The disciplines of music and fine arts are far more than co-curricular adjuncts to education; they constitute essential pillars in the comprehensive development of individuals and the cultivation of a critically aware and empathetic society. These creative expressions function as profound conduits for emotional articulation, cultural identity, and cognitive engagement, each indispensable in nurturing reflective, compassionate, and intellectually agile human beings. From the earliest days of human civilization, music and art have been natural ways for people to express their emotions, tell stories, and make sense of the world. These are not just cultural add-ons, but are deeply tied to who we are as human beings. Whether it is a simple folk tune, a dance performed in a village square, or a child drawing with colours, these acts reflect our inner worlds and connect us to each other. In India, this connection runs even deeper. Our traditions have long recognized the place of music and fine arts in personal and collective life. From the rhythms of classical ragas to the bold strokes of Indian paintings, the arts have helped pass on values, preserve heritage, and nurture sensitivity across generations. However, in the rush for conventional academic success, the role of the arts has often been sidelined.

     The National Education Policy (2020) recognizes this so aptly, and brings a much-needed correction. It places music and fine arts at the center of its vision for a holistic, multidisciplinary education. The NEP (2020) emphasizes creativity, expression, and critical  thinking, moving away from rote learning towards real understanding. It invites schools and educators to treat the arts not as optional co-curricular activities, but as essential parts of every child's growth. When taught and practiced with intention, music and fine arts can become a way of life. They teach us how to observe, listen, reflect, and empathize. They help students grow into more aware and sensitive individuals, people who not only think sharply but also feel deeply.

   In my vision, we can use the arts to spark critical thinking by encouraging learners to question, interpret, and create rather than just consume information. At the same time, the arts touch the heart that helps students to connect emotionally with themselves, with others, and with the world. When both mind and heart are engaged, learning becomes more meaningful, and life becomes more whole. Let us, therefore, reaffirm our collective commitment to embedding arts education at the core of our national pedagogical vision, as a catalyst for both personal transformation and the broader project of nation-building.