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The Madras Art Movement that emerged in the early 1960s was a late phenomenon of modernity in south India within the national context. It developed as a regional phenomenon that began to take shape from the mid-1950s onwards as a search for authenticity in modernism derived largely from the region’s cultural heritage. D. P. ROY CHOWDHURY A P SANTHANARAJ ACHUTHAN KUDALLUR AKKITHAM NARAYANAN ALPHONSO DOSS C DOUGLAS C J ANTHONY DOSS J. SULTAN ALI K C S PANIKER K M ADIMOOLAM K RAMANUJAM K SREENIVASULU K V HARIDASAN L MUNUSWAMY M SENATHIPATI M SURYAMOORTHY P GOPINATH P PERUMAL P S NANDHAN PANEER SELVAM R B BHASKARAN REDDEPPA NAIDU Rm. PALANIAPPAN S G VASUDEV S. DHANAPAL S. NANDAGOPAL V. VISWANADHAN VIDYASHANKAR STHAPATI

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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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One of India’s nine national treasure artists, Nandalal Bose (1882—1966) forged a long and glittering career as the foremost artist-pedagogue bridging the late-colonial period and the first few decades after Indian independence. He maintained an active drawing practice throughout his life, with many small sketches done on postcards that he carried around with him as a sort of visual notebook.

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Radha is painted as a queen in this Early Bengal oil painting, surrounded by her fellow Gopis (cowherds and companions) and Krishna—her divine consort and an incarnation of one of the Hindu trinity—dressed as a sentinel. She sits on her royal throne amid a forest landscape, perhaps recalling her identification as Vrindavaneshwari (goddess of Vrindavan). Going by the small but remarkable details of the jewellery, we can guess that it is the work of an artist trained in the miniature tradition. But does the painting hide other possible secrets?

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Born in Shivpur Diyar in Ballia district of Uttar Pradesh, Muni Singh studied at College of Art, Lucknow. In 1963, he received formal training in fresco-making from Banasthali Vidyapith, Rajasthan. A contemporary of Badri Nath Arya, R. S. Bisht, and Sanat Chatterjee, Singh’s preferred medium was watercolour. He mastered the miniature style of painting—Mughal, Rajput, and Pahari—and translated it into his own idiom and technique. Learn More

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Shanti Dave’s abstracts resemble—at first—the familiar and the unknown. There are writings, figures, deities, forms and shapes that resonate with what we seem to know. If the language is indecipherable, perhaps it belongs to some ancient texts lost to history. Is this his ode to a civilisation that existed in the past, or a prophesy of one to come? Is it a world hidden underwater? Or perhaps one alien to us because it comes from some other planet? Are these tombstones, or markers, of some mythological or historical realm?

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One of India’s most revered ‘non-objective’ painters—he preferred that term over ‘abstraction’—Vasudeo Santu Gaitonde was born in Nagpur in 1924. He received his diploma in painting from Sir J. J. School of Art, Bombay, in 1948. Impressed by his work, the members of the Progressive Artists’ Group—formed in 1947—pulled him into their meetings. The strength of his talent was soon recognised elsewhere—he won the first prize of the Young Asian Artists Association in Tokyo in 1957, and a John D. Rockefeller III Fund fellowship in 1964. Learn More

Kshitindranath Majumdar, born on July 31, 1891, in Jagtai village of Murshidabad in West Bengal, is often referred to as a saint-artist who considered art as a form of devotion. Strongly influenced by Vaishnavism as propounded by the fifteenth century saint, Chaitanya Mahaprabhu, Majumdar trained in hymn singing, interpreted legends from Indian epics, and acted in productions of the theatre group owned by his father. Learn More

An experiential learning and apprenticeship programme for high school students in collaboration with arts education organisations, offering them a first-hand experience of working in a museum, learning about the art and history, and translating their learnings to develop museum experiences for their peers.

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