Visual Literacy

LESSON ONE: Students will learn about artistic traditions of Mithila painting.
Unit Contents
Objectives:

Students will:

  • locate the area of Madhubhani in Bihar State on map of India.
  • view film Munni ("Little Girl") to learn of village customs of Rangoli and Mithila painting.
  • work in pairs to examine Mithila paintings by various Mithila artists.
  • identify objects from nature that are used as decorative icons. Students will examine paintings to decipher stylized objects.
  • describe characteristics of Mithila paintings using the vocabulary of the visual arts.
  • summarize common characteristics observed in this style of painting.
Duration:
  • Two class periods
Visual Arts Standards:
  • 1.0 ARTISTIC PERCEPTION - Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts. Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
  • 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
  • 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
Materials:
Strategies:
  • Direct instruction, teacher-directed/ guided student discovery; cooperative groups; guided inquiry; presentation.
Vocabulary:

Hindi terms to know:

  • Mithila
  • Madhubani
  • caste
  • puja
    		•

    Artistic terms to review:

    • space
    • line
    • pattern
    • repitition
    • emphasis
    • distortion
    • iconography
    • depth of field
    • "folk art"

    Procedures:

    Day One

    		  
    Into: Ask students to define the term "folk art."
    Ask them whether "folk art" is different than "art."
    Is one better than the other? Who defines the worth of art/folk art?

    Introduce the ancient style of painting native to the village of Madhubani, in North India. This style of painting is now gaining international recognition; it is known as "Mithila Painting."

    Through: Introduce the documentary film Munni ("Little Girl").

    Before viewing, divide the class into four groups. Explain that each group should view the film with one focus in mind. (see below)
    Each group will summarize their observations on one of the following:

    • role of women in rural India (as portrayed in this film)
    • role of creativity in creating sculpture/floor paintings (rangoli) or paintings on paper
    • type of materials used by village artists
    • permanence or temporal qualities of the art

    View film, Munni (28 minutes). Stop at intervals for clarification, notetaking, or commentary.
    Beyond: Each group discusses their observations in small groups. Then each group presents their observations to the class. Allow time for additional comments.

    Students write ten-minute journal reflection on what they learned about rural Indian life from watching the film. What did they learn from other group presentations?
    Day Two Prior to class: Prior to class, teacher should write questions on board for use during guided inquiry. Display posters that list "elements of design" and "principles of design".
    Into: Reintroduce the question: What is folk art? Would Mithila painting meet the definition of "folk art?"
    Through: Explain that students will view examples of Mithila painting produced in India during the past decade. (These can be photocopies or images downloaded from websites.)

    Ask students to examine the works to observe the following:

    • What is the painting "about?" What is shown in the scene?
    • What are the characteristics of the work? (focus on elements of design)
    • What are stylistic devices used by Mithila artists to show human anatomy?
    • What elements does the artist use repetitively? (use of pattern)

    Tell the class that they will mount photocopies of the paintings on larger pieces of paper to create "posters." Below their paintings, they should list responses to the questions.

    Form class into five to eight groups (or the number of groups corresponding to painting examples). Distribute the paintings, one to each group. Allow ten minutes for the students to discuss the pieces.

    Display the Mithila images. Invite a spokesperson from each group to describe their observations. Focus on distinctive elements such as: pattern, repetition, line quality, color, and use of space.
    Beyond: Ask class to summarize "main ideas" or common characteristics of Mithila painting. Teacher should list student responses prominently on white board. (If necessary, teacher should elicit details not mentioned.)

    Teacher instructs students to do a ten-minute reflection in their journals about the characteristics of Mithila painting. Ask them to embellish their journal entry with designs that remind them of those created by Mithila artists.

    Cleanup: Minimal cleanup required. Return pens and tape to teacher. Move posters to display area for next lesson.

    Assessment: Poster presentations by groups that describe their paintings using the vocabulary of design elements and principles.

    Journal comments should also reflect the commentaries given by the various groups. Journal comments should mention the traditional nature of Mithila painting (how it is taught by mothers to their daughters) and how the paintings reflect scenes from Indian myths.

    Journal entries should have designs that are reflective of the floral or geometric designs of the region.

    UNIT CONTENTS

    		 What is this unit?
    Lesson 1:Visual Literacy
    Lesson 2: Art History
    Lesson 3: Social History
    Lesson 4: Art Practice
    Lesson 5: An Exhibition