DOCUMENT RESUME SO 027 557 ED 414 216 Johnson, Cheryl AUTHOR '95. Fulbright-Hays Summer Seminar Abroad Project TITLE India, 1997. Center for International Education (ED), Washington, DC. INSTITUTION 1997-00-00 PUB DATE 71p.; Some colored papers and photocopied material may not NOTE reproduce well. Descriptive Classroom -- Reports Teacher (052) Guides PUB TYPE (141) MF01/PC03 Plus Postage. EDRS PRICE Area Studies; Art Education; Asian Studies; Developing DESCRIPTORS Nations; Ethnic Groups; Fine Arts; Folk Culture; Foreign Countries; Handicrafts; *Indians; Multicultural Education; Non Western Civilization; Popular Culture; Secondary Education; *Visual Arts Fulbright Hays Seminars Abroad Program; *India IDENTIFIERS ABSTRACT This paper describes benefits gained from a Fulbright-Hays summer study program to India. Included are examples of classroom materials used to teach classes about Indian folk art: puppets, silhouettes, surface embellishment (body ornamentation) including pierced design, visual communication pins, and T-shirt logos. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** FULBRIGHT FELLOW U.S./ INDIA 1995 FULBRIGHT PROJECT INDIA, 95 CHERYL JOHNSON 0 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) if This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent official OE RI position or policy. 104 U.S./ INDIA 1995 U.S / INDIA 1995 FILLBALGRIUELLOAL PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY fiC15C47 G RONEA) Ic6 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE U.S.LINDIA 1995 U.S./ INDIA 1995 WHAT MY FULBRIGHT FACILITATED Puppet collection in India and Sri Lanka for use as classroom examples. of puppets Study and documentation of traditional production and use Studio Art Additions to curriculum unit for the PR Painting & Drawing, and Visual Technology classes in the following area. *Folk art defined *Origins of art projects *Surface painting and pattern as a reflection of narrative cultural traditions *Stylistic variation between the physical structure of different puppet characters and how visual characteristics identification facilitate *Interdependence of narrative folk art (puppetry and in perpetuating village traditions. scroll painting) *The study and use of silhouettes. *Surface embellishment (including pierced designs) as i t defines, identifies, and enriches the silhouette shapes to produce embellished silhouettes in class projects. culture Visual images showing various aspects of Indian arts, crafts, and This was presented at the assembled in a slide show with music. Washington Art Education Association's Fall Conference. have included examples of the visual communication pins produced by I students, and contacts in India. my students and exchanged with teachers, Art These were also given to every teacher attending the Washington Education Association's Faii Conference. that included drawing of lecture series presenters in Deli and my design I the US Embassy. was used for our group T-shirt printed at of I was not able to develop a video tape showing the creation and use My video camera was stolen in puppets or a travelogue of the trip. produce Calcutta and the amount of footage remaining was not adequate to a quality video . 9 i , , , . o , - t " " I ' D - - A ^ . \ _ k z O k ; - " c - . T 4 . ' - . 7 , N 1 i ' 7 , - P , / t - , T U , . - , G / , , y 4 . , ; 1 " - ) . - . . . ' . . . 1 i 1 i N A J k I , I I A A F ( A I l N k ) z R N E L 7 i \ , - ' B , . , A l l . i . t i ; A i I Y , . P . O . 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