Search results for: 'VIDA Elementary School / OV'

Born in New Delhi on 4 June 1961, Subba Ghosh has carved a niche for himself with art that overturns reality to show a mirror to society’s lived hyperreality, through paintings, prints, animation, installations, puppets, and video art. Ghosh’s mirror throws not just a passive light on reality but also makes a critical, political comment on issues such as the relationship between the state and its subjects. Learn More

A graduate of Delhi College of Art, Rameshwar Broota has been an art teacher throughout his career. He was a lecturer at his alma mater before moving to Jamia Millia Islamia University and then Sarda Ukil College, eventually taking over as head of department at Triveni Kala Sangam, a position he has held since 1984. Learn More

Known for exploring the mysteries of life beyond the realm of logic through his art, Jai Zharotia was born in Delhi in 1945. He studied fine arts at the Delhi College of Art from 1967-71 and went on to teach at his alma mater for over three decades. Accessible and non-dogmatic as a teacher, he was popular among students. Learn More

Born on 8 October 1926, in Faridpur (in present day Bangladesh), Biren De shifted to Calcutta with his family before Partition and studied at the Government College of Arts and Crafts. Later, he moved to New Delhi to teach at College of Art. Years spent in New York and extensive travelling over continents subsequently enriched his artistic expression with new forms. Learn More

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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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The 1970s was a decade like no other for a young India gaining in confidence nationally as well as on the global firmament. In 1971, Prime Minister Indira Gandhi led the country to a decisive victory against Pakistan, leading to the creation of Bangladesh. The Green Revolution had borne fruit, and Operation Flood now launched a milk revolution in the country, and the culmination of the privy purse turned it into a socialist republic with a strong handle on its economic button. Internationally, much was made of India’s resilience, and the country’s soft power began to win it recognition for its films, fashion, food and culture. India had arrived. ALTAF AMBADAS AMITAVA AVINASH CHANDRA BIKASH BHATTACHARJEE BIREN DE BIRESWAR SEN ERIC BOWEN F. N. SOUZA G. R. SANTOSH GANESH HALOI GOGI SAROJ PAL INDRA DUGAR J. SULTAN ALI J. SWAMINATHAN K C S PANIKER K. K. HEBBAR K. LAXMA GOUD KRISHNA REDDY LAXMAN PAI M. F. HUSAIN MADHVI PAREKH NAVJOT ALTAF P. T. REDDY PARITOSH SEN PRABHAKAR BARWE PRODOSH DASGUPTA PROKASH KARMAKAR RABIN MONDAL RAJENDRA DHAWAN RAM KUMAR S G VASUDEV SATISH GUJRAL SHANTI DAVE SHYAMAL DUTTA RAY SOHAN QADRI TYEB MEHTA V. VISWANADHAN ZARINA HASHMI

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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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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.

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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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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.

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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.

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