Art in colonial India saw new styles, schools and techniques. Match the art styles, schools and techniques in List-I with their descriptions in List-II.
| List-I (Style / school / technique) | List-II (Description) |
|---|---|
| A. Company School of Painting | I. Taught by two Japanese artists |
| B. Academic style of oil painting | II. Traditional and European mixture |
| C. Bauhaus School | III. European medium, Indian subjects |
| D. Wash technique | IV. Rejected academic realism |
Choose the correct answer from the options given below:
Answer & explanation
Correct answer: option 3
The correct answer is Option (3) → A-II, B-III, C-IV, D-I
| List-I | List-II | Reason |
|---|---|---|
| (A) Company School of Painting | (II) Local artists mixed their traditional way of painting with the close observation of European art | English officers had local artists paint the scenes around them. The artists mixed their traditional way with the close observation of European art. |
| (B) Academic style of oil painting | (III) Used a European medium to depict Indian subject matter | This style flourished in the art schools set up by the British. It used oil, a European medium, for Indian subjects. |
| (C) Bauhaus School | (IV) Its artists, like Paul Klee and Kandinsky, rejected academic realism | Paul Klee and Kandinsky were part of the Bauhaus School in Germany. Their works came to Calcutta in 1922, and they had rejected academic realism. |
| (D) Wash technique | (I) Brought to Shantiniketan by two Japanese artists as an alternative to western oil painting | Two Japanese artists came to Calcutta with Okakura and went to Shantiniketan. They taught the wash technique in place of western oil painting. |
Note: This topic was not named in the CUET 2026 syllabus, but it was part of the NCERT chapter. In 2025 and 2026, NTA also asked questions on topics in NCERT that the CUET syllabus did not name. So our mocks have questions from every part of the NCERT chapter, to give you enough practice. Read the whole chapter, not only the sub-topics named in the syllabus.
NCERT (2026-27): “Company Painting …Partly for documentation and partly for artistic reasons, many English officers commissioned local artists to paint scenes around them to get a better idea of the natives. … To please their new patrons, they had to adapt their traditional way of painting to document the world around them. This meant that they had to rely more on close observation, a striking feature of the European art, rather than memory and rule books, as seen in traditional art. It is this mixture of traditional and European style of painting that came to be known as the Company School of Painting. … What, However, flourished in the art schools set up by the British was the academic style of oil painting that used a European medium to depict Indian subject matter.…” “Pan-Asianism and Modernism …Ananda Coomaraswamy, an important art historian, wrote about Swadeshi in art and joined hands with a Japanese nationalist, Kakuzo Okakura, who was visiting Rabindranath Tagore in Calcutta. … Two Japanese artists accompanied him to Calcutta, who went to Shantiniketan to teach wash technique of painting to Indian students as an alternative to western oil painting. … Hence, the year 1922 may be regarded as a remarkable one, when an important exhibition of works by Paul Klee, Kandinsky and other artists, who were part of the Bauhaus School in Germany, travelled to Calcutta. These European artists had rejected academic realism, which appealed to the Swadeshi artists.…” |