I+Dig,+I+look+Down--Mithu+Sen

//**I Dig, I Look Down**////**,**// **by Mithu Sen** = =

//I Dig, I Look Down//, Mithu Sen, 2008, West Bengal, India, Paint on hand-made paper, Albion Museum, London.
 * Identification**

Mithu Sen was born in Burdwan, West Bengal in 1971. Sen currently lives in New Delhi and works in a variety of media including paint, video, installations and collage photographs. //I Dig, I Look Down//, by Mithu Sen is reminiscent of scientific illustrations in its anatomical detail. This image reflects a deep exploration of self, society, and the duality of Sen's biological and social self. //I Dig, I Look Down// was created in 2008 and is currently being shown at London’s Albion Gallery.
 * [[image:MS.jpg width="111" height="124" align="left"]]Introduction**

Sen's //I Dig, I Look Down// is dominated by a skeletal figure in the center of the piece. It is on all fives; four of which are human limbs and the fifth is a hoofed limb. The creature is draped with what could be muscle or cloth. It has a few suggested veins, one of which trails out its back side, and is attached to what looks like bananas. It balances three potted plants; one on its head, and two down its spine. There are various other figures scattered about the composition. These include a sketch of a bird's head, an orchid, and several other winged and figural items. Sen’s work employs excellent craftsmanship and skill to portray purposefully messy, frequently bloody subjects. The figures in I Dig, I Look Down are placed seemingly haphazardly across the paper separated by expanses of space, leaving the handmade paper exposed below. The piece is divided in half and bound as if in an ancient book. The images are made particularly delicate by flowing, calligraphic lines that seem almost organic themselves. Sen uses paint sometimes thickly and sometimes as a wash to create a layered effect. Like many of her paintings, //I Dig, I Look Down// sticks to a limited, warm palette including mostly flesh tones. Also, she creates no sense of space. Perspective varies from figure to figure, and there is no setting other than the paper itself. Her images float on the paper in a way reminiscent of scientific illustrations, supported by her careful, convincing depictions of imagined and realistic anatomy.
 * Descriptive Analysis**

Sen’s forms convey a sense of beauty in their organic nature, but are simultaneously repulsive. The book format alludes to a distortion or complication of perceived reality that can only be achieved by humans. Her images reflect a deep exploration of herself, society, and the duality of her biological and social self. She seems to express a disconnect or stress between these different aspects of reality. //In I Dig, I Look Down// her nightmarish perversion of the human figure leans forward into an either introspective or shameful posture. The addition of a hoofed leg ties the human form, on all fours, to that of other animals, in either a position of submission or proud reflection upon its inward, biological state. It is only repulsive and uncomfortable to look at when considered from a social perspective. When the viewer imagines the motivations of the creature it is the opposite, it takes on a noble, selfless quality. It is an embarrassingly honest critique of “self." Sen said about the work, “//I Dig, I Look Down// invokes the individual need to divulge deep rooted emotions, thoughts and ideas that fail to surface until aroused. In this work, the dissection of the individual, (represented metaphorically) questions our approaching extinction. The work cries out for the preservation of the individual in an attempt to forestall our extinction and a time when one would have to dig and look down in order to find oneself.”
 * Formal and Contextual Analysis**

Although frequently autobiographical, Mithu Sen’s work deals with femininity, societal roles, and the effects of feminism, especially within Indian society. She evokes strong emotions in her viewers to engage them. She invites viewers to be a part of very personal reflections. In another work, //It’s Good to Be Queen//, she allowed viewers to enter her home and touch pieces and household items serving as readymades. Sen’s work is strongly influenced by where it was created and is often site-specific.

Ananth, Deepak. “Indian Bazaar- Notes on six contemporary Indian artists,” [|FlashArt Magazine] Indian Bazaar provides a brief summary of the artistic style and context of the works of Mithu Sen.
 * Bibliography**

Citron, Beth. “Mithu Sen,” [|Gallery Chemould] Beth Citron focuses on the style and themes of Mithu Sen, including an analysis of past exhibitions.

[|Bose Pacia.], Mithu Sen, Half Full Part I Press Release, Sept. 2007, New York Bose Pacia is the artists’ webpage with images of her works, past exhibitions, and information.

[|Eastern Art Report Online], //I Dig, I Look Down//, Mithu Sen at Albion London The Eastern Art Report details Mithu Sen’s //I Dig, I Look Down// exhibit.


 * Art Lesson 1**
 * Title:** Gender Roles and Stereotypes: What defines us?
 * Level and Grades:** High School, 11th - 12th grade
 * Time:** 2 1/2 Weeks

This lesson meets the following [|National Standards for Arts Education]: VA 9-12.1 Understanding and applying media, techniques, and processes (Proficient 2) VA 9-12.2 Using knowledge of structures and functions (Proficient 1 & 2) VA 9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas (Proficient 1 & 2) VA 9-12.4 Using understanding the visual arts in relation to history and cultures (Proficient 3) VA 9-12.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (Proficient 3)
 * Standards:**

This lesson meets the following National Educational Technology Standards for Students: 1. Creativity and Innovation (a & b) 2. Communication and Collaboration (a) 3. Research and Information Fluency (b) 5. Digital Citizenship (a & b) 6. Technology Operations and Concepts (a & b)

Gender Roles and Identity: In Mithu Sen's //I Dig, I Look Down// the artist created an anatomical representation of herself through the lens of Indian culture gender roles. These roles, however, are not only found in India, but are also found all over the world. In many ways, how you act, dress, and interact with those around you have been shaped throughout your lives by your societal gender roles and expectations.
 * Significant Key Concepts:**

//Activity 1: Reflective Journal,// 1 Class Period Have your students look at Mithu Sen's //I Dig, I Look Down// work. Students will write a reflective journal on what they believe to be the meaning of the piece (i.e., What is this about? Support your answer with what you see in the work and your personal knowledge/experience). When finished writing, have student volunteers read their responses and have a class discussion from this.
 * Teaching and Learning Activities:**

//Activity 2: Gender Role Research//, 1 Class Period After reading Susan D. Witt's article, "Parental Influence on Children's Socialization to Gender Roles," students should answer the following questions" http://gozips.uakron.edu/~susan8/parinf.htm 1. What are the sources of our ideas on what is and is not gender appropriate? 2. How are boys and girls toys different from one another? 3. How do chores and activities reinforce our ideas on what boys and girls do? 4. What is your personal understanding of your gender's roles? 5. What is your society's expectation of your gender's roles? 6. Are there any conflicts between your understanding and your society's expectation of your gender's role?

//Activity 3: Anatomical Self-Portrait,// 6 Class Periods Students will create an anatomical self-portrait that highlights and reflects on gender roles and stereotypes for their respective gender. Students should think about what pose, angle, male and female body parts, and common symbols that they would use to express the roles of men and women in American society and if their personal understanding of gender roles conflicts with the societal expectation. For anatomical reference, students can use this resource to find detailed 3D images of both male and female forms. Students should begin with a pencil sketch of their idea and after completing their sketch, students will create their piece using any appropriate 3D medium. http://www.turbosquid.com/3d-models/3d-body-model/178630

//Activity 4: Artist Statement and Critique//, 2 Class Periods The final activity of this project is that students will upload a photograph of their work to the class blog, along with a one paragraph artist's statement explaining the symbolism and design choices that they have made. Following this, students will critique the work of three other students in the class with one paragraph comment.


 * Assessment:**
 * Criteria ||= Points Earned ||= Points Possible ||
 * Reflective Journal: Answer is supported by what you see in the work and personal knowledge/experience. ||=  ||= 15 ||
 * Gender Role Research: Appropriate response to the six questions supported by data from the reading and personal knowledge/experience. ||=  ||= 15 ||
 * Anatomical Self-Portrait: Pencil sketch as well as a self-portrait reflecting gender roles and stereotypes for their respective gender. ||=  ||= 50 ||
 * Artist Statement: A one paragraph statement explaining symbolism and design choices for their self-portrait. ||=  ||= 25 ||
 * 3 Student Critiques: Three, one paragraph constructive critiques of the uploaded self-portraits of three fellow students. ||=  ||= 25 ||
 * Total ||=  ||= 130 ||