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S. L. Haldankar was born in Sawantwadi, a princely state in the Bombay Presidency of the British Raj, or present-day Maharashtra. His talent for the arts was spotted by his school headmaster and Haldankar received a scholarship to study at Sir J. J. School of Art, from where he took a diploma in painting in 1903. Learn More

The son of a mechanical draughtsman, Mondal took to drawing and painting at the age of twelve when he injured his knee and was confined to bed. The Bengal famine of 1943 and the Calcutta communal riots of 1946 deeply impacted his psyche; he joined the Communist Party and became an activist. Mondal’s final refuge was art as the ultimate weapon of protest. Learn More

Well-known for his silkscreen prints, Paramjeet Singh was born and brought up in Jamshedpur in present-day Jharkhand where career prospects appeared limited to engineering or medicine. His parents hoped he would study architecture, but destiny had other plans as a friend took Singh to a local art class, which spurred his interest in drawing and painting. Learn More

Nandalal Bose’s growth as a painter is closely associated with the Tagore family. Hailing from Munger in Bihar, Bose was fifteen when he came to Calcutta to continue his education, where his passion for art ultimately took him to the Government College of Arts and Crafts, to be groomed by Abanindranath Tagore from 1905-10. Learn More

Born in Gujarat to a family of farmers, Nagji Patel grew up making clay toys as part of playing with village children. He joined the painting course at Faculty of Fine Arts, M. S. University, Baroda, but eventually switched to sculpture, which he found less daunting than painting. He obtained an M.F.A. in sculpture in 1964 and in the same year won a travelling scholarship from the Government of India, which allowed him to visit quarries across the country and interact with stone carvers. Learn More

In the galaxy of modern masters, one name that is synonymous with twentieth century Indian art, is M. F. Husain’s. Born in Pandharpur, Maharashtra, on 17 September 1911, Husain came to Bombay in 1937 to become a painter, where he slept on footpaths and painted under streetlights. A self-taught artist, he began his career painting cinema posters and hoardings, and, in 1941, started making toys and furniture designs. Learn More

Born into an aristocratic family of gold merchants, Kartick Chandra Pyne took an interest in art at an early age. The older cousin of Ganesh Pyne, another remarkable Indian modernist, K. C. Pyne graduated in fine arts from the Government College of Arts and Crafts, Calcutta, in 1955. Later, he taught at Calcutta’s Indian College of Arts and Draughtsmanship in the 1970s, and the Academy of Fine Arts in the ’80s. Learn More

Master printmaker Harendra Narayan Das, popularly known as Haren Das, was born in Dinajpur in present day Bangladesh on 1 February 1921. He took a diploma in fine art, with specialisation in graphic arts, from the Government College of Arts and Crafts, Calcutta, in 1938. He worked almost exclusively in printmaking at a time when oil painting ruled popular consciousness and prints were considered inferior. Learn More

Born in a well-to-do business family in Peshawar in present-day Pakistan, B. N. Arya showed an inclination towards the arts since childhood. Learn More

Ambadas was born in 1922 in Akola, a town in Maharashtra. After matriculation, he received training at a private art school in Ahmedabad, run by the artist Ravi Shankar Raval. Learn More

The idea of primitivism centres on the wish to identify with, or respond to, elements of a society that are deemed ‘primitive’. In artistic terms, it is about rejecting realism, simplifying technique and reducing the formal means of expression to a ‘primitive’ state. The term itself is borrowed from discussions of Western art, where high-profile examples include the images of Tahiti and its people made in the 1890s by Paul Gauguin, and responses to African sculpture by Pablo Picasso in 1906-09. The second thread of primitivism—the reduction of formal means—is best exemplified by the ‘cut-outs’ made by Henri Matisse in the 1940s.

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A capacity building workshop for teachers on crafting museum-learning experiences for students at the historic house museum of the Tagore family. The workshop will focus on tools that can help make school visits to heritage sites more interactive and engaging.

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