Lakshman Tukkaram Badami

The Foundation Project implemented by IFA will engage eight grade students of the Government High School, Guledagudda in Badami taluk, Bagalkot district. Titled Samayada Elegalu, this 15-month project weaves together the century-old architectural heritage of the school building with the living stories and sensory designs of the local weaving community. Through interdisciplinary exploration involving history, science, social studies, and art, students engage with the deeper meanings embedded in handwoven textiles, nearby ecosystems, tools, and the daily rituals of making. Lakshman Tukkaram Badami is the Project Coordinator for this foundation project. 

Lakshman Tukkaram Badami has been serving as a visual arts teacher for the past seventeen years, passionately blending academic learning with creative co-curricular activities to enrich student experiences. His innovative initiatives include collecting and publishing local folk literature, adapting textbook content into theatrical performances, producing curriculum-based short films, and guiding students in enacting textbook characters—all aimed at fostering a dynamic and meaningful learning environment. His recent publication, Maatigilida Chitra (The Painting That Spoke), reflects his belief that visual art should spark dialogue with its viewers. Through carefully curated images, the book invites readers to engage with contemporary visual art as a communicative medium. It also introduces global art history by showcasing renowned and lesser-known artists from international, national, and regional spheres, encouraging a deeper connection between the public and the world of visual expression. Given his experience, he is best placed to be the Project Coordinator of this Foundation Project of IFA. 

Guledagudda, once renowned for its traditional handwoven fabric known as Khana, continues to carry a rich cultural legacy that shapes its identity. This unique textile, worn by women as part of their blouse attire, was crafted with remarkable precision on local handlooms. Its intricate patterns rival even modern digital designs. The making of Khana was a collaborative effort involving weavers, toolmakers, yarn preparers, and other artisans. Though its presence has declined, its cultural value remains intact. Today, only a few weavers continue the craft, and with their decline, the legacy of Guledagudda Khana risks fading into history. Notably, the weaving community reflects gender equality, with men and women sharing responsibilities fostering mutual respect and open-minded learning among children.

Alongside this heritage stands the Government Pre-University College for Boys (High School Section), a century-old institution that has educated generations of students. Though located in a town, the school predominantly serves children from surrounding rural areas, creating a distinctly rustic learning environment. Its aged architecture weathered doors, windows, staircases, and furniture retains a timeless charm, each element echoing stories of the past. Many former students have returned as teachers, symbolising continuity and tradition. The school’s legacy, interwoven with the cultural fabric of Khana, offers a compelling foundation for shaping identity, creativity, and socially conscious thinking in future generations.

This project unfolds in three phases. In the first phase, students engage with elders, parents and local weavers to document personal memories and experiences tied to the school and community. These oral histories, captured through writing and video, lay the groundwork for connecting lived experiences with institutional memory. This phase is expected to continue for another month, allowing time to gather rich narratives that reflect the parallel stories of education and weaving traditions.

The second phase introduces visual culture into learning. Students sketch the architectural elements and intimate household objects, vintage windows, doors, rusted bells, worn staircases using charcoal—to evoke emotional depth. Guided by family members, they explore objects from weavers’ homes, such as kitchen vessels. This process helps students perceive their surroundings with sensitivity and develop a sense of belonging and creative independence.

Additionally, students recreate traditional Khana fabric designs—first on graph paper, then on colored sheets enhancing their observation and artistic skills. These interdisciplinary activities, combining social science, language, and visual art, foster thoughtful, expressive learners who connect deeply with their heritage and environment.

The third phase focuses on metaphorical expression. Each student receives one or two pieces of Khana fabric and is encouraged to visually narrate their personal journey on it. These artworks may reflect documented stories, intimate objects, or architectural motifs—forming a layered, emotional world. Through drawing, writing, and the use of Khana, students reveal a multi-dimensional history that resonates with viewers as a tapestry of metaphors.

If approved by authorities, the plan includes creating murals on selected school walls, embedding these narratives into the physical space. As the project progresses, there is also an aspiration to exhibit these creative expressions in two major art galleries in the state—bringing the imaginative voices of the students into broader artistic conversations and celebrating their unique perspectives.

The outcome of this project will be an exhibition and a publication. The Project Coordinator’s deliverables to IFA with the final report will be copies of the publication, photographs, and the video documentation of the entire project.

This project suitably addresses the framework of IFA’s Arts Education programme in the manner in which it attempts to connect students and schools to the cultural knowledge of the local communities they live in. 

IFA will ensure that the implementation of this project happens promptly and funds expended are accounted for. IFA will also review the progress of the project at midterm and document it through an Implementation Memorandum. After the project is finished and all deliverables are submitted, IFA will put together a Final Evaluation to share with Trustees.

This project is made possible in partnership with InterGlobe Foundation.