Embedded Files
Welcome to Creative Arts: The Soul of STEAM, a digital space dedicated to reimagining the landscape of Nepalese education. As a STEAM student, an engineer and an educator, I believe that while Science, Technology, Engineering, and Mathematics provide the tools to build our future, it is the Creative Arts that provide the purpose, empathy, and cultural identity to make those structures meaningful. In the Nepalese context, our history is a living testament to this integration—from the seismic resilience of Malla-era pagodas to the complex geometry of sacred Mandalas—proving that art has never been a luxury, but the very "soul" that breathes life into technical innovation.
This platform serves as a bridge between the rigorous logic of engineering and the transformative power of artistic expression. Here, I share the insights gained from my journey through the STEAM Master’s program, exploring how we can move beyond rote learning to foster a classroom environment that values observation, takes risks, and finds balance. By blending our rich indigenous heritage with modern pedagogical shifts like Humanism and Design Thinking, we aim to empower a new generation of Nepalese learners who are not just technicians, but visionary creators capable of shaping a more vibrant and sustainable world.
Some of the materials are taken from proprietary Kathmandu University School of Education Class Notes, and accessible only with KU accounts.
This brilliant and concise account of the lives and ideas of the world's great philosophers—Plato, Aristotle, Bacon, Spinoza, Voltaire, Kant, Schopenhauer, Spencer, Nietzsche, Bergson, Croce, Russell, Santayana, James, and Dewey—is "a delight" (The New York Times) and remains one of the most important books of our time.
A. EXPLORING THE FUNDAMENTAL OF ARTS
Overview of Module-A
Overview of Module-A
Lesson 1: General Overview of Art and Introduction to the Elements of Art
Lesson 2: Introduction to the Principles of Arts and Color Theory
Lesson 3: Perspective and Composition
Lesson 4: Materials and Methods, Tools and Techniques
Rivers and Tides :
Perfectly Imperfect
Rivers and Tides :
Perfectly Imperfect
Andy Goldsworthy's art is supposed to fall apart. He creates large-scale outdoor sculptures and artworks out of natural materials like mud, wood, ice and stone in an attempt to imbue the physical world with a spiritual, ephemeral element. Director Thomas Riedelsheimer follows Goldsworthy as he constructs his art everywhere from upstate New York to his home village in Scotland, and questions the solitary artist about his inspirations, frustrations and artistic goals. (www.imdb.com)
Defining Arts:
Defining Arts:
The video explores various definitions of art throughout history, emphasizing its open-ended, evolving nature as a means of communication, self-recognition, and a powerful, indispensable presence.
What is Art for?
What is Art for?
Philosopher Alain de Botton explains that art serves five key purposes: it's a source of hope, normalizes pain, rebalances our personalities, re-glamorizes overlooked aspects of life, and acts as propaganda for positive human values.
From the documentary: River and Tides
From the documentary: River and Tides
The Art of Ephemerality: Goldsworthy creates "temporary" art using only natural materials (ice, driftwood, leaves, stone, mud). He embraces the fact that his work will eventually be destroyed by the wind, the sun, or the tide.
Collaboration with Nature: Instead of imposing his will on the environment, he works with natural forces. He views the "destruction" of his work by a river or tide as the final stage of the creative process—a "completed pass" between him and the earth.
Intuitive Engineering: The film highlights the immense technical skill required to balance stones or weave branches. His work is a masterclass in structural integrity, gravity, and tension, often requiring him to understand the physical properties of materials (like how ice bonds at certain temperatures) to succeed.
Failure as a Teacher: A significant portion of the film shows his sculptures collapsing. For an educator/engineer, this is a vital lesson: he doesn't see collapse as a failure but as a way to "understand the stone better." He rebuilds with the knowledge gained from the previous collapse.
The Concept of "Flow": The title refers to the constant movement of time and energy. Goldsworthy’s work explores the "rivers" of energy that run through the landscape, showing that even seemingly "solid" things like rock are part of a larger, fluid history.
Sensory Connection: The documentary emphasizes the tactile nature of his work—the freezing cold of the water, the grit of the sand, and the "touch" required to find the balance point of a heavy rock.
From the Video: What is Art?
From the Video: What is Art?
Art as undefinable: "This word has no definition." - Ambrose Bierce.
Art as human creative skill: "The expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power." - Oxford Dictionary
Art revealing concealed questions: "The purpose of art is to lay bare the questions that have been concealed by the answers." - James Baldwin
Art as imitation of nature: "All art is but imitation of nature." - Seneca
Art completing nature's unfinished work: "Art completes what nature cannot bring to a finish. The artist gives us knowledge of nature's unrealized ends." - Aristotle
Art competing with nature's beauty: "Art is the unceasing effort to compete with the beauty of flowers and never succeeding." - Marc Chagall
Art making the visible: "Art does not reproduce the visible; rather, it makes visible." - Paul Klee
Art shaping reality: "Art is not a mirror held up to reality but a hammer with which to shape it." - Bertolt Brecht
Art creating a different order of reality: "Art as man's constant effort to create for himself a different order of reality from that which is given to him." - Chinua Achebe
Art as an escape without leaving home: "Art is the only way to run away without leaving home." - Twyla Tharp
Art as a momentary relaxation from self-confinement: "To be stolen away from ourselves by art is a momentary relaxation from that itching, a minute's profound and, as it were, secret enfranchisement." - John Galsworthy
Art as the most effective mode of communication: "Art [is] the most effective mode of communication that exists." - John Dewey
Art as a completed pass: "Art is a completed pass. You don't just throw it out into the world, someone has to catch it." - James Turrell
Art enabling self-discovery and self-loss: "Art enables us to find ourselves and lose ourselves at the same time." - Thomas Merton
Art as a way of recognizing oneself: "Art is a way of recognizing oneself, which is why it will always be modern." - Louise Bourgeois
Art as long-lasting (ars longa vita brevis): "Art is long, life is short."
Art as indispensable presence: "What you're trying to create is a certain kind of indispensable presence where your position in the narrative is not contingent on whether somebody likes you or somebody knows you or somebody's a friend or somebody's being generous to you." - Kerry James Marshall
Art as the highest form of hope: "Art as the highest form of hope." - Gerhart Richter
Art arresting motion and holding life fixed: "The aim of every artist is to arrest motion, which is life, by artificial means and hold it fixed so that a hundred years later when a stranger looks at it it moves again since it is life." - William Faulkner
Art as affirmation of existence: "Art is essentially the affirmation, the blessing, the deification of existence." - Nietzsche
Art as sustenance: "Art as sustenance." - Sara Sze
Art as a raft to save sanity: "Art has always been the raft onto which we climbed to save our sanity." - Dorothea Tanning
Art making you breathe with a different kind of happiness: "Art is something that makes you breathe with a different kind of happiness." - Anni Albers
Art as a form of catharsis: "Art as a form of catharsis or the releasing of emotions that yields some form of relief." - Dorothy Parker
Art as an artist painting their own nature: "Every artist dips his brush in his own soul and paints his own nature into his pictures." - Henry Ward Beecher
Art as visceral and vulgar, an eruption: "Art is visceral and vulgar; it's an eruption." - Georg Baselitz
Art growing out of grief and joy (mainly grief): "Art grows out of grief and joy, but mainly grief. It's born of people's lives." - Edvard Munch
Art as a screen of freedom: "The work of art is a screen of freedom." - Christo
Art as the conscious utterance of thought: "Art as the conscious utterance of thought by speech or action to any end." - Ralph Waldo Emerson
Art as an idea (not necessarily physical): "All ideas need not be made physical. A work of art may be understood as a conductor from the artist's mind to the viewer's." - Sol LeWitt
Art that makes you scratch your head: "Art has to be something that makes you scratch your head." - Ed Ruscha
Art is anything you can get away with: "Art is anything you can get away with." - Marshall McLuhan
Art involving risk: "An essential element of any art is risk. If you don't take a risk then how are you gonna make something really beautiful that hasn't been seen before?" - Francis Ford Coppola
Art as a lie that makes us realize truth: "Art is a lie that makes us realize truth." - Pablo Picasso
Art as magic delivered from the lie of being truth: "Art is magic delivered from the lie of being truth." - Theodor Adorno
Art imbuing truth with magic to infiltrate psyches: "Art allows you to imbue the truth with a sort of magic so it can infiltrate the psyches of more people, including those who don't believe the same things as you." - Ytasha Womack
Art as a way: "Art is not a thing, it is a way." - Elbert Hubbard
Art as the missing link/the gap: "What art is in reality is this missing link, not the links which exist. It's not what you see that is art. Art is the gap." - Marcel Duchamp
From the Video: What is Art for?
From the Video: What is Art for?
According to Alain de Botton, art serves several vital purposes for humanity:
Hope: Art provides an emblem of hope by depicting beautiful things like happy people, flowers, and blue skies. These images act as a reminder of hope, especially when people are weighed down by problems.
Normalizing Pain: Art helps to reassure us of the normality of pain and sadness. It allows us to express emotions that society often forces us to hide, reminding us that confusion, suffering, loneliness, and distress are part of the human condition.
Rebalancing and Completing Us: Art often compensates for what we lack in our lives, helping us to be more rounded, balanced, and sane. The art we love might contain qualities we need more of, like serenity, tenderness, or even the expression of stifled pain.
Re-glamorizing the Overlooked: Art challenges society's distorted sense of what matters by highlighting the glamour and importance of seemingly mundane things, like grass, skies, or oranges. It teases out neglected values and returns glamour to what is genuinely worth appreciating.
Propaganda for Good: Art can be seen as a form of propaganda for positive emotions and attitudes. It motivates and energizes us for causes like living a simple life, broadening horizons, or adopting a more playful approach to life, providing a platform and authority for the best sides of human nature.
Elements of Arts and Principles of Design
Elements of Arts and Principles of Design
Elements of Arts and Principles of Design
Elements of Arts and Principles of Design
Elements of Arts and Principle of Design
Elements of Arts and Principle of Design
Elements of Art
Elements of Art
These are the fundamental components or ingredients that artists use to create a work of art.
Line:
A one-dimensional element that can express emotion, create or define space.
Lines can create moods (e.g., bold zigzag for anger, soft wavy for serenity) and are used to form or define objects.
Its meaning varies across mediums; in painting and drawing, the quality of lines (e.g., curved, bold, thin, scratchy, smooth) is emphasized, while in photography, capturing existing lines (like leading lines) is important. Bold lines tend to feel closer, and thin lines feel further away.
Shape:
A two-dimensional, flat element having height and width.
Geometric shapes include squares, triangles, circles, and hexagons.
Free-form shapes are more natural, soft, and organic, such as animals or clouds .
Recognizing and finding shapes in nature or creating them is key for interesting compositions.
Form:
A three-dimensional shape that possesses height, width, and depth.
Forms create the illusion of space on a flat surface, and value is crucial for making forms look realistic and three-dimensional.
Color:
The use of hues, which can be defined by color schemes.
The placement of colors next to each other changes their context.
Color can be used to create emphasis.
Value:
The range of light to dark.
A full range from white to black is important for realistic and high-contrast drawings.
Colors also have value.
It creates form and makes objects look three-dimensional.
Texture:
The surface quality of an object, describing how something feels or looks like it feels.
Real texture is physically tangible.
Visual texture is drawn or painted to simulate feeling.
In painting, brush strokes contribute significantly to texture.
Principles of Design
Principles of Design
These are the rules or guidelines that artists use to arrange the Elements of Art in a work of art.
Balance:
The distribution of visual weight of objects, colors, textures, and space.
Symmetrical balance: Identical or visually equally weighted on both sides.
Asymmetrical balance: Different on both sides but still creates visual equilibrium.
Radial balance: Elements emanate from a central point.
Balance creates structure and strength.
Emphasis:
Creating a focal point to draw viewers in.
Strategies include using popping colors, radial balance, scale (making objects big), or drawing attention to specific details like an eye.
It brings calm to chaotic images.
Rhythm / Movement:
A visual pathway through a work of art, guiding the viewer's eye.
It involves repeating elements with a sense of movement or variation.
Often, movement is connected with rhythm.
The video suggests you can "hear" rhythm in an image, as it creates a sense of flow.
Pattern:
About exact repetition. If there's more variation, it becomes rhythm.
Pattern is intense, overwhelming to the eyes, and powerful in drawing attention.
Space / Proximity:
Refers to how elements are lined up and where they are placed within a composition.
It includes the use of negative (empty or white) space and positive space.
Also refers to the proximity or how close elements are together.
Proportion:
Speaks to the scale of objects and, more importantly, the relationship of scale of elements to each other.
It plays on our sense of reality and the relative sizes of things.
Unity / Harmony:
About things coming together to make one cohesive whole.
It can be expressed as harmony.
Different elements or separate pieces combine to form a single image or concept.
Bilateral Drawings and Tracing Emotions : Activity
Bilateral Drawings and Tracing Emotions : Activity
My Own Reflection
First I did bilateral drawing. During the activity of drawing, the mind was concentrated on the instruction. However, since the instruction was not exactly what to do, the mind required to process it that make it some pressure. At the same time, syncing both hands created additional pressure on the mind. However, as the activity continues, the perceived mental pressure gradually reduced. After the instruction of continuing the activity with eyes closed, again, the mental pressure increased, by the mind suddenly became aware of creativity, and the pressure was totally released. It felt like, it opened the another part of the mind for creativity, and reduced the pressure I often felt earlier while doing any arts. Even after the activity, this calmness of mind and relaxation, the feeling of openness to creative activity persisted.
Similarly, the second activity was tracing emotions in our body. This was a totally new activity that made me think for the first time, that my emotions are related to my body as well. After the activity, I wondered for much long that, does my emotions actually related to specific part of the body. It made me aware of my body, everytime I have any emotions after that. Although immediately after the activity, I have to remarkable feelings, but that knowledge and awareness have helped to understand my emotions. After any emotions, I now see what’s happening in my body, be aware, and proper management of emotions has been simpler.
My Duck
(Sketch practice)
Bilateral Drawing (My early practice)
My Trace of Emotions
Dead Poet's Society
Dead Poet's Society
1. “Dead Poets Society” (1989), directed by Peter Weir, looks into the dilemma of the power of the humanities winning over the academic tradition in the conservative environment of Welton Academy. The scene starts with the entrance of John Keating, an unorthodox teacher of English who not only promotes his students to "carpe diem" (meaning seize the day) but also to find their own identities through performing arts and painting. He tries to motivate his students to go beyond the narrow definitions to discover their true selves via poetry and acting. The film mostly features around a group of scholars who, through the belief of Keating that “theater and art are social necessities", tried to re-establish the secret society that bears the same name; however it soon takes a tragic twist as the "conspiracy" of the school’s strictness wanting each student to be a specialized "human force" for the upper-class professions is at odds with one student’s desire to be in the play. With a reveal of a poem, the headmaster, Mr. Nolan, uses intimidation and physical punishment to extract information. Richard Cameron, one of the members, eventually breaks under pressure and confesses everything, effectively betraying the group to save his own academic future.
3. This film reflects my professional development as an engineer who has historically considered education as if through a ‘rigidly the same’ prism, until I realized that the core purpose of education is to give perspective and meaning. Just as Keating stood on his desk to give his students a new, changed perspective, this film and STEAM education at KUSOED has given me a different perspective towards our education system.
2. After the discovery of the secret society, the school administration moves to protect its rigid "four pillars" by identifying a scapegoat to preserve its reputation. The investigation, fueled by intimidation and betrayal, results in the students being forced to sign a formal condemnation of Mr. Keating, branding his transformative pedagogy as the catalyst for Neil’s tragedy. This institutional crackdown represents a "conspiracy" to silence individual autonomy and empathy, ultimately expelling the "artist/educator" to restore a purely disciplinary and compliant curriculum.
B. ARTS AS AN INTEGRAL TO HUMAN CIVILIZATION
Overview of Module-B
Overview of Module-B
Lesson 1: Prehistory and the Rise of Civilizations
Lesson 2: Classical to the Age of Enlightenment
Lesson 3: Modernism and Contemporary
Lesson 4: Deciphering and Recontextualizing Images
Cave Art_Prehistory.pdf1. Pre-History Period and Cave Arts
1. Pre-History Period and Cave Arts
Prehistory encompasses the massive timeline before written records—roughly ending around 3,000 BCE—where the narrative of humanity is pieced together through archaeological evidence such as tools, dwellings, and monuments. A pivotal "blossoming" of human expression occurred during the Upper Paleolithic era through portable art, like the Venus of Willendorf, and stationary cave art found in deep chambers like those of Lascaux and Chauvet.
These works exemplify early "STEAM" integration: prehistoric artists acted as early chemical engineers, identifying minerals like ochre and hematite for pigments, utilizing animal fat as a binder for adhesion, and crafting stone mortars to grind their materials. Beyond aesthetics, these cave paintings served as vital tools for communication, ritual, and record-keeping, proving that the "Soul of STEAM"—the marriage of technical mastery and creative vision—has been the driving force of human innovation since our very beginnings.
Cave arts as a communication medium (Practice session mentored by Senior Artist and Educator Mr. Sujan Chitrakar (in figure) and Artist and Educator Ms. Kripa Tuladhar)
Can you see a storey from the series of four cave-arts above? [Read the full narration here]
Historical Arts and STEAM
Historical Arts and STEAM
Prehistoric humans were the first STEAM practitioners. They didn't just "paint"; they observed (Science), they engineered tools (Technology), they balanced structures (Engineering), and they expressed their existence (Arts)—all to solve the "Mathematics" of survival and community memory. Examples:
Pigment Sourcing (Geology): * Ochre: Used for reds, yellows, and browns.
Hematite: For deep reds.
Manganese: For deep blacks.
Kaolin: For white highlights.
The Mixing Process (Chemistry):
Binder: Artists used animal fat as a waterproof adhesive.
Consistency: Water and clay were added to make the pigment spreadable yet permanent.
Tools (Engineering):
Grinding: Stone mortars and pestles were engineered to refine minerals into fine powders.
Application: Use of charcoal for outlines and likely brushes made of animal hair or fingers for filling.
2. Classical Antiquity Period
2. Classical Antiquity Period
The Classical Antiquity period (roughly 8th century BCE to 5th century CE) is defined primarily by the arts and cultures of the Mediterranean world, specifically centered on Ancient Greece and Ancient Rome.
These two civilizations are often referred to collectively as Greco-Roman culture, and they form the "Classical" foundation of Western art.
Major civilization and arts from the Classical Antiquity Period
Major civilization and arts from the Classical Antiquity Period
1. Ancient Greece (c. 900 BCE – 30 BCE)
1. Ancient Greece (c. 900 BCE – 30 BCE)
Greece is the "Foundation of Western culture." Its art is divided into several phases:
Archaic Period: Known for stiff, formal statues (Kouros) influenced by Egypt.
Classical Period: The "Golden Age" where the focus shifted to Humanism, idealized proportions, and the "Golden Ratio." Key works include the sculptures of Phidias and the architecture of the Parthenon.
Hellenistic Period: Following Alexander the Great, art became more emotional, dramatic, and realistic (e.g., Laocoön and His Sons).
Arts Philosophy: Idealism & Harmony
STEAM: Mathematics: Geometry in architecture and the Golden Ratio.
2. Ancient Rome (c. 500 BCE – 476 CE)
2. Ancient Rome (c. 500 BCE – 476 CE)
Rome adopted and adapted Greek aesthetics but added its own unique engineering and utilitarian soul:
Architecture & Engineering: While Greeks focused on post-and-lintel (columns), Romans mastered the Arch, the Vault, and the Dome (e.g., the Pantheon and the Colosseum).
Realism in Sculpture: Unlike the idealized "perfect" humans of Greek sculpture, Roman portraiture (Busts) often embraced Verism—showing every wrinkle and imperfection to convey character and authority.
Civic Art: Rome used art for propaganda and public utility, creating massive aqueducts, triumphal arches, and commemorative columns (like Trajan’s Column).
Arts Philosophy: Realism & Power
STEAM: Material Science: The invention of durable concrete and hydraulic engineering.
3. Other Influential Civilizations
3. Other Influential Civilizations
While Greece and Rome are the "majors," other civilizations interacted with them and fall within this chronological bracket:
The Etruscans (Italy): Preceded and influenced the Romans, especially in temple design and funerary art (terracotta sarcophagi). Advancement in Metallurgy: Advanced bronze casting techniques.
The Persians (Achaemenid Empire): Known for the monumental palace at Persepolis, which blended styles from across their vast empire.
Gandhara Art (Indo-Greek): In Nepalese context, this is a vital connection. This was a "Classical" fusion where Greek artistic techniques (drapery and facial features) were applied to Buddhist subjects in the regions of modern-day Pakistan and Afghanistan, eventually influencing Himalayan art.
3. The medieval period
3. The medieval period
The Medieval period (c. 400–1400 CE), often described as the bridge between Classical Antiquity and the Renaissance, was an era where art served primarily as a visual language for the divine. Shifting away from the human-centric realism of the Greeks and Romans, Medieval artists embraced symbolism, stylized figures, and flat perspectives to prioritize spiritual meaning over physical accuracy.
From STEAM viewpoint, this period represents a significant leap in structural engineering; the transition from the heavy, solid walls of Romanesque architecture to the soaring, light-filled Gothic cathedrals was made possible by revolutionary innovations like the flying buttress, the pointed arch, and the ribbed vault. These technical advancements allowed architects to distribute weight more efficiently, enabling the installation of massive stained-glass windows that transformed light into a medium of art and theology.
In the Nepalese context, this era aligns with the flourishing of the Licchavi and early Malla periods, where the "Soul of STEAM" was expressed through the sophisticated metallurgy of lost-wax bronze casting and the intricate wood-joinery of pagoda temples, which provided both aesthetic beauty and seismic resilience.
The Medieval Period (approximately 5th to late 15th century) was characterized by the decline of Roman authority and the rise of a society dominated by Christianity and the Church.
Art characterists of the Medieval Period
Art characterists of the Medieval Period
Civilizations and Major Periods
Civilizations and Major Periods
The era is primarily categorized into four major artistic and cultural stages:
Early Christian Art (c. 300–500 CE): Developed as Christianity transitioned from a persecuted faith to a state-supported religion following the conversion of Emperor Constantine in 312 CE.
Byzantine Art (c. 500–1453 CE): Centered on the Eastern Roman Empire, famously represented by the Hagia Sophia (built 532–537 AD) under Emperor Justinian I.
Romanesque Art (c. 1000–1200 CE): A period reflecting the rise of feudalism and the construction of massive, solid-walled churches and castles.
Gothic Art (c. 12th–16th centuries): Known for soaring architectural heights and light, exemplified by the Cathedral of Notre Dame in Paris (built 1163–1345).
Key Arts and Themes
Key Arts and Themes
Architecture: The focus was on "Christian Architecture," including grand cathedrals, churches, and defensive castles.
Philosophical Focus: Unlike the human-centric Renaissance, the Medieval soul viewed life as a "vale of tears" with the primary purpose of preparing for the afterlife and salvation.
Scholasticism: Intellectual development involved blending theology with philosophy, lead by figures such as Thomas Aquinas.
Anonymity: Unlike later periods, artists during the Middle Ages were often humble and remained anonymous, as their work was dedicated to the glory of God rather than personal fame.
4. The Renaissance
4. The Renaissance
The Renaissance (c. 1400–1600 CE) was a transformative "rebirth" of classical Greek and Roman ideals, marking the transition from the spiritual focus of the Middle Ages to a modern, human-centric worldview. Centered on the philosophy of Humanism, it celebrated human potential, reason, and the empirical observation of nature. This period saw the "A" in STEAM become the primary vehicle for scientific discovery, as artists utilized anatomical dissections and mathematical principles to represent the world with unprecedented realism.
Arts in the Renaissance period
Arts in the Renaissance period
From STEAM perspective, the Renaissance is the ultimate example of interdisciplinary innovation. Key milestones included:
Linear Perspective: Pioneered by Filippo Brunelleschi, this was a mathematical system for creating the illusion of depth, essentially "mapping" three-dimensional space onto a two-dimensional surface.
Anatomical Accuracy: Artists like Leonardo da Vinci and scientists like Andreas Vesalius worked at the intersection of biology and art to accurately document the human body.
Structural Engineering: The era produced iconic feats of engineering, such as the massive self-supporting dome of the Florence Cathedral, which combined aesthetic beauty with advanced load-bearing mathematics.
The "Universal Man": The ideal of the "Renaissance Man"—embodied by Da Vinci—represented someone who mastered art, science, and engineering simultaneously, proving that these fields are most powerful when integrated.
In the Nepalese context, this era roughly aligns with the peak of the Malla Dynasty, where a "Himalayan Renaissance" was occurring. Just as Italy saw a return to classical forms, Nepal saw the perfection of the Newar architectural style, characterized by sophisticated wood-joinery and the complex metallurgy of lost-wax casting, which merged spiritual devotion with world-class engineering.
This virtual gallery trace the evolution of Western art by featuring artworks, selected from the Greek period through the Renaissance.
The curatorial theme for this virtual exhibition is Human in Arts. This theme connects all the chosen artworks, along with a narrative thread for the viewer.
[Click here to open the virtual gallery curated by our team]
5. The Enlightenment & Neoclassical Period
5. The Enlightenment & Neoclassical Period
The Enlightenment (c. 1650–1800) was a profound intellectual movement known as the "Age of Reason," where logic, science, and individual rights began to replace traditional religious and monarchical authority. This philosophical shift birthed Neoclassicism in the arts (c. 1750–1850), which rejected the ornate excesses of the earlier Baroque style in favor of the "noble simplicity," symmetry, and restraint of Ancient Greece and Rome.
Arts in the Enlightenment & Neoclassical period
Arts in the Enlightenment & Neoclassical period
From a STEAM perspective, this period represents the formalization of the Scientific Method and the birth of modern Civil Engineering and Urban Planning. Architecture during this time was treated as a rigorous mathematical exercise; every pediment and column was placed according to precise geometric ratios to reflect the "rational order" of the natural world.
In the Nepalese context, this influence is most visible in the Rana-era architecture of the late 19th and early 20th centuries. Iconic structures like Singha Durbar or the Kaiser Mahal adopted Neoclassical aesthetics—such as white-plastered pillars and symmetrical wings—marrying European "rational" design with local craftsmanship to create a unique architectural "Soul" for the Kathmandu Valley.
The Enlightenment and Neoclassical period (c. 1650–1850) represents a pivot toward reason and logic. From STEAM dimension, followings are the essential features:
Logic and Rationalism: Art moved away from the chaotic and emotional "Baroque" style. It embraced symmetry, balance, and order, reflecting the belief that the universe could be understood through science and mathematics.
The "Rule" of Geometry: Architecture and art followed strict mathematical proportions. In architecture, this meant a return to the three Greek orders (Doric, Ionic, and Corinthian) and the use of precise geometric ratios to create "perfect" structures.
Scientific Subject Matter: Art began to document the world objectively. Paintings often featured scientific experiments, anatomy, and historical events, serving as educational tools rather than just religious or decorative items.
Noble Simplicity: The aesthetic was defined by "clean" lines, smooth surfaces (hiding brushstrokes), and clear forms. This minimalist approach was intended to reflect the "clarity of thought" promoted by Enlightenment philosophers.
Civic Virtue: Art had a moral purpose. It often depicted stories of heroism and self-sacrifice from Ancient Greece and Rome to inspire modern citizens to value reason and duty over personal emotion.
Nepalese Adaptation (Rana Style): In Nepal, these features were adopted in Rana palaces (like Singha Durbar), where white-plastered Neoclassical columns and symmetrical layouts were used to symbolize a shift toward global "modernity" and organized governance.
6. The Modern and Digital Age
6. The Modern and Digital Age
The Modern and Digital Age (c. 1850 – Present) represents the most rapid period of transformation in human history, characterized by a shift from capturing "objective reality" to exploring "subjective experience" and technological integration. This era is defined by the Industrial Revolution, the rise of mass media, and eventually, the birth of the internet.
Arts in The Modern and Digital Age
Arts in The Modern and Digital Age
1. The Modern Age (c. 1850 – 1960s)
1. The Modern Age (c. 1850 – 1960s)
Modernism was a reaction against the rigid "rationality" of Neoclassicism. As cameras began to capture realistic images, artists felt free to experiment with how we feel about the world rather than just how it looks.
Impressionism: Focused on the science of light and optical perception.
Cubism & Abstraction: Led by artists like Picasso, this movement broke reality into geometric fragments, mirroring the fragmented, fast-paced nature of modern life.
The "T" and "E" in STEAM: The invention of Steel-frame construction and the Elevator allowed architects to move from horizontal "Classical" buildings to the Skyscraper, redefining urban engineering.
2. The Digital Age (c. 1960s – Present)
2. The Digital Age (c. 1960s – Present)
The "Digital Turn" replaced physical pigments with pixels and code. Art and Engineering are now more inseparable than ever before.
Computer-Aided Design (CAD): Architects and engineers now use complex algorithms to design buildings that would have been mathematically impossible to calculate by hand.
New Media & AI Art: Art is no longer static; it is interactive, generative, and often exists only in virtual spaces.
The "Soul" of STEAM: In the digital age, the "Soul" is found in User Experience (UX) Design, where the psychology of art (how humans interact with beauty) meets the engineering of software.
In the Modern and Digital age in Nepal shows a fascinating "leapfrog" effect:
Modernity: After 1951, Nepal opened to the world, leading to a mix of traditional Newar styles with modern materials like Reinforced Cement Concrete (RCC).
Digital Integration: Today, young Nepalese creators are using Digital Painting and 3D Modeling to preserve and reconstruct lost heritage sites (like those destroyed in the 2015 earthquake). This is a perfect example of "Art as a tool for Engineering Preservation."
Major Features:
Materials: Transition from stone/oil-paint to steel, glass, and digital pixels.
Perspective: A move from a single "vanishing point" (Renaissance) to multiple, fragmented perspectives (Modernism) and virtual 360-degree environments (Digital).
Purpose: Art became a form of social critique, personal expression, and now, a functional part of the "Information Technology" ecosystem.
Sustainability: Current trends focus on "Green Engineering," using creative arts to solve the scientific problem of climate change.
Mapping the World Art History
Mapping the World Art History
Mapping the World Art History (1400 CE - 1900 CE)
PhotoKTM Exhibition (6th)
Being organized by our mentors Mr. Sujan Chitrakar and Ms. Kripa Tuladhar, this visit to the Nepal Art Council opened a "broad dimension" of art that I hadn't previously imagined. The exhibition functioned as a multimedia theatre, moving beyond static images to include dark-room projections and deep-dive storyboards. It emphasized that photography is not just a "snapshot" but a layered practice of restating intervention and storytelling. [readmore at photoktm website]
C. Uleashing Our Confined Creativity
C. Uleashing Our Confined Creativity
The pedagogical framework of STEAM education needs to be enriched by integrating perspectives from a spectrum of creative arts beyond the visual. their The professional expertise and insights from distinguished practitioners from theatre, music, and the performing arts is presented here that illuminate the fundamental principles and diverse applications of each discipline. It will help practiceners like us to acquaint with the core methodologies of these artistic fields; and also to explore our potential for meaningful integration into cross-disciplinary STEAM curricula. Hence it provides a foundational understanding of how these arts can be systematically incorporated to enhance holistic educational approaches.
Further, my own experience any my very-first creations, a journal, a Mithila art, and a Dada poem, are also included here.
My Journal
My first Mithila Art
My Dada art (poem)
Theatre as an Art
Theatre as an Art
1. Evolutionary Origins: Ritual to Art
1. Evolutionary Origins: Ritual to Art
Theatre was not originally conceived as "entertainment." It was born from ritual, religion, and communal festivals. It began as a social necessity used for storytelling through song, dance, masks, and rhythm.
2. The Greek Foundation (Tragedy and Comedy)
2. The Greek Foundation (Tragedy and Comedy)
The Greeks formalized theatre into a discipline during the Festivals of Dionysus. It focused on deep philosophical themes such as fate, morality, and human suffering.
Key Figures: Aeschylus (Father of Tragedy), Sophocles (introduced character psychology), and Euripides (focused on realism).
Comedy: Aristophanes used theatre as a tool for political satire and social commentary.
3. Theatre as a Tool of Governance and Faith
3. Theatre as a Tool of Governance and Faith
The document tracks how the "purpose" of the art shifted with the civilization:
Roman Theatre: Shifted away from Greek philosophy toward spectacle and entertainment, often used as a tool for political propaganda.
Medieval Theatre: Became strictly controlled by the Church. It was used for religious education through Mystery, Miracle, and Morality plays.
4. Renaissance and Beyond (Individualism to Modernity)
4. Renaissance and Beyond (Individualism to Modernity)
The Renaissance: Theatre became more secular and professional, with a focus on individual expression and complex human emotion.
Modern Theatre: Saw the rise of movements like Realism (focusing on everyday life) and the Avant-garde (challenging traditional forms).
5. Theatre as a STEAM Educational Tool (Children’s Theatre)
5. Theatre as a STEAM Educational Tool (Children’s Theatre)
A significant portion of the document highlights the educational power of theatre. It is described as a "dual-purpose" medium for entertainment and learning:
Cognitive Development: Stimulates imagination, problem-solving, and critical thinking.
Social-Emotional Learning: Builds empathy, cooperation, and self-confidence through role-play.
Cultural Transmission: Acts as a vessel to preserve folk traditions, local stories, and language.
Theatre in the Nepali Context
Theatre in the Nepali Context
According to artist Kedar Shrestha, our guest speaker, while traditional theatre in Nepal is rooted in deep cultural history, modern theatre faces challenges such as very limited infrastructure and a reliance on individual or private initiatives. However, it remains a vital "artistic medium" for addressing social issues like gender equality and community responsibility.
Read a full details of his lecture [here].
Find him in [Facebook]
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