Intangible Heritage Transformations- Patachitra of Bengal Exploring Modern New Media
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11 Indian Painting
MODULE - V Indian Painting Painting, Performing Arts and Architecture Notes 11 INDIAN PAINTING hen you go to the market or to a museum you will find many paintings, wall hangings or work done on terracotta. Do you know that these paintings have Wtheir origin in ouir ancient past. They depict the life and customs followed by the people of those times. They also show how the kings and queens dressed or how the courtiers sat in the royal assembly. Literacy records which had a direct bearing on the art of painting show that from very early times painting both secular and religious were considered an important form of artistic expression and was practised. This need for expression is a very basic requirement for human survival and it has taken various forms since prehistoric times. Painting is one such form with which you may have been acquainted in some way or the other. Indian painting is the result of the synthesis of various traditions and its development is an ongoing process. However while adapting to new styles, Indian painting has maintained its distinct character. “Modern Indian painting in thus a reflection of the intermingling of a rich traditional inheritance with modern trends and ideas”. OBJECTIVES After reading this lesson you will be able to: trace the origin of painting from the prehistoric times; describe the development of painting during the medieval period; recognise the contribution of Mughal rulers to painting in India; trace the rise of distinct schools of painting like the Rajasthani and the Pahari schools; assess -
Modernisms in India
Modernisms in India Modernisms in India Supriya Chaudhuri The Oxford Handbook of Modernisms Edited by Peter Brooker, Andrzej Gąsiorek, Deborah Longworth, and Andrew Thacker Print Publication Date: Dec 2010 Subject: Literature, Literary Studies - 20th Century Onwards, Literary Studies - Postcolonial Literature Online Publication Date: Sep 2012 DOI: 10.1093/oxfordhb/9780199545445.013.0053 Abstract and Keywords This article examines the history of modernism in India. It suggests that though the dis tinctions between modernity, modernization, and modernism are particularly complicated in the case of India, they remain crucial to a historical understanding of the ‘modern’ in all its senses. The article argues that the characteristic feature of Indian modernism in In dia is that it is manifestly social and historical rather than a hypostasis of the new as in the West. It contends that modernisms in India are deeply implicated in the construction of a secular national identity at home in the world, and in this respect answer a historical need to fashion a style for the modern as it is locally experienced. Keywords: modernism, India, modernization, modernity, national identity, hypostasis THE distinctions between modernity, modernization, and modernism are particularly com plicated in the case of India, but remain crucial to a historical understanding of the ‘mod ern’ in all its senses. Modernity, as a social and intellectual project, and modernization, as its means, are associated with the influence in India of Europe and of Enlightenment ra tionality from the eighteenth century onwards. Modernism, as an aesthetic, is far more limited in period and scope. Nevertheless, just as recent cultural criticism has proposed the existence of ‘alternative modernities’1 not native to the West, so too our attention has been drawn to ‘alternative modernisms’, or ‘modernisms at large’.2 The question of peri odicity, as of location, is complicated by the historical fact that modernism as an aesthetic was simultaneously restricted and elitist, and international and democratic. -
The Bengal School and Cultural Nationalism 6
The Bengal School and Cultural Nationalism 6 Company Painting rt in India had a different purpose prior to the coming of Athe British. It could be seen as statues on temple walls, miniature paintings that often illustrated manuscripts, decoration on the walls of mud houses in villages, among many other examples. With the colonial rule around the eighteenth century, the English were charmed by different manners and customs of people of all ranks, tropical flora and fauna, and varying locales. Partly for documentation and partly for artistic reasons, many English officers commissioned local artists to paint scenes around them to get a better idea of the natives. The paintings were largely Ghulam Ali Khan, made on paper by local artists, some of whom had migrated Group of Courtesans, Company Painting, 1800–1825. from erstwhile courts of Murshidabad, Lucknow or Delhi. To San Diego Museum of Art, please their new patrons, they had to adapt their traditional California, USA way of painting to document the world around them. This meant that they had to rely more on close observation, a striking feature of the European art, rather than memory and rule books, as seen in traditional art. It is this mixture of traditional and European style of painting that came to be known as the Company School of Painting. This style was not only popular among the British in India but even in Britain, where albums, consisting a set of paintings were much in demand. 2020-21 1_6.Bengali Painting.indd 85 01 Sep 2020 03:54:46 PM 86 AN INTRODUCTION TO INDIAN ART —PART II Raja Ravi Varma This style declined with the entry of photography in India in the mid–nineteenth century as camera offered a better way of documentation. -
Representation of European Dress in Indigenous Art of Bengal Surajit Chanda Assistant Prof
Pratidhwani the Echo A Peer-Reviewed International Journal of Humanities & Social Science ISSN: 2278-5264 (Online) 2321-9319 (Print) Impact Factor: 6.28 (Index Copernicus International) UGC Approved, Journal No: 48666 Volume-VII, Issue-IV, April 2019, Page No. 232-248 Published by Dept. of Bengali, Karimganj College, Karimganj, Assam, India Website: http://www.thecho.in Representation of European dress in indigenous Art of Bengal Surajit Chanda Assistant Prof. (Sr. Gr) Applied Art Dept. Faculty of Visual Arts Rabindra Bharati, Kolkata Abstract The earliest European nation that settled in Bengal was the Portuguese in 1518 C.E. During 1538 C.E. the Portuguese build their factories and settlements at Saptagram, Chittagong and finally Hooghly. From 1615C.E. onwards, the Dutch East India Company started trading activities in lower part of Bengal. The British, the French, the Danes, the Flemish and other formed their settlements in Bengal later. Social exchange between the European powers and local people continued from the beginning mainly for trading. Finally after the British became administrative head of the country; their influence became widespread in all aspects of the life of local indigenous people especially artistic activities, and costumes. Representation of Europeans in different forms of local Art largely found during this period. The impact of these foreign cultures is found in different forms of contemporary indigenous Art like Pata-paintings, wood-carvings, metal engravings, temple terracotta plaques, Provincial Mughal school of paintings, Company painting (drawn by Indian artist), Bat- tala print, Kantha (Stitched Quilts), dolls, toys metal engravings on ‘Ratha’, Book Illustration and other. The representation of European dress and costumes as seen through the eyes of local people of Bengal from 17th century C.E. -
150 Years of Calcutta's Heritage Art-College
EUROPEAN ACADEMIC RESEARCH Vol. III, Issue 2/ May 2015 Impact Factor: 3.4546 (UIF) ISSN 2286-4822 DRJI Value: 5.9 (B+) www.euacademic.org 150 Years of Calcutta’s Heritage Art-College: A comprehensive study of its present declining situation Dr. RITWIJ BHOWMIK Assistant Professor Department of HSS, IIT Kanpur, India Abstract: Government College of Arts and Crafts is the oldest Art- Institute in India and had played a vital part in many modern art movements in South Asia. Sadly, this century old art-institute recently completed its sesquicentennial anniversary without the attention it deserved – the reason lays with its current decline. The present text will attempt an intimate discussion on the current degradation of this great art-institute and also endeavor to find some possible solutions. Key words: Art Education, Bengali Art-Academy, Govt. Art-College, Visual Arts, Art of Calcutta, Government College of Arts and Craft. Government College of Arts and Crafts aka Govt. Art College (GCAC), is a name that was conjugated with the history of south Asian art education for over 150 years. It undoubtedly creates epiphany among the art lovers of India and Indian Diaspora. It has a very prestigious past of fostering creative thinking and artistic endeavor since its inception. Govt. Art College is situated at the heart of Calcutta, beside the Indian Museum. The contributions of this colonial art college in the making of the cultural history of Bengal are unquestionable. 1428 Ritwij Bhowmik- 150 Years of Calcutta’s Heritage Art-College: A comprehensive study of its present declining situation Govt. Art College was Bengali‟s first ever art academy1 and with this institute the western art education entered into the Indian sub continent. -
Banerji the Alternate Nation of Abanindranath Tagore
THE ALTERNATE NATION OF ABANINDRATH TAGORE DEBASHISH BANERJI December 2009 180mm X 250mm 228 Pages Hardback 978-81-321-0239-7 £ 47.50 Includes 33 colour illustrations The Alternate Nation of Abanindranath Tagore provides a revisionary critique of the art of Abanindranath Tagore, the founder of a ‘national’ school of Indian painting, popularly known as the Bengal School of Art. It categorically argues that the art of Abanindranath, which developed as part of what has been called the Bengal Renaissance in the 19th–20th centuries, was not merely a normalization of nationalist or orientalist principles, but was a hermeneutic negotiation between modernity and community, geared toward the fashioning of an alternate nation, resistant to the stereotyping identity formation of the nation- state. It also establishes that his art—embedded in communitarian practices like kirtan, ālponā, pet-naming, syncretism and storytelling through oral allegories—sought a dialogic social identity within the inter-subjective contexts of locality, regionality, nationality and trans-nationality. This book is well-illustrated with many of Abanindranath’s creations. It will be a rich reference work for students, researchers and academics from various subject areas such as arts and humanities, sociology and cultural studies, and would be precious for artists, art collectors, connoisseurs, museums and art galleries. Contents Foreword by PARTHA MITTER / Introduction / Modernity, Nation and Community—A Point of Departure / Orientalism, Nationalism and the Politics of Narration / Regional Subalternity / Intersubjective Narration / Practices of Community and the Alternate Nation About the Author Debashish Banerji is a great-grandson of Abanindranath Tagore and holds a Ph.D in Art History from the University of California, Los Angeles. -
Colonial India in Children's Literature
COLONIAL INDIA IN CHILDREN’S LITERATURE SUPRIYA GOSWAMI NEW YORK AND LONDON First published 2012 by Routledge 711 Third Avenue, New York, NY 10017 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2012 Taylor & Francis The right of Supriya Goswami to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Goswami, Supriya. Colonial India in children’s literature / Supriya Goswami. p. cm. — (Childrens literature and culture ; 85) Includes bibliographical references and index. 1. Children’s literature, English—History and criticism. 2. Imperialism in literature. 3. India—In literature. I. Title. PR990.G67 2012 820.9'9282—dc23 2011052747 ISBN13: 978-0-415-88636-9 (hbk) ISBN13: 978-0-203-11222-9 (ebk) Typeset in Minion by IBT Global. Chapter Five Trivializing Empire The Topsy-Turvy World of Upendrakishore Ray and Sukumar Ray On October 16, 1905, Lord Curzon partitioned Bengal—the cradle of British rule in India and the birthplace of the Bengali intelligentsia—by proclaiming that it was administratively prudent to divide such a populous and geographi- cally unwieldy entity into two separate states. -
I Partha Pratim Deb, Interview Conducted On, 30/3/2014 Q. Describe
APPENDIX- I Partha Pratim Deb, Interview conducted on, 30/3/2014 Q. Describe briefly about early years in Agartala before moving to Santiniketan to study art. A. In my school at Agartala we had a drawing teacher named, Nanigopal babu. During those days drawing was part of the school curriculum till class VIII. And those who were good in painting got the responsibility of decoration during Saraswati Puja. I remember to be part of this team for many years and did my job with enthusiasm. Out school principal, Sri Smritikantha Sengupta used to love me for my proficiency in painting. Once he wanted us to make a series of drawings portraying the important historical incidents. Our drawing teacher, Nanigopal Babu headed the project. Selected students of Class VIII, IX and X painted the walls of our school with series of drawings depicting the notable characters of Indian history including the Mughal emperors. My interest in painting thrived since then and increased manifold with time. 1961, the year I got admitted in M.B.B College Agartala, was the birth centenary of Rabindranath Tagore. To commemorate the great poet a painting exhibition was organized in the college and I painted a portrait of Gurudev for the same. The painting got award in the exhibition. The professor of English in our college, Dr. Brajen Das, inspired me a lot and many other professors also encouraged my passion for painting. My parents were always supportive and seeing my seriousness in the field they appointed the local artist Sailesh Dev Barman as my art teacher. -
HOFSTRA UNIVERSITY MUSEUM Indian Art After Independence
HOFSTRA UNIVERSITY MUSEUM Where Art Inspires and Transforms Indian Art After Independence: Selected Works From the Collections of Virginia & Ravi Akhoury and Shelley & Donald Rubin Maqbool Fida Husain (b. 1915), Untitled, From the Wings of Desire Series, January 1989, Acrylic on canvas, 58 1/2 in. x 45 in., Courtesy of Shelley & Donald Rubin October 13-December 18, 2009 Emily Lowe Gallery, South Campus Exhibition curated by Rebecca M. Brown, Ph.D., Professor of History of Art, Johns Hopkins University Funding for this exhibition has been provided by: Hofstra University Office of the President and The Roslyn Savings Foundation India is a country marked by extraordinary geographic, linguistic, religious, and cultural diversity. The works in this exhibition reflect the complexity of this country, its history and its contemporary challenges. The post-independence artists of India sought to articulate a modern and individual identity ➤ Krishna Shamrao Kulkarni (1916-1994) Deity, 1970s for their nation. They wove Acrylic on paper 29 in. x 21 in. Courtesy of Shelley & Donald Rubin aspects of many artistic styles into their works in new ways to express their rich heritage as well as 20th-century realities. IntrODuCtIOn In the latter half of the 19th century, the British, who ruled India for nearly 200 years, established government-operated art schools throughout India. These vocational schools concentrated on academic drawing to train artists for colonial services. During the first half of the 20th century, however, as the independence movement led by Gandhi was gaining momentum, Indian artists rejected the colonial dictates of academic art and sought new modes of expression. -
Drawing a Line: K.Venkatappa and His Publics
Working Paper No. 148 Drawing a line: K.Venkatappa and his Publics by Janaki Nair Madras Institute of Development Studies 79, Second Main Road, Gandhi Nagar Adyar, Chennai 600 020 June 1997 ' ' Drawing the Line: K Venkatappa and His Publics Authors' Name and Institutional Afflliatlon: Janaki Nair Madras Institute of Development Studies 79, Second Main Road Gandhinagar. Adyar Madras 600 020 ABSTRACT The transition from the world of the royal patron to the emerging bourgeois art market was negotiated in a number of different ways that together constitute the field of modem art. This paper develops the coordinates within which one twentieth century artist, K Venkatappa forged a new relationship with the royalpatron, the Maharaja of Mysore, while celebrating his estrangement fromthe mdoem art market. The veryInsistence withwh�Gh Venkatappa renounced the rewardsof the modem art establishment it is argued, was a fonn_ of participation In It. Indeed, the specific relationship that he developed with the princely court culture, which was simultaneously reverent and defiant, was as crucial as his artisticproduction In hiseventual consecration as the modem Kannada artist. Acknowledgement: I owe many thanks to the comments of Ayesha Abraham, Tapati Guha Thakurta, Manabi Mazumdar, M s s Pandlan and Madhava Prasad. A short versionthis of paperwas presented at the Centre for Studies In Social Sciences, Calcutta. · Drawing the Line: K.Venkatappa and His Publics Janakl Nair • MIDS On June 1, 1918, K. Venkatappa retumed to Mysore after seven years at the Government School of Art, Calcutta, where he had been among Abanindranath Tagore's privileged band of admirers and eager pupils. -
Role of E B Havell on Manifestation of Indian Ideals in Art Education
www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 4 April 2020 | ISSN: 2320-2882 Role Of E B Havell On Manifestation Of Indian Ideals In Art Education. Babu.K, Artist. Abstract: Due to the attitudes of its officials and British Colony rule the art education in India and art practice by the beneficiaries were facing various problems of identity and originality. Many art schools were began to function with the inspirations received from the great exhibition of 1851 with initiatives of private individuals and collaborations for the enhancement of art activities in India but could not take any solid action towards improvement of prevailing situations. E B Havell, a British art official took initiatives to change the situations responsibly and challengingly with helps of Indian art enthusiasts. The career of E B Havell was cut short from British part, said to be due to mental breakdown and never returned to India after 1908. But the introductions of Indian ideals continued vigorously by his Indian friends following his objectivities. Key words: Colonial Art, Abanindranayh Tagore, E B Havell, Sir Jamshetjee Jeejeebhoy, Calcutta School of Art, Ananda K Coomarswamy, Bengal School, Santiniketan . Great Exhibition, Research Paper: Ernest Binfield Havell (16 September 1861 – 31 December 1934), who was well known in the name E.B. Havell, was a powerful Art administrator and Art Historian who was in India for more than two decades with connected activities. He was author of several books on Indian art and architecture. Belonged to Havell family of artists and art educators, he was the principal of the Government School of Art, Calcutta from 1896 to 1905, where, with companionship of artists in Tagore Family, specially with Abanindranath Tagore, he managed to develop a style of art and art education based on Indian ideals rather than then established Western models, which led to the foundation of Bengal school of art. -
In Search of a Forgotten Dialogue. Sino–Indian Artistic Discourse in The
20 China Connections Regional Editor The Region India–China artistic engagements Yu Yan in the 20th century way to understand the entire Eastern art were published in his posthumous book tradition with a notion of Okakura Kakuzo’s My views on Modern National Painting (1955). In search of a forgotten dialogue. pan-Asian doctrine. What struck Gao Jianfu were the similarities My research pursuit is to revisit the mutual of the methods. In India, the ‘six limbs’ had Sino–Indian artistic discourse perceptions of Sino–Indian artists and scholars been formulated during the 6th century, of the early 20th century, particularly after in the Vishnu Dharmottara Purana. In China, in the early 20th century Tagore’s significant visit to China in 1924. This Xie He’s ‘six principles’ were used to understand event fostered a mutual understanding between and render the object presence of nature. Indian and Chinese artists and scholars. Their Additionally, Gao Jianfu’s intention was to Amitava Bhattacharya shared experiences hold major significance review the Bengal School of Art’s success in in the existing backdrop of Asian art, thus exploring wash painting techniques and in they should be re-examined in the context of using Okakura Kakuzo’s influence to promote n the early 20th century, Asia witnessed In India, the Calcutta-based Bengal School earlier periods of Asian art. Artistic interactions the pan-Asian doctrine in India. the growth of several regional art of Art (from 1896 onwards), led by the celebrated between Japan, India and China in the early A number of Chinese artists visited the in Imovements in which we find tendencies artist and aesthetician Abanindranath Tagore, 20th century were conducted in pursuit of ternational university founded by Tagore to integrate Western representational art painter Gaganendranath Tagore (both internalizing the artistic sources in the Mogao in Shantiniketan.