Arzaan

One, two, three. Hi, tell us something about yourself.
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My name is Arzaan and I've actually made a drawing kind of thing on a paper plate with my new pens.
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Amazing. Tell me something about the pens.
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So, first they are thin and then they get thicker and thicker and thicker and the thickest is the brush. Are you excited to use them? Yeah. Yeah. And now tell me something about this painting that you have done.
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Tell me something about the theme behind it. What did Minnelli ask you to do for this painting?
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So, she told us to first we like imagine that we were in the sea and then she told us to imagine what we were seeing and then she told us to draw what we saw and I drew what I saw fishes and then some fishes looking at the bottom of the ocean wondering what this kind of clam is doing.
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Okay, and also can you tell us what colors you've used and what type of material you used?
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For the fishes and all I used paper, orange one. And for the water I used blue glitter.
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Very nice and before you say bye-bye to the to everyone any last words to tell us about your art?
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Not much. All right. Thank you very much.

Ashwin

One two three, good evening what's your name and age and can you tell me something?
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All right, and where are you from where do you stay in Goa
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In Caranzalem,
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Oh very nice now, can you tell me something about your art? Tell me about the program the theme and then what you did with your art
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I was thinking of a fish that was swimming near a starfish.
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So I thought that I could draw it and the starfish was coming on the fish. Okay. And what materials have you used for your drawing? I used my colour pencils and paper.
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Okay. And what does the river mean to you?
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The river means to me like I get very nice food to eat and it's very tasty. The river means to me like I get very nice food to eat and it's very tasty.
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Oh, that's amazing. Thank you very much.

Aldrina

My name is Aldrina, I study in fifth standard and I am 11 years old and I have did a starfish and some fishes and a starfish and a jellyfish.

Wow and tell me why you love the river?
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Because there are living creatures in them.
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What else do you like about the river?
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The small fishes.
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Yeah, lovely. I can see that in one of your paintings also. Thank you Aldrina.

Isabel

I made water with the finger prints. Then I'll make some seaweed with the paper.
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Wow, okay.
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And this is, and the name of the fish is...
Cassania
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Cassenia, okay. Lovely.
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No, Cassania.
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Cassania.

Labesh

One, two, three.

Hi.

Hi.

Tell me about yourself.

My name is Labesh Kamath.

This session was about rivers.

Okay.

And can you tell me what you did at this program about rivers?

What did you do? What did Minelli ask you all to do as part of the program?

She told us to do painting.

Aha.
And tell us about your painting.

This is the starfish I've made.

It is going to its auntie's house.

Okay. And tell us about the colors you've used and the materials you've used. (0:38) I've used watercolor, red and black.

Okay.

And also I've used some glitter.

Okay.

On the water.

Okay. So when Minelli asked you all to imagine what you all saw underwater, this is what you saw?

Yes.

Yeah. Now tell me about the other one.

This is a dolphin.

Very nice. Tell me about dolphins and about your art.

What can you tell me about a dolphin? Where did you see the dolphin? In the river?

Next to the starfish.

Oh, that's amazing. And then tell us what colors and all you've used for your dolphin.

I've used red, craft paper green and blue.

Okay. And...

Some silver.

Some silver.
So that's very cool.

And would you like to tell us, before you wrap up, would you like to tell us something, some message behind your art?

It could be very simple.

He's trying to say bye-bye to his friends and his friends are far away.

But why is he trying to say bye-bye to his friends?

Because, see, if we are going to Mumbai like that, he's going to Indian Ocean.

Okay.

Actually, he's from Arabian Sea, but he's going to Indian Ocean, separating from his family.

That's a nice story. And this is based on the theme that Minnelli gave you about the river, right?

Yes.

That's very cool.

Thank you very much.

Rachel

My name is Rachel and I am eleven years old. So I moved to Goa just a few one year back and I really like how green and how blue the rivers are in Goa. And Aldona.

Tell me about your painting.
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So before we came here we were in Dubai. In Dubai. I. We used to go to the beaches. And so on the beach the starfish used to get washed on the shore. We used to carry buckets that we used to play with. So we used to take the starfish, put in the buckets, run to Mama, show them and then leave them. Thank you.
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Thank you Rachel.

Marisca

There is starfish a golden color with glitter and the starfish's name is Tizzy and there are some weeds below here and I have put like glitter for the water to make it shine in the Sun. And for the fish there's a red color fish with colorful tail and yellow color fins and I have used my fingerprint for the water and I made the fish's mouth and eye and then I have used my paintbrush to color the entire border and I have used red, yellow, purple, orange, blue, green, red and skin color in my painting.

Beautiful! What fish is it? Beautiful! What fish is it?

It's a... I don't know.

Nadia

Alright, One, Two, Three. Hi, Nadia.
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Hi.
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Tell us something about yourself. How old are you?
Seven.
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Alright, and can you tell me a little bit about what you did at today's program?
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I made an octopus. Oh, very nice.
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And two fishes. Ah, and can you tell me what the octopus and the fish are doing? Is this something that you saw in the river when Minelli asked you to close your eyes and imagine? Yeah? No? How did you, what made you think of drawing an octopus today? Alright, tell me anything else about your octopus and your fish? Any story behind it? No? No story? Alright. What does the river mean to you? Anything in particular? No? No story? Alright. What does the river mean to you? Anything in particular?
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No, nothing in particular?
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Alright, thank you Nadia.

Sydelle & Sharanya

I am 7 years old and my name is Sydelle.

I am 7 years old and my name is Sharanya
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And I love the river and I like it.
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And I made the painting with the paint and glitter.
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I made with the paints and I put a little glitter on my pink fish.
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I am from St. Thomas Girls High School and I am from 2nd standard.
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The river, I like to jump like froggy.
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And I like the little crabs.
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We have drawn the fish in the river.
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Do you go fishing in the river?
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Yeah, when I was small, my dad just took me for fishing.
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You went fishing?
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Who you went with?
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My father.
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When I was small, my father would make fishing rods and take me for fishing.
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Okay, lovely.
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Thank you girls.

Reshma

I study in St Thomas Girls High School.

I study fifth grade.
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So what did you make in your paintings?
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Fish and octopus.
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Do you want to tell me more about your paintings?
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No.
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No? Are you feeling shy?
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Okay, that's okay. Thank you Reshma.

Suniya

Hello hi, I'm studying in third standard and I did this octopus and starfish and fish I did it. And I love it. This, I love to draw this. And I like drawing. I love drawing and also I want to be a drawing teacher.
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Yes, lovely. And what about the river? What do you like about the river?
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I like river.
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Yeah?
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Yes. Yes.
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Thank you, Suniya.

VIEW INTERACTIVE MAP

The rivers of Goa have played a vital role in the region's cultural, ecological, and economic fabric for centuries. However, rampant urbanisation, pollution, and unsustainable practices have severely impacted their health and vitality. In recent years, Goa's villages have faced complex environmental challenges. Deforestation driven by infrastructure expansion has resulted in habitat loss and biodiversity depletion. Unregulated mining has scarred the landscape, leading to soil erosion and water contamination. Coastal erosion threatens Goa's iconic beaches, exacerbated by unchecked construction and sand mining. Pollution of water bodies, including rivers and lakes, from untreated sewage and industrial effluents poses significant health risks to humans, wildlife, and the environment.

Furthermore, rising temperatures, erratic rainfall patterns, and climate change impact agriculture, water availability, and vulnerable communities.

Trade, commerce, and globalisation have significantly contributed to Goa's growth and development, bringing opportunities for economic prosperity, cultural exchange, and technological advancement. Improved living standards and economic growth in smaller communities have enriched local traditions with new ideas and perspectives, fostering a more dynamic and diverse cultural landscape. However, these benefits come with challenges and risks. Rapid urbanisation, unchecked development, and mass tourism have led to environmental degradation, loss of biodiversity, and pollution, threatening Goa's fragile ecosystems and pristine landscapes. This excessive development has created socio-economic disparities, with certain segments of the population benefiting disproportionately from economic growth while others remain marginalised.

The influx of foreign capital and investment has led to land grabs, displacement of local communities, and gentrification, exacerbating social tensions. Additionally, the commodification of culture, homogenization of lifestyles, and the spread of consumerism pose threats to Goa's rich cultural heritage and indigenous practices.

“ This excessive development has created socio-economic disparities, with certain segments of the population benefiting disproportionately from economic growth while others remain marginalised.”

The Vision

This project began with a vision to nurture a profound emotional bond between children and the Mapusa River, celebrating the inherent beauty and importance of nature. Through engaging activities and thoughtful discussions, we aimed to instil empathy, responsibility, reflection, and emotional intelligence in the young participants. We focused on deepening their understanding of river ecosystems, emphasising how flora, fauna, and water interconnect to sustain a harmonious environment. Our efforts aimed to cultivate empathy towards the river's challenges, including pollution and habitat destruction, empowering children to take proactive roles in conservation. Reflecting on our workshop, it has been a journey of learning and growth. While some aspects were successful and others need refinement, the experience has been deeply rewarding overall. By showcasing the children's artworks, we opened doors for a broader audience to appreciate their creativity and messages. Moving forward, we envision integrating our program's concepts and artistic activities into school curricula, offering a holistic learning approach.

This approach will equip children with lifelong skills in environmental stewardship, empathy, and effective communication, influencing their attitudes towards nature for years to come. Looking ahead, there is a vital need to document and preserve local traditions, practices, and wisdom through cultural preservation initiatives. Community-led projects, oral history recordings, and the establishment of cultural centres can support these efforts. By empowering communities through education and awareness programs, we aim to foster a deeper appreciation for local wisdom and values. Integrating traditional knowledge into formal education and involving communities in decision-making processes will ensure equitable distribution of benefits, preserving and promoting our rich cultural heritage.

The Expressive Art Workshop

After two months of dedicated research into Aldona's history, geography, and cultural tapestry, the design of this program was born. The aim is to cultivate a deep-seated love and reverence for the environment through our workshops, fostering both individual and communal healing. By empowering children to navigate their emotions effectively, we shape them into resilient and empathetic adults for the future. This program is rooted in the belief that art holds profound transformative potential, harnessing its power to inspire positive societal change. We employed the framework of ‘Intermodal Expressive Arts Therapy’ by Paolo Knill, blending it with tools and techniques from ‘Circle Time’and ‘Social Emotional Learning’.

Our goal is to nurture self-awareness and empathy in the participating children, while also creating a space for storytelling, myth-sharing, and community bonding through the expressive arts.

The initial two sessions were held at the community library, providing a foundational stage for our exploration of the river. This approach allowed us to lay the groundwork for understanding the river's various dimensions before experiencing it firsthand at the embankment of the “Teen Manos” for the final third session.

Indoor Location

Aurora & Alban Couto Community Library in Aldona

Outdoor Location

Teen Manos

Project Timeline

2023 - 2024

Sep

Planning approach, recce, meeting locals, data collection through interviews and research, pedagogy, collecting myths and stories about the river, site visit, documentation

Nov

Set session schedule, prepare and source materials, finalising resource people for sessions, finalising outdoor locations for the workshop, conducting the workshop

Oct

Pedagogy, research reading, data collection, designing the program, contacting resource people for the programme, finalise dates, sending out fliers, permissions for space usage

Project Timeline

2023 - 2024

Dec

Collate data collected during workshops, post production of photos and other data collected, transcribing recordings, stories, insights

Mar

Final compilation, layout design for virtual museum, creation of maps, tables and other supporting imagery, essay of insights and learnings

Jan & Feb

Project compilation and peer review at Sunaparanta, further refining the project, addressing any remaining gaps based on the feedback received, compiling the children's art into an illustration

Session Structure

Filling in

Focussing on issues that need to be worked on

Session Structure

Decentering through play, artmaking and imagination

Entering into an alternative world of experience

Session Structure

Aesthetic analysis

Working on the imaginary reality and developing new perspectives from the artworks and the artistic process

Session Structure

Harvesting

Focussing on issues that need to be worked on

The Expressive Art Workshop

Indoor Location

Aurora & Alban Couto Community Library in Aldona

Outdoor Location

Teen Manos

Project Timeline

2023 - 2024

Pedagogy, research reading, data collection, designing the program, contacting resource people for the programme, finalise dates, sending out fliers, permissions for space usage

Oct

Collate data collected during workshops, post production of photos and other data collected, transcribing recordings, stories, insights

Dec

Final compilation, layout design for virtual museum, creation of maps, tables and other supporting imagery, essay of insights and learnings

Mar

Sep

Planning approach, recce, meeting locals, data collection through interviews and research, pedagogy, collecting myths and stories about the river, site visit, documentation

Nov

Set session schedule, prepare and source materials, finalising resource people for sessions, finalising outdoor locations for the workshop, conducting the workshop

Jan & Feb

Project compilation and peer review at Sunaparanta, further refining the project, addressing any remaining gaps based on the feedback received, compiling the children's art into an illustration