In October 2011, I walked through the glass
doors of the newly furbished gallery at Lalit Kala Academy in New Delhi, into
another experience with the Kaavad. This time it referred to a portable shrine,
containing painted narratives which travelling performers, like the Kaavadiya
Bhats of Rajasthan used as a prop for their storytelling, where the narrator
would open each door of the Kaavad to reveal a new layer,
building anticipation with each new painted one to finally enter the inner core. Using this concept, artist Gulammohammed
Sheikh[iii]
created a monument called ‘Home’. This life-sized, box-like structure with
panelled doors opened out to enable one delve deeper into the central core of
the shrine, ponder on various images on the way, as each panel or door was
opened. It was constructed in part by paintings with acrylic and melamine on
wood, and a digital and electrically lit roof of the central hall, depicting
the Baroda sky-line with various buildings that crowd the city, inhabited and
abandoned, surrounding the sky like a constructed wall. Floating in the middle
of this pale greyish-blue expanse, were all manner of mythical characters drawn
from various texts and traditions, across the globe.
Viewing this exhibition of works by artist Gulammohammed
Sheikh was akin to a pilgrimage; necessitating humility, reverence and silence
to view, question, listen and understand. I was humbled by my ignorance of
myths, lore, history and even some contemporary events, which Sheikh presented
that I felt I should have been able to recall, but could not. I read Kavita
Singh’s simple yet elegant essay, watched the videos of work-in-progress and
sat through the three-channel video, alone. Watching clouds and Sheikh’s
version of ‘Mappae mundi[iv]
merge, as people from the past converged with the present, I saw through aerial
maps from Google, what this, our corner of the earth looked like from the sky;
where perhaps some unseen eye of God observed and judged, and then maybe not.
Sheikh explored notions of a world gone by
through figures of the past. He also called into question, by juxtaposing them
with the contemporary world, the way we live today. He brought into play the
demolition of Babri Masjid, Godhra riots and the issue of ‘whose Kashmir’: to
whom does this coveted land belong? Were the sweepers of Baroda, who sweep away
the city’s dirt, also the very people instrumental in creating the violence that
Gujarat has seen? All this and more was referenced
in a quest to find meaning or solace or some perspective. Searching for clarity,
Sheikh sieved through years of human history, asking us to question the premise
of our existence today and where we draw our ideas from.
He questioned not just parameters of
contemporary life and historical ways of living, such as a possible parallel,
in the traditional churning of the seas or samundra manthan and the bombing of
Hiroshima; Sheikh also enquired into the all-encompassing notion of life
itself. Is there a right way or a wrong way to live? Was Ravana’s deception,
his disguise as the deer Maricha legitimate? Sheikh drew me into an internal
dialogue with myself, compelling me to question my own exploration of these
ideas, making me aware of deeper reaches of my cultural and philosophical past.
Like the Kanvarias I had observed on NH8, I too did not put the quest to rest,
but kept up this solitary conversation with the artworks, even after I had left
the gallery space. And when I returned home, late in the evening, I went
through my library of books, looking up all those characters and notions I
lacked in knowing.
In this vast, exhaustive and intellectually
rich presentation, I felt over-awed by the legendary characters and events which
Sheikh had chosen to speak through, but where the self-effacing artist had
seemingly retreated into the background, leaving me to decide for myself. I cannot claim mastery over this vast repertoire
of intellectual icons. I have not really explored these specific facets of
life, or read the books he has, nor pondered the profundity of these words. When
humbled by my inept and limited knowing, how could I possibly decide what the
truth was, what was right or wrong, if at all? But Sheikh did not tell us. He
presented a gamut of ideas, lending direction, but implying that each one had
to decipher the truth for themselves.
This pilgrimage, my very own experience as
a novice Kanvaria, of carrying the burden of my ignorance through Sheikh’s universe,
reminded me with each step, of all the world’s literature, myths and lore I had
yet to explore; of countless intellectual journeys I had yet to take, or as Bhupinder
had told me that a Kanvaria must do, at least twice in my life-time. As I
sipped a cup of tea the next morning, I wondered: if and when I have performed
this gargantuan intellectual exercise, will I find some answers to the
all-encompassing, paradoxical nature of life? Does anyone?
[i] The Kānvar Yatrā or Kavad Yatra is the annual pilgrimage of devotees of Shiva,
known as Kānvarias, to Hindu pilgrimage places of Haridwar, Gaumukh and Gangotri in Uttarakhand to fetch holy waters of Ganges River, Ganga jal, which is
later offered at their local Shiva temples. It is named after the kānvar
(काँवर), a single pole (usually made of bamboo) with two
roughly equal loads fastened or dangling from opposite ends. The kānvar
is carried by balancing the middle of the pole on one or both shoulders. This
practice of carrying Kavad as a part of religious pilgrimage, especially
by devotees of Lord Shiva, is widely followed throughout India
[ii] Pilgrimage to holy places such as confluences
of sacred rivers and/or places associated with Hindu epics such as the Mahabharata
and Ramayana,
and other sacred pilgrimage sites
[iii] (b. 1937) is an artist,
educationist and writer whose work has spanned more than five decades. He is a
founder-member of Group 1890, which was founded in 1963 by a group of artists.
[iv] Mappae mundi were schematic and meant to illustrate different principles
These diagrams were primarily meant to preserve and illustrate classical
learning. The zonal maps were a kind of teaching aid—easily reproduced and
designed to reinforce the idea of the Earth's sphericity and climate zones.