東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Re-framing the past: Re-making invis...

Kantawala, Ami.

Linked to FindBook

Google Book

Amazon

博客來

Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India./
Author:	Kantawala, Ami.
Description:	484 p.
Notes:	Adviser: Graeme Sullivan.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269085
ISBN:	9780549083672

Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India.
Kantawala, Ami.

Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India. - 484 p.

Adviser: Graeme Sullivan.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

The purpose of this study is to re-frame the institutional histories of two art schools, National Art Training School at South Kensington and the Calcutta School of Art in Calcutta, established during mid-nineteenth century in England and India. This study explores the teaching of drawing in these schools, both from a historical and pedagogical perspective from 1850-1915. Further, the study investigates and analyzes the life and teachings of E.B. Havell, the English Principal of the Calcutta School of Art from 1896 to 1906, and Abanindranath Tagore, the School's Indian Vice-Principal from 1905 to 1915. Together they questioned the colonial methods of teaching drawing at the Calcutta School of Art in the late 19th century, which later led to the Bengali Renaissance, and establishment of a new school of Indian Painting known as the "Bengal School" in early twentieth century. This study raises questions about the teaching of drawing and negotiation of teaching practices in-between cultures of the colonizer and the colonized. Further, by analyzing the similarities and differences between the art training and art teaching of Havell and Tagore, this study argues that the collaboration around ideas on pedagogy and art between the two men can be viewed as a beginning of postcolonial reaction in Indian art education in the late nineteenth century. The lasting impact of this historical moment on the pedagogies of drawing in contemporary India lies at the heart of this historical and cross-cultural inquiry. In a broader context, this study identifies the pedagogy of art as worthy of study, and argues for the need to raise questions about undocumented histories of postcolonial art education. The study will offer a powerful reference point from which present day practices of teaching of drawing and issues of culturally embedded pedagogy in art schools in Bombay and Calcutta can be examined. By re-framing the colonial past, this study invites students especially South Asian students, to establish a relationship with their past in the postcolonial context. It is a historical, theoretical and comparative analysis, providing an opportunity to examine Indian art education from the position of both, the colonizer and the colonized.

ISBN: 9780549083672Subjects--Topical Terms:

1018432
Education, Art.

Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India.
LDR:03236nam 2200289 a 45 001 962535
005 20110830
008 110831s2007 ||||||||||||||||| ||eng d
020 $a 9780549083672
035 $a (UMI)AAI3269085
035 $a AAI3269085
040 $a UMI $c UMI
100 1 $a Kantawala, Ami. $3 1285596
245 1 0 $a Re-framing the past: Re-making invisible histories of nineteenth century pedagogies of drawing and re-membering art educators in colonial India.
300 $a 484 p.
500 $a Adviser: Graeme Sullivan.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2286.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a The purpose of this study is to re-frame the institutional histories of two art schools, National Art Training School at South Kensington and the Calcutta School of Art in Calcutta, established during mid-nineteenth century in England and India. This study explores the teaching of drawing in these schools, both from a historical and pedagogical perspective from 1850-1915. Further, the study investigates and analyzes the life and teachings of E.B. Havell, the English Principal of the Calcutta School of Art from 1896 to 1906, and Abanindranath Tagore, the School's Indian Vice-Principal from 1905 to 1915. Together they questioned the colonial methods of teaching drawing at the Calcutta School of Art in the late 19th century, which later led to the Bengali Renaissance, and establishment of a new school of Indian Painting known as the "Bengal School" in early twentieth century. This study raises questions about the teaching of drawing and negotiation of teaching practices in-between cultures of the colonizer and the colonized. Further, by analyzing the similarities and differences between the art training and art teaching of Havell and Tagore, this study argues that the collaboration around ideas on pedagogy and art between the two men can be viewed as a beginning of postcolonial reaction in Indian art education in the late nineteenth century. The lasting impact of this historical moment on the pedagogies of drawing in contemporary India lies at the heart of this historical and cross-cultural inquiry. In a broader context, this study identifies the pedagogy of art as worthy of study, and argues for the need to raise questions about undocumented histories of postcolonial art education. The study will offer a powerful reference point from which present day practices of teaching of drawing and issues of culturally embedded pedagogy in art schools in Bombay and Calcutta can be examined. By re-framing the colonial past, this study invites students especially South Asian students, to establish a relationship with their past in the postcolonial context. It is a historical, theoretical and comparative analysis, providing an opportunity to examine Indian art education from the position of both, the colonizer and the colonized.
590 $a School code: 0055.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, History of. $3 599244
650 4 $a History, Asia, Australia and Oceania. $3 626624
690 $a 0273
690 $a 0332
690 $a 0520
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0055
790 1 0 $a Sullivan, Graeme, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269085