Kalaa Art & Design provides visual arts certificates with affiliation to Vedic wellness University, Florida. Vedic Wellness University has its Academic roots in Ancient wisdom from all Cultures and Traditions and is Registered under Florida Education Department in the USA.
This certificate course will allow the students to build upon the visual art education they already have and expand their skillset without having to start over with a new program. Certifications are designated credentials earned by a student to verify their legitimacy and competence in the field.
This program specifically is an attempt to create awareness and provide experiences that aid social, ethical, and aesthetic development. Art education cultivates the whole personality building intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. This certificate program also focuses on honing the art skills of the most incredible pieces of Indian folk art and helping revive this beautiful art form and pass it on to the next generation. Visual Art & Design Certification has three levels.
Kalaa Students may choose a specialized focus of Traditional Art / Textile/Costume Design of India as per their choice, provided by the studio for final submission and documentation.
(Students ages, 5-8 years with mentor-student ratios of 1: 6)
Students aged 5- 8 years are grouped together with mentor-student ratios of 1: 6. We understand that children of this age require lots of personal attention at the same time their attention span is very small thus making projects simple yet skill educative. Classes are taught step by step and students may add their own creative touches. Every student artist has their own strength and takes their own time therefore kids can finish the pending task at home.
(Students ages, 8-11 years with mentor-student ratios
of 1: 6)
Every student artist has their own strength and takes their own time. Students ages, 8-11 years are grouped together with mentor-student ratios of 1: 6 . Students are taught individually while being in a group setting. Students in this age are more self-sufficient, have arrived at the “age of reason” and will solve problems on their own. They have the ability and desire to do things themselves. It’s important at this age that art still remains fun, at the same time educational, and disciplined, and not shadowing their developing self-identity. We will also encourage students to participate in local/ national art competitions and write blogs for further growth.
(Students generally ages, 12 & up years with mentor-student ratios of 1: 6 )
Students are taught individually while being in a group setting. This creative journey demands a deeper understanding of skill-building and needs attention to detail, perseverance, and patience to achieve final outcome. This goal could be an art portfolio for an art college or university or substitute art portfolios for STEM students. It could also be competing in art contests or developing the habits of success and discipline or developing skills for fulfillment.
After reviewing countless student portfolios, we wanted to offer some tips for compiling your portfolio. This advice will help you create a portfolio that showcases your technical, creative, and conceptual abilities and separates you from other applicants. A thoughtful portfolio shows your strengths and potential for high-school or College-level work.
Our studio will help you to showcase your artistic journey with a stunning, custom-designed profile website. Highlight your creative projects, achievements, and unique style. Impress college admissions with a portfolio that reflects your artistic vision. Make your application stand out with a beautifully crafted digital presence.
(Students ages, 5-8 years with mentor-student ratios of 1: 6)
Students aged 5- 8 years are grouped together with mentor-student ratios of 1: 6. We understand that children of this age require lots of personal attention at the same time their attention span is very small thus making projects simple yet skill educative. Classes are taught step by step and students may add their own creative touches. Every student artist has their own strength and takes their own time therefore kids can finish the pending task at home.
(Students ages, 8-11 years with mentor-student ratios
of 1: 6)
Every student artist has their own strength and takes their own time. Students ages, 8-11 years are grouped together with mentor-student ratios of 1: 6 . Students are taught individually while being in a group setting. Students in this age are more self-sufficient, have arrived at the “age of reason” and will solve problems on their own. They have the ability and desire to do things themselves. It’s important at this age that art still remains fun, at the same time educational, and disciplined, and not shadowing their developing self-identity. We will also encourage students to participate in local/ national art competitions and write blogs for further growth.
(Students generally ages, 12 & up years with mentor-student ratios of 1: 6 )
Students are taught individually while being in a group setting. This creative journey demands a deeper understanding of skill-building and needs attention to detail, perseverance, and patience to achieve final outcome. This goal could be an art portfolio for an art college or university or substitute art portfolios for STEM students. It could also be competing in art contests or developing the habits of success and discipline or developing skills for fulfillment.
After reviewing countless student portfolios, we wanted to offer some tips for compiling your portfolio. This advice will help you create a portfolio that showcases your technical, creative, and conceptual abilities and separates you from other applicants. A thoughtful portfolio shows your strengths and potential for high-school-level work.
The focus of fashion design is on developing skills in Fashion illustrations, hand embroidery, and machine sewing projects for ongoing students and teaching basic skills, pattern designing, and developing one embroidery and one sewing-based product for new students after basic skill development. Students will move as per their level and abilities, every student has their own pace and strengths.
In Fashion Designing, students should cognitively appreciate craft by applying their thoughts to it, as the projects intend to develop skills, at the same time provoke cognitive abilities. This creative journey demands a deeper understanding of skill-building and needs attention to detail, perseverance, and patience to achieve final outcome. Every designer has their own strength and takes their own time. mainly they should be able to accomplish a fair level in Fashion Illustration, Neck variations- Shapes, cowl, off the shoulder, Collar variations- Tie & Bow/ Peter-pan/ Shawl, Sleeve- Flared/ Puffed/Bishop/ Raglan/ kimono, Embroidery Product of their choice,2 Garment designs with sleeve and neck variation (Upper and lower torso).
A fashion design portfolio is a collection of student’s work that showcases their skills and abilities. It can be used to apply to fashion design schools, for employment, or for personal development. Projects starting with concept generation, developing boards, illustrations/pattern development/ test fit/ garment construction with complete finishing( time of execution is 1-2 years) Each skill is focused on refining sewing, needlecraft, illustrations, and pattern designing. All Projects would take more than a few classes to finish.
Stand out with a website that reflects your passion for creativity and Fashion design skills. We will help you Create a visually striking profile website where you can showcase your unique style and artistic growth with a polished digital portfolio including your best art and design work, in a professional online space. .
The focus of fashion design is on developing skills in Fashion illustrations, hand embroidery, and machine sewing projects for ongoing students and teaching basic skills, pattern designing, and developing one embroidery and one sewing-based product for new students after basic skill development. Students will move as per their level and abilities, every student has their own pace and strengths.
In Fashion Designing, students should cognitively appreciate craft by applying their thoughts to it, as the projects intend to develop skills, at the same time provoke cognitive abilities. This creative journey demands a deeper understanding of skill-building and needs attention to detail, perseverance, and patience to achieve final outcome. Every designer has their own strength and takes their own time. mainly they should be able to accomplish a fair level in Fashion Illustration, Neck variations- Shapes, cowl, off the shoulder, Collar variations- Tie & Bow/ Peter-pan/ Shawl, Sleeve- Flared/ Puffed/Bishop/ Raglan/ kimono, Embroidery Product of their choice,2 Garment designs with sleeve and neck variation (Upper and lower torso).
4 conceptual Portfolio garments starting with concept generation, developing boards, illustrations/pattern development/ test fit/ garment construction with complete finishing( time of execution is 1-2 years) Each skill is focused on refining sewing, needlecraft, illustrations, and pattern designing. All Projects would take more than a few classes to finish.
Lisa earned an M.S. in Education and the Certified Professional in Talent Development credential during her career as an instructional designer, leadership coach, and head of learning and development. In parallel, she has been a tutor, instructor, and mentor for youth in academics and the arts. She’s even mentored junior sailors. Lisa studied and practiced painting all along, first with Eleanor Antin while an undergraduate at University of California San Diego and recently with professional artist Andrea Cermanski in Santa Fe, New Mexico. She has participated in group and solo shows. In 2022 Lisa made a career pivot. She owns a travel advisory business and focuses on art.
Sophomore at UC San Diego, Vivian is mentored in art under the guidance of Dr. Sharda. currently doing major in Visual and UX UI Design
Saesha is mentored in art and Fashion Designing under the guidance of Dr. Sharda for more than 8 years. Apart from Kalaa Studio, Saesha is a tutor at College Board for SAT Preparation and USA Biology Olympiad tutor for Biology Club. Currently Saesha is doing Molecular & Cell Biology Major from UC Berkeley, Ca.
Sophomore Highschool student, Triahas done art with Dr. Sharda for more than 2 years.
Dr. Richa is a hobbyist and Crochet artist. Doctor by profession she has been knitting and doing crochet for nearly 20 years
Sindu completed her Masters’s in Cellular & Microbiology. Leading her passion she learned fine arts and painting at Luz Fine Arts Gallery. She is an avid painter and an experienced teacher with nice artwork in her portfolio. Sindu began to draw and color at the age of 8 and was deeply inspired by Van Gogh’s impressionism paintings Cafe Terrace at night and Starry Night at the age of 11 and tried to recreate them using oil pastels. She went to Luz Fine Art Gallery to study painting and displayed work in the San Mateo Art exhibition for several years winning multiple awards. She is responsible for creative direction, curriculum design, and training. Apart from Art, she loves listening to music, learning about interior design, and hiking.
Dr. Nidhi L Sharda is the Founder of Kala Art & Design Studio, Pleasanton, California, and is Visual Art and Design Educator and Researcher. Prior to this, She has spent 15 years of her career at the University teaching in a Design College, as a Professor & Head of the Department. she was responsible for guiding design projects for the design collection, and, supervising research projects at the Doctoral and Post Graduate levels and planning and administering departmental goals including International academic program. She was also a Nodal officer for Swiss Textiles College for three years before moving to the USA. She has presented and published many scholarly papers in International Journals. Her applied research focuses on the area of Fashion & Textile Design, with research experience in the field of natural dyes, sustainable design, Indian Textiles, and Surface Art. Her pedagogy involves an appreciation for art and design forms with their innate beauty involving a Scientific and sustainable approach to better ecological models.
Vrushali Dhage(SF Bay Area) is an art historian and curator whose current area of research considers artistic research, public participation, and interdisciplinary collaborations as vital in understanding ecological transformations, urban development, and possible sustainable practices. This stems from her doctoral thesis which focused on tracing the impact of economic globalization on contemporary Indian art. She was a faculty member at the Dept. of Art History and Aesthetics, MSU Baroda, and has lectured at various other universities and institutions in India. Dhage has participated in and facilitated art residencies. Her research work and writings have been published in various art magazines, portals, books, and research journals internationally