Mascarenhas, Arun

Mascarenhas, Arun

Assosiate Professor

Phone: 091-022-2576 5299
Email:

arun.idc [at] iitb.ac.in

Spring Semester (2026)

DE 126 - Sculptural Form
DE 202 - 2D Visual Studies II (Co-guided)
DE 614 - Design Workshop
DE 686 - Handmade Character Design (Dept. Elective)

Autumn Semester (2026)

DE 112 - Communication Through Illustrations
DE 109 - Introduction to Design (HASMED: Associate Faculty)
DE 619 - The Speaking Image (Observer/Associate Faculty)

Past courses

DE 103 - Image Representation and Transformations I
DE 104 - Image Representation and Transformations II
DE 108 - Exploration in Drawing, Tonalities, and Textures (Co-guided)
DE 111 - Communication Through Sculptural Forms
DE 119 - Material Exploration (Co-guided)
DE 121 - Design Studio I - Problem Identification (Co-guided)
DE 125 - Drawing Tools, Lines, and Forms (Co-guided)
DE 132 - World of Images and Objects
DE 133 - Applied Science for Designers (Co-guided)
DE 135 - Design Studio I - (Co-guided)
DE 201 - 2D Visual Studies I - Word & Image (Co-guided)
DE 205 - Creative Thinking Process & Methods (Co-guided)
DE 207 - Understanding Space and Perspective (Co-guided)
DE 210 - Understanding Human Anatomy Elective (Co-guided)
DE 221 - Design Studio III-Creative Exploration (Co-guided)
DE 231 - Design Society Culture and Environment (Co-guided)
DE 633 - Colour, Composition, and Layout (Co-guided)
DE 651 - Sketching and Anatomy-1
DE 673 - Sketching for Interaction Design
DE 688 - Sketching for Communication Design (Guest)

Areas of interest and practice:

Pedagogical Interests:

My teaching philosophy is firmly rooted in critically acclaimed theoretical foundations that were advocated by thinkers like Rabidranath Tagore, John Dewey, and constructivist educators from Jean Piaget, Lev vygotsky, to Aubrey Papert have long understood: that knowledge is not transmitted but built brick-by-brick, coil-by-coil, and gesture-by-gesture, characterised by robust methodological principles, and enriched through practical experience. Nevertheless, I do not limit myself to a single pedagogical framework, as I believe an educator's essential role is to employ a diverse range of strategies to enhance learning, support student growth, and effectively implement the curriculum. I refer to this as integrated pedagogy, grounded in sustained and personal experiences.

In foundational teaching, I predominantly use Constructivist Pedagogy to encourage hands-on creation, enabling students to develop their own understanding of materials and processes rather than merely explaining them. At this stage of learning, I facilitate co-learning in small groups, which is vital. This approach enables learners to absorb the subtleties of creating and manipulating materials by observing and interacting with others. The tacit knowledge gained extends beyond theoretical explanations. It not only cultivates a spirit of collaborative learning, which is crucial in our complex world, but also aids individuals in addressing their weaknesses and offers a framework for improvement. I firmly believe that learning outcomes can be enhanced by considering students' needs, backgrounds, and interests.

Inquiry-based learning is another crucial component of my integrated pedagogy that benefits both early and advanced stages of learning. For each module/course I engage in, I develop a well-defined framework that outlines the learning context, processes, and expected outcomes, encouraging students to ask questions, explore primary sources for answers, and engage in reflection. This approach is supported by the strategic use of technology (technology-enhanced pedagogy), such as providing a common accessible link to a class folder with a personal folder space for customisation. Additionally, it involves a disciplined approach to organising and managing the learning process while observing and learning from others' processes and methods. It facilitates personalised learning experiences for students with diverse needs and promotes interactive pedagogy through peer-learning.

Additionally, an approach to Differentiated Instruction enables me to customise assignments to accommodate various learning paces and styles within a single classroom or project guided. My teaching modules and project guidance are structured with designated slots for lectures/discussions and feedback sessions. The module duration I employ for knowledge dissemination extends beyond mere instruction, encompassing how learning is influenced by social, political, and psychological contexts, to foster the intellectual, social, and emotional growth of the learner.

Key Words: Nurturing Creativity, Foundational Learning, Elements and Principles of Design, Drawing, Anatomy and Life/Nature Study, Visualisation and Representation Techniques, Image and Object Making Methods, Material Exploration, Experiential Learning, History of Arts, Visual Culture, Design Culture, Design Theory and Design Research methods, Teaching-Learning Approaches (Fine Arts/Design education).

Design and Research Interests:

Communication Design: Drawing, Illustration, Image-based Expressions, Form-based Expressions, Visual Culture, History of Art/Design
Design focusing on Form, Aesthetics and Usability: Design for Special Needs, Design Theory, Design/Material Culture, Design Studies/Activism, Methods and Techniques of Designing and Making.
Design for Childhood/Children: Images, Objects, Spaces, Educational Aids, Teaching and Learning Approaches
Design for Handmade Ecologies: Craft Studies, Local/Natural Resources, Sustainable Practices, Artisanal Livelihood, Cluster Development, Regional Cultural Heritage, Conservation, and Documentation
Designing for Public Spaces: Contemporary Art, Studio/Outdoor Sculptures and Murals, Assemblages and Installations, Public Memorials, Monument Afterlife, and Restoration, Digital Conservation and Experiences
Policy Studies: Design, Study, and Analysis of Public/Social Policies; Creativity Research, Creativity/Innovation in Education Policies, Creative Economy, Creative Cultural Industries, Design and Policy Consultancy
Qualitative Methods: Visual Ethnography; Case-studies, Empirical Methods, Archival Research, Text-based Analysis, Design Research Methods

Note: Prospective PhD candidates are welcome to interact in areas of common interest; however, I am not offering any topic to guide Doctoral Research. The MDes by Research topics are offered for Autumn 2026 (which has an option to continue/transfer to PhD study - Arun.