As a work that was produced in the royal workshop of Akbar, a Muslim ruler, the subject may seem to be an odd choice. Here, Krishna acts as the great preserver of life, one of the major roles Vishnu plays within Hindu religion. 1590–1595, ink, opaque watercolor, and gold on paper (113⁄8 × 77⁄8")The painting shown above depicts Krishna, one of the avatars of Vishnu, holding up a mountain to shelter the people of the village of Braj from the wrath of the storm god, Indra. This willingness to adopt elements of local Indian culture is most apparent in the art created under the Mughal emperor Akbar.Krishna Holds up Mount Govardhan to Shelter the Villagers of Braj, folio from the Harivamsa (“The Legend of Hari ”), c. The powerful Mughals had an enormous influence on the other kingdoms and princely states of India, but we should not think of influence as going in only one direction - the Mughals absorbed the influence of their subjects and neighbors as well. They proudly traced their lineage back to Genghis Khan and Timur (Tamerlane), and they brought with them a sophisticated Persian courtly culture. The Mughals came from Central Asia and conquered much of the Indian subcontinent. ![]() In this lecture, we will focus on the dynasty that succeeded the Delhi Sultanate, the Mughals. The Mughals In your text, you learned about the series of Islamic dynasties that ruled from Delhi known as the Delhi Sultanate, as well as the various kingdoms of the Deccan and the south of India. If you are unfamiliar with the origins and beliefs of Islam, read through this Introduction to Islam (Links to an external site.) from Smart History. Lesson 3 LectureIslam and Persian Courtly CultureAs you read in your textbook, Islam arrived and took root on the Indian subcontinent during this period. How do these art objects reveal the dominant beliefs regarding the death in China during this period? Consider how the types of objects found in China from this time compare to objects made in India in the same era and how they reveal differences in attitudes towards death. However, there are many more examples of this throughout the lessons so far! Lesson 5 Reflection - Art and Death5B - Most of the objects we looked at in this lesson were found in tombs in China. In particular, use the discussion of Jahangir Preferring a Sufi Shaykh to Kings in the Lesson 3 Lecture (attached below), as an example of how to break down work to analyze how it conveys a message. However, the analysis should be your own and based on your own observation of the work provided. 1618-1622 (Links to an external site.)One of these works is not from your textbook and will require a little additional research to understand the subject matter and historical context. ![]() 1590 (Links to an external site.)Abu'l Hasan, Jahangir's Dream, c. (Note: this is NOT a Compare and Contrast - you should only discuss ONE of the works)At least 400 words.Farrukh Husain, Ibrahim ‘Adil Shah II Hawking, c. Be specific about what is conveyed and precisely how. Choose ONE of the portraits below, and analyze what it communicates about its subject and how it asserts its authority. This can be seen in images of gods, religious figures, and earthly individuals. He was originally pink,īut his color faded to a dingy beige from hugs andĥA - In this first section of the course, we have looked at many examples of how images are used to convey authority and fashion public identity. Voice sounded angry and I knew I was in serious “Tim! Get down here right now!” Dad bellowed. Of the kitchen, slamming the door behind me. I gulped my milk, pushed away from the table, and Reveals the importance of the memory to the ![]() “shows” doesn’t just “tell” by using descriptiveĮxpresses the author’s thoughts and feelings
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