LEARNING OUTCOMES for MUSIC CLASS- IX Suggested Pedagogical

LEARNING OUTCOMES FOR MUSIC

CLASS- IX

Suggested Pedagogical Processes Learning Outcomes The learners may be provided opportunities The learner— individually or in groups and encouraged to— is sensitive towards a variety of sounds individuals hear  listen to the sounds in nature and make sense from the immediate of musical and non–musical sounds. surroundings;  mime the sounds existing in our natural  distinguishes the varied surroundings and connect them to musical types of sounds, both sounds. musical and non-  mime the different types of sounds that people musical. express.  reproduces the sound  take lessons pertaining to speech and voice through vocal music or modulation and their co-relation to music. by playing musical  listen to different kinds of voices of musicians, instruments. sounds of various musical instruments, foot  identifies the voice of movements while wearing ghungroo, manual musicians. tanpura and electronic tanpura, electronic  identifies the sounds of instruments like keyboard, etc. musical instruments.  listen to the music played through different types of instruments like tabla, dholak, bansuri,  classifies art forms manjeera, sarod, etc. under the category of  take pictures of sculptures, paintings, etc. visual and performing  make videos of dancers, singers, musicians (music, dance and playing musical instruments, theatre artists, theatre) arts. theatrical presentations, etc. (all forms of art)  appraises the and utilise these for classroom discussions. interrelation of all art  discuss the interrelation of music with other art forms (performing arts, forms. visual arts).  discuss regarding the costumes of artists and  appreciates the their connection to the states, social system, contributions of different etc. artists and artisans in the  express seven notes of music (saptswar) by society (an inclusive listening, imitating and learning the sequence concept). and concept of vibrations in shruti or swar.  develop the concepts from naadswar-saptak- shuddha and komal/ vikritswaras-saptaswara  performs basics even and varisha notes of music  sharpen listening skills—musical sounds (Shuddha, Komal, Tivra), produced have a particular pitch and frequency creates several which is the concept of Naad and Shruti. permutations and  listen to the basics of Indian Classical Music combinations by from this stage, (live demonstrations and use combining notes along of recorded music can be used for the with varied rhythmic introduction of such concepts). structures, sings in  practise singalankaras (permutation and different scales, sings combination of seven notes) shuddhaswaras classical compositions and ragas. and classical music  imitate the notes of ragas viz. Bhupali, Yaman, based compositions Bilaval, Khamaj, Mohanam, Kalyani, Todi and  explains basic technical Sankarabharanam, Brindavanisarang, etc. terms and concepts of  differentiate between allied ragas in the context Classical Music. Listens, of Indian Classical Music discusses and artistically  understand the varied scales to be selected on analyses various types different musical instruments for singing of recorded musical different forms of music. presentations.  listen various types of recorded musical presentations, discuss and critically analyse  identifies contemporary, them. traditional, folk, regional  play talas and layakaris by using fingers and and classical styles in palm for producing the correct sounds of music. instruments like tabla, dholak, khol,  appreciates different mridangam, etc. types of music,  listen to repertory of classical, contemporary musicians, art and and folk music of different states. artists.  listen to a variety of rhythmic patterns through  performs traditional live or recorded presentations. music effectively.  watch live music programme performances in  communicates skillfully festivals, fairs, auditorium, etc. and effectively content,  discuss about the contribution of artists and theme, emotions, etc., artisans of different art forms. through different types of  listen and learn compositions like khyal, sound modulation geetam, kritis, varnam, gat, bhajan, folk songs through voices or of different states, etc. musical instruments.  listen to taals and understand the different rhythmic patterns played by different artists on  distinguishes and tabla, dholak, mridangam, etc demonstrates the  recite/padhant of prescribed taals with taali and patterns used to express khali (tritaal, dadra / Aditaal, Roopak). units of different talas, rhythmic patterns and  play laykari of taals or rhythmic patterns with compositions. thah, dugun, tigun, chaugun.

 understand four types of musical instruments  distinguishes the (tat, avanaddha, sushir and ghan) through categories of musical pictures, videos and actual musical instruments. instruments.  applies technique and  play and learn atleast one musical instrument. creates patterns in  tune of a musical instrument which needs high playing at least one level of concentration. instrument. It will give  develop interesting compositions by the use of the pitch sense, concept swar and tala, and express or present with the of ‘Naad’ and ‘Sruthi’. help of any prop like a stick, turban, colourful ribbons, etc.  composes rhythmic  perform music with movement and expressions patterns, creates hand to make the content more dynamic or and foot movements, interesting for example, a telugu poem from a facial expressions, textbook can be picked and put to tune of a expresses through familiar traditional music of Andhra Pradesh. varied pitches and tones, Use of props which are typical to the state. props, costumes. This dynamic pedagogy can open doors to many subject areas like Social Science,  demonstrates creative language and overall culture. skills while planning,  record own performance/friends’ music composing, using performance and evaluate or analyse the available resources and performance. This will promote peer learning, in selection of themes. self learning.  recite various poems from textbooks and  performs songs in tune musically perform them with facial and body and proper rhythm with expressions in the classroom. facial expressions, hand  practice any art form in classroom, school and foot movements, premises and various places, etc. use props and costumes.  record, showcase and share with peers in the form of audios, videos, pictures, and e-content  reflects and compares materials. musical expressions of  visit library to read stories related to history oneself with that of and evolution of Indian Music and contributions others. made by different musicologists.  refer to history and evolutionary process of  applies artistic and raga and tala, fusion of raga, fusion of other aesthetic sense in day- cultures like Persian influence, etc., through to-day life. stories.  visit the museums to study objects and co- relate them to art and culture.  appreciates the  interact with the artists and artisans during contribution of their live performances in fairs and festivals. musicians, India’s  discuss the life sketches of musicians, cultural heritage with understand their learning processes and the diversity by hardships encountered. understanding various  interact with local artists for example, those art forms, artists and who are performing at a festival, fair, temple, artisans of different mosque, church and let the learners listen, States/UTs. interact and analyse, along with simultaneously documenting them.  expresses through  document interaction with artists and artisans multimedia resources who make musical instruments, sing, etc., as like Powerpoint e-content material. presentations, editing  Visit historical monuments or museums to through moviemaker in observe the artefacts, realise the role of music groups to share with or any other art form and the role of musicians peers. and artists of yesteryears. Powerpoint  shows sensitivity presentations or audio and video recordings towards safe and proper can be made to document the findings. use of materials, musical  take care of the musical instruments like instruments, tools and harmonium, tanpura, tabla or dholak and equipment. props, etc.  applies different values,  care for the differently abled, hold their hands such as, cooperation, and bring them to the activity class. team work, sharing,  perform in assemblies and functions to enable empathy, discipline. 100% participation.  demonstrates self- confidence.

CLASS- X

Suggested Pedagogical Processes Learning Outcomes The learners may be provided opportunities The learner— individually or in groups and encouraged to—  listen to the sounds in nature and outside  recognises varied types of noise and make sense of musical and non- sounds, musical and non- musical sounds. musical.  miming of different types of sounds in  reproduces the sound which people express. through vocal music or any  participate in the discussions on speech musical instruments. and voice modulation in music.  identifies different types of  listen to different kinds of voices of voices of musicians. musicians, sounds of varied musical  identifies sounds of varied instruments, electronic instruments like types of musical instruments. keyboard, etc.  listen to music played through different types of musical instruments like Dhol, Sitar, Ravanhatta, Sarangi, Shehnai, Damru, etc.  classifies different styles of  listen to various types of recorded music singing and categories of presentations and live shows of artists musical instruments. from varied states.  describes India’s cultural  take pictures of sculptures, paintings, etc., heritage with its diversity. related to music and musicians.  develops videos of music,  record videos of dance, vocal and dance, and theatrical instrumental, music theatrical presentation to understand presentations and utilise in classroom. and appreciate the  comprehend the dialect of musical contribution of artists, various compositions of different communities. forms of music and other  show videos of dance forms, both classical arts. and semi-classical.  read books on music and dance to know the historical development of art forms and  draws the inter-relation their gradual evolution. among various music and  listen to different types of musical dance forms. instruments and identify their categories  understands the concept of viz., Tat Vadya (string instruments), Ghana background music related to Vadya and Avanaddha Vadya (Percussive stories in textbooks. instruments), Sushir Vadya (Blowing  classifies varied types of instruments), etc. musical instruments.  sing raga Bhairav, Bhairavi, Bhupali,  performs varied patterns of Khamaj, Des, Brindabani Sarang, Bilahari, notes in different Ragas and Sankara bharanam, Kalyani, Bihag, etc. rhythmic structures in Students should be trained to differentiate different talas between allied ragas in the context of Indian Classical Music.  select scales for singing varied forms in  classifies a few ragas by music. listening to the artists.  listen to various types of recorded musical  performs percussive presentations. instruments by playing varied  to play varied talas and their layakaris by rhythmic patterns. using fingers and palm for producing the correct sound on tabla, dholak, khol, Mridangam, or any percussive instrument.  Differentiates  sing and play different genres of classical contemporary, traditional, music like Dhrupad, Khyal, Kriti, Varnam, folk, regional and classical Tarana or Tillana, Padam and Gat, etc. styles of music by  listen to musical recordings in repositories understanding the different like NROER, Swayam portal, etc. characteristics that  sing ragas with rhythmic accompaniment distinguishes them from one (two drutkhayals) along with basic another. elaboration or one chaukakalaand two  performs traditional styles of madhyama kalakritis in the prescribed music and dance. ragas Bhairav, Bihag, Durga, etc., in  performs Alankars, sings Hindustani music and the Ragas classical compositions and Mayamalavagoula and Bihag in Carnatic classical music based music. compositions in varied  listen and learn compositions like khyal, rhythmic structures and geetam, kritis, varnam, gat, bhajan, folk scales. songs of different states, etc.  performs talas on varied  differentiate types of rhythmic patterns to percussive instruments. understand the importance of time cycle in music to demonstrate talas like Jhaptal and Tilwada in Hindustani music or  performs traditional music. Aditala, Khanda, Triputa Talam in Carnatic music listening.  demonstrates talas in varied  listen to audio-visual recordings of the patterns. rhythmic sounds of the West, Carnatic  differentiates different types Tala Vadya Kacheri, sounds of the Tabla of rhythmic patterns to Tarang, Kashtha Tarang, rhythmic sounds understand the importance of of tribal music, rhythmic accompaniment time cycle in music. and solo performances on percussion  differentiates different instruments. sounds and rhythmic  listen and play laykari of taals with thah, patterns of western, carnatic dugun, tigun, chaugun (LEC-DEM by the and tribal music. teachers or students along with recitation).  appreciates the complex bol  listen to recordings of complex bol rendered by musicians in rendered by Tabla, Mridangam, and percussive instruments Pakhawaj players and also recitation of some of these bol.  record or play different kinds of drums in western music also and try to know the  identifies poems in the rhythmic patterns in western and Indian textbook and create musical styles. dramas.  create small compositions based on the  creates music for poetry and ragas by the end of the year. background music for  give tune to poems and also rhyming lines stories, etc. which can be put to tune.  experiments with non-  tune the poems in textbooks and also traditional methods and present musical drama based on the materials for producing stories in textbooks. rhythmic patterns, pitches  create sound by using the waste like and tones, props, costumes, plastic bottles, dry leaves, hollow bamboo movements, expressions, twigs, etc. Also, they can be motivated to etc. use waste materials.  communicates their  play the game, spinning a yarn musically emotions artistically with (sing musical lines to carry the story originality. forward) for example, if the theme is  uses creative skills while deforestation, lines can be made by the designing activities using players and then presented in a formal available resources. way.  identifies musical themes  see videos of theatre, dance, and visual like deforestation and create arts to understand the inter-relation. For music to carry the story example, a phad painting from the state of forward. Rajasthan is connected to the bhopas who  understands the inter- sing the story. Such videos can be shown. relation of music to dance, The learners are asked to write and create theatre, visual arts. stories and painting along with musical  communicates their pieces as the traditional phad painters and emotions artistically with bhopas. originality through selected  take care of musical instruments like art form(s). harmonium, tanpura, tabla or dholak which  makes safe use of materials, require proper care and storage space. musical instruments, tools Almirahs, wooden boxes or stands for and other equipment. tanpura and other instruments should be  reflects on artistic made. These have to be maintained by the expressions (of self and of children. The boxes should be kept neatly, the pears) using critical dust should be wiped with cloth everyday thinking skills. and after practice every day the musical  appreciates performances instruments have to be kept back in their and analyses performance of respective place. peers.

 learn ragas Bihag and Bhairavi through  analyses, reflects and aroha, avroha and pakad. A small practices composition in the raga has to be learnt. Let the students sit in groups of five and write a sargamgeet in Ektaal. Each group  applies artistic and aesthetic will sing their line of sargamgeet after sensibility in day-to-day life. some rehearsal.  reflect on the lines created by the learners one by one. Four lines can be selected  practices different values from all the creation and then the whole such as, cooperation, team class may practice it. work, sharing, empathy,  apply any art form in the classroom, school discipline, compassion, premises, own house, social gatherings, respect for diversity, in public functions, etc. The ideas generated practicing arts and in day-to- by different children should be discussed day school activities. practically and performed. Platforms like  interprets and explains the school assembly, household celebration of art forms, makes festivals or any important day should be presentations through recorded. Pictures or videos to be multimedia resources like showcased. PowerPoint presentations,  give opportunity to the differently abled for editing through movie maker participation in musical activities and also in groups to share the present their musical talent in the class, experience about artists and public places, assembly individually. art forms, paving the way for  visit to the museums/galleries. y interact systematic learning, with the artists and artisans and watch preserving information, their live performances in fairs and enhancing self-confidence of festivals or any other programme. the learner and  interact with the artists to know about comprehending objectivity in evolution of music, ragas, etc. life.