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At the turn of the twentieth century, Abanindranath Tagore asked himself if the emerging artists of modern India should continue to paint in the manner of their European colonizers; or was there a new path waiting to be forged? His answers led him to envision a pan-Asian cultural identity, spanning traditions from Persia to Japan, and culminating in a ‘new “Indian” art.’ Regarded as the founder of the Bengal School, Abanindranath left an unparalleled legacy both in terms of his own diverse body of work, and through his pupils, like Nandalal Bose, who shaped the contours of art across the subcontinent in the twentieth century.

The wash technique has come to be associated in India with the art of the Bengal School, but the story of its origins in India takes us back to an era of rich cultural exchanges. In the early twentieth century artists like Abanindranath Tagore were trying to imagine a pan-Asian cultural identity, and they turned for inspiration to traditions from across Persia to Japan. Rabindranath Tagore's friendship with Okakura Kakuzō occasioned the arrival of several Japanese artists in Kolkata, such as Yokoyama Taikan, Hishida Shunsō and Katsuta Shōkin. While the latter found inspiration in the Hindu epics, artists in Bengal adapted techniques that were used by the Japanese, such as the wash technique or the subtle use of ink and brush. Since then, the wash technique has been interpreted widely by individual artists, offering an ethereal quality of light to their works, or, in some cases, like for Gaganendranath Tagore and Prosanto Roy, new possibilities of painting in various shades of darkness.

Manifestations VI features an assortment of seventy-five significant artists curated from its collection. Not organised around theme or style, Manifestations features a single work or a related series of works by each chosen artist, which reflect an important facet of their unique artistic journeys. Usually dominated by 20th century modern Indian art, Manifestations VI features works spanning three centuries, from a ‘Company Painting’ set in Tirunelveli district, Tamil Nadu, done by Thomas Daniell for the East India Company in the 1790s, to an Early Bengal work of a ferocious Kali astride a supine Shiva, to several 20th century modern works. A A. Raiba Ambadas Amitava Anonymous (Early Bengal) Asit Kumar Haldar Avinash Chandra Amitava N. Arya Benode Bihari Mukherjee Bikash Bhattacharjee Bimal Dasgupta Biren De Bireswar Sen Charan Bagchi Chintamani Kar Chittaprosad P. Roy Chowdhury Dharamnarayan Dasgupta F. N. Souza G. R. Santosh Ganesh Haloi George Keyt Gopal Deuskar Gopal Ghose Gulammohammed Sheikh Himmat Shah Indra Dugar J. P. Gangooly J. Sultan Ali Jamini Roy Jeram Patel Jyoti Bhatt Jogen Chowdhury K. C. S. Panicker K. K. Hebbar K. Laxma Goud K. S. Kulkarni Khagen Roy Kshitindranath Majumdar Laxman Pai M. A. R. Chughtai M. F. Husain M. F. Pithawalla M. V. Dhurandhar N. S. Bendre Nandalal Bose Nikhil Biswas P. Khemraj P. V. Janakiram Paritosh Sen Pestonji E. Bomanji Prodosh Das Gupta Prokash Karmakar R. Vijaiwargiya Rabin Mondal Raja Ravi Varma Ram Kumar Rameshwar Broota Ramkinkar Baij Ranbir Singh Kaleka Rasik Durgashankar Raval Radha Charan Bagchi S. H. Raza Satish Gujral Shanti Dave Shobha Broota Shyamal Dutta Ray Sohan Qadri Somnath Hore Suhas Roy Sunil Das Thomas Daniell Tyeb Mehta V. Nageshkar V. S. Gaitonde V. Viswanadhan

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.

A workshop for high school teachers in collaboration with the Victoria Memorial Hall, based on a special viewing of selected history paintings from the museums’ vaults. The workshop investigated images as a medium for learning, introducing educators to tools for incorporating art into pedagogy.

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.

A workshop for middle school educators on implementing an arts-led and project-based module for learners, using artworks and archival objects from ‘March to Freedom’, DAG’s historic exhibition on the 75th year of Indian Independence.

Jamini Roy’s was an art of quiet resistance that assimilated so seamlessly into the folk and craft traditions of Bengal that it did not cause any discernible ripples among the prevalent artistic mood. All around him, art was being nurtured, questioned, uprooted—it was, after all, a period when nationalist feelings ran high and a search for an indigenous lexicon was paramount—but Jaminida’s ability to look to tradition for a modern approach, though revolutionary, was instinctively natural and organic. It was art that everyone understood and wanted to take home. No wonder Jamini babu became a household name in his native Calcutta and went on to be honoured as one of the pre-eminent National Treasure artists of the country whose art has the greatest acceptance of any known Indian modernist.

March to Freedom re-interprets the well-known story of the Indian freedom struggle and anticolonial movement through works of art and some historic artefacts. Drawn from the collections of DAG, they range from eighteenth and nineteenth century European paintings and prints, to lesser known works by Indian artists that merit greater recognition, alongside some iconic pieces. Rather than following the usual chronological path, the story is structured around eight themes. Each represents one arena, or stage, on which the anti-colonial struggle took place, to expand the story beyond politics, politicians, and battles (which also feature). Conceived to commemorate and celebrate the 75th anniversary of India’s independence, this visual journey seeks to do more. For even as we remember the struggles, the sacrifices, and the stories, such anniversaries are also occasions for reflection, including upon the scholarship that has developed on South Asian history. Some of the latter may be familiar to academics, or those with special interests. For most of the rest of us, our knowledge of this past is derived in large part from hazy memories of school lessons, which change from one generation to the next, and are influenced by concurrent national politics. We also learn from narratives on offer through public channels or in the media, to mark moments of national remembrance or controversy.

By the end of the century, however, the scene was changing, and infrastructure—following the economic reforms in 1991—began to improve, creating an interest in collecting art. Twentieth century Indian modern art has since been at the forefront of collecting and investing in Indian art, and DAG, which has the largest private collection of Indian art has a marked focus on this period of Indian art. Ambadas F. N. Souza G. R. Santosh George Keyt Jamini Roy K. K. Hebbar Kanwal Krishna Laxman Pai M. F. Husain M. F. Pithawalla M. V. Dhurandhar Madhvi Parekh Nandalal Bose Nemai Ghosh Prokash Karmakar Rabin Mondal

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.