Essence of Indian Traditional Knowledge

Indian Artistic Tradition

Hardwork, +ve Thinking & LUCK

is the path of success
Asst. Prof. U. S. Salunkhe
ME (Structure), B. Tech. (Civil), DCE
Dept. of Civil Engg., MIT (E), A’bad
 Module I (03 Lectures)
Ancient (प्राचीन) Education System in India, History of Indian Knowledge System, Sources
of knowledge transmission and, preservation (संरक्षण), Indian Artistic Tradition:
Chitrakala, Moorthikala, Vasthukala, Sthapthya, Sangeetha, Nruthya, Sahithya

Ancient Education System

• Ancient indian education is based on indian epistemological

and philosophical traditions.

• The indian sages devoted themselves to the study of a supra-

sensible world and spiritual powers and moulded their life

accordingly.
Silent Features
Knowledge related to life

Close association between teacher and student resulted in all round

development.
Development in social work.

Vocational training.
Vedas…(1500 B.C. – 500 B.C.)
Rig Vedas
Sama,
Yajuh
Atharva
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Evolution of Indian Architecture

1. The Indus Valley Civilization (2600-1900 BC).

2. Maurya & Gupta empires - Buddhist architecture in Ajanta-Ellora caves, Sanchi Stupa
etc.
3. South India - Hindu temples viz. Hoysaleswara - Halebid, Sun Temple - Konark etc.
Angkor Wat, Borobudur, other Buddhist and Hindu temples influenced by South East
Asian architecture.
4. Islamic influence - Fatehpur Sikri, Taj Mahal, Gol Gumbaz, Qutub Minar etc.
5. British Indo-Saracenic style and European Gothic. e.g. The Victoria Memorial & the
Victoria Terminus.
6. Recent creations, Lotus Temple and Birla Temples across country.
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The School of Art in acient India

EITK [Prof. Umesh S. Salunkhe] 5

Main Educational Centers & Universities in Ancient India

• Taxila • Odantapuri
• Nalanda • Nadia
• Valabhi • Mithila
• Vikramshila • Jagaddala

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Silent Features

 During the ancient times in India, the pupil away from the haunts of din and

distractions of the material world, amidst beautiful natural surroundings,

sitting at the feet of his teacher, would comprehend all the intricate problems
of life through listening and meditation.
He would not remain contended with mere bookish learning but acquire

fairly practical knowledge of the world and society through close contact with
the people.
An attempt was made to make the student capable of experiencing the

Supreme truth himselfEITKand mould

[Prof. Umesh the society accordingly
S. Salunkhe] 7
Buddhist Period (500 B.C. - 1200 A.D.)

 The rigidities of Vedic rituals and sacrifices and the dominance of the
Brahmins over the lower caste became responsible for the disenchantment of
the masses with the system.
 Gautam Buddha, the great religious leader as well as social reformer preached
non-violence and social equality.
 During the Buddhist period education was institutionalized.

 The Gurukuls and Ashrams of the Vedic age were substituted by the
institutionalized Sanghas and Monasteries.
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Dharma and religion were the main curricular components at the monasteries.

 The curriculum included components such as theology, philosophy,

literature, astronomy, etc. Professional studies like medicine, surgery, etc.

were also carried out in these institutions.
Aims of education, curriculum, place of teacher, evaluation were same as of

Vedic education.
Four R’s (reading, writing arithmetic and religion) became quite famous for

elementary education during this period.

EITK [Prof. Umesh S. Salunkhe] 9
• The Buddhist monastery played an important part in delivering the education.
• Buddhist literature replaced Vedas in curriculum as the source of wisdom and
morality.
• The entire teachings of Buddhism provide directions to develop good conduct
which is also the essence of sound system of education.
• Eight – fold path as preached by Buddha provides guidance for moral and spiritual
education.
• Buddhist promoted mother tongue as the medium of instruction of education.
• Though Sanskrit was the chief language, but for the first time in education system,
mother tongue was used as the medium of instruction.
EITK [Prof. Umesh S. Salunkhe] 10
During this period, the monks of the monasteries were in charge of imparting

education, just as Brahmins were in charge in the Vedic period. The monks
were celibates and spent their time in prayer and meditation and studies.
Education started from Pabbaja ceremony and ended with Upasampada.

Teachers were trained for the purpose of propagating Buddhism.

The method of training teachers (monks) during the period was based on a

system which was later on recognized and named as monitorial system.

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 MEDEVIAL PERIOD (1200 A.D. TO 1700 A.D.)

Political instability due to repeated invasions and aggressions adversely affected

the existing educational system.

Madrasas and Maktabas were opened to impart education(mostly religious).

They were also imparted the education of reading, writing and primary arithmetic.

The religious education included the study of Quran, Islamic laws, Islamic history.

The secular education included the study of arabic literature, grammar, history,

philosophy, geography, astrology, etc.

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The Hindu system of education existed parallel with the Muslim system

of education in medieval period. Its existence cannot be ignored in the

medieval era.
The Muslim rulers had an altogether different culture, a different

philosophy, different religion, and different language.

The intermingling of different cultures, religions, philosophies, etc

produces major changes.

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 Salient Features of Medieval Era…

Primary education was imparted through the “maktabas” which were

attached with mosques or were independent of the mosques.
Most of the maktabas were either patronized by rulers or had endowments.
The curriculum varied from place to place but the teaching of alphabets
and recitation of the Quran was compulsory.
Arabic and Persian languages were compulsory for getting high
government post.
There were several village schools where the students were required to pay
for their instruction, not in cash but kind.
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Teaching profession was considered a dignified and teachers were highly

respected.
Technical and vocational education was encouraged by the rulers.

Education was considered as an instrument of procuring happiness in the world

and to obtain knowledge of God

A large number of secular subjects like astronomy, agriculture, commerce,

medicine were included in the curriculum

General women were not entitled to get education. Only royal ladies were able to

receive education.
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What is the Art & the Artistic: EITK [Prof. Umesh S. Salunkhe]

 It is natural Human instinct to want to share his experience, wisdom and

also emotion. When that instinct results in a beautiful creation, it may be
called ‘Art’.
 The purpose of art is washing the dust of daily life off our souls.
 The artist’s power of imagination, sensibility, state of emotion & his
skills are the crucial factors at the root of artist creation.
 Artist creations types: 1) Visual Arts (Drik Kala); 2) Performing Arts (Lalit
or Aangik Kala)
 Two distinct tradition of Arts: 1) Folk Art; 2) Classical Art
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Main Educational Centers and Universities in Ancient India

 The study of the Education system in Vedic period and Brahmanical Educational system
makes it clear that in those days the residence of the teachers (Gurus) were the
educational institutions called Gurukulas.
 There the teacher and the taught lived together as the members of the single family. For
the spiritual and philosophical development of taught, the external objects of education
were not much emphasized, but the main emphasis was laid on inner and spiritual uplift.
 In those days, some monasteries and huge sacred places had been established. It is said
that the learned persons from different places used to assemble there and debates and
discussions took place.
 Inspired by the Buddhist system, in Hindu temples and monasteries too, the educational
institutions were started.
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1) What is the Art? [Xinzi Chen]
https://www.youtube.com/watch?v=dwK4zv5rdbA

2) What is the Artist? [Art and Artist, कलाकार की परिभाषा और परिचय (

Hindi)]
https://www.youtube.com/watch?v=UGDnATVl7Z4

3) Indian Art and Culture | Social Studies | Grade 4 | Peri

winkle. [
Periwinkle]
EITK [Prof. Umesh S. Salunkhe] 18
Indian Artistic Tradition: Chitrakala

• Starting with ancient rock cut paintings and

murals the Indian art customs compass
around 8,000 years.
• Bhimbetka caves in Madhya Pradesh are
the finest example of prehistoric cave
paintings and murals.

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• The art of Indus valley was more advanced, it was during that time
period only that better paintings tools and techniques were
developed.
• Indus valley dwellers would paint natural beauties, scenic
landscapes, sunsets, sunrises, hunting parties, people dancing etc.
• The Indian traditional art scenario varies from one region to other,
the influences of cultures and more importantly, the religious beliefs
of the artists are quite evident in their paintings.
They would use wooden sticks made from tree branches, or paintbrushes
made of bones and animal hair only to dip them in natural extracts to paint on
the caves. Blood, charcoal mixed with oil, extract from roots and leaves etc.
were used as paints.
Ex. Mughal paintings were done on paper using very fine and precise
paintbrushes and pens.
There is an Indian technique of painting called Pattachitra that deals with
cloth-based scroll painting.
Palm leaves are also used to paint the images of gods and goddesses..
Additional media such as walls, wooden panels, glass, papers, mica and even
ivory are used. EITK [Prof. Umesh S. Salunkhe] 21
Tanjore paintings of South India are

famous worldwide for using precious

stones and metal work. These paintings
are usually done on canvas stretched over
wooden frames.

EITK [Prof. Umesh S. Salunkhe] 22

Madhubani Paintings: Bihari style

of art, famous for the depiction of

festivities, occasions, and gatherings.
Rural Madhubani art includes a
painting of walls of houses.

EITK [Prof. Umesh S. Salunkhe] 23

Mughal Paintings: Introduced by
Akbar, the Mughal paintings are a
unique blend of Muslim and Hindu
styles of paintings. The themes are
diverse and include a depiction of
hunting parties, war scenes, the
portrayal of Mughal emperors etc.

EITK [Prof. Umesh S. Salunkhe] 24

Rajput Paintings: Since
Rajput worship nature, their
paintings are full of natural
elements such as wildlife, flora,
sand dunes, landscapes etc.

EITK [Prof. Umesh S. Salunkhe] 25

 Indian Artistic Tradition: Sthapatya kala

• The Science of Architecture and Civil Construction

was known in Ancient India as Sthapatya (Shastra)

• The word Sthapatya is derived from the word Sthapana i.e. “to establish”

• The technique of architecture was both a science and an art i.e. Sthapatya-kala.

• From very early times the construction of temples, palaces, rest houses and other
civil construction was undertaken by professional architects known as Sthapati.
• These professionals have been referred to in the Rig Veda as Rathakara which
literally means 'chariot maker.
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• The excavations of the ruins at Mohenjo-Daro and Harappa (today in Pakistan) proved the
existence of a developed Urban civilization in India. The Indus valley civilization is dated
around 3000 B.C.
• But in the later ages, from about the 7th century B.C., we have both literature references
as well as archaeological evidences to prove the existence of large urban civilizations in
the Ganges Valley.
• During the reign of Asoka: Afghanistan, Baluchistan and
Seistanwere parts of the Mauryan empire.
• Buddhist Stupas were constructed in these Mauryan provinces.
Unfortunately, very few of them have survived till today.
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The majority of the large constructions were temples in

Ganga . As the construction of Hindu temples rarely used

mortar but used a technique where the stones could be
affixed to one another with the force of gravity.
The technique followed in doing this was similar to the

one used in the Roman Aqueducts. The exquisite carvings

were engraved after the stones had been fixed in their
places. Thus the carving of figurines right up to the top of
a temples roof must have been a demanding task.

EITK [Prof. Umesh S. Salunkhe] 28

Such carvings are especially seen in the

Gopurams i.e. roofs over the south Indian

temples and on the tall doorways to the
temples.
 The Raj-Gopurams or main roofs of such

temples rise to a height of nearly 90 to

100 ft.

EITK [Prof. Umesh S. Salunkhe] 29

Oddisi
• Odissi: Its name means “of Orissa” referring to dance’s region of
origin in eastern India.
• Odissi stands out because of its two typical postures. The first one is
the chouka, which is a square-like posture.
• Tribhangi is the signature movement of Odissi, It divides the body into
three parts- the head, the bust and the torso.
• Another important element in Odissi is “mudra”. It means stamp
and refers to hand positions which depict different things.
• The most popular theme for Odissi is praising Krishna, who was
believed to be the most perfect earthly incarnation of God
Vishnu.
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 Bharat Natyam

• Bharat Natyam comes from the South of India.

• It dates back to 1000 BC.
• In ancient times the dance was known as “Sadir attam”
which means “court dance” and was danced in temples
of South India by the devadasis.
• Bharata Natyam set the basics for other traditional
Indian dances.
• The basic steps in Bharata Natyam are called
“adavus”. They are combined with symbolic hand
gestures known as “mudras”.

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Kathak
Kathak originates from Northern India. Its name comes from the
word “katha”- “story telling”. Evidence of the kathak dates back
to the fourth-third century BC.
In the ancient times there were three major kathak schools, or
gharanas- the Jaipur Gharana, the Lucknow and Banaras Gharana
and the Rajgarh Gharana.

EITK [Prof. Umesh S. Salunkhe] 32

Thanks !!
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! EITK [Prof. Umesh S. Salunkhe]