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Upper Primary
Rationale
The question of how the arts contribute in the total development of the student is
crucial. In the Primary stage the performing and visual arts become the means
through which the child is initiated into the system of education. They are viewed
as a means of making the basic subject areas of language, mathematics and
environmental studies comprehensible to the child. Integrating these fundamental
subjects with song, recitation, narration, rhythm and movement, as well as
drawing, clay-modeling and mask-making, become the springboard for
introducing the child to the performing and the visual arts at a very rudimentary
level. However, the arts at the Upper Primary stage need to be taken further from
the role they play in the Primary stage, because otherwise the arts would too
easily be translated as teaching-learning tools, wherein lies the danger of
spreading the misconception that the arts do not need in-depth knowledge or the
vision to treat them as full-fledged curricular subject areas. Exposing the student
to the culture of this country must therefore be viewed as integral to the overall
value-based development of the student.
The Upper Primary stage in school education is most important because it is the
bridge linking the Primary with Secondary stage. The Upper Primary stage
therefore, becomes the space for the student’s constructive, comprehensive and
informative exposure to India’s cultural diversity. It would be necessary to treat
subjects such as performing arts (music, dance and theatre), visual arts and
heritage crafts holistically rather than as segregated and detached from each
other. Speaking of the arts as a composite whole would mean familiarizing
him/her with not just the geographical divide of the five different regions – North,
South, East, North-East and West – but also with their wide-ranging, diverse
socio-cultural and linguistic differences. This would provide an opportunity for the
student to explore the country’s cultural multiplicity, through its music.
An exhaustive understanding of the arts would mean bringing the different
streams of performing, non-performing and visual arts together. Since India
abounds in art forms, which are an amalgam of dance, music, narrative, heritage
crafts, painting, philosophy, belief and ritual, it makes illustrating and
exemplifying the definition of sangeet viz. singing, playing an instrument and
dancing possible, giving it an inclusive, all-encompassing character. This would
help bringing about an understanding in the student for communities’ arts in their
socio-cultural, geographical, historical and linguistic perspectives. Music and the
arts are part of social life. To understand and appreciate them would necessitate
treating the different streams of the arts as a composite whole, emphasizing their
intra-relationship within the arts and their inter-relationship with other subject
areas. While their intra-disciplinary relationship would highlight the creative link
between the arts, their inter-disciplinary relationship would take them beyond
their creative sphere so that the student is able to discover their natural intrinsic
bond with subject areas such as geography, history, sociology, linguistics,
commerce, economics and the sciences. Occupations and their connection to the
crafts, music, dance, the art of narratives, make the performing and non-
performing art-forms relevant to the present time on the one hand and on the
other, link them to traditions that have existed since times immemorial.
Considering these would make it possible for the student to acquire an overall,
comprehensive and wide-ranging education based on understanding,
appreciating, recognizing and gaining knowledge of and from the arts.
Objectives
The NCF 2005 emphasizes that sharpening the perception of the arts through
creating cultural and artistic responsiveness and consciousness in the student
will generate an understanding of the arts in India, which will give students “the
ability to appreciate the richness and variety of artistic traditions as well as make
them liberal, creative thinkers and good citizens of the nation”.
Since the Upper Primary stage is a move forward towards expanding on what
has been taught in the Primary stage, the focus is now to expose the student to
specific arts that are intrinsically related to other subject areas, making it possible
to recognize them as being more meaningful and consequential.
The objectives of the syllabus are to
Expose the student through music to the cultural multiplicity of the
country’s five different regions – North, South, East, North-east and
West – in an interesting manner
Arouse healthy curiosity in the students’ mind about the vast variety
of music which may lead to analysis and research at their level
Stimulate an interest in the student to study music further at the
Secondary and Higher Secondary levels giving him/her the
opportunity for research and documentation in music as well as
pursue it as career
Instill in the student the sense of values that the arts in general and
music in particular are based on
Content and Method
The focus in the span of three years comprising the Upper Primary stage is for
the student to get maximum exposure about Indian music without it becoming a
burden or reason for monotony and boredom. Music is closely interlinked with the
geography, social structure, festivals, dance, regional theatre, heritage crafts as
well as different forms of visual arts, common beliefs and occupation. A lesson in
music would become an opportunity for the student to be given a Pan-Indian
awareness of it. How a song or musical piece is rendered, on what occasion and
where it is presented would be extremely significant in order to relate music to
different subject areas being taught in the classroom as well as to the life outside
it. All this would be a part of the syllabus from which the student would gain an
understanding about the diversity in musical genres stemming from tribal,
regional and urban cultures and sensibilities.
The music class will be a space where the student has the opening for becoming
acquainted with various genres of music that might or might not be prevalent in
its immediate surroundings. Basic concepts in Indian music or sangeet such as
gayan, vadan, nritya, taal and laya must not be limited to ‘classical’ music but
need to be considered as a canvas that would incorporate every musical genre,
for there is rhythm, movement and melody in every kind of music. This will
develop awareness and interest in the student towards different kinds of music.
Learning about diverse performance practices and singing different regional
songs might direct the learner to become not just an informed listener, but, if
possible, the performer as well as the recipient of the performance at once.
The present syllabus for music is an endeavor to develop in the student a
discerning sense of appreciation and the urge to know more about the country’s
musical diversity. The emphasis of such a syllabus would not be to give an exam
but to be able to learn through interactive discussions, group projects and team
work, leading to an overall individual development. Linking the humanities,
sciences, and commerce and economics to the arts in general and music in
particular, would give them a new dimension making it possible for them to
achieve a higher status in the eyes of the students.
Class-VI
Theme/Content Objectives Suggested Activities Suggested Resources/ Note
for the Teacher
Laya and Swara
Basic concept of Familiarizing the student The teacher might introduce in a The teacher could learn the
rhythm and note in with the music of the simple way the term laya and song from the children along
the context of local/ country’s different regions swara by explaining and giving with them
regional songs Linking conventional examples of commonly heard He/she should analyze the
concepts and definitions of songs such as lullabies or song with them in a simple
music with genres of tribal, marriage songs manner by explaining to the
regional and urban music Children could sing songs learnt children its meaning as well
from family members and teach to as the context in which it is
their classmates sung
He/she could invite locally
available artists to perform for
the students
Such performances could be
followed by group interactions
and discussions focusing on
the performance
Sangeet
Gayan, vadan and Understanding the concept Identify common local dances that The teacher should
nritya in the context of sangeet and its are accompanied by singing and encourage the children to ask
of locally known components gayan, vadan playing instruments questions on the background
songs and dances and nritya Observe a performance of such a of the performance such as
commonly performed Associating such basic dance - on what occasions does
terms with regional/ local Try and perform the dance along the dance take place
music with its song after having seen its - is there a specific
Developing the sense of performance community that performs
observation, discernment Discuss what you have the dance
and perception experienced - what is the social
Collect information on the dance relevance of the dance
and its music they have seen - who performs the dance
Collect information about other – men, women, both or
regional dances that give children
importance to music - what kind of an attire do
They could create informative they wear when they
charts categorizing the collected dance
information under different - what kind of music
columns like who the performers accompanies the dance
are, the occasion, the costumes These questions might lead
to interactive group
discussions which should be
encouraged
Musical Instruments
Musical sounds Understanding the Identify dances in which different The teacher might describe to
Musical instruments differences in sounds musical instruments are played as the student the different kinds
and their categories produced by musical accompaniment of categories under which
instruments commonly Are there musical instruments musical instruments are
played in the region which are played independently commonly grouped and then
Explaining in a simple without being a part of dance or ask them to give examples of
manner the basic concept of singing? those which they have
the four categories of Classify instruments commonly heard and seen
musical instruments viz. accompanying the dance under He/she might either take the
Ghana, Avanaddha, Sushira the four basic categories of students to a local instrument
and Tat Ghana, Avanaddha, Sushira and maker or invite him/her to the
Tat. How can this be done? school premises to show the
Collect photographs/ drawings/ students the making of an
sketches of the most commonly instrument
played instruments and pasted in The teacher should
a scrap-book encourage children to use
Collect information about these material easily found in their
musical instruments as a group surroundings to improvise
activity and make their own
Make your own instrument and instruments
play it Children should play these
improvised musical
instruments
They could teach each other
how these instruments are
played and create their group
orchestra
The teacher might encourage
students to play instruments
and create their own music
Knowledge of seven Familiarizing the student with By singing or through instruments Teachers have to take the help
notes .the concept the concept of shruti either concept has to be clarified of stringed instruments or be
Shruti &swar. All the with a stringed instrument or able to sing with command .
shuddha &komal by singing allthe shuddha and
swaras to be taught vikrit swar
Class VII
Theme/Content Objectives Suggested Activities Suggested Resources/Note
for the Teacher
Sangeet
Regional performance Widening the student’s Identify performance forms The teacher could take the
forms that are a coming perception of sangeet in your region which are an students for such a
together of singing, Ability to compare musical amalgam of singing, performance or organize a
playing of instruments, forms of different regions instrumental music, dance/ performance that is a
narrative, enactment, Comprehending cultural acrobatic movements, craft- combination of different art-
crafts, stagecraft and diversity through music work, decorative costumes, forms for them in the
design jewelry, elaborate make-up, school
story-telling and enactment Discuss with the students
Have you heard of dance what they have observed in
forms that make the use of the performance
masks such as in Chhau or encouraging them to ask
heavy make-up as used in questions
Theyyam
Observe a performance that
is a merging of such different
forms and write about what
has been seen describing in
brief each component of the
performance
Identify narrative forms in
your region based on story-
telling, recitation and singing
Taal and Melodies
Rhythmic patterns Recognizing and Identify different rhythmic It is possible that there are
commonly used in understanding basic patterns used on various students in the class who
regional performance concepts of Tala percussion instruments in are naturally talented and
forms Distinguishing melodies different kinds of regional can accompany songs on
Association of rhythm in through regional musical musical forms any percussion instrument.
music, dance and forms Identify melodies and tunes Such children might be
performance in general Ability to identify rhythmic that are associated with encouraged to accompany
and melodic patterns specific performance forms rhythmically the songs
sung by children.
They could also teach the
rest of his/her classmates
simple improvised rhythmic
patterns on different
surfaces, using different
materials.
Musical Instruments
Musical instruments Recognizing musical You might have seen The teacher could ask the
commonly used for sounds and instruments different performances. Can students to identify different
melody and rhythm in Importance of these in you describe the kind of objects within their homes
different regional performances musical instruments used in which are traditionally used
performances the performance as musical instruments,
such as the chammach,
thali, lota, matka and
chimta
The students could be
asked to describe the
occasions on which such
instruments are played
Singing Songs
Learning and singing Understanding cultural How many different kinds of The teacher might guide
songs sung in different diversity through regional songs other than popular the students into singing
regions and on different songs film songs do you know? songs that represent
occasions Developing an awareness Learn one regional song, various regional cultures
of different cultures through sing it to the class and then Explain to the students the
their music, dance and teach it to your classmates socio-cultural contexts in
theatre Can you visualize the which these songs are
content of the lyrics of a sung
song? Can you draw what The students might know
you imagine? songs and the reasons for
which these songs are
sung. They might be
encouraged to speak about
these songs
Knowledge of small Quite a few folk songs, Teach songs to children Keen sense of
phrases of combination of prayer songs and patriotic which are raga based and development of notes such
notes which indicates songs are sung in the then acquaint them with the as shuddh and vikrit.
ragas. Some of the mentioned ragas. So phrases. This will enhance Knowledge of popular
prevalent ragas like raga children would automatically their knowledge of the tunes which pertain to
yaman, Bhupalee, understand the notes. mentioned ragas. classical ragas.
Bhairavi to be introduced.
Class VIII
Theme/Content Objectives Suggested Activities Suggested
Resources/Note for the
Teacher
The Five Different Regions
North Developing a Identify the states that The teacher might read
South discerning ability to make the five different out to the students texts
East compare performance regions about specific
North-East forms in general and Collect information on performance forms,
West musical forms in distinctive show them pictures,
particular belonging to performance forms introduce them to
different regions that represent the different kinds of music
regions and discuss through audio cassettes
- on what and if possible procure
occasions are audio-visual material on
these different performances which
forms performed they could see
- how many of Discuss what they have
these forms have seen
music as an Ask the students
integral part whether they have seen
- what are the or been a part of
musical performances similar to
instruments used what they have watched
in these in the class together
performances The teacher might teach
- what kind of them songs that
costume do they represent occupation,
wear festival, season,
custom, devotion or any
such theme that
highlights a cultural
aspect of specific
regions
Festivals
Celebrating Festivals through Music Considering music as There are festivals The teacher could look
and Dance a way celebrating which are celebrated for interesting
Understand the differently in various information on festivals
importance of music regions but fall on the and the varied manners
as way of creative same day – for in which they are
expression instance Baisakhi, celebrated
Bihu, Sattuani all fall He/she might learn
on the 14th April. some songs and dances
Identify festivals that which could be taught to
fall on the same date the students
across different Learn songs from
regions in the country different sources and
and find out the collect information and
following background material on
- how are they the occasions for which
celebrated they sung to teach to
- what are the the students
different kinds of
dances
associated with
the festival
- which are the
songs that are
sung along with
the dances
- does anybody in
your family sing
songs associated
with specific
festivals
- learn the song
and teach it your
friends and also
tell them the
importance of the
song
Seasons
Songs sung during different seasons Developing an Each of you The teacher might
Songs describing different seasons awareness towards individually or as a explain to the student
music expressing the group could find out what Raga is by singing
ways of nature songs sung in specific a short bandish that
Learning about the regions about the speaks about the
natural environment change of seasons spring or the rain
through songs There are Ragas in He/she could give
Gathering regional Indian music that are examples of some
knowledge about sung in particular musicians who are well
nature through songs seasons – can you find known in the region to
out the name of such which the student
Ragas belongs
Can you look for The teacher might at
poems that are based this point speak of the
on different seasons Ragamala paintings
You might try through and show them pictures
group activity to give of these paintings
these poems a tune He/she could teach
them a bandish
depicting a particular
season
The teacher could ask
the students to look for
poems that speak of
the different seasons
- the teacher might
ask groups of
students to
compose the
poems turning
them into songs
- this could involve
using different
kinds of
improvised
rhythmic and vocal
sound patterns,
musical phrases,
movements of the
body
Geography
Music of different geographical To sensitize through Which are the The teacher might
areas such as the desert, music the student Movements fighting to introduce the student to
mountains, jungles and river-belt about the environment preserve natural the different social
and its importance resources and how is movements that focus
Developing the sense music important to on preserving nature
of appreciation for the these Make them listen to
beauty in nature There are recordings of different
The necessity to organizations that songs which specifically
preserve and respect work towards bringing highlight the importance
what nature has about awareness on of nature
endowed man with environmental issues There are many songs
Developing a sense of through performance in different languages
aesthetics through - have you come and dialects sung
observation, across such specially by tribal
performance, reading organizations or communities. The
and listening groups teacher might speak
- do you think about such
music or any organizations
other kind of
performance is a
good medium to
spread a
message
- do you know any
of the songs that
these
organizations are
known for
- can you write an
‘earth saving
song’ that
speaks about the
importance of
nature and our
environment and
make a tune for it
Popular/Commercial/Film/Advertisement
Music
Considering and comparing different Recognizing the Can you list the Theatre music has a
kinds of music heard in the importance of music different kinds of very rich tradition and
surroundings with the music of in everyday life in music you are familiar there are many regions
different regions India with that have very definite
Developing an Can you compare theatre traditions. The
awareness towards them teacher might briefly
diverse musical What are the touch upon the different
streams among the difference and kinds of theatre music
students similarities in tribal, The teacher might
rural and urban music explain to the students
What are the different the different kinds of
kinds of music you popular, commercial,
have heard about but film music and music
have not actually used for advertisement
heard What is the difference
Can you identify the in theatre music and
tunes that are used as film music
the ring of a cell phone The teacher might ask
Do you watch the students to write
television? Over a about the kind of music
period of a week make they most commonly
a list of hear and compare it to
advertisements that the music of the region
use music – how many they belong to and read
of them have songs what they have written
and how many of them to the class. They might
have instrumental be encouraged to
music and how many illustrate what they
do not use music have written. Some
What is the focus of points they could focus
these advertisements on
and do you think the - What are
music suits the theme similarities and
of the advertisement differences in both
kinds of music
- Compare the
music of your
region with a that
of a region other
than your own
The teacher might
make the endeavor to
expand and build upon
the student’s
understanding of music.
It would be advisable
not to reject what the
student knows but
instead to take his/her
knowledge further and
add to it in all ways
possible
Knowledge of ragas like basant, Students ought to Students as they learn Student to realise the
malhar to be introduced. As they understand the seasonal songs of basis of are popular
sing seasonal, festival songs they specific music monsoon, spring, folklores and as they
should know the ragas. phrases which winter, or any should start identifying notes
pertains to the be able to identify the laya of the songs it
mentioned ragas. notes and this would would be knowledge to
help them identify the them that they pertain
ragas. Which had to ragas.
been taught from sixth
onwards.
Suggestions for a Comprehensive Listening and Audio-visual List for
Classes VI - VIII
Students should be encouraged to listen and view these recordings. They could write
short analytical illustrative papers using the material they have heard and viewed.
This will facilitate developing their investigative and methodical abilities.