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British cultural imperialism in india
Hinduism influence over indian art
British cultural imperialism in india
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The approach of Britishers towards Indian art played an important role in the development of the process of the formal training of Indian artists so Britishers started to establish art schools in the major cities of India. One of the main reason of opening art schools in India was Britishers found that Indian artists had insufficiency in the scientific knowledge of art and were less able to create natural landscapes. Another reason was the demand for Indian luxury crafts by the British public in the last decades of the 19th century which became the major point of consideration for the initial policy makers.. The industrial arts were perceived by the British to be declining, for this mechanic institutes were opened for imparting useful knowledge to the native artisan. Initially the main focus of the art schools was laid on the development of the training skills of vocational and technical training. Following the recommendations of the select committee in 1835, schools of art were set up in various places of India. Art education was directly adopted from the European style. And this pattern and policy of education was waved for a long time. After sometime they wanted to start an Indian artistic crafts by imparting Western academic training to Indian artists so gradually the skilled drawing masters, draughtsmen and engravers were also recruited to these industrial schools.
Sir Charles Mallet established the first western school at Pune in c.1790 . The main purpose of the establishment of this school was to train the local painters in European painting so that they can assist the British artists. This school was run by James Wales but the school was closed after his death.
In the initial stage of the beginning of art schools educ...
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...cepted, particularly as exhibitions of the works from Japan and China was also organised. Lord Kitchener of the Fort William, Calcutta was the first president of the society. The two successive Governors of Bengal, Lord Carmichael and Lord Ronaldshay, industrialists and civilians like Norman Blount, Edward Thirtan were the main members, among the Indian members were A. N. Tagore, G. N. Tagore, Surendranath Tagore, artists Jamini Prakash Ganguly and art critic O. C. Ganguly. The main objective of the society was to mount exhibitions of Indian art and to hold discussions on art. In 1920, Indian Society of Oriental Art brought out an art journal under the editorship of O.C. Ganguly called “Rupam”. The Orientalists were still rooting for Indian painting and “Rupam” promoted works of art in the same way that “Prabasi” and “Modern Review” did in earlier decades.
The region of the northwest coast was blessed with an abundance of natural recourses for human existence and made it possible for the area to thrive. As a result of this unusual abundance, the area could sustain large populations and a complex social order for many Indian groups. Because of the level of sustainability, the cultures had more time for artistic and intellectual activities and endeavors and over time, art became very important and vital to the complex social structures of the groups of the northwest coast.
The Effects of British Imperialism in India One could approach this topic from two points of view: the British and the Indian. One could choose either party and find very different opinions. When British colonizers first arrived in India, they slowly gained more and more control in India through many ways, the most prominent being trade and commerce. At first, they managed India’s government by pulling the string behind the curtain. However, soon they had acquired complete rule over India, converting it into a true British colony.
As seen throughout time, art was regarded as, “a mere medium of conveying history or teachings” (The National Museum of Modern Art, Kyoto). “Traditional” art was meant to uplift its audience. An artist was not considered so if he had no formal teaching. This title would come from attending the Academy, studying under a master, perfecting his style and integrating the morals and values of the time into your own
Crooked Beak of Heaven Mask is a big bird-figure mask from late nineteenth century made by Kwakwaka’wakw tribe. Black is a broad color over the entire mask. Red and white are used partially around its eyes, mouth, nose, and beak. Its beak and mouth are made to be opened, and this leads us to the important fact in both formal analysis and historical or cultural understanding: Transformation theme. Keeping that in mind, I would like to state formal analysis that I concluded from the artwork itself without connecting to cultural background. Then I would go further analysis relating artistic features to social, historical, and cultural background and figure out what this art meant to those people.
been a heightened interest in all Indian things, such as in their art. Expression in the art
Imagine pondering into a reconstruction of reality through only the visual sense. Without tasting, smelling, touching, or hearing, it may be hard to find oneself in an alternate universe through a piece of art work, which was the artist’s intended purpose. The eyes serve a much higher purpose than to view an object, the absorptions of electromagnetic waves allows for one to endeavor on a journey and enter a world of no limitation. During the 15th century, specifically the Early Renaissance, Flemish altarpieces swept Europe with their strong attention to details. Works of altarpieces were able to encompass significant details that the audience may typically only pay a cursory glance. The size of altarpieces was its most obvious feat but also its most important. Artists, such as Jan van Eyck, Melchior Broederlam, and Robert Campin, contributed to the vast growth of the Early Renaissance by enhancing visual effects with the use of pious symbols. Jan van Eyck embodied the “rebirth” later labeled as the Renaissance by employing his method of oils at such a level that he was once credited for being the inventor of oil painting. Although van Eyck, Broederlam, and Campin each contributed to the rise of the Early Renaissance, van Eyck’s altarpiece Adoration of the Mystic Lamb epitomized the artworks produced during this time period by vividly incorporating symbols to reconstruct the teachings of Christianity.
Peter, S., 1996. The History of American Art Education. 7th ed. New York: Greenwood Publishing Group.
Secondly, the art of India fascinated me a lot especially the 13th Century art of “S...
There is no doubt that British imperialism had a large impact on India. India, having previously been an group of independent and semi-independent princedoms and territories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English as the language of instruction, was the beginning of a chain of events, including a rise in Indian nationalism, that led to Indian resentment of British imperialism and ultimately to the loss of British control over India.
The Glasgow School of Art was built by Charles Rennie Mackintosh from 1897 - 1909 in Glasgow, Scotland. In 1897, Mackintosh won a competition for the design of the Glasgow Building. However, it was a difficult piece of land to build on because of the very steep slope. The front end is located on Renfrew Street while the backside stretched down the steep hill. The Glasgow School of Art is constructed primarily out of wood, iron, and glass. Inside, their are studios, a lecture theater, a library, and a director's office. Also, the building itself shows nothing which could be considered eclectic. In fact, the Glasgow Building is considered very progressive.
One of the best things that British imperialism did for India was helping them to connect with the rest of the world through technology, science , and most important medicine since by that time Indian residents would be called “uncivilized” in different aspects such as the need for them to learn a better way of hygiene habits , how to prop...
The French Revolution, indeed, changed the structure of economics and social sphere of the old regime, and also the ideology of that time. In the years that followed the Revolution, the always increasing senses of both freedom and individuality were evident, not only in French society, but also in art. As stated by Dowd, “leaders of the French Revolution consciously employed all forms of art to mobilize public sentiment in favor of the New France and French nationalism.” In between all the artistic areas, the art of painting had a special emphasis. After the Revolution, the French art academies and also schools were now less hierarchical and there was, now, more freedom of engaging into new themes, not being the apprentices so tied up to their masters footsteps, not being so forced to follow them.
During the 19th century, a great number of revolutionary changes altered forever the face of art and those that produced it. Compared to earlier artistic periods, the art produced in the 19th century was a mixture of restlessness, obsession with progress and novelty, and a ceaseless questioning, testing and challenging of all authority. Old certainties about art gave way to new ones and all traditional values, systems and institutions were subjected to relentless critical analysis. At the same time, discovery and invention proceeded at an astonishing rate and made the once-impossible both possible and actual. But most importantly, old ideas rapidly became obsolete which created an entirely new artistic world highlighted by such extraordinary talents as Vincent Van Gogh, Eugene Delacroix, Paul Gauguin, Paul Cezanne, Toulouse-Lautrec, and Claude Monet. American painting and sculpture came around the age of 19th century. Art originated in Paris and other different European cities. However, it became more popular in United States around 19th century.
India had contributed notably to the British Industrial Revolution by supplying raw material and capital; which was collected as revenue from the colonies. It also portrayed as an unwilling, forced market where finished goods could be purchased at much higher cost. It may be noted that the primary aim of the industrial revolution in India, set by the British was to fuel the industrial revolution in Britain. The Indian economy was devastated in the process; effects of which may be seen in the so called Indian Industrial Revolution.
Being an artist was not automatically hereditary and any talented adolescent boy could join a studio as an apprentice. The training period each child underwent was usually extensive and demanding: