Post-Mauryan Period:
Que. Review critically the evolution of different schools of art in the Indian subcontinent between the second century BCE and the third century CE and evaluate the socio-religious factors responsible for it. [UPSC CSE-2014]
Approach:
(1) Introduction: Explain the evolution of different schools of art.
(2) Mention the features of Gandhara, Mathura and Amaravati schools of art.
(3) Evaluate the socio-religious factors responsible for the evolution of different schools of art.
(4) Conclude on balanced footing.
Introduction:
The evolution of different schools of art in the Indian subcontinent between the second century BCE and the third century CE represents a remarkable journey marked by a tapestry of cultural, religious, and socio-political influences.
During this period, India witnessed the emergence and flourishing of diverse artistic traditions, each bearing the imprint of its unique socio-religious context.
In this critical review, we will examine the key schools of art that evolved during this time frame and evaluate the socio-religious factors that played pivotal roles in shaping their development.
Gandhara School of Art:
(1) Region: The Gandhara school of art developed in the north-west region of the subcontinent. Various trade routes connecting the subcontinent with the Mediterranean and China passed through this region.
(2) Influence: In this period, it came under the control of various foreign dynasties like Indo-Greeks, Scythians, Parthians and Kushans. Thus, this school represents an amalgamation of Indian, Greek and West Asian idioms.
(3) Material Used: Most of the Gandhara sculptures are made of stone. In the beginning, blue schist and green phyllite were the main materials used by sculptors. Stucco (lime plaster) began to be used in the 1st century CE, and it had almost completely replaced stone by the 3rd century.
(4) Theme: The main theme is Buddhism. Several sculptures of the Buddha and Bodhisattvas have been found. The Buddha is depicted in both standing and seated poses.
(5) Sculptures and relief panels: Sculptures and relief panels depict scenes from the life of Gautama Buddha as well as Jataka scenes.
Mathura School of Art:
(1) Region of Influence: This school developed around the city of Mathura, an important city on the uttarapatha as well as the second capital of the Kushanas.
(2) Diversity in Sculpture: The images discovered here belong to all the three religions: Buddhism, Brahmanism and Jainism. Besides, there are also a few royal sculptures from Mathura depicting Kushana rulers.
(3) Indigenous: Mathura sculptures share iconographic similarities with those of the northwest, but the style is very different. It is completely indigenous and shows no trace of foreign influence.
(4) Materials Used: These were created using red spotted sandstone, easily available in the nearby Aravalli region.
Amaravati School of Art:
(1) Region of Influence: The Amaravati School of Art primarily flourished in the region around Amaravati, which is located in present-day Andhra Pradesh, India. This school of art had a significant regional influence in southern India, especially during the Satavahana period (1st century BCE to 3rd century CE). Here are some key aspects of its region of influence:
(2) Indigenous Influence: The Amaravati School of Art was influenced by indigenous art and culture, particularly the art traditions of the Andhra region. It incorporated elements of local artistic styles and traditions into its sculptures and relief carvings.
(3) Materials Used: The sculptures and relief carvings of the Amaravati School were primarily crafted from locally available materials. The most common material used was white or gray limestone. This material was abundant in the region and was well-suited for intricate carving.
(4) Religious Significance: The Amaravati School of Art holds immense religious significance, as it primarily produced artworks related to Buddhism. Its sculptures and reliefs depict scenes from the life of the Buddha, Jataka tales, and various Buddhist deities and symbols. These artworks were created to adorn Buddhist stupas and served as objects of veneration and devotion.
(5) Buddhist Pilgrimage Site: Amaravati itself was a significant Buddhist pilgrimage site, known for its Great Stupa. The art created in the Amaravati School was closely associated with this stupa, which was a major religious and cultural center in ancient India. Pilgrims visited the stupa to pay homage and gain spiritual merit.
The evolution of different schools of art in the Indian subcontinent between the second century BСЕ and the third century CE was profoundly influenced by a complex interplay of socio-religious factors. These factors not only shaped the artistic styles and forms but also played a pivotal role in the dissemination of religious ideas and the cultural identity of the region.
Evaluation of Socio-Religious Factors:
(1) Spread of Buddhism and Jainism:
Buddhism: The rise and spread of Buddhism during this period had a profound impact on art. Buddhist patronage led to the creation of sculptures and art forms that aimed to convey the life and teachings of the Buddha. Art served as a means to propagate Buddhist principles, leading to the emergence of distinct artistic styles in various regions.
Jainism: Jainism, another prominent religious movement, also influenced art. Jain temples and monuments showcased intricate carvings depicting Jain principles, Tirthankaras, and stories from Jain scriptures. This religious influence contributed to the development of unique Jain artistic traditions.
(2) Patronage of Rulers and Merchants: The support and patronage of rulers and wealthy merchants were instrumental in the development of these schools of art. Rulers, such as Ashoka, supported the construction of stupas and monasteries, promoting Buddhist art. Merchants, through their donations, played a crucial role in commissioning sculptures and art for religious sites.
(3) Regional Cultural Identities: Different regions of the Indian subcontinent had distinct cultural identities, which were reflected in their art. For instance, the Mathura school of art emphasized indigenous Indian elements and spirituality, while the Gandhara school incorporated Hellenistic and Roman influences due to its geographic location.
(4) Religious Doctrines and Symbolism: The religious doctrines and symbolism of Buddhism and Jainism influenced the content and iconography of art. The representation of the Buddha in various mudras (hand gestures) and the depiction of Bodhisattvas became central themes in Buddhist art, conveying spiritual meanings and teachings.
(5) Transmission of Knowledge and Devotion: Art served as a means of transmitting religious knowledge and inspiring devotion among the masses. The intricate carvings on stupas, temple walls, and sculptures helped educate the populace about religious stories and principles, fostering a sense of piety and devotion.
(6) Pilgrimage and Ritual Practices: The emergence of pilgrimage sites, such as Sanchi, Amaravati, and Bodh Gaya, led to the development of art around these locations. Pilgrims visiting these sites sought to connect with their religious heritage, and art played a crucial role in enhancing their spiritual experience.
(7) Cultural Exchange and Trade: The Indian subcontinent was not isolated during this period. Trade routes like the Silk Road facilitated cultural exchange with neighboring regions, leading to the incorporation of foreign artistic elements, as seen in the Gandhara school.
Conclusion:
The evolution of different schools of art in the Indian subcontinent during the second century BCE to the third century CE was deeply intertwined with socio-religious factors.
These factors included the spread of Buddhism and Jainism, patronage from rulers and merchants, regional cultural identities, religious doctrines, the need for education and devotion, pilgrimage, and cultural exchange.
Collectively, these influences fostered the development of diverse and rich artistic traditions that continue to be celebrated for their cultural and religious significance.
