ELP PROJECT

chikankari: threads of tradition

BY- VIDUSHI SRIVASTAVA

Experiential Learning Project
Experiential learning is considered to be a progressive method of instruction that
affords students an opportunity to generate a deeper understanding of lecture
topics by working on course-related issues that, when resolved, benefit their local
communities.Students often want to know how to apply theories and lessons
from their courses to 'the real world.' Experiential assignments give students a
chance to learn-by-doing, through recognizing strengths, learning from mistakes,
and how to become more skillful learners.

METHODS:
 Small group projects/assignments
 Practicum/field placements
 Service-Learning
 Student teaching
 Study abroad
 Volunteer experiences
 Apprenticeships
 Cooperative education experiences
 Fellowships

THREE OVERARCHING PRINCIPLES

A key component and possible outcome of experiential teaching is the
transformative learning experience that occurs with a meaningful and well
planned lesson. The three overarching principles of transformational teaching
are:

1. Facilitate students' acquisition and mastery of key course concepts;

2. Enhance students' strategies and skills for learning and discovery;
3. Promote positive learning-related attitudes, values, and beliefs in
students"

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THE EXPERIENTIAL LEARNING PROCESS
Experiential learning includes several steps as a process of transformational
learning. This ensures the students integrate the content as well as their own
experiences and growth into the learning.

1. Experiencing, Exploring and Doing: Students will actively engage in a

learning activity with the instructor serving as a mentor in the process.
2. Sharing and Reflecting: This step is revisited throughout the process to
encourage students to observe and reflect on their experiences and their
reactions to the experience with others in the class or group.
3. Processing and Analyzing: Students are allotted time in the class to
process their experience and reflections relating them to the process,
dynamics, themes, challenges, and successes, as well as lessons learned
thus far.
4. Generalizing Lessons Learned to Life and/or Their Profession: This is
an important step which may occur throughout or at the end of the project
for students to relate their experiences with connections to real life and/or
their future profession.
5. Application of Lessons Learned: Students will share how they will apply
the lessons learned via skills, values, insights, and/or knowledge to their
future and their profession. For some students, this is a recognition of the
transformation of themselves, their identities, and a greater connection to
their profession.

MAKING THE MOST OF EXPERIENTIAL LEARNING

In conclusion, the following guidelines are 10 steps to optimize experiential
learning. They were developed by Cornell University for a final report on
Experiential Learning

1. Make it purposeful (meaningful).

2. Provide opportunities for reflection.
3. Include faculty involvement throughout the process.
4. Students work should be evaluated.
5. It should offer or simulate, as close as possible, a "real-world" context.
6. The learning should provide continual challenges for students.

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 7. Active learning is a must! (Doing, not observing).
8. The experience should include supporting resources, materials, readings.
9. Ample opportunity and time for learning (in class reflections).
10. Core content/lessons should be integrated throughout the process.

What is Chikankari?
Chikankari is a traditional embroidery style from Lucknow, India. Translated, the
word means embroidery (using thread or wire), and it is one of Lucknow's best
known textile decoration styles. The main market in Lucknow for Chikankari
based products is Chowk. Production is mainly based in Lucknow and in the
adjoining districts. Chikankari is a delicate and artfully done hand embroidery on
a variety of textile fabrics like cotton, chanderi, muslin, georgette, viscose, silk,
organza, net, etc. White thread is embroidered on cool, pastel shades of light
muslin and cotton garments. Nowadays chikan embroidery is also done with
colored and silk threads in colors to meet the fashion trends and keep chikankari
up-to-date. Lucknow is the heart of the chikankari industry today and the variety
is known as Lucknawi chikan.

Chikan work in recent times has adopted additional embellishments like Mukaish,
Kamdani, Badla, sequin, bead, and mirror work, which gives it a rich look. Chikan
embroidery is mostly done on fabrics like cotton, semi-Georgette, pure
Georgette, crepe, chiffon, silk, and any other fabric which is light and which
highlights the embroidery. The fabric cannot be too thick or hard, else the
embroidery needle won't pierce it. Also, sheer fabric allows the part of the
stitches on the reverse of the fabric to give a shadow effect, which is
characteristic of the technique.
The piece begins with one or more pattern blocks that are used to block-print a
pattern on the ground fabric. The embroiderer stitches the pattern, and the
finished piece is carefully washed to remove all traces of the printed pattern. The
process of chikankari includes the following steps:

 Design
 Engraving
 Block printing
 Embroidery
 Washing and finishing
HISTORY OF CHIKANKARI

CHIKANKARI IS BELIEVED TO HAVE BEEN INTRODUCED IN INDIA DURING

THE MUGHAL ERA,WHICH BEGAN IN THE 16th CENTURY.

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There are references to embroidery similar to chikan work in India as early as 3rd
century BC by Megasthenes, who mentioned use of flowered muslins by Indians,
but these embroidered patterns lacked the characteristic features of chikan, such
as colour, ornamentation, or any notable embellishment. According to Laila
Tyabji, chikankari stems from the white-on-white embroidery of Shiraz came to
India as part of a culture of Persian nobles at the Mughal court. There is also a
tale that mentions how a traveler taught chikan to a peasant in return of water to
drink. The most popular origin story credits Noor Jahan, Mughal empress and
wife of Jahangir, for introducing chikankari to India.

Science:

We went to the science lab and created our own sample dyes.

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Geography:

1)How does the geographical location of Lucknow influence Chikankari?

A) It has a tropical climate suitable for embroidery.

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 B) Proximity to deserts enhances thread production.

c) The presence of rivers facilitates dye extraction.

d) High altitude impacts the embroidery technique.

Ans C

2)Why is Chikankari popular in Lucknow and not in other regions?

a) Lucknow has a rich history of textile trade.

b) The soil in Lucknow is ideal for growing embroidery plants.

c) Local artisans have passed down the tradition through generations.

d) Government subsidies promote Chikankari in Lucknow

Ans A

3)How does the Ganges River contribute to Chikankari in Lucknow?

a) Provides water for dyeing fabrics.

b) Influences the design motifs used in embroidery

. c) Facilitates transportation of finished products.

d) Enhances the sheen of embroidered threads.

Ans A

4)Which geographical factor might affect the choice of fabric in Chikankari?

a) Proximity to a desert

b) Altitude of the region

c) Distance from the coast

d) Presence of dense forests

e) Proximity to a desert

Ans E

5)In what ways does Chikankari reflect the geography of Lucknow?

a) Designs inspired by local wildlife.

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b) Use of colours representing regional festivals.

c) Incorporation of symbols related to nearby monuments.

d) Adaptation to the soil quality for sustainable production.

Ans A

6) How does the latitude of Lucknow impact the Chikankari embroidery process?

a) Influences the availability of daylight for artisans.

b) Affects the type of fabrics suitable for embroidery.

c) Determines the temperature required for dye fixation

. d) Influences the migration patterns of Chikankari birds.

Ans. A

7) What role does the local climate play in Chikankari production?

a) Influences the choice of embroidery stitches.

b) Affects the growth of plants used for natural dyes.

c) Determines the thickness of threads used.

d) Shapes the regional demand for embroidered products.

Ans B

8) How might Chikankari differ in a coastal city compared to Lucknow?

a) Different motifs inspired by marine life.

b) Use of lighter fabrics suitable for humid climates.

c) Adoption of vibrant colors reflecting coastal culture.

d) Incorporation of seashells and pearls in embroidery

Ans B

9) What impact does the altitude of Lucknow have on Chikankari?

a) Influences the choice of flora used for natural dyes

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 . b) Affects the availability of skilled artisans.

c) Determines the thickness of embroidered threads.

D) Shapes the cultural significance of Chickankari designs.

Ans A

History-

Reflection Sheet-

1. What is the historical and cultural significance of Chikankari embroidery?

 Chikankari embroidery carries profound historical and cultural significance.
Originating in Lucknow, India, it traces its roots back to the Mughal era
around the 3rd century BC. Initially favored by Mughal emperors,
particularly under the patronage of Nur Jehan, the wife of Emperor
Jahangir, it later gained popularity among the Nawabs of Lucknow.
Culturally, Chikankari is deeply intertwined with Lucknow's heritage,
symbolizing the city's artistic legacy. This exquisite craft is traditionally
executed on fine muslin fabric, showcasing the artistry and refinement of
the technique. The motifs predominantly feature floral patterns, birds, and
vines, representing nature's beauty and harmony. Additionally, Chikankari
is synonymous with femininity and grace, often adorning women on
auspicious occasions like weddings and festivals, embodying elegance
and tradition.
2. How did royal patronage influence the art of Chikankari?
 Royal patronage played a pivotal role in shaping the art of Chikankari
embroidery. Mughal emperors and later the Nawabs of Lucknow provided
substantial support to Chikankari artisans, fostering an environment for
them to create intricate and exquisite pieces. The nobility frequently
commissioned elaborate Chikankari garments for themselves and their
courts, which not only promoted the art form but also spurred its
refinement. The demand for high-quality Chikankari spurred artisans to
hone their skills and strive for perfection. Moreover, royal endorsement
encouraged innovative design, leading artisans to develop new and
intricate motifs tailored to the elite's tastes. This patronage also ensured
the preservation of traditional techniques and skills, safeguarding the
authenticity of Chikankari across generations.
3. Why did Chikankari experience a decline and how was it revived?
 Chikankari, a cherished embroidery technique from Lucknow, faced a
decline due to shifting fashion trends, the emergence of machine-made
imitations, and a scarcity of skilled artisans. To reinvigorate Chikankari,
concerted efforts were made to elevate its status as a unique heritage
craft with profound cultural significance. Artisans received training and
support to enhance their skills and preserve traditional techniques.

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 Additionally, designers began incorporating Chikankari into contemporary
fashion, appealing to a new audience. Government initiatives and non-
governmental organizations also played a crucial role in promoting and
preserving this traditional art form, ensuring its revival and continued
relevance.

English-

On March 7th, 2024, Cambridge grade 7th and 8th students visited the chikan
emporium as a part of their experimental learning project where they interviewed
the artisans and gained knowledge about theur culture. This experience helped
them understand and appreciate the art if chikankaari.

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