Things We Make and Do — Local Crafts and Traditional Occupations of Chhattisgarh
Overview
This topic connects students with the rich cultural heritage of Chhattisgarh through its traditional crafts, arts and occupations. For CG TET Paper I, this section falls under Environmental Studies and tests your understanding of how local communities earn their livelihoods, the materials they use, and the cultural significance of their crafts.
Examiners frequently ask about specific crafts unique to Chhattisgarh (bell-metal work, bamboo craft, Kosa silk), the tribal communities associated with them, and the raw materials sourced locally. You must also understand the pedagogical angle—how to teach children about their immediate environment through hands-on activities related to local occupations.
This topic carries moderate weightage but offers easy marks if you memorise the craft-community-material-region associations specific to Chhattisgarh. Questions often appear as matching pairs or direct factual recalls.
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Key Concepts
**Bell-metal (Dhokra) art** is the signature craft of Chhattisgarh, practised by the Ghadwa community using the lost-wax casting technique. Bastar district is the primary hub.
**Kosa silk** is produced from cocoons of the Antheraea mylitta silkworm fed on Arjun and Saja trees. Champa, Raigarh and Korba are major production centres.
**Bamboo and cane craft** is widespread among tribal communities for making baskets, mats, fishing traps and household items. Bamboo grows abundantly in Chhattisgarh's forests.
**Terracotta and pottery** traditions exist in rural areas where potters (Kumhar community) make earthen pots, diyas and decorative items using local clay.
**Wrought iron craft** involves tribal artisans creating tools, decorative gates and ritual objects. Kondagaon is famous for iron craft alongside bell-metal.
**Godna (tattooing)** is a traditional body art form among Baiga, Gond and other tribal women, reflecting social identity and cultural beliefs.
**Traditional occupations** in Chhattisgarh include farming (rice cultivation), forest-produce collection (tendu leaves, mahua, lac), fishing and animal husbandry.
**Community-craft linkage** is essential—each craft is associated with specific castes or tribes who have hereditary knowledge passed through generations.
1. Dhokra art uses the **lost-wax (cire perdue)** technique—wax model is coated with clay, heated to remove wax, and molten metal is poured in.
2. Chhattisgarh produces about **65% of India's Kosa silk**.
3. **Bastar district** has received GI (Geographical Indication) tag for its Dhokra craft.
4. **Mahua flowers** are collected for food, oil and traditional beverages—a major forest-based livelihood.
5. **Lac cultivation** (shellac production) is significant in tribal areas for bangles and varnish.
6. **Tendu leaves** are used for making bidis—collection provides seasonal employment to lakhs of tribals.
7. Traditional **rice varieties** like Dubraj and Jawaphool are cultivated in Chhattisgarh, known as the "Rice Bowl of India."
8. **Panchdhatu** (five metals) concept is sometimes used in bell-metal alloys for ritual objects.
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Worked Examples
### Example 1: Direct Factual Question **Q: Which craft of Chhattisgarh uses the lost-wax casting technique?**
**Solution:**
Lost-wax casting involves making a wax model, covering it with clay, melting out the wax, and pouring in molten metal.
This technique is used in **Dhokra or bell-metal craft**.
Practised primarily by the **Ghadwa community** in **Bastar**.
**Answer: Bell-metal (Dhokra) craft**
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### Example 2: Community-Craft Association **Q: Match the following crafts with their associated communities:**
| Craft | Community | |-------|-----------| | 1. Kosa silk | A. Kumhar | | 2. Pottery | B. Ghadwa | | 3. Bell-metal | C. Koshta |
**Solution:**
Kosa silk weaving is done by **Koshta** and Devangan communities → 1-C
Pottery is the traditional occupation of **Kumhar** → 2-A
Bell-metal work is done by **Ghadwa** community → 3-B
**Answer: 1-C, 2-A, 3-B**
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### Example 3: Pedagogy-Based Question **Q: How can a teacher use local crafts to teach EVS effectively?**
**Solution:**
**Invite local artisans** to demonstrate their craft in the classroom.
**Organise field visits** to nearby craft centres or weekly markets (haats).
**Hands-on activities**—let children make simple clay pots or bamboo items.
**Discussion method**—ask children what their family members make or the occupations in their village.
**Display and exhibition**—create a class corner showcasing local products.
This approach follows the **activity-based learning** principle of EVS pedagogy.
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Common Mistakes
| Wrong Thinking | Correct Fix | |----------------|-------------| | Confusing Dhokra with Dokra of Bengal | Dhokra in Chhattisgarh is specifically from Bastar; similar technique exists in Bengal but with different styles. Always mention Bastar/Ghadwa for CG TET. | | Thinking Kosa and Tussar silk are different | Kosa silk IS a type of Tussar silk. In Chhattisgarh context, use "Kosa" as the local term. | | Assuming all bamboo work is identical | Different regions make different products—Bastar makes decorative items, other areas make utilitarian baskets. Context matters. | | Ignoring the community-craft link | Examiners often test which community practises which craft. Always memorise: Ghadwa-Dhokra, Koshta-Kosa, Kumhar-Pottery. | | Treating this as only cultural knowledge | Remember the pedagogical angle—how to teach children using local environment. EVS questions often combine content with teaching methods. |