INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

Indian women artists utilize performing and visual arts as transformative spaces of experiential learning and self-reclamation. Grounded in embodied pedagogy and feminist art theory, it conceptualizes artistic practice as an epistemic process of knowing, resistance, and identity formation. Drawing on the works of Bhardwaj (2023), Kaktikar (2020), Dalidowicz (2015), and Jain (2025), the study situates women’s creative acts within both pedagogical and socio-cultural frameworks, emphasizing learning through the body as a form of empowerment. By engaging the body as a site of knowledge and expression, Indian women artists transform performance, painting, and installation into practices that generate critical self-awareness and communal understanding. These embodied processes serve as experiential classrooms where artistic engagement becomes a means of feminist inquiry and liberation. The analysis demonstrates that art functions not merely as representation but as a lived experience that challenges patriarchal, colonial, and institutional structures. Through their work, Indian women reclaim spatial and intellectual agency, reimaging cultural memory, and reconstitute identity through practice-based learning. Ultimately, the study highlights how embodied artistic experiences enable Indian women to transform art into pedagogy-cultivating self-knowledge, agency, and social transformation through creative engagement.