How paintings can be used to teach students in a language arts classroom.

1. PAINTINGS OF INDIA
PRESENTED BY
GROUP NO. 7
B.ED ENGLISH 2ND SEM(2016-18), EFLU
GROUP MEMBERS
AJITABH PRAKASH CHANDRA (01)
DEEPAK KUMAR SINGH (11)
IDA HUN THUBRU (10)
CHAITHANYA CHAKRAPANI (25)
ATHUL MOHAN T.N (46)

2. BY,
AJITABH PRAKASH CHANDRA

10. Oriya style Painting : Pattachitra

11. Bengal school of Painting.

12. Kangra school of Painting

13. Madhubani Painting

14. Mysore Painting

15. Rajput Painting

16. Mughal Painting

17. Tanjore Painting

18. Warli Painting

19. Mural Painting

20. Samikshavad Painting

21. By Deepak Kumar Singh

22. Painting is
 An image (artwork) created using pigments
(color) on a surface (ground) such as paper or
canvas.
 Painting is a piece of art through which an
artist represents the society ,expresses his or
her story, culture and emotions.

23. Types of paintings
History Painting - Religious, historical or allegorical
work.
 Portrait Art - Includes individual, group or self-
portraits.
 Genre Painting - Scenes of everyday life.
 Landscape Painting - Paintings whose principal
content is a scenic view.
 Still Life Painting - An arrangement of domestic
objects or everyday items.

24. Historical background
Pre-historic paintings
(30,000 B.C.)
Found in primitive caves
Consists of hunting scene
Crude but vivid
representation of hunt
Mostly red
pigments(colors) used

25. Classical paintings (2nd century – 5th
century A.D)
 Satavahana period
 Depicts life of Buddha
 Floral and animal motifs
 Mostly red ocher, yellow
ocher and lamp black used
color used
 Found in Ajanta, Ellora
and Bagh caves

26. Medieval paintings (8th century – 10th
century A.D)
 Miniatures with flavors of
Persia
 Consists of strong and
aristocratic characters
 Rajasthani paintings
 Found mostly in palaces of
Jaipur and Udaypur
 Depicts rashlia
 Religious and mystics

27. Modern paintings (18th century – 21st
century)
 Followed path of decline
 Ousted by European oil
painting
 Raja Ravi Kumar gained
reputation
 Independent subject
matter
 Gangedharnath pictorial
representation

28. Raja Ravi Kumar : peace of mind

29. Gaganedranath Tagore : pratima visharjan

30. Amrita shergil: Bride toilet

31. Jamini Roy : Dancer with drummers

32. Maqbool Fida Husain : Ganesha

33. Why introduce paintings in CLIL
classrooms
 Helps build subject knowledge
 Enhances critical thinking skills
 Broadens intercultural awareness
 Students learn vocabulary , grammar and
language skills naturally
 Motivating and fun
 Freedom of creativity

34. Painting - sources and
indicators to know the
Historical, Political, Social,
Scientific and Technological
development perspectives
during different periods.
BY,
IDA HUN THUBRU

35. ❖ Painting - evolved through the
different eras
❖ It is more vibrant, colorful and
complex since the medieval times
❖ New techniques, styles, colors,
pigments, methods, etc. have been
developed and are still developing
❖ Represents the historical, political,
social, scientific and technological
development of their respective
eras.

37. ❖The Prehistoric times is
divided into different
ages.
❖The prehistoric
paintings and ancient
painting includes cave
painting, Egyptian
paintings, etc.

38. 1. Cave Painting

39. Cave Painting
❖ No written text, the first writing of primitive men
was picture writing so their history is mainly
derives from their paintings.
❖ Ancient painting - paint made from dirt and
charcoal mix with spit or animal fats.
❖ The livelihood - hunting and gathering abilities.
❖ Leaders - strongest hunter or the wisest old
man or woman.

40. 2. Egyptian Painting

41. ❖ Paintings and sculptures - it was highly symbolic and
fascinating
❖ The ancient Egyptians created paintings to make the
afterlife of the deceased a pleasant place. Some examples
of such paintings are paintings of Osiris and Warriors.
❖ Egyptians developed a writing system
called hieroglyphs that combined pictures and
symbols. Eventually, they created an alphabet from their
symbols.

42. Religion

43. Hieroglyphs

44. 3.Renaissance Painting (14th -17th
century)

45. ❖ The word renaissance is French for rebirth, implying a
rediscovery of rational civilization.
❖ This period immediately followed the Middle Ages in
Europe
❖ Revival of interest in the classical learning and values of
ancient Greece and Rome.
❖ It emerged in Italy in the late 14th century; it reached its
zenith in the late 15th and early 16th centuries with
Leonardo da Vinci, Michelangelo and Raphael.
❖ Backdrop of political stability and growing prosperity
❖ Renaissance art sought to capture the experience of the
individual and the beauty and mystery of the natural
world.

49. The Last Supper by Leonardo da
Vinci
❖ Located originally on the back wall
of the dining hall of the Dominican
convent of Santa Maria delle Grazie
in Milan, Italy
❖ Painted from 1495 to 1498.

50. 4. Romantic Painting (18th
Century)

51. Romantic Era
❖ The Industrial Revolution started in the latter part of the
18thcentury in England and spread to France and America.
❖ Emergence of the Middle Class
❖ Artists of the Romantic Period tried to capture these
ideals in their work.
❖ Rejected the rationalism and rules-driven orderliness
❖ Concentration on Pastoral life
❖ Art of this period also depicted the romantic ideal of
nationalism

53. Wanderer Above the Sea of
Fog, by Caspar David
Friedrich, 1818. German artist
Caspar David Friedrich was a
quintessential Romantic artist,
and this is a quintessential
Romantic painting.

54. 5. 20th century painting (Abstract
Painting)

55. ❖ To an untrained eye abstract paintings may appear great
or lousy and looks like it was painted by a child.
❖ More or less geometric.
❖ Sparked off by the World Wars.
❖ Art evolved into abstraction when artists began refining
specific visual elements such as line, colour and shape,
in order to create a poetic reconstruction of the original
subjects found in nature.

58. Painting, and Science and technology
❖ Science and art naturally overlap. Both involve
ideas, theories, and hypotheses that are tested in places
where mind and hand come together
❖ Leonardo da Vinci, painter and craftsman of the
High Renaissance, is best known as an artist whose
works were informed by scientific investigation.
❖ For this Christian artist, science and art were different
paths that led to the same destination—a higher spiritual
truth.
❖ His Sketch of Uterus with Foetus (c. 1511–13) is one of
several thousand drawings he produced in his lifetime in
which artistic and scientific investigation are bound
together.

60. ❖ The Astronomer (1668) by Dutch painter
Johannes Vermeer is another example of the
profound connection between science and art.
❖ It in the early 17th century that
the microscope and telescope were first
developed.
❖ Vermeer’s painting celebrates an astronomer.
❖ Yet it equally celebrates the work of artists and
the materials of this world.

62. Benefits of using paintings for language learning
❖ ‘Art is all around us’. In its many forms it
presents fantastic opportunities for discussion,
focused language work and skills-based
activities.
❖ Painting can be a great way to bring us together
and create a supportive, nurturing environment
that values all learners’ contributions to the
language learning classroom.

63. For Speaking:-
i.)Students can choose to draw anything they
wanted, and explain their drawings in small groups
and eventually with the class. They can also
prepare and ask questions about their classmates’
stories.
ii.) Visualisation exercise where the students get
to imagine painting the most beautiful picture they
have ever seen. Then ask them to describe the
picture to a partner who tries to draw it,
iii.) Students can relate a short story/history
about the events of the painting

64. ❖ For Writing:-
i.) Students can record vocabulary by writing the words
that they heard while listening to the teacher talk about the
painting.
ii.) The student can write a composition or tell a story on
what he or she sees in the painting.
❖ Textbooks, many times, are limited in the vocabulary
they develop
❖ Geometric shapes can be introduced (through abstract
painting).
❖ This vocabulary will prove useful to those students
taking math, geometry, or drafting.

65. ❖Using art provides a useful change of pace
❖Incorporating art into the class or syllabus
❖Responding to art

66. Activity: Write about the shapes

68. PAINTING
INDIAN FESTIVALS AND FAIRS, THE TRADITIONS AND
THEIR SIGNIFICANCE, THE SPIRIT OF CELEBRATIONS AND
PUBLIC PERFORMANCES AS A SOCIAL PHENOMENON
PAINTING
INDIAN FESTIVALS AND FAIRS, THE TRADITIONS AND
THEIR SIGNIFICANCE, THE SPIRIT OF CELEBRATIONS AND
PUBLIC PERFORMANCES AS A SOCIAL PHENOMENON
AS A SOCIAL PHENOMENON
BY,
CHAITHANYA CHAKRAPANI

69. -A Kolam is a geometrical line drawing composed of
curved loops, drawn around a grid pattern of dots.
- The mathematical properties of Kolam are being used in
the computer science field.
- Algorithms for drawing kolams are used in development
of Picture drawing Computer software.

70. MURAL PAINTINGS ON THE TEMPLE WALLS DEPICTING ANCIENT
MYTHOLOGY AND LEGENDS
ANANTHA SHAYANAM

71. -The paintings on the walls depict different images of not just
Lord Buddha, but also different goddesses and characters
from inspiring Jataka Tales.
- The paintings were done by Buddhist, Hindu, and Jain
monks who stayed and prayed inside the caves during this
period.
ROCK PAINTINGS (AJANTA AND ELLORA)

72. PULIKALI / TIGER DANCE, KERALA

73. Tribal paintings
-Traditional paintings of indigenous natives from tribal
societies in Africa, India, Australia etc.
- Mostly depicts religious ceremonies and day to day life of
the people.

74. Elephant Festival, Rajasthan
- It is held during Holi festival. The elephants are decorated and
painted and the most beautifully decorated is awarded.

75. A woman in Rajasthan, India painting her walls prior to
holi celebrations

76. World Body Painting Festival
-Annual body painting festival and competition used to be held in
Austria.
-The artists use their own body to express the messages to the public.

77. Theyyam
- Popular ritual form of worship of North Malabar areas of Kerala.
- There are different patterns of face painting.

78. Face paintings as a part of religious ceremonies and as a
part of social protests

79. Paintings which define human emotions
Made by Pablo Picasso, Guernica is a black and white art.
Picasso depicted war and how mankind was affected by it in this painting.
The colors are illustrative of the sadness and mournful atmosphere of war.

80. Van Gogh’s painting ‘The Starry Night’ portrays his own
surreal nature. With twirls of clouds, dark structures, moons, planets and
winds, this painting clearly depicts the disturbance in the mind of the artist.

81. IMMERSIVE ART FESTIVALS
INDIA SHOULD BE PROUD OF

82. 1. Kala Ghoda Arts Festival, Mumbai
-Kala Ghoda Association, was formed on 30th October 1998 with the
object of maintaining and preserving the heritage and art district of
South Mumbai.
- Kala Ghoda Arts Festival is the country’s largest multicultural festival,
taking place in February each year.

83. 2. St + Art Festival
The St+Art India foundation is a non-profit organization that works on art
projects in public spaces. The aim of the foundation is to make art
accessible to a wider audience by taking it out of the conventional gallery
space and embedding it within the cities we live in - making art truly
democratic and for everyone.

84. 3. Rishikesh Street Art Festival, Rishikesh,
Uttarakhand
4. Street Art, Chennai
5. Delhi International Arts Festivals, Delhi
6. Indian Art Fair, New Delhi

85. Painting- A medium of protest

86. Rohit vemula

90. Pedagogical significance of paintings in classroom
1. Provides opportunities for self interpretation.
1. Describing of art can be very stimulating & can lead in to
a great variety of activities - describing a painting,
Discussion etc.
3. Calls students active participation and involvement.
4. Incorporating art in to the classroom can take the
students out of the classroom & encourage them to use
their language skills in the real world.
eg: a visit to an art exhibition
5. Thinking about or even creating art can be very
motivating.

91. 6. Help them in expressing ideas clearly and fluently.
7. Responding to art has the potential to develop students
creative and critical thinking.
8. How art depicts different aspects of their lives.
9. Choosing an art that has some relevance to the students is
always a good idea.
10. Design art related activities carefully so that there is a
clear outcome and learning point.
11. Ask students to write about the painting which they have
seen.

92. 12. Ask them to compare two pieces of art practicing
speaking, writing, adjectives etc.
13. Take students to museums and ask them to make report
( Report- writing).
14. Ask them to prepare an interview for an artist and role
play it in class.
15. Enhances imagination and visualization.

93. Tracing parallel forms in world art culture
BY,
ATHUL MOHAN T.N

94. Eyes
Costumes
Meaning
Colours
Titles

95. Egon Schiele - Portrait of Edith, The Artist's Wife, 1915,Austria.

96. Frida Kahlo - Self Portrait with Thorn Necklace and Hummingbird,
1940,Mexico

97. Gustav Klimt - Portrait of Adele Bloch-Bauer I, 1907,Austria.

98. James McNeill Whistler - Arrangement in Grey and Black No. 1,
1871,United States

99. Johannes Vermeer - Girl with a Pearl Earring, 1665,Netherlands.

100. Leonardo da Vinci - Mona Lisa, 1503 – 1505,Italy

101. Pablo Picasso - Portrait of Dora Maar, 1937, Spain.

102. Raja Ravi Varma,The Maharashtrian Lady, India

103. Blue Head, Gerard Sekoto,1961, South Africa

104. Vladislav Nagornov ,1974, Russia.

105. Benefits of using the art form for language
learning and CLIL

106. Parallel forms
 Sand art
 Graffiti
 Psychedelic paintings
 Oil painting
 Mural
 Folk

107. What can we do with
paintings in language
classrooms?
1.Reviews
2.History
3.Narration
4.Findings
5.Discussions
6.Translation

108. Discussions
.Cultural significance
.Artist’s focus
.Titles of the paintings
.Techniques

109. Activities for students
.Story telling.
.Poster making.
.Finding similar text types.
.Analyzing music and paintings.
.Group painting.

110. 1.Flexible use of language skills
2.Aesthetics and appreciation
3.Multiple intelligences and co-ordination
4.Fluency
5.Observation and group work
6.Curiosity