‘Every child is an artist. The challenge is to align with art, as an adult’, reveals NGMA Director

TBM recently got to speak to Needhi Chaudhary, artist and IAS officer, who heads the National Gallery of Modern Art in Mumbai. From issues ranging to an Arts education getting accorded the same institutional support and seriousness as other disciplines, to UGC recognition of courses in Fine Arts as ‘mainstream degree courses’ and the encouragement to be given to students pursuing an Arts education, a host of topics were discussed. Here are excerpts from the conversation:

CDS: Is there a trend of Arts becoming acceptable as both a passion and profession. Even as traditional career options still dominate the educational spectrum, youngsters seem opening up to an Arts education.

NC: Yes, there is a noticeable shift. Times have changed significantly, and today’s youth are increasingly choosing careers aligned with their passions. Many young people are pursuing fields like painting, dance, music, and singing — not just as hobbies, but as full-fledged professions. This growing acceptance of the Arts as a viable career path is a very positive development, reflecting a society that values creativity alongside traditional career options.

CDS: To give a fillip to Arts education, should the UGC consider recognizing BFA and MFA as mainstream courses on a par with BA, B.SC and B.Com?

NC: Both BFA and MFA are, in fact, formally recognized by the University Grants Commission (UGC), Government of India, as degree courses. They have the same academic validity as BA, B.Com or B.Sc. However, in public perception and employment, they are often seen as specialized or niche, not as ‘mainstream’ as BA, B.Sc. or B.Com.

CDS: Should the UPSC give weightage to an education in Arts, in selection criteria, as the Arts indeed make students more creative and sensitive to indigenous cultures, enabling better understanding of communities?

NC: More than the UPSC, training academies need to include Art as part of their training curriculum. Stress management and maintaining mental health should be considered a top priority for civil servants. Many academies have Art Clubs as hobby clubs, but this is not universal. Organising Art workshops, inviting artists for live demonstrations, and holding lectures on art-related topics can help fill this gap and enrich training environments.

CDS: Will an education in the Arts make students better citizens in the future?

NC: An emphatic Yes! Arts education nurtures empathy, cultural awareness, and sensitivity to the world. While STEM drives progress, the Arts make us more humane, helping society value beauty, creativity, and human experiences alongside technique. A balance of both leads to a more compassionate and culturally enriched world.

CDS: What role can NGMA play in enhancing Arts education, to make it more accessible even to those not formally educated in the art forms?

NC: As a museum, NGMA plays a crucial role in fostering awareness about the relevance of contemporary art in society. We conduct diverse outreach programmes for school and college students, encouraging them to appreciate art while also understanding its positive impact on mental health and the overall well-being of individuals and communities.

CDS: Prakash Bal Joshi has earned fame as an artist without a formal Arts education. He even lectures at some foreign universities. Should the UGC relax norms to approve lecturership by those not formally qualified in the same?

NC: I’m primarily a self-taught artist, but I soon realized that learning from experts could help refine my skills further. That’s why I pursued an Advanced Diploma in Fine Arts, which I completed in 2024. Even with a busy schedule, I attended weekend classes and live demonstrations whenever possible. Learning from experienced artists not only honed my technique but also deepened my understanding of the craft. Having said that, Art will always remain a medium of personal expression — many senior artists like Prakash Bal Joshi have created remarkable work entirely on their own.

CDS: Were greats like Picasso, Rembrandt, Vincent Van Goh, and Leonardo da Vinci formally educated?

NC: A very pertinent observation, indeed. Most great masters weren’t products of formal Art degrees as we know them today. Leonardo and Rembrandt trained through apprenticeships, Picasso left Art school early, and Van Gogh was largely self-taught. They honed their craft through mentorship, self-study and relentless practice. Picasso famously said, “Every child is an artist. The problem is how to remain an artist once we grow up.” Art comes naturally to children, which is why it is essential to introduce it at the primary level. At the secondary level, it can be offered as an optional subject, allowing students to explore their creative interests alongside other streams. Today, with more young people choosing passion-driven studies and careers, there is a growing interest in Arts education at both secondary and tertiary levels. Integrating art in schools not only nurtures creativity, but also helps students develop a deeper understanding of culture and self-expression.

CDS: How is AI influencing the artiverse? Is the machine replacing emotion?

NC: AI is undoubtedly transforming many traditional and contemporary art forms — from tribal art documentation to portraiture, graphic design, and illustration. Yet, at its core, art is about personal expression. Every artist, as a unique human being, brings an individuality and emotional depth that technology cannot replicate. In that sense, while AI may change the tools and techniques we use, it will never replace the relevance of human creativity and the authenticity of artistic expression.

CDS: How does the current education system — NEP for example — view an Arts education?

NC: NEP 2020 is visionary in its approach to making arts and culture an integral part of education. But transformative reforms of this scale take time to move from policy to practice. We need teacher training, resource allocation, curriculum redesign, and — most importantly —a mindset shift from treating the arts as ‘extra-curricular’ to recognising them as essential to holistic development. While full integration will take more time, the positive change has already begun and we’re seeing encouraging pilots and initiatives across the country.

CDS: Could you give details of various outreach programmes by NGMA for school and college students?

NC: Some events at NGMA are as follows:

• Celebrations of important national and international days.
• ⁠Workshops on festivals like Diwali, Ganesh Chaturthi and New Year, for children.
• ⁠Workshops for Vishwakarmas — skilled workers such as potters/sculptors etc.
• ⁠Art workshops in orphanages and senior citizen’s homes.
• ⁠Book launches and panel discussions on art-related themes.
• ⁠Visits to NGMA by school and college students.
• ⁠ Curatorial/guided walks through NGMA, for schoolchildren.
• ⁠Documentary screenings on artists’ lives, for art students.
• Live demonstrations by senior artists.