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Born in Calcutta, Sakti Burman studied at the city’s Government College of Arts and Crafts, and later at École Nationale des Beaux-Arts, Paris. Like most other Indian artists who studied or lived in the French capital, Paris-based Burman’s works blend European and Indian imagery. Learn More

For millennia, Banaras has captured the imagination of poets, writers, philosophers, and artists. Its sacredness, music, textiles, and food have been extensively explored and commented upon. It has been a muse for countless artists, who have found an abundance of inspiration on the ghats that skirt the Ganga, and in the city's narrow streets and crowded alleyways.

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An artist whose eponymously named art institution groomed some important Indian modern artists such as Ram Kumar and J. Swaminathan, Sarada Charan Ukil was an early pioneer of the Bengal School. Born on 14 November 1888 in Bikrampur near present-day Dhaka, Ukil shifted later to Calcutta with his family and studied at the city’s Government Art School under Abanindranath Tagore. Learn More

Born in Jamalpur in present day Bangladesh on 9 February 1936, Ganesh Haloi migrated with his family to Calcutta upon Partition. From 1952-56, he studied at the city’s Government College of Arts and Crafts, where he acquired his personal style of sophisticated elegance and finish. Upon graduation, he joined the Archaeological Survey of India and was assigned the documentation of the cave paintings of Ajanta from 1957-63. Learn More

Born in Lahore in British India, Dhanraj Bhagat acquired a diploma in sculpture from the city’s Mayo College of Art. He began working with clay while studying but it left him uninspired as he found little individuality in its amorphous nature. It was when he got his hands on wood with its uniquely tactile qualities that he felt inspired to carve and create. Learn More

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

One of India’s most important artists, Chittaprosad recorded pivotal political and social movements in the country, such as the Great Bengal Famine of 1943-44 and its fallout, in heart-wrenching sketches and drawings, alongside protests against colonialism, economic exploitation, urban poverty and depravity, just as beautifully as the many drawings, linocuts and scraper board illustrations he made for children, recording a beatific phase of plenitude and family values, and involving himself with marionettes for their entertainment.

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A close look at bus art with artist Sumantra Mukherjee as we join him on a walk through a bus depot, and a bus ride through the city where we try our hand at this popular visual language through paint and text. 

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Born on 3 March 1919 in Madras, S. Dhanapal trained under sculptor-teacher D. P. Roy Chowdhury at the city’s Government College of Art and Craft. He joined the faculty of his college after completing his studies, and, in 1957, when K. C. S. Paniker was principal, Dhanapal was appointed the head of the sculpture department. He eventually became principal of his alma mater in 1972. Learn More

Born in Calcutta, Bipin Behari Goswami studied at the city's Government College of Arts and Crafts, from where he graduated in 1956 with a diploma in sculpture and modelling. 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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