Mithila Painting - Heroic Scenes from The Ramayana
Rama and Sita
MATERIALS
Student copies of The Ramayana.
(There are countless versions from illustrated “comic book” style to elaborate texts).
Hero Monomyth Cycle - student copies (overhead transparency - optional)
Hero Monomyth Chart - student copies
Glossary of terms
Examples of Mithila paintings. (see ORIAS site).
SUPPLIES
* pencils, brushes, and cotton swabs
* medium or fine tip black marking pens (or twigs)
* brown butcher paper (or large brown grocery bags cut open)
* tempera paints (red, yellow, blue, green, orange and white)
* paint trays and water jars
ACTIVITY
Focus:
Ask students to brainstorm “What are the qualities of a hero?”
Include fairy tales, myths, movies, comic books and real life heroes.
DEVELOP UNDERSTANDING OF HERO CYCLE:
Introduce the concept of the “universal hero” depicted in stories and myth since ancient times. Display the “Hero Monomyth Cycle.” Invite students who know the know the plot of the original Star Wars movie to analyze Luke Skywalker as the “hero.” (Joseph Campbell was a consultant to George Lucas when the script was originally written. It closely follows the formula.) If students have read the Epic of Gilgamesh, this work can be similarly analyzed. The Greek heroes from The Odyssey or Jason of Argonauts’ fame can be considered. Define the meaning of the word epic as a “literary form that traditionally uses poetic and stately language to recount the adventurous deeds of a hero.”
Present The Ramayana as India’s most widely-loved epic (along with The Mahabharata). This story recounts the adventures of Prince Rama and his faithful wife Sita; it is popular throughout all of Asia. Ask students to “map” the events of the story with the “hero cycle.” Review the various concepts presented in Joseph Campbell’s monomyth cycle to become familiar with his ideas. (see attachment).
Distribute student copies of the “hero monomyth chart.” Working in pairs, students can analyze Gilgamesh, Odysseus, Jason, Heracles or Luke Skywalker. Review and discuss the possible interpretations. Students become very good at this and may differ in their analysis.
Read and discuss The Ramayana as a whole class activity. Aspects of traditional Indian culture can be interpreted. Glossary of terms will be helpful. (See website for good supplemental activities). Complete “hero monomyth chart” as the story unfolds. Encourage students to work in groups to complete their charts.
Mithila Painting - click link below to images on ORIAS website
I. Art History - Students will learn about historical and cultural traditions of Mithila art.
A. Students will recognize characteristic colors and stylistic conventions
1. Brahmin caste
2. Kayastha caste
3. Dusadh caste.
B. Students recognize scenes of the Ramayana shown in paintings.
C. Students compare and contrast scenes as painted by three castes.
II. Connecting Past and Present - Students will recognize ways that village painters in India are being influenced by international forces, both economic and societal.
A. Students view and respond to recent Mithila paintings that depict contemporary social and political issues.
B. Students discuss effects of the market economy on rural painters.
C. Students analyze ways that recent Mithila paintings do not conform to traditional caste norms.
D. Students recognize modern trends in contemporary Mithila painting..
Have students locate Madhubhani on map of India. This ancient art form originated in the kingdom where Sita lived. Tell students that they will be asked to depict an important scene from The Ramayana as a culmination to the unit. Although some students feel intimidated by drawing, remind them that this is a simple style of “folk art” where realism is not crucial. This should be an activity where all students can be successful as they draw the simplified forms of characters. Students can work together to list good topics for their paintings. Try to include events that review the entire epic. This is an opportunity to reinforce the monomyth cylce. Have students work with partners to develop their designs. Be sure to have examples of folk art for students to observe. Remind them that their paintings will be large (2’ X 2’). Remind the class that they must determine which type of Mithila painting to do:
Brahmin caste (bright colors) or
Kshatriya caste (red and black)
Dusadh caste (brown with black dots).
After designs are conceived, provide individual sheets of brown butcher paper for students. Traditionally the women do their sketches using black ink, but students may prefer to use pencil first. Fill any empty space with flowers, animals or geometric designs. A border can be added to complete the picture.
After everything has been drawn with black pen, color is added. Traditionally, cotton on twigs was used to apply the paint. Q-tips can serve this purpose or you may prefer to use brushes. Do not mix colors. Use a separate Q-tip for each color to keep them as “pure” colors. Be certain that characters, designs and border fill the entire page.
Display work chronologically to retell the story of Rama and Sita!
SECONDARY LEVEL ART ACTIVITY:
III. Art Practice - Students will create works of art that show experiences common to all children using Mithila conventions.
A. Students discuss common childhood experiences of any culture.
B. Students brainstorm list of such experiences.
C. Students prioritize the topics to create a theme for a class exhibition.
D. Students review the characteristics of Mithila painting.
E. Each student paints a scene from his/her childhood in Mithila style
IV. Optional Extension: Students will organize an exhibition and create educational materials
A. Students organize an exhibit of class-created, Mithila-style paintings.
B. Students create one of the following:
1. advertisement/poster for show
2. educational material for wall display
3. webpage background material
4. graphic-designed flyers
C. Students critique the works of their classmates in a positive way
D. Students produce an exhibition of Mithila painting for school community.
RESOURCES:
Blank, Jonah. Arrow of the Blue-Skinned God, Retracing the Ramayana Through India. New York, NY: Penguin Books, 1992.
Bussabarger, Robert F. and Betty Dashew Robbins. The Everyday Art of India. New York, NY: Dover Publications, Inc. 1968.
Campbell, Joseph. The Hero With a Thousand Faces. Princeton, NJ: Princeton University Press, 1949.
Dehejia, Vidya, ed. The Legend of Rama - Artistic Visions. Bombay: Marg Pub., 1984.
Kramrisch, Stella. Unknown India: Ritual Art in Tribe and Village. Philadelphia, PA: Philadelphia Museum of Art, 1968.
Narayan, R. K. The Ramayana. New York, NY: Penguin Books, 1972.
Prime, Ranchor. Ramayana, A Journey. London, England: Collins & Brown Ltd., 1997.
The Ramayana For Children. Ahmedabad: Shrinivas Industries, 1982.
Saxby, Maurice and Robert Ingpen. The Great Deeds of the Superheroes. New York, NY: Peter Bedrick Books, 1989.
WEBSITES:
www.maxwell.syr.edu/southasiacenter/ramayana/
This great website, with Ramayana lesson plans and supplemental information, resulted from a NEH-sponsored Summer Institute in 1997.
Thirty classroom teachers participated and created curriculum for classroom use.
http://orias.berkeley.edu/hero/ramayana/
http://orias.berkeley.edu/Mithila/OverviewMithila.htm
The Ramayana Glossary
• Ayodhya (EYE-’YODE’-YA) - Capital city of Kosala was ruled by Dasaratha, later by Rama.
• Asoka (AH-’SHOW’-KA) - Garden in Lanka where Ravana kept Sita captive.
• Avatar (AH-VAH-’TAR’) -The incarnation of a god into another form. The incarnation of Vishnu on earth is Rama
• Bharata (BAH-’HRA’-TA) - Son of Queen Kaikeyi and the half brother of Rama.
• Brahma (BRAH’-MA) - The creator god of the Hindu triad of gods that includes Shiva and Vishnu.
• Dandakaranya (DAHN’-DA’KHA’-RAN’-YA) - Great forest in which Rama, Sita and Lakshmana traveled through for ten
years of their exile.
• Dasharata (DAH-SHAH-’RAH’- TA) - King of Kosala and Rama’s earthly father.
• Dharma (DAR’-MA) - Laws, duties and obligations.
• Dushan (DOO-SHUN) - Brother of Ravana and Shoorpanaka.
• Ganges (GAHN’- JEEZ) - The river considered sacred by Hindus.
• Garuda (GAH-’ROO’-DA) - King of winged creatures.
• Hanuman (HUN’- YOU-MUN) - Monkey warrior who became Rama’s devoted friend and servant.
• Indrajit (IN-’DRAH’-JIT) - Ravana’s favorite son who fought Rama with magical weapons.
• Janaka (JAH-NA-KA) - King of Mithila who found Sita in a furrow.
• Jatayu (JA-’TIE’- YOO) - The bird who tried to rescue Sita and was killed by Ravana.
• Kaikeyi (KYE-’KAY’- YEE) - Dasharata’s youngest queen and the mother of Bharata. She called for Rama’s exile.
• Kailasa (KYE-’LAH’- SA) - Mountain where Hanuman found the medicinal herbs.
• Kausalya (COW-’SAL’-YA) - Dasharata’s queen and Rama’s mother.
• Kishkindha (KISH-’KIN’-DA) - The monkey kingdom ruled by Sugriva.
• Kosala (DOH-’SAH’-LA) - The kingdom ruled by Dasharatha.
• Kush (COOSH) - Sita and Rama’s son, twin of Lava.
• Lakshmana (LAKS-’SHMA’-NA) - Queen Sumitra’s son, twin brother of Shatrughna, devoted half-brother of Rama.
• Lanka (LAHNG-’KA) - Island kingdom ruled by Ravana.
• Lava (LAH’-VA) - Sita and Rama’s son, twin of Kush.
• Lotus (LOW’-TUSS) - Flower and Hindu symbol of beauty, purity and good fortune.
• Manthara (MAHN’-TA-RA) - Maid servant who convinced Kaikeyi to have Rama exiled and make Bharata king.
• Mantra (MAHN’-TRA) - Hindu prayers or incantations.
• Mareecha (MUH-’REE-’CHA) - The magician who helped Ravana capture Sita.
• Mithila (MUH-’TEE’-LAH) - ancient capital, near the ashram of Rishi Gautama, where King Janaka ruled. Can also refer to an
ancient style of painting also known as Madhubani.
• Panchavati (PUN-CHA-’VAH’-TEE) - Rama, Sita & Lakshmana’s home in the forest..
• Payasam (PYE’-EH-SUM) - A mixture of rice pudding, milk and sugar.
• Rakshasas (RAHK’-SHA-SHAS) - Warrior demons.
• Ravana (RAH’-VA-NA) - King of Lanka who kidnaped Sita and was defeated by Rama.
• Sanyasi (SUN-’YAH’-SEE) - A religious man who lives in the forest; a hermit.
• Sarayu (SAH-’RYE’-YOO) - The river that runs alongside Ayodhya.
• Shatrughna (SHA-’TROO’- NYA) -Queen Sumitra’s son, twin brother of Lakshmana, devoted half-brother of Rama.
• Shiva (SHIV’-AH) - The deity whose bow Rama lifted to win Sita’s hand in marriage.
• Shoorpanaka (SHURE-’PAH’-NAH-KA) - Ravana’s demon sister.
• Sita (SEE’-TA) - Daughter of King Janaka, wife of Rama; name literally means “furrow.”
• Sugriva (SOO-’GREE’-VA) - Monkey king of Kishkindha who helped Rama get Sita back.
• Sumantra (SOO-’MAHN’-TRA) - Charioteer of Kosala.
• Sumitra (SOO-’MEE’-TRA) - One of Dasharatha’s queens and mother of twin sons Shatrughna and Lakshmana.
• Tataka (TAH’-TA-KA) - Demoness who was killed by Rama.
• Valmiki (VAHL-’MEE’-KEE) - Poet author of the Ramayana who helps Sita & her twin sons.
• Vasistha (VAH-’SEESH’-TA) - Priest to King Dasharata.
• Vibeeshana (VEE-’BEE-’SHA-NA) - Ravana’s brother who leaves Lanka to join Rama.
• Vishnu (VISH’-NOO) -God who took the form of Rama to rid the world of demons.
• Vishwamitra (VISH-WAH-’MEE’ TRA) - Religious man; went to forest with Rama to kill demons.
Student copies of The Ramayana.
(There are countless versions from illustrated “comic book” style to elaborate texts).
Hero Monomyth Cycle - student copies (overhead transparency - optional)
Hero Monomyth Chart - student copies
Glossary of terms
Examples of Mithila paintings. (see ORIAS site).
SUPPLIES
* pencils, brushes, and cotton swabs
* medium or fine tip black marking pens (or twigs)
* brown butcher paper (or large brown grocery bags cut open)
* tempera paints (red, yellow, blue, green, orange and white)
* paint trays and water jars
ACTIVITY
Focus:
Ask students to brainstorm “What are the qualities of a hero?”
Include fairy tales, myths, movies, comic books and real life heroes.
DEVELOP UNDERSTANDING OF HERO CYCLE:
Introduce the concept of the “universal hero” depicted in stories and myth since ancient times. Display the “Hero Monomyth Cycle.” Invite students who know the know the plot of the original Star Wars movie to analyze Luke Skywalker as the “hero.” (Joseph Campbell was a consultant to George Lucas when the script was originally written. It closely follows the formula.) If students have read the Epic of Gilgamesh, this work can be similarly analyzed. The Greek heroes from The Odyssey or Jason of Argonauts’ fame can be considered. Define the meaning of the word epic as a “literary form that traditionally uses poetic and stately language to recount the adventurous deeds of a hero.”
Present The Ramayana as India’s most widely-loved epic (along with The Mahabharata). This story recounts the adventures of Prince Rama and his faithful wife Sita; it is popular throughout all of Asia. Ask students to “map” the events of the story with the “hero cycle.” Review the various concepts presented in Joseph Campbell’s monomyth cycle to become familiar with his ideas. (see attachment).
Distribute student copies of the “hero monomyth chart.” Working in pairs, students can analyze Gilgamesh, Odysseus, Jason, Heracles or Luke Skywalker. Review and discuss the possible interpretations. Students become very good at this and may differ in their analysis.
Read and discuss The Ramayana as a whole class activity. Aspects of traditional Indian culture can be interpreted. Glossary of terms will be helpful. (See website for good supplemental activities). Complete “hero monomyth chart” as the story unfolds. Encourage students to work in groups to complete their charts.
Mithila Painting - click link below to images on ORIAS website
I. Art History - Students will learn about historical and cultural traditions of Mithila art.
A. Students will recognize characteristic colors and stylistic conventions
1. Brahmin caste
2. Kayastha caste
3. Dusadh caste.
B. Students recognize scenes of the Ramayana shown in paintings.
C. Students compare and contrast scenes as painted by three castes.
II. Connecting Past and Present - Students will recognize ways that village painters in India are being influenced by international forces, both economic and societal.
A. Students view and respond to recent Mithila paintings that depict contemporary social and political issues.
B. Students discuss effects of the market economy on rural painters.
C. Students analyze ways that recent Mithila paintings do not conform to traditional caste norms.
D. Students recognize modern trends in contemporary Mithila painting..
Have students locate Madhubhani on map of India. This ancient art form originated in the kingdom where Sita lived. Tell students that they will be asked to depict an important scene from The Ramayana as a culmination to the unit. Although some students feel intimidated by drawing, remind them that this is a simple style of “folk art” where realism is not crucial. This should be an activity where all students can be successful as they draw the simplified forms of characters. Students can work together to list good topics for their paintings. Try to include events that review the entire epic. This is an opportunity to reinforce the monomyth cylce. Have students work with partners to develop their designs. Be sure to have examples of folk art for students to observe. Remind them that their paintings will be large (2’ X 2’). Remind the class that they must determine which type of Mithila painting to do:
Brahmin caste (bright colors) or
Kshatriya caste (red and black)
Dusadh caste (brown with black dots).
After designs are conceived, provide individual sheets of brown butcher paper for students. Traditionally the women do their sketches using black ink, but students may prefer to use pencil first. Fill any empty space with flowers, animals or geometric designs. A border can be added to complete the picture.
After everything has been drawn with black pen, color is added. Traditionally, cotton on twigs was used to apply the paint. Q-tips can serve this purpose or you may prefer to use brushes. Do not mix colors. Use a separate Q-tip for each color to keep them as “pure” colors. Be certain that characters, designs and border fill the entire page.
Display work chronologically to retell the story of Rama and Sita!
SECONDARY LEVEL ART ACTIVITY:
III. Art Practice - Students will create works of art that show experiences common to all children using Mithila conventions.
A. Students discuss common childhood experiences of any culture.
B. Students brainstorm list of such experiences.
C. Students prioritize the topics to create a theme for a class exhibition.
D. Students review the characteristics of Mithila painting.
E. Each student paints a scene from his/her childhood in Mithila style
IV. Optional Extension: Students will organize an exhibition and create educational materials
A. Students organize an exhibit of class-created, Mithila-style paintings.
B. Students create one of the following:
1. advertisement/poster for show
2. educational material for wall display
3. webpage background material
4. graphic-designed flyers
C. Students critique the works of their classmates in a positive way
D. Students produce an exhibition of Mithila painting for school community.
RESOURCES:
Blank, Jonah. Arrow of the Blue-Skinned God, Retracing the Ramayana Through India. New York, NY: Penguin Books, 1992.
Bussabarger, Robert F. and Betty Dashew Robbins. The Everyday Art of India. New York, NY: Dover Publications, Inc. 1968.
Campbell, Joseph. The Hero With a Thousand Faces. Princeton, NJ: Princeton University Press, 1949.
Dehejia, Vidya, ed. The Legend of Rama - Artistic Visions. Bombay: Marg Pub., 1984.
Kramrisch, Stella. Unknown India: Ritual Art in Tribe and Village. Philadelphia, PA: Philadelphia Museum of Art, 1968.
Narayan, R. K. The Ramayana. New York, NY: Penguin Books, 1972.
Prime, Ranchor. Ramayana, A Journey. London, England: Collins & Brown Ltd., 1997.
The Ramayana For Children. Ahmedabad: Shrinivas Industries, 1982.
Saxby, Maurice and Robert Ingpen. The Great Deeds of the Superheroes. New York, NY: Peter Bedrick Books, 1989.
WEBSITES:
www.maxwell.syr.edu/southasiacenter/ramayana/
This great website, with Ramayana lesson plans and supplemental information, resulted from a NEH-sponsored Summer Institute in 1997.
Thirty classroom teachers participated and created curriculum for classroom use.
http://orias.berkeley.edu/hero/ramayana/
http://orias.berkeley.edu/Mithila/OverviewMithila.htm
The Ramayana Glossary
• Ayodhya (EYE-’YODE’-YA) - Capital city of Kosala was ruled by Dasaratha, later by Rama.
• Asoka (AH-’SHOW’-KA) - Garden in Lanka where Ravana kept Sita captive.
• Avatar (AH-VAH-’TAR’) -The incarnation of a god into another form. The incarnation of Vishnu on earth is Rama
• Bharata (BAH-’HRA’-TA) - Son of Queen Kaikeyi and the half brother of Rama.
• Brahma (BRAH’-MA) - The creator god of the Hindu triad of gods that includes Shiva and Vishnu.
• Dandakaranya (DAHN’-DA’KHA’-RAN’-YA) - Great forest in which Rama, Sita and Lakshmana traveled through for ten
years of their exile.
• Dasharata (DAH-SHAH-’RAH’- TA) - King of Kosala and Rama’s earthly father.
• Dharma (DAR’-MA) - Laws, duties and obligations.
• Dushan (DOO-SHUN) - Brother of Ravana and Shoorpanaka.
• Ganges (GAHN’- JEEZ) - The river considered sacred by Hindus.
• Garuda (GAH-’ROO’-DA) - King of winged creatures.
• Hanuman (HUN’- YOU-MUN) - Monkey warrior who became Rama’s devoted friend and servant.
• Indrajit (IN-’DRAH’-JIT) - Ravana’s favorite son who fought Rama with magical weapons.
• Janaka (JAH-NA-KA) - King of Mithila who found Sita in a furrow.
• Jatayu (JA-’TIE’- YOO) - The bird who tried to rescue Sita and was killed by Ravana.
• Kaikeyi (KYE-’KAY’- YEE) - Dasharata’s youngest queen and the mother of Bharata. She called for Rama’s exile.
• Kailasa (KYE-’LAH’- SA) - Mountain where Hanuman found the medicinal herbs.
• Kausalya (COW-’SAL’-YA) - Dasharata’s queen and Rama’s mother.
• Kishkindha (KISH-’KIN’-DA) - The monkey kingdom ruled by Sugriva.
• Kosala (DOH-’SAH’-LA) - The kingdom ruled by Dasharatha.
• Kush (COOSH) - Sita and Rama’s son, twin of Lava.
• Lakshmana (LAKS-’SHMA’-NA) - Queen Sumitra’s son, twin brother of Shatrughna, devoted half-brother of Rama.
• Lanka (LAHNG-’KA) - Island kingdom ruled by Ravana.
• Lava (LAH’-VA) - Sita and Rama’s son, twin of Kush.
• Lotus (LOW’-TUSS) - Flower and Hindu symbol of beauty, purity and good fortune.
• Manthara (MAHN’-TA-RA) - Maid servant who convinced Kaikeyi to have Rama exiled and make Bharata king.
• Mantra (MAHN’-TRA) - Hindu prayers or incantations.
• Mareecha (MUH-’REE-’CHA) - The magician who helped Ravana capture Sita.
• Mithila (MUH-’TEE’-LAH) - ancient capital, near the ashram of Rishi Gautama, where King Janaka ruled. Can also refer to an
ancient style of painting also known as Madhubani.
• Panchavati (PUN-CHA-’VAH’-TEE) - Rama, Sita & Lakshmana’s home in the forest..
• Payasam (PYE’-EH-SUM) - A mixture of rice pudding, milk and sugar.
• Rakshasas (RAHK’-SHA-SHAS) - Warrior demons.
• Ravana (RAH’-VA-NA) - King of Lanka who kidnaped Sita and was defeated by Rama.
• Sanyasi (SUN-’YAH’-SEE) - A religious man who lives in the forest; a hermit.
• Sarayu (SAH-’RYE’-YOO) - The river that runs alongside Ayodhya.
• Shatrughna (SHA-’TROO’- NYA) -Queen Sumitra’s son, twin brother of Lakshmana, devoted half-brother of Rama.
• Shiva (SHIV’-AH) - The deity whose bow Rama lifted to win Sita’s hand in marriage.
• Shoorpanaka (SHURE-’PAH’-NAH-KA) - Ravana’s demon sister.
• Sita (SEE’-TA) - Daughter of King Janaka, wife of Rama; name literally means “furrow.”
• Sugriva (SOO-’GREE’-VA) - Monkey king of Kishkindha who helped Rama get Sita back.
• Sumantra (SOO-’MAHN’-TRA) - Charioteer of Kosala.
• Sumitra (SOO-’MEE’-TRA) - One of Dasharatha’s queens and mother of twin sons Shatrughna and Lakshmana.
• Tataka (TAH’-TA-KA) - Demoness who was killed by Rama.
• Valmiki (VAHL-’MEE’-KEE) - Poet author of the Ramayana who helps Sita & her twin sons.
• Vasistha (VAH-’SEESH’-TA) - Priest to King Dasharata.
• Vibeeshana (VEE-’BEE-’SHA-NA) - Ravana’s brother who leaves Lanka to join Rama.
• Vishnu (VISH’-NOO) -God who took the form of Rama to rid the world of demons.
• Vishwamitra (VISH-WAH-’MEE’ TRA) - Religious man; went to forest with Rama to kill demons.