ITL PUBLIC SCHOOL Pre-SA2 ( ) Social Science Handout Class VIII Subject: History THE MAKING OF THE NATIONAL MOVEMENT :

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1 ITL PUBLIC SCHOOL Pre-SA2 ( ) Social Science Handout Class VIII Subject: History Instructions: Handouts should be read only after reading the chapter Value points/key words should be focused on during revision. THE MAKING OF THE NATIONAL MOVEMENT : THE EMERGENCE OF NATIONALISM 1) The establishment of 'Poona Sarvjanik Sabha', the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Associations. 2) Worked with the idea that the people should be sovereign. 3) The Arms act was passed in 1878, disallowing Indians from possessing arms. 4) In the same year Vernacular act was also enacted. 5) The need for an all India organization of educated Indians had been felt since 1880, but the Ilbert bill controversy depend this desire. The Indian National Congress was established when 72 delegates from all over the country met at Bombay in December 1885 Possible question: Q.1 Although having political associations why was the need felt for having an all India based organization? Poona Sarvjanik Sabha The Arms act and The Vernacular Press act Ilbert bill 2. A NATION IN THE MAKING 1) The congress demanded a greater voice for Indians in the govt. and in administration 2) Legislative councils to be made more representative and given more power 3) Indianisation would produce the drain of wealth to England 4) The congress also declared that British rule had led to poverty and famines 5) Demanded reduction of revenue, cut in military expenditure and more fund for irrigation. : Q.1 Why were the early years of the Indian National Congress referred to as the moderate phase? Greater voice for Indians more representation and power poverty and famines 3. FREEDOM IS OUR BIRTHRIGHT 1) Indians began to raise questions about the political style of the Congress. 2) The leaders criticized the moderates for their politics of prayers, emphasized the importance of self-reliance and constructive work. 3) They argued that people must rely on their own strength, not on the good intentions of the government. 4) Tilak raised the slogan Freedom is my birthright and I shall have it

2 4. SWADESHI MOVEMENT 1) In 1905 Viceroy Curzon partitioned Bengal. 2) The British argued for dividing Bengal for reasons of Administrative convenience and in the interest of British officials and businessmen. 3) Partition of Bengal infuriated people of India. 4) The struggle that unfolded came to be known as the Swadeshi movement, strongest in Bengal but with echoes elsewhere too. 5) Swadeshi movement sought to oppose British rule and encourage the idea of self-health, Swadeshi enterprise, national education and use of Indian languages, boycott British institution and goods. 6) The Muslim league supported the partition of Bengal and desired separate electorates for Muslims. 7) After the split of Congress came to be dominated by the moderates with Tilak s followers functioning from outside. 8) The two groups reunited and in 1916, the Congress and the Muslim league signed the historic Lucknow pact and decided to work together. Q.1 List out the sequence of events that took place during e Swadeshi Movement. Partition of Bengal Support of Muslim League Separate electorate Signing of Lucknow pact Q. 1 What was the cause of the rise of the Swadeshi Movement? Partition of Bengal Infuriation of people public meetings and demonstrations 5. THE GROWTH OF MASS NATIONALISM 1) The First World War altered the economic and political situation in India. It led to a huge rise in the defense expenditure of the Government of India. 2) The Government in turn increased taxes on individual incomes and business profits, increased military expenditure and the demands of war supplies led to a sharp rise in prices which created great difficulties for common people. 3) The war also led the British to expand their army. Villagers were pressurized to supply soldiers for an alien cause 4) Furthermore, in 1917 there was a revolution in Russia. News about peasants and workers struggles and ideas of socialism circulated widely, inspiring Indian nationalists. : Q.1 The First World War has a great hearing on Indian National Movement. Explain. economic and political situation increased taxes business reaped profits expand of Indian industries revolution in Russia 6. THE ADVENT OF MAHATMA GANDHI 1) Mahatma Gandhi emerged as a mass leader. Gandhi arrived in India at the age of 46 from South Africa. 2) Having led Indians in that country in non-violent marches against racist restrictions. 3) His South African campaigns had brought him in contact with various types of Indians: Hindus, Muslims, Parsis and Christians; Guajarati, Tamils and North Indians; and upper-class merchants, lawyers and workers.

3 4) His earliest interventions were in local movements in Champaran, Kheda and Ahmedabad where he came into contact with Rajendra Prasad and VallabhbhaI Patel. : Q.1 How can we say that Gandhi was a leader of an International level even before coming to India? struggle for freedom in South Africa Had led Indians in that country Contact with various types of people 7. THE ROWALTT SATYAGRAHA 1) In 1919 Gandhi gave a call for a Satyagraha against the Rowlatt act that the British had just passed. The act curbed fundamental rights such as the freedom of expression and strengthened police powers. 2) Mahatma Gandhi and many others felt that the government had no right to restrict people s basic freedoms. They criticized the act as devilish and tyrannical. 3) Satyagraha Sabhas were set up to launch the movement. The Rowlatt Satyagraha turned out to be the first all India struggle against the British government although it was largely restricted to cities. 4) In April 1919 there were a number of demonstrations and hartals in the country and the government used brutual measures to suppress them. 5) The JallianwalaBagh atrocities, inflicted by General Dyer in Amritsar on Baisakhiday, were a part of this repression. 6) During the Rowlatt Satyagraha the participants tried to ensure that Hindus and Muslims were united in the fight against British rule. : Q.1 State the significance of the Rowlatt Satyagraha? Curbing the rights to freedom of speech and expression British no right to restrict freedom Satyagraha Sabhas were set up demonstrations and hartals, use of brutal measures Jallianwala Bagh atrocities 8. KHILAFAT AGITATION AND THE NON COOPERATION MOVEMENT 1) In 1920 the British imposed a harsh treaty on the Turkish Sultan or Khalifa. People were furious about this as they had been about the Jallianwala massacre. 2) The leaders of the Khilafat agitation, Mohammad Ali and Shaukat Ali, now wished to initiate a full-fledged Noncooperation movement. 3) Gandhi supported their call and urged the Congress to campaign against Punjab wrongs, the Khilafat wrong and demand swaraj. 4) Thousands of students left government controlled schools and colleges. British titles were surrendered and legislatures boycotted. People lit public bonfires of foreign cloth. 5) The imports of foreign cloth fell drastically between 1920 and But all this was merely the tip of the iceberg. : Q.1 Name and describe the movement which united the Hindus and the Muslims for a just cause? harsh treaty on Turkish Sultan or Khalifa A full-fledged non cooperation movement Gandhi s support and demand for swaraj protests by common people 9. PEOPLE S INITIATIVES

4 1) In many cases people resisted British rule non-violently. 2) In Kheda, Gujarat, Patidar peasants organized non-violent campaigns against the high land revenue demand of the British. In coastal Andhra Pradesh and interior Tamil Nadu, liquor shops were picketed. In the Guntur district of Andhra, tribals and poor peasants staged a number of forest satyagrahas, sometimes sending their cattle into forests without paying grazing fee. 3) They believed that Gandhi ji would get their taxes reduced and have the forest regulations abolished. 4) In Sind, Muslim traders and peasants were very enthusiastic about the Khilafat call. In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants supported by the British from their gurudwaras. This movement got closely identified with the non-cooperation movement. 10. THE PEOPLE S MAHATMA 1) Gandhi wished to build class unity, not class conflict, yet peasants could imagine that he would help them in their fight against zamindars, and agricultural labourers believed he would provide them land. 2) At times, ordinary people credited Gandhi with their own achievements. 3) The peasants of Pratapgarh in the United Provinces managed to stop illegal eviction of tenants, but they felt it was Gandhi who had won this demand for them. : Q: 1 Describe Mahatma Gandhi as the messiah of the Indians. Build class unity Assumption that Gandhi would help them in their fight Credited their own achievement to Gandhi 11. THE HAPPENINGS OF ) Mahatma Gandhi was against violent movements. He abruptly called off the non-cooperation movement when in February 1922 a crowd of peasants set fire to a police station in Chauri Chaura. 2) 22 policemen were killed on that day. The peasants were provoked because the police had fired on their peaceful demonstration. 3) After the non-cooperation movement, Gandhi s followers stressed that the Congress must undertake constructive work in the rural areas. Others undertake constructive work in the rural areas. 4) Through sincere social work in villages in the mid-1920s, the Gandhians were able to extend their support base. 5) Two important developments of the mid-1920s were the formation of the Rashtriya swayamsevak sangh, a Hindu organization, and the Communist Party of India. 6) These parties have held very different ideas about the kind of country India should be. The revolutionary Bhagat Singh too was active in this period. 7) The decade with the Congress resolving to fight for Purna Swaraj in1929 under the president ship of Jawaharlal Nehru. 12. THE MARCH TO DANDI 1) In 1930, Gandhi ji declared that he would lead a march to break the salt law. According to this law, the state had a monopoly on the manufacture and sale of salt. 2) Mahatma Gandhi along with other nationalists reasoned that it was sinful to tax salt since it is such an essential item of our food. 3) The salt march related the general desire of freedom to a specific grievance shared by everyone, and thus did not divide the rich and the poor. 4) Gandhi and his followers marched for over 240 miles from Sabarmati to the coastal town of Dandi where broke the government law by gathering natural salt found on the seashore, and boiling sea water to produce salt. 5) Peasants, tribals and women participated in large numbers. A business federation published a pamphlet on the salt issue. 6) The government tried to crush the movement through brutal action against peaceful satyagrahis. Thousands were sent to jail. 7) The combined struggles of the Indian people bore fruit when The Government of India Act of 1935prescribed provincial autonomy and the government announced elections to the provincial legislatures in ) The Congress formed governments 7 out of 11 provinces.

5 9) In September 1939, after 2 years of Congress rule in the provinces, the Second World War broke out. Critical of Hitler, Congress leaders were ready to support the British war effort. 10) 10. But in return they wanted that India be granted Independence after the war. The British refused to concede the demand. The Congress ministries resigned in protest. : Q.1 Which mass movement did the year 1930 begin with? Dandi march Imposing of the salt law salt was the main ingredient of food, basic right the start of the march from Sabarmati to Dandi march for 240 miles making of salt at Dandi and the breaking of the salt law 13. QUIT INDIA AND LATER 1) Mahatma Gandhi decided to initiate a new phase of movement against the British in the middle of the Second World War. The British must quit India immediately, he told them. 2) To the people he said do or die in your effort to fight the British but you must fight non-violently. 3) Gandhi ji and other leaders were jailed at once but the movement spread. It specially attracted peasants and the youth who gave up their studies to join it. 4) Communications and symbols of state authority were attacked all over the country. In many areas the people set up their own governments. : Q.1 With which movement did Gandhi give one final push to the British in India? Describe this movement. Quit India movement The slogan Do or Die Active participation by the peasants and the youth people set up their own governments 14. TOWARDS INDEPENDENCE AND PARTITION 1) In 1940, the Muslim league had moved a resolution demanding independent states for Muslims in the northwestern and eastern areas of the country. The resolution did not mention partition or Pakistan. 2) From the late 1930s, the league began viewing the Muslims as a separate nation from the Hindus. In developing this nation it may have been influenced by the history of tension between some Hindu and Muslim groups in the 1920s and 1930s. 3) It feared that Muslims may even go unrepresented. The Congress s rejection to the League s desire to form a joint Congress League government in the United Provinces in 1937 also annoyed the League. 4) The Congress s failure to mobilise the Muslim masses in the 1930s allowed the League to widen its social support. It sought to enlarge its support in the early 1940s when most Congress leaders were in jail. 5) At the end of the war in 1945, the British opened negotiations between the Congress, the league and themselves for the independence of India. The talks failed because the league saw itself as the sole spokesperson of India s Muslims. The Congress could not accept this claim since a large number of Muslims still supported it. 6) Elections to the provinces were again held in in1946. The Congress did well in the general constituencies but the League s success in the seats reserved for Muslims was spectacular. 7) It persisted with its demand for Pakistan. In March 1946 the British cabinet sent a three member mission to Delhi to examine this demand and to suggest a suitable political framework for a free India. 8) This mission suggested that India should remain united and constitute itself as a loose confederation with some autonomy for Muslim majority areas. 9) After the failure of the cabinet mission, the Muslim League decided on mass agitation for winning its Pakistan demand. On 16 th August 1946, riots broke out in Calcutta, lasting several days and resulting in the death of thousands of people

6 10) Numerous women had to face untold brutalities during the Partition. Millions of people were forced to flee their homes. Torn asunder from their homelands, they were reduced to being refugees in alien lands. 11) Partition also meant that India changed, and a new country-pakistan- was born. : Q.1 Give reasons for the demand of a separate State by the Muslim League. 1930, viewing of different nation. Rejection of demand to form joint Congress League Fear of going unrepresented Failure of negotiations by the British in 1945 CIVILISING THE NATIVE, EDUCATING THE NATION 1. TRADITION OF ORIENTALISM 1) In 1783, a person named William Jones in Calcutta and had an appointment as junior judge at the Supreme Court that the company had set up. He was an expert in law as well as a linguist. 2) Jones discovered that his interest were shared by many British officials in Calcutta such as Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed together with them, Jones set us the Asiatic society of Bengal and started a journal called Asiatic Researches. 3) Jones and Colebrooke came to represent a particular attitude towards India and shared deep respect for ancient cultures both of India and west. 4) Many company officials argued that British ought to promote Indian rather than Western learning. 5) They felt institution should be set up to encourage the study of ancient Indian tests and teach Sanskrit and Persian literature and poetry. 6) Officials also thought that Hindus and Muslims ought to be taught what they were already familiar with. 7) With this object in view, a madrasa was set us in Calcutta in 1781 and Hindus College in Benaras in Q.1 According to the officials, how could British hope to win a place in the hearts of natives? What was done by the British in turn? Promotion of Indian rather than Western learning. Institution should be set up. Hindus, Muslims to be taught, familiar with. A madrasa, Hindu College was set up. 2. GRAVE ERRORS OF EAST 1) From early 19 th century, British officials began to criticize oriental form of learning because they thought Knowledge of East was full of errors and unscientific 2) English Literature was non-serious and light hearted. 3) James Mill attacked the orientalists. 4) He thought Indians should be made familiar with scientific and technical advances that west has made rather than with the poetry and sacred literature of the Orient. 5) In 1830 Thomas Babington Macaulay was one of the most outspoken and influential critics of the time. s Q 1. Describe the views of Thomas Babington Macaulay and the consequences of his criticism. Thomas,India,uncivilized country.

7 Urged-British govt., wasting public money, Oriental learning. Teach English language. Knowledge of English, Indians read, literature of the world Aware of development, Western Science, Philosophy. Consequences :- 1.English Education Act of 1835 was introduced. 2. The decision was to make English the medium of instructions of higher education and to stop promotion of Oriental institutions. 3. EDUCATION FOR COMMERCE (i) In 1854, Court of Directions of the west India, company in London sent an educational dispatch known as Wood s Despatch. (ii) It has economic uses of would improve the moral character of Indians and resulted in several measures introduced by British. Q.1 Discuss the uses of Wood s Despatch? enable Indians, recognize advantages, expansion of trade and commerce. development of resources. Introducing European ways of life. demand for British Goods. improve moral character of Indians. truthful and honest. Supply company with civil servants. Q2. What were the measures taken following woods Despatch? Setting up of Education departments. System of University education Establishment of Universities. Changes in School Education. 4. REPORT OF WILLIAM ADAM 1) In 1830s, William Adam, a Scottish missionary, toured the districts of Bengal and Bihar. He was asked to report on the progress of education in vernacular schools. 2) Adam found that there were 1 lac pathshalas in Bengal and Bihar. These were small institutions with no more than 20 students each. 3) But the total no of children being taught were over 20 lacs. 4) These institutions were set up by Wealthy people or local community or by teachers(guru). 5) The system of education was flexible and this flexible system was suited to local needs. Example, classes were not held during harvest time when rural children often worked in fields. 6) No attendance was taken 7) There was no fixed venue held for the classes as the classes could be held under a banyan tree, near a temple or at the guru s house 8) Exams were not held as there were no printed books 9) The well off students 10) It depended on the guru to decide what was to be taught as no fixed syllabus was followed. 11) Unlike the present day system the students would all sit together to learn without any segrgation

8 Q1. How was the education system flexible? no printed books, no separate school building no benches or chairs, no blackboards, no system of separate classes, no roll-call register, no annual examination, no regular time table. classes under a Banyan tree, in the corner of village, shop or temple, or at guru s home. Fee, income of parents. Teaching was oral, guru decided what to teach. Students not separated into different classes. 5. NEW ROUTINE, NEW RULES 1) Up to mid 19 th century, company was concerned primarily with higher education. It decided to improve system of vernacular education. 2) It took several measure for the same. Pathshalas which accepted the new rules were supported through Govt. grants. Those who were unwilling to work within the new system received no govt. support. 3) over time guru s who wanted to retain their independence found it difficult to compete with the govt. aided and regulated pathshalas. 4) The new rules and routines had another consequences. Discipline of the new system demanded regular attendance, even during harvest time when children of poor family had to work in field. s: Q1. What measures did the company undertake to improve the system of vernacular education? Company appointed govt. pandit. Task of Pandit-visit pathshala s, improve standard of teaching. periodic reports classes, regular time table. Teaching based on text books. annual examination. regular fee, attend regular classes, sit on fixed seats obey new rule of disciplines. 6. ENGLISH EDUCATION HAS ENSLAVED US 1) Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians. 2) It made them fee western civilization as superior and destroyed the pride they had in their own culture. 3) He wanted an education that could help Indian recover their sense of dignity and self-respect. 4) During the national movement he urged student s to leave educational institutions in order to show to the British that Indians were no longer willing to the enslaved. 5) He also felt that with the imparting o f the western education the Indians will feel out of place and a stranger in their own land. Q1. Why did Mahatama Gandhi feel English Education has enslaved us? English Languages the medium of teaching. English crippled Indians distance them, own social surrounding. strangers in their own land. Speaking the foreign tongue despising local culture,

9 English did not know how to relate to the masses. Western Education focus on reading and writing value text books rather than oral knowledge Live experience and capital knowledge. 7. TAGORE S ABODE OF PEACE 1) Rabindranath Tagore started the institution in The experience of his school days in Calcutta shaped Tagore s ideas of education. 2) he wanted to set up a school where a child were happy, free and creative, where she was able to explore her own thoughts and desire. 3) Tagore was of the view that creative learning could be encouraged only within in natural environment. 4) So he told to set up his school 100 km away from Calcutta in rural setting. 5) He saw it as an abode of peace (Santiniketan), where living in harmony with nature, children could cultivate their natural creativity. s Q1. What type of School Tagore wanted to set up? Where child was happy, free and creative. time of self learning. Teachers to be imaginative, understand the child help the child,her curiosity. Q2. Compare between Tagore and Mahatma Gandhi views about learning? Gandhiji critical of western civilization, worship of machine, technology. Tagore, modern western civilization with Indian Tradition. teach Science and Technology at SantiNiketan Inclusion of Art, Music and Dance. CHAPTER 10 THE CHANGING WORLD OF VISUAL ARTS. Introduction Colonial rule introduced several new art forms, styles, materials and techniques which are creatively adapted by Indian artists for local patrons and markets, in both elite and popular circles. This chapter is primarily focusing on the changes in one sphere panting and print making. 1.CATEGORIES OF IMPERIAL ART:- 1. Picturesque- Picturesque is a style of painting depicting India as a quaint land, to be explored by travelling British artists. 2. Portraits of authority-a type of portrait painting in which the rich and powerful wanted to see themselves on canvas. 3. History Painting- This tradition sought to dramatize and recreate various episodes of British imperial art. 2. NEW FORMS OF IMPERIAL ART 1) From the eighteenth century a stream of European artists came to India along with the British traders and rulers. 2) The artists brought with them new styles and new conventions of painting. 3) Artists began producing pictures which became widely popular in Europe and helped shape western perceptions of India. 4) European artists brought with them the idea of realism. 5) Also brought the technique of oil painting. Oil painting enabled artists to produce images that looked real. 6) All paintings of Indian European artists varied but seemed to emphasize the superiority of Britain its culture, its people, its power.

10 Q.1 What kinds of painting concepts were brought in by the Europeans? Also describe the new forms of imperial art? European artists in India New styles and conventions widely popular pictures produced. European artists, idea of realism, oil painting technique. Paintings of Indian European artists, superiority of Britain 3. LOOKING FOR THE PICTURESQUE- SUCCESS OF DANIELL BROTHERS 1) Picturesque is a style of painting depicting India as a quaint land, to be explored by travelling British artists; its landscape was rugged and wild, seemingly untamed by human hands. 2) Thomas Daniell and his nephew William Daniell were the most famous of the artists who painted within this tradition. 3) These brothers produced some of the most evocative picturesque landscape of Britain s newly conquered territories in India. 4) Their oil paintings were exhibited to select audiences and their albums of engravings were eagerly bought up by British public. 5) These brothers compared a contrast between lives of people of traditional India with that of life under British rule. They represent the traditional life as pre-modern, changeless and motionless. Q.2 What is Picturesque? Describe about the famous Daniell brothers. a style of painting, India, quaint land Thomas Daniell, William Daniell, famous artists Brothers, evocative picturesque oil paintings, exhibited Brothers compared, lives of people of traditional India, life under British rule. 4. PORTRAIT PAINTING- JOHANN ZOFFANY 1) Another tradition of art that became immensely popular in colonial India was portrait painting. 2) The rich and the powerful, wanted to see themselves on canvas. 3) The existing Indian tradition of painting (portraits) was miniature, whereas colonial portraits were life-size images that looked lifelike and real. 4) The size of itself projected the importance of the patrons. 5) Portraiture served as an ideal means of displaying the lavish lifestyles, wealth and status that the empire generated. 6) Many Nawabs too began commissioning oil portraits through European painters. 7) As this way of painting became very popular, many European artists came to India. 8) One of the most famous of the European painter was Johann Zoffany. He was born in Germany, migrated to England and came to India in the mid-1780s for 5 years. 9) In his paintings, he showed Indians as submissive, inferior and as serving their white masters. 10) He showed the British as superior, imperious: British flaunting their clothes, stand regally or sit arrogantly, and live life of luxury. 11) Indians usually occupy a shadowy background in his painting. s Q.3 What are the features of Portrait paintings?

11 Traditional art, popular The rich and the powerful, canvas. Colonial portraits, life-size images Looked lifelike and real. The size, projected the importance, patrons Displaying the lavish lifestyles, wealth and status Many nawabs, commissioning, oil Potraits. Q.4 Who was Johann Zoffany? What were the features of his painting? Johann Zoffany, European painter Born in Germany, came to India,1780s for 5 years Indians as submissive, inferior, serving, white masters. British as superior, imperious Indians, occupy shadowy background 5. IMPORTANCE OF HISTORY PAINTING 1) This was a third category of imperial art. 2) British victories in India served as rich material for history painters. 3) These paintings also celebrated the powers and the supremacy of British. 4) One of the paintings were produced by Francis Hayman in 1762 and placed on public display in the Vauxhall Gardens in London. For Example:-he had drawn a painting of Robert Clive being welcomed by Mir Jafar after the battle of Plassey. 5) These paintings were painted in order to remember victories and to show British invincible and powerful. Q.5 What was the importance of History Painting? Third form of imperial art. British victories, rich material for painters Celebrated powers and the supremacy of British. Drawn to depict victories,british invincible and powerful. 6. DEMAND FOR PAINTINGS- COMPANY PAINTING 1) There were different trends of painting in different courts. 2) Tipu Sultan encouraged the mural paintings; he covered the walls of Seringapatnam with mural painting. 3) In Murshidabad we find the British encouraging the local artists to absorb the tastes and artistic styles of theirs. 4) British officials found the world in the colonies different from that back home. They wanted images through which they could understand India, remember their life and also to depict India to the Western world. 5) Therefore, we saw many painters producing a vast number of images of local plants and animals, historical buildings and monuments, festivals and processions, trades and crafts, castes and communities. 6) These pictures were eagerly collected by British officials and therefore, these paintings were called company paintings. s Q.6 What happened to artists who earlier painted miniatures? 1. Encouraged by officials. 2. Started using the way of perspective 3. Started using light and shade. 4. Local courts lost influence and wealth.

12 5. Courts could no longer support painters. Q.7 What were Company painting? 1. British officials, Indian colonies.. 2. Images through, understand India. 3. Painters producing images, local substances, collected by British officials. 4. These painting, company paintings. 7. DEVELOPMENT OF INDIAN ART 1) Kalighat painters began to use shading to give a rounded effect, to make the images look 3- dimensional. 2) Painters starting using bold, non-realistic style, to show figures emerge large and powerful, with a minimum of lines, detail and colors. 3) Though the images were not realistic and lifelike. Q.8 How did the Patuas and Kumhars develop the new form of Indian Art? Use of shading. Started using bold, non-realistic style. Images not realistic and lifelike. 8. EVOLUTION OF KALIGHAT PAINTING 1) Many of the kalighat pictures were printed in large numbers and sold in the market. 2) Initially, the images were engraved in wooden blocks. 3) The carved block was inked, pressed against paper, and then the woodcut prints that were produced were coloured by hand. 4) In this way, many copies could be produced from the same block. 5) By the nineteenth century, mechanical printing presses were set up in different parts of India, which allowed prints to be produced in even larger numbers. These prints could easily be sold cheaply in the market. Q.9 Describe the evolution of Kalighat painting. - Painted in Large numbers The images engraved in wooden blocks Carved block was inked, pressed against paper,. Prints that were produced,coloured by hand. Many copies could be produced By the nineteenth century, mechanical printing presses. 9. THE ART OF RAJA RAVI VERMA 1) He was one of the first artists who tried to create a style that was both modern and national. 2) He mastered the western art of oil painting and realistic life study, but painted themes from Indian mythology. 3) His mythological painting became a rage among Indian princes and art collectors, who filled their palace galleries with their work. 4) He dramatised the scenes of RAMAYANA and MAHABHARATA on the canvas. 5) He set up a printing press on the outskirts of Bombay. Q.10 Describe the paintings of Raja Ravi Verma.

13 - Create a modern and national style. Mastered the western art of oil painting. Realistic life study. Mythological painting became a rage Depicted the scenes of RAMAYANA and MAHABHARATA Set up a printing press. 10. A NEW VISION OF NATIONAL ART 1) A new group of national gathered around Abindranath Tagore. 2) They rejected the works of Ravi Verma and declared his style unsuitable for depicting the ancient myths and legends of the nation. 3) The group broke away from the convention of oil painting and the realistic style, and turned for inspiration to medieval Indian traditions of miniature painting and the ancient art of mural painting of Ajanta Caves. 4) Nandalal (a student of Abindranath Tagore) and Abindranath did not simply follow an earlier style. 5) They modified it and made it of their own. They used shading to give a 3-dimensional effect to the figures. Q.11 Who was Abindranath? Why did he turn to medieval Indian traditions for inspirations? Rabindranath Tagore s nephew. Group broke away, oil painting and the realistic style Did not follow an earlier style Modified it and made it of their own Used shading to give a 3-dimensional effect Q.12 Define Gothic with example. The pointed arches in the building The elongated structures are a typical of a style called Gothic. Example-the new buildings in Bombay Q.13 India was shown as a primitive country. Analyze. By the nineteenth century photographers from Europe began travelling to India, taking pictures, setting up studios, and establishing photographic societies to promote the art of photography. Some began taking photographs of imperial official; while others began searching for ancient buildings and monuments. Yet, others recorded moments of triumph for the British. There were also people who recorded the cultural diversity of India in ways that tried to show India as a primitive country. Q.14 Describe the images produced by Calcutta art studio. It produced life like images of eminent Bengali personalities as well as mythological pictures. Mythological pictures were realistic. These figures were located in picturesque landscape settings, with mountains, lake, rivers and forest.