Format
This live, interactive videoconference program is taught from the museum galleries, giving students the opportunity to see original works of art and also dig deeper with additional digital content. Led by a museum educator, this program begins with an introduction to the MFA followed by close looking and guided activities centered around several works of art. Throughout the program, students will connect with the educator in the museum gallery by looking closely, making observations, asking questions, and engaging in activities.
Objectives
1. Students will develop an understanding of the historic tradition of Hindu art that developed in South Asia and its continued relevance in the visual arts.
2. Students will learn to identify features and characteristics associated with the depiction of Hindu deities in Indian art.
3. Students will practice visual literacy and critical thinking skills through close looking, observation, and online discussion centered on works of art from the MFA's collection.
Standards Alignment
State Standards
Investigating History
Grade 7: Unit 1, Lessons 12-21 (Cluster 3) - Post-Harappan Developments in South Asia
Massachusetts Curriculum Framework for History and Social Science
Grade 7: World Geography and Ancient Civilizations II
- Topic 1b: Early Indian and Central Asian civilizations, religions, and cultures
[HSS.7.T1b.02] Describe important economic, political, and religious developments in Indian and Central Asian history and evaluate the ways in which they conform to or differ from developments in societies in other regions of the world.
a. the origins of Indian society in the Indus Valley, c. 3000-1300 BCE
b. the evolution and central principles of Hinduism
d. the Gupta Empire in the 3rd to 6th centuries CE, sometimes referred to as the “Golden Age of India,” and its Sanskrit classic literature and art
f. achievements in art, architecture, technology, astronomy, and mathematics
Massachusetts Curriculum Framework for History and Social Science
High School: World History I
- Topic 2: Development and diffusion of religions and systems of belief c. 500 BCE-1200 CE
[HSS.WHI.T2.02] Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began.
[HSS.WHI.T2.05] Locate on a map and analyze relationships between political power, religion, and cultural achievement in one empire that flourished between c.100 and 1000 CE.
a. the Kushan Empire (c. 1st-5th centuries) with its fusion of Greco-Roman and Buddhist culture and imagery in Gandharan sculpture; the Gupta Empire (c. 320-600 CE), uniting multiple kingdoms of North, Central, and Southeast India, religious tolerance for Hinduism, Buddhism and Jainism; highly developed Hindu and Buddhist sculpture and literature.
Massachusetts Curriculum Framework for Arts
Grades 7-8: Visual Arts | Responding
[7-8.V.R.07] Perceive and analyze artistic work. Analyze elements of a work that are indicative of the historical or cultural context in which it was created.
[7-8.V.R.08] Interpret intent and meaning in artistic work. Explain how an artistic work was influenced by the culture or historical context in which it was created.
[7-8.V.R.11] Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify visual ideas from a variety of cultures connected to different historical populations.