Workshops/Talks on Development Issues
for schools, colleges, community forums, social activists
the workshop/talk
The talks are designed as an interactive session. Going by the experience so far, visual stimulant of an original painting facilitates a lively participation by viewers as young as 6 years old.
Hunger, poverty, water shortage, child labour in the Third World and racism, environment, fair trade are some of the issues tackled.
how it proceeds
Typically upto 10 paintings are displayed in the background. Only such paintings which are appropriate for viewing by the particular age-group are selected. For schools, titles of paintings are not told to the pupils to start with. Instead they are asked ‘what they see in a painting’ and discussions follow on the issues raised in the paintings. Some basic statistical data like population, number of absolute poor in the world, urban growth in the Third World, etc. are incorporated in the talk. [For example, the population of Mumbai is more than three times that of entire Scotland on a fraction of land-area.]
Contribution to the discussion is positively encouraged from teachers and pupils. This has been found to be quite substantial in the talks held so far.

Talks can be modified depending upon the average age of the target audience. A particular theme like festivals of India, can be the focus of the talk if the institution desires so, say, to coincide with an event planned by the school.
There is a considerable flexibility in the way of presentation , as also selection of topics. The content of a specific workshop can be discussed in advance.
Select your package
The following packages are on offer but they can be tailor-made to suit your requirement.

A single session – This is for a minimum of one hour with no break

An ideal session to give a general idea about the Third World for Primary 2 to 5
discuss one or two issues only for Primary 6 or 7

Two sessions – One hour each with a break of 10 minutes

This would cover a number of issues in depth. If the group is young [Primary 3-5], a live demonstration on how to paint can also be included to keep children engaged. Children are also welcome in this session to draw. They enjoy it.

Three sessions – One hour each with 2 breaks of 10 minutes

This would include discussions on original paintings as well as a partial demonstration of a CD-ROM. The CD-ROM contains 45 paintings on social issues with artist’s audio commentary on each painting. It runs for 45 minutes. It can be viewed on a computer and a projector with the help of speakers so that larger images can be seen on a screen or a wall. Only such images suitable for viewing for the target age-group are shown selectively. [Equipment to be supplied by the institute]

Such workshops have been conducted for schools, colleges, university students, social activists, parallel theatre enthusiasts, etc both in Scotland and in India.

A questionnaire is circulated mid-way in a session to facilitate participation. The answers are discussed in the session [for package 2 and 3].
Another questionnaire at the end of the programme is to be filled up by the participants by way of feed-back on the programme.

CD-ROM – A sample demonstration of the CD-ROM mentioned above can be seen by clicking the button below [or on any page on this site]

A sample of the paintings that can be shown in a school and accompanying talk is given below. Click on the thumbnail to see a larger version of the painting.
different worlds
different worlds

What do you see in the painting?
a woman cooking.
What could be the fuel?..
Firewood is the fuel. She has to walk miles every day to get the firewood. Trees are cut to get it. This is bad for the environment. But she has no gas or electricity supply in the house. So she has to depend on firewood for daily cooking. This type of cooking is slow. It takes hours. It is also not good for her health. This way of cooking is common in the Third world esp in rural areas.
So, in the third world, poverty degrades the environment. Just as wealth damages environment here.

What all do you see in the painting?
Who do you identify with?
Girl blowing bubbles/girl on the computer…
What do you think the boy at the top left is doing?
Do you think he goes to school?
Do you know anyone who does not go to school?
Then the issue of child-labour is discussed backed up by statistics, how children from poor families can not attend school as they got to work, etc.
descent of man
No, my son, we do not belong
descent of man
No, my son, we do not belong

what all do you see here?
What do you think the women at the top right corner are doing?
Do you know what Dior is?
Do you think man has evolved from ape or has come down?
Why do you think Charles Darwin named his work not as Evolution of Man but as
Descent of Man??

What do you see in the painting?
A father and a son watching a game of cricket
Do you think they are from this country?
Why do you think so?
Do you think the boy would like to play?
Would he be welcome to join?

Do you have such children in your neighbourhood?...
These are migrants to this country. They look different, they talk a different lanuage, they follow a different religion.But they work here. They contribute to this society....

The second exodus
What do you see in the picture?
Do you know that Moses led an exodus of his people?
This is the second exodus to the cities.
The blue bubble shows dreams of rural people, to go to city and make a fortune…there are sky-scrapers...but there are also people sleeping on the pavements…

Very soon, for the first time in human history, the majority of the world’s population will live in cities. Millions now cram into slums and shanty towns often in desperate conditions. In Nairobi’s slums, on average, 500 inhabitants struggle to share one toilet...
What does this mean? How will the amenity-supply be affected?

off to work
needs, not wants
off to work
needs, not wants

We see a woman here, walking in hot sun, barefooted, with a child. She seems to be in a hurry.
She is off to work.
Do you think she is going to keep her baby in a nursery or at a child-minder’s place?
The door behind her is shut. It is a large wooden door.
May be it is the door of a house of somebody rich. They are keeping the heat out and they are also keeping the poor out….

We see a woman here, may be in a desert, may be by the side of a road cooking. Does she have a permanent house like we have? Is there a TV, a washing machine, a dish-washer, a fridge, a cooker? No.
These are our wants, they are not our needs….
She seems to have enough clothing, a shelter and some food to eat. They are needs….
What do you see at the top right corner? It is an oil-rig….wealth…wants…

How others find it

Mr Purandare came to our Primary School to talk to a group of children
(P4-7) about citizenship, using his art work as a focus for the talk.
Issues of poverty in developing countries, rights and responsibilities and conservation were covered by Mr Purandare. He was able to convey the ideas well and pitched the delivery in a sensitive, responsible manner.

Because he had used a selection of his personal paintings to highlight the above issues he was asked to give a painting lesson. He demonstrated to the pupils the idea ‘a picture paints a thousand words’ and is a powerful and valuable way to convey important messages.
This was well received by the pupils who enjoyed listening to and watching him.
Mr Purandare is sensitive to the needs of helping children understand the developmental issues of others less fortunate than themselves.
- Head-teacher, Primary School

I would like to recommend Mr Purandare’s talks on developmental issues. He has given several talks on life in India to my P2 classes but his materials and presentation would be suitable for all ages, including adult.
We found the sessions very thought provoking and he was able to give the children some real insight into the problems facing so many.
- P2 Class Teacher

… the children… [and] I too learned a lot from your talk. I wish you had a book of your paintings for us to use as an educational tool…
- P7 Class Teacher

Some children are lucky and have money and some are poor and don’t have money. If they go to school they have do it at night and it is really really really hard work…
- P2 pupil

Some children in India don’t have many toys… In India they eat vegetables , rice, chicken and fish...lots of children have to work on farms and carry bricks…He shoulded us some paintings…He painted them hiself…
- P3 pupil
Students and Community Workers

I think the way the theme and the topic are chosen by the artist to increase awareness of the social issues is very appealing to me.
- College Student, Liberal Arts

Great! Every picture is more effective than a 10 minute documentary. Colours, balance of pictures and meaning behind every picture are wonderful.
- University Student - Media Studies

Visual story-telling and cultural narrative in your work are fascinating. Your presentation is utilitarian, there is no ambiguity and the issues you tackle make uncomfortable viewing.
- Social Worker, Glasgow

As a people who rely on success stories to continue being motivated to work for the change we want to see in the world, it is important to keep in mind the challenges and failures of our work.
Northern NGO worker, Edinburgh
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