ages 8-11): Introduction of subjects and formal classroom teaching.
Middle Stage (Ages 11-14): Introduction of more abstract concepts in science, math, social sciences, arts, and humanities.
Secondary Stage (Ages 14-18): Focus on multidisciplinary study, critical thinking, and flexibility in subject choice.
Foundational Literacy and Numeracy (FLN): The policy's high priority on achieving universal FLN by Grade 3. Be aware of the National Mission on Foundational Literacy and Numeracy (NIPUN Bharat).
Vocational Education: Integration of vocational education from Grade 6 onwards, including internships.
Teacher Education and Professional Development:-
Teacher Recruitment and Standards: The policy's vision for a robust, merit-based teacher recruitment process. Be familiar with the proposed National Professional Standards for Teachers (NPST).
Teacher Training: The new 4-year integrated B.Ed. as a minimum degree for teaching by 2030. The importance of continuous professional development (CPD) for teachers.
National Mission for Mentoring (NMM): The establishment of a large pool of mentors to support teachers.
Assessment and Technology:-
Assessment Reforms: A shift from summative, rote-based exams to regular, formative, and competency-based assessments.
PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development): The establishment of this national assessment center to set norms, standards, and guidelines.
Holistic Progress Card: The new report card system designed to provide a comprehensive view of a student's development.
Technology Integration: The creation of the National Educational Technology Forum (NETF) to promote the use of technology in education, including digital resources and virtual labs.
HISTORY OF INDIAN ART
UNIT 1: Art of Indus Valley
(Harappan and Mohenjo-Daro)
(2500 B.C. to 1500 B.C.)
(1) Introduction
(i) Period and Location.
(ii) Extension: In about 1500 miles
(a) Harappa & Mohenjo-Daro (Now in Pakistan)
(b) Ropar, Lothal, Rangpur, Alamgirpur, Kali Bangan, Banawali and Dhaula Veera (in India)
(2) Study of following
Sculptures and Terracottas:
(i) Dancing girl (Mohenjodaro)Bronze, 10.5 x 5 x 2.5 cm.
Circa 2500 B.C.
(Collection: National Museum, New Delhi).
(ii) Male Torso (Harappa)
Stone, 9.2 x 5.8 x 3 cms.
Circa 2500 B. C.
(Collection: National Museum, New Delhi).
(iii) Mother Goddess (Mohenjo-daro) terracotta, 22 x 8 x5 cm.
Circa 2500 B.C.
(Collection: National Museum, New Delhi).
(3) Study of following
Seal:
(i) Bull (Mohenjo-daro)
Stone, 2.5 x 2.5 x 1.4 cm.
Circa 2500 B.C.
(Collection: National Museum, New Delhi).
(4) Study of following Decoration on earthen wares:
(i) Painted earthen-ware (Jar)(Mohenjo-daro)
(Collection: National Museum, New Delhi).
UNIT 2: Buddhist, Jain and Hindu Art.
(3rd century B.C. to 8th century A.D.)
(1) General Introduction to Art, during Mauryan, Shunga, Kushana & Gupta Period:
(2) Study of following Sculptures:
(i) Lion Capital from Sarnath (Mauryan period)
Polished sand stone,
Circa 3rd Century B.C.
(Collection: Sarnath Musseum, U.P.)
(ii) Chauri Bearer from Didar Ganj (Mauryan period)
Polished sand – stone, Circa 3rd Century B.C.
(Collection: Patna Museum, Bihar)
(iii) Bodhisattva head from Taxila (Gandhara Period)
Stone, 27.5 x 20 x 15 c.m.
Circa 2nd Century A.D.
(Collection: National Museum, New Delhi)
(iv) Seated Buddha from Katra TilaMathura – (Kushan Period)
(Collection: Mathura Museum)
(v) Seated Buddha from Sarnath (Gupta Period)
Stone
Circa 5th Century AD
(Collection: Sarnath Musseum, U.P.)
(vi) Jain Tirathankara (Gupta period) Stone
Circa 5th Century AD
(Collection at State Museum, Lucknow U.P.)
(3) Introduction to Ajanta
Location, period, No. of caves, Chaitya and Vihara, Paintings and Sculptures subject
matters andtechniquesetc.
(4) Study of following Painting & Sculpture:
(i) Padmapani Bodhisattva (Ajanta Cave No. I) Mural Painting Circa 5th Century A.D.
(ii) Mara Vijay (Ajanta Cave No.26)Sculpture in stone Circa 5th Century A.D.
Unit 3: Temples Sculpture, Bronzes and Indo-Islamic
ArchitectureArtistic aspects of Indian Temples
(6th Century A.D. to 13th Century A.D.)
(1) Introduction to Temple Sculpture (6th Century A.D. to 13th Century A.D.)
(2) Study of following Temple-Sculptures;
(i) Descent of Ganga (Pallava period, Mahabalipuram Tamilnadu), Stone Circa 7th Century A.D.
(ii) Ravana Shaking Mount Kailash (Rashtrakuta period, Ellora,
(iii) Trimurti (Elephanta, Maharashtra)Stone Circa 9th Century A.D.
(iv) Lakshmi Narayana (Kandariya Mahadev Temple) (Chandela; Period, Khajuraho, M.P.)Circa 10th Century A.D.
(v) Cymbal Player Sun Temple (Ganga Dynesty, Konark, Orissa)Circa 13th
Century A.D.
(vi) Mother & Child (Vim la-Shah Temple, Solanki Dynesty, Dilwara, Mount Abu,Rajasthan)
White marble.
Circa 13th Century A.D.
(3) Bronzes
(i) Introduction to Indian Bronzes
(ii) Method of casting (solid and hollow)
(4) Study of following south Indian Bronzes:
(i) Nataraj (Thanjavur Distt., Tamilnadu)
Chola period (12th Centry a.D.)
(Collection: National Museum, New Delhi)
(ii) Devi (Uma)
Chola Period (12th Centry a.D.)
(Collection: National Museum, New Delhi)
(5) Artistic Aspects of the Indo-Islamic Architecture
(i) Introduction
(6) Study of following architectures:
(i) Qutab Minar, Delhi
(ii) Taj Mahal, Agra
(iii) Gol Gumbaj of Bijapur
Unit 4: The Rajasthani and Pahari Schools of Miniature painting (16th Century A.D to 19th Century A.D.)
Introduction to Indian Miniature Schools: Western-Indian, Pala, Rajasthani, Mughal,
Central India,Deccan and Pahari.
(A) The Rajasthan; Schools
(1) Original and Development
(2) Schools-Mewar, Bundi, Jodhpur, Bikaner, Kishangarh and Jaipur
(3) Main features of the Rajasthani Schools
(4) Study of the following Rajasthani Paintings:
Unit 5 The Mughal and Deccan Schools of Miniature Painting (16th Century AD to 19th Century A.D.)
(A) The Mughal School
(1) Origin and development
(2) Main features of the Mughal School
(3) Study of the following Mughal paintings
(B) The Deccan School
(1) Origin and development
(2) Main features of the Deccan School
(3) Study of the following Deccan paintings
Unit 6 : The Bengal school and the Modern trends in Indian Art
(A) (1) A. New Era in Indian Art- an introduction
B. Study of the following painting
(i) Rama Vanquishing the pride of the ocean-Raja Ravi Verma
(2) Evolution of the Indian national Flag (First – 1906, Middle – 1921 and
Final 1947stages): Study of the form and the colour scheme
(B) (1) Introduction to the Bengal School of painting
(i) Origin and development of the Bengal School
(ii) Main Features of the Bengal school
(2) Contribution of Indian artists in the struggle for National Freedom Movement
(3) Study of the follwing paintings of the Bengal School
(i) Jouney’s End – Rabindranath Tagore
(ii) Parthasarthi – nandlal Bose
(iii) Radhika – M.a.R. Chughtai
(C) The Modern Trends in Indian Art
Introduction
(1) Study of the following Paintings:
(i) Magician-Gaganendranath Tagore
(ii) Mother and child-Jamini Roy
(iii) Woman face-Rabindranath Tagore
(iv) Tree Girls-Amrita Sher gill
(2) Study of the following pieces of Sculpture:
(i) Triumph of labour- D.P. Roychowdhury
(ii) Santhal Family-Ramkinker Vaij
(3) Study of the following work of contemporary Indian Art’
A Paintings
(i) Mother Teresa-M.F. Hussain.
(ii) Birth of Poetry- K.K. Hebbar
(iii) Gossip-N.S. Bendre
(iv) Untitled G.R. Santosh
(v) Diagonal – Tyeb Mehta
(4) Graphic Prints
(i) Whirl Pool-Krishna Reddy
(ii) Children-Somnath Hore
(iii) Devi-Jyoti Bhatt
(iv) Of Walls-Anupam Sud
(v) Man, Woman and Tree K. Laxman Goud
(5) Sculptures
(i) Standing Woman-Dhanraj Bhagat
(ii) Cries Un-heard-Amar nath Sehgal
(iii) Ganesha-P.V. Jankiram
(iv) Figure- sankho Chaudhuri
(v) Chatturmukhi – Aekka Yada Giri Rao
Duration : 150 Minutes
Negative Marking : 0.33
| S.No | Subject | No.of Question | Marks |
| Part I | General Awareness | 10 | 10 |
| Part II | Reasoning Ability | 15 | 15 |
| Part III | Knowledge of ICT | 15 | 15 |
| Part IV | Teaching Aptitude | 30 | 30 |
| Part V |
Domain Knowledge:
a) Experiential activity-based pedagogy and case study-based questions. (20 Question)
b) NEP-2020 (10 Question)
|
30
[20+10]
|
30 |
| Total | 100 | 100 | |
| Part VI | Language Competency Test (General Hindi, General English and Regional Language-10 mark each subject). This part is qualifying in nature only with minimum 40% marks in each language. Part-I to V of the candidate will not be evaluated, if he/she fails to attain qualifying marks in Part-VI | 30 | 30 |
on the basis of Tier I Preliminary examination)- Subject Knowledge Examination
Negative Marking : 0.33
| Component of the test | Number of questions | Total marks | Duration of the test | ||
| Objective | Descriptive | Objective | Descriptive | ||
| Subject Knowledge Test | 40 | 15 | 40 | 60 | 3 Hours |
| Total | 55 | 100 | 3 Hours | ||
Preparation of merit list: Merit list for the post of Hostel Warden will be prepared on the basis of performance in the Tier II examination only.
Exam Date : Update Soon
Starting Date of Application Form : Notified Soon
Last Date of Application Form : Notified Soon
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