Search results for: 'Teaching through a'

A unique academic engagement where professors from diverse disciplines bring their classrooms into the galleries, explore connections between their curriculum and the collection on view and experiment with new ways of teaching through art.

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We might think of landscape as the most obvious and natural subject for painting. What could be simpler than an artistic response to the world of nature? And yet, civilisations have not always produced landscape paintings. Landscape as an independent genre—with the primary focus not on action but on scenery—was first championed by the Chinese in the ninth century. It was introduced into English art only in the eighteenth century. Elements of nature have appeared in Indian art since the murals of Ajanta, but in supporting roles, in images that are primarily sacred or courtly. Pure landscape painting arose in India only in the nineteenth century, in response to colonial practice. A A ALMELKAR AVINASH CHANDRA BABURAO SADWELKAR BHUNATH MUKERJEE BIJAN CHOUDHARY BIRESWAR SEN CHITTAPROSAD DEVRAJ DAKOJI DEVYANI KRISHNA DHARAMANARAYAN DASGUPTA GANESH HALOI GOBARDHAN ASH HAREN DAS K. K. HEBBAR KANWAL KRISHNA KISORY ROY M. K. PARANDEKAR M. V. DHURANDHAR MANISHI DEY MUKUL DEY New Found Lands NIKHIL BISWAS PESTONJI E BOMANJI PRAN KISHAN PAUL RABIN MONDAL RAMENDRANATH CHAKRAVORTY RAMKINKAR BAIJ SAKTI BURMAN SUNIL DAS THOMAS DANIELL WILLIAM HODGES WILLIAM PARKER

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Born in Patiala, Punjab, in 1953, Ranbir Kaleka earned a diploma in painting from Punjab University’s College of Art in Chandigarh. He spent the next few years teaching at Punjab University and College of Art, New Delhi, before leaving for London on a Charles Wallace scholarship to study at Royal College of Art from 1985-87. He stayed on in London for several years and returned to India in the late 1990s. Learn More

This exhibition looks at landscape painting in India over a period of two hundred years, from 1780 to 1980. We start with English artists who travelled in India from the late eighteenth century onwards, to rediscover what they were looking for, and how they saw what they found. The introduction of new materials, and the teaching of new methods in the art schools from the middle of the 19th century, encouraged some Indian artists to adopt similar academic style approaches. In the twentieth century, a reaction set in, as Indian artists sought new modes of expression. As if reclaiming their patrimony and the right to represent it, they invented a glorious array of new landscape styles.

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Born in 1902 in Tripura, Ramendranath Chakravorty went to the Government College of Art in Calcutta in 1919 but left it in 1921 to join the newly founded Kala Bhavana at Visva-Bharati University, Santiniketan. Soon after graduation, he began his teaching career, first at Kalashala at Andhra National Art Gallery in Machilipatnam, and then at Kala Bhavana. He then joined Government School of Art, Calcutta, as a teacher in 1929, when Mukul Dey, the pioneer of dry point etching in India, was its principal. In 1943-46, Chakravorty was the school’s officiating principal when he set up its graphics department. Eventually, he became the school principal in 1949. Learn More

Born in an educator’s family on 7 April 1934 in a small town in Gujarat, Natvar Bhavsar studied to be a drawing teacher and began his career in Chanasma. He then joined the C. N. School in Ahmedabad for its five-year diploma course in art offered by Sir J. J. School of Art; simultaneously, he continued to study for his master’s in teaching art. Learn More

India’s Rockefeller Artists showcases iconic works of the Indian painters and sculptors who travelled to the US on philanthropic grants from the JDR 3rd Fund (1963–1979) and later through the Asian Cultural Council. These artists were exposed to American art and shared their own learnings and experiences through these enriching cultural exchanges. The show examines how and why these artists were selected; their relationships with each other and the American art milieu; the impact of the experience on their work; and the creation of a community of Rockefeller artists.

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The Art of Santiniketan showcases the work of its four chief artists—Santiniketan’s founder, Rabindranath Tagore, its first principal and the architect of the Santiniketan pedagogy, Nandalal Bose, and his two illustrious students who went on to make a name for themselves as highly original and significant artists—Benode Behari Mukherjee and Ramkinkar Baij. Santiniketan was a path-breaking educational institution Rabindranath Tagore set up in rural Bengal in the early twentieth century, and the exhibition begins by examining its genesis in Tagore’s radical ideas of basing education in freedom and in the midst of nature. Benode Behari Mukherjee Nandalal Bose Rabindranath Tagore Ramkinkar Baij

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That Anupam Sud is one of the most prominent printmakers in the country is a given, even though it would be unfair to limit so versatile an artist to only being a printmaker. Indeed, her body of work includes paintings, drawings, sculpture, bookmaking—and as you will see through the pages of the book accompanying the exhibition, a record-keeper observing the passage of time with self-portraits that she has undertaken to make periodically. A role-model for generations of artists and printmakers through her work and for her influence as a teacher at the prestigious College of Art, New Delhi, Anupam Sud’s name evokes recognition around the world where she has admirers, collectors of her work, and students who have trained under her.

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Prabhakar Barwe (1936-95) could well have ended up a theoretician whose book 'Kora Canvas' (Blank Canvas) was a manifesto that established the multi-dimensional relationship between an artist, the object on which he paints, and his subjects. That he was not just an intellectual scholar but an artist whose work speaks for him, is evident through a range of works in which Barwe dissects our understanding of the world and how we view it. Taking commonplace objects and our perception of their existence in the space they occupy, he shifts the dialogue to a point of discomfiture that makes us question our understanding of them. Using scale, discordant juxtapositions, and displacements, he reimagines the everyday in a manner that is thought-provoking, even provocative, as alternate realities—whether perceived or imagined.

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