ReflectionDocument

ArtreachTeachingFellowship2016-17IncollaborationwithKiranNadarMuseumofArt&UdyanCare

Objective

TheArtreachIndiateachingfellowshipisonesuchuniqueartprogrammewhich connects the artists and the community where art not onlybecomes one of the major tools for interaction but also have a deepimpactoneveryindividual’sgrowth.Theprogrammehasaspecificgoalofselecting an artist-educator to mentor a group of young children fromshelter homes interested in art by teaching a foundation course in artsover a period of nine months. Alongside this, the programme alsointroducestheparticipantstotheworldofart&artistsbyshowingthemaudio-visual presentations, discussions, visiting exhibitions, art fairs,museumsandotherartinstitutions.Thisprogrammethenconcludesinanopendayexhibitiondisplayingtheartworks made by the participants accompanied by a catalogue and avideothatbecomesaresourceforthoseinterestedineducationandthearts.

Structure

I began the Artreach teaching fellowship with a clearly structuredworkshopplanfocusingmajorlyon learningbydoing, learningbyseeing

andlearningbyknowing.Eachworkshopalsointroducedinaverysimplewaytheelementsandprinciplesofartbylearningtimetestedtechniquesandmethodsofdrawing,paintingandsculpting.Eachworkshopresulted

in a complete work and the emphasis was to make the participantsunderstandtheideaofcreativityasacontinuousprocessandnotonlyafinishedproduct.

BeforeIbegantheworkshopIspentalotoftimemakingdozensofplan

chartstofigureoutwhichcombinationofmethodsandideaswouldbestsuit the present purpose. I also tried to incorporate different ideas andforms as representedby various artists throughout thehistoryofworld

artandtriedtoexperimentwiththese ideas inanewway.For instancecombining the western tradition of realistic ‘portrait’ painting waspainted in flat bold colour shapes like we see in the Indian miniature

paintings and composed in the vertical hanging scroll format of theChineselandscapepaintings.

Strategy

Eachdayoftheworkshopwasplannedinawaythatthelearningofthedaywould culminate in an artwork. Someworkswere complete in one

daywhereas someworks like thecanvas scrollpaintings stretched forafewweeks and each day one part of the paintingwould be completed.This made the task less daunting and easy to comprehend. Combined

together all the works eventually represented the participant’s uniquecreativepotential.

By focusing on learning by doing in comparison to learning by knowingthe participants spent hoursmaking things, playingwithmaterials, and

creating amazing number of artworks that will fill an entire gallery.InsteadofteachingagivenartstyleinagivenmediumIencouragedtheparticipants to develop faith in their own decisions , make choices,

experimentwhile learningandmostofall enjoy theprocessof creationbyboldlyfacingtheirfearsanddoubts.IntheprocessIrealisedthatsomeof these children were already very confident and had been regularly

engagedwith painting, drawing andother crafts outside theworkshopsand they would regularly bring these works to show me with greatexcitement.Asusualtherewerealsoafewchildrenwhowerefearfulor

lethargic to sit and complete awork.Mybiggest concernwas tonoticethesebehaviouraltendenciesandhelpeachoneofthemgettothesamelevelofperformancenotbyhandholdingthembutbymakingthemeasy

withwhatevertheywereabletodo.Thebiggesthindrancethatmakesanartistunproductiveorloseinteresthalfwaythroughaworkisnotlackof

knowledge or skill but unnecessary self-doubt and this is the biggesthindranceonhastolearntofight.

Thebasicartkit

Attheverybeginningoftheprogrammeabasicartfoliowasprovidedtoeach participating artist that included a sketchbook, a cross-ruled note

book variety of drawing and painting materials nicely organised in ahandykit.Thiskitbecametheironthegoartstudioandtheparticipantslovedtotakeitalongwherevertheywenttocontinuesketching,drawing

andcollectingideas.

NohometaskwasgiventotheparticipantsbutItriedtomotivateeveryparticipant to use these sketchbooks and notebooks as their personaldiaries where they can write, draw, doodle, paste and note down

anythingthatcomestotheirmind.Iwasamazedthatmostofthemlovedfillinguptheirdiarieswithallkindsofamazingstuff.

We also had loads of common artmaterial like a roll of canvas, roll of

paper, color papers, plaster, empty boxes etc to use randomly tomake

various things inbetweenourregularworkshops.Thisendlesssupplyofmaterial which one can usewithout any constraint gave the children a

tremendous amount of freedom to play with materials and gettingimmersedinthemagicofmaking.

Learningresources

Themajor learning resources apart from the regular artmaterialsweremany day to day objects easily available from the surroundings like

vegetables in the kitchen, foot-wears , furniture, corners in and aroundtheUdyangharcarehome,wastepackagingmaterials likecartonboxescollected froma friend’sofficeandof course thebigbountifulnature. I

alsotookmypersonalcollectionofimages,videosandbookstoshowtothechildrenduringtheworkshops.

Themainsiteofthesecondteachingfellowshipprogramme2016-17wastheJagshantiUdayanGharinGreaterNoidawhereallthe19participantsfromsixdifferentUdayancarehomesgatheredtoattendthetwodaysartworkshops once in a month from August 2016 up to April 2017. ThearchitectureoftheJagshantiUdayangharisworthelaborating.

Adistinctivelynoticeablethree-storeybuildingwithanopenbrickfacadebecamecrucialingeneratingalotofnewideasandactivitiesthatbroughttothisyear’sprogrammeatotallyuniqueforce.Thehomehasbeautifullydesigned large indoor and outdoor spaces that were used for differentpurposesrangingfromanopenairclassroomtoanexpansiveartstudioandaswellasadynamicinstallationsite.Thehousealsohadamulti-levelfloorplanofthehomethatinterweavesdifferentworkingandlivingareasin a veryplayfulway. Itwas fun todiscover thatone can climbup thespiral staircase from the backyard garden and reach the kitchen on thefirstfloorwhichthenconnectedtothediningareaandbacktothecentral

space.Thekitchen-cum-diningwasnotonlyaspacetohavefoodbutaninterestingplacetochatandknowmystudentsinatotallynewway.Itishere that I noticed how proactive and concerned all the studentswerewhile serving food to everyone residing in the home. They took specialcarethatIwasneversittingaloneonthetablewhilehavingmylunchordinner and made sure that I was accompanied by a number of otherstudents whowere always excited to sharewithme somany differentthingsabouttheirlifeandfriends.TheheartoftheJagshantihomewasofcoursetheopencourtyardinthecentreofthehousethatopenedtothesky. Itnotonlyconnectedeachandevery room in thebuildingbutalsothelivesofalltheresidents.Thecourtyardwasthemostactive&vibrantspacewhichopenedanewworldofpossibilitiesandinteractionexploredduringthisprogramme.

Generally speaking everybody would also expect to hear from me theproblemsthatImighthavefacedwhileworkingwiththechildrenlivingin

shelterhomes.TrulyspeakingforthisentiredurationoftheprogrammeInevereverfeltthatIwasnotinmyownhome.Isawsomuchlove,caring,sharing and concern in all the residents and staff of Udayan care. The

infrastructureandthedaytodayfacilitiesweremorethanpleasing,theconstantsupportandextendedhelpthatIreceivedfromsomanypeoplemadethis fellowshiptotallybarrier free .Theabsolutesynergythatwas

createdwith the untiring efforts of the super enthusiastic Deeksha andhighlydedicatedpersonDr.KiranModimadethisawonderfulexperienceforallofus.

I am happy that my involvement with this programme could cross the

boundaries of a teacher-student relationship and develop a friendshipwith many of the young aspirants. One night after dinner when I wasresting a girl participant came to my room and started talking to me

aboutherdreamsandanxietiesofbecominga fashiondesigner,gettingadmission in one of the reputed fashion institutes in the city and wasalways praising me for being an inspiration in her life. I was humbled

when I heard my students speak up with such deep and profoundunderstanding of life, people and art. I am happy to know that thisstudentfinallycouldgetadmissioninNIFTMumbaithisyear.

One of the biggest achievements of this programme I think is that it

added somuch value to our lives,made it richer, happier and strongerthanbefore.AsanartistIhavealwaysfeltthevaluethatarthaveaddedtomy life andmademedreamofplaces thatneverexistedbeforeand

howeasilyIcouldcreateaworldofmyownthatgavemealltheenergyand strength to face life with boldness and courage. As a teacher I

realiseditdeeplythatartisapowerfultoolandcanbenefitoursocietyinameaningfulway.Henceweneed tomake consistentefforts to spread

arttoeachandeverycornerofourcountry.I am hopeful that Artreach India will inspire many more people tocontributetothislargervisionofbringthecommunityclosertoart.

VandanaKothari

ArtreachIndiaTeachingFellow

2016-17