Class 9 · ArtsNCERT 2026 Revised Syllabus
Chapter 6: Music and Us (0907AR06)
Madhurima
Explores music genres and their overlap, the structure of a song, folk and classical traditions, and the influence of genres on film and popular music.
Chapter code: 0907ar06 · Book: Madhurima · Class 9 Arts
Find complete NCERT solutions for Class 9 Arts, Madhurima Chapter 6. Every question has a clear, step-by-step answer for chapter code 0907AR06.
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Let Us Explore(2 questions)
1
Based on the Venn diagram of genres, where would you place devotional forms of music or music of contemporary folk-rock bands?
Ans.
Devotional music sits in the central overlap of Classical, Folk, and Popular, since it draws elements from all three. Contemporary folk-rock bands sit in the overlap of Folk and Popular, as they blend regional folk elements with popular/rock instrumentation.
2
Music genres often overlap and are not watertight compartments. Can you think of songs that have influences from multiple genres?
Ans.
Yes. Film songs composed on classical rāgas blend Popular and Classical genres, while folk tunes used in films blend Folk and Popular genres, showing how genres constantly overlap.
Discussion Circle (after Activity 6.3)(1 questions)
1
Discuss the structure of a song you have listened to, and any of its unique features.
Ans.
Most songs follow a Sthāyi/pallavi (chorus) that repeats after every verse, followed by Antarās/charanas (verses) that introduce new words on a related melody. Some contemporary songs add a short introduction before the chorus begins.Note: This discussion is meant to be based on a specific song played by the teacher in class; the answer above gives the general structural framework the student should apply to that song.
Exercises(10 questions)
1
Sing a song sung during festivals. Write a few existing song lyrics from the song, and explain its theme and emotion.
Ans.
Example: a Lohri harvest folk song sung in Punjab. Theme: gratitude for a good harvest and community celebration. Emotion: joy and togetherness (hasya rasa), expressed through simple, repetitive, festive verses sung in groups.Note: For the actual lyric lines, students should write a few lines from a festival song of their own region/language, as reproducing full copyrighted song lyrics is not permitted here.
2
Name two songs, along with their respective genres (vidh). What were the features of music that helped you identify it?
Ans.
• 'Vande Mātaram' – Patriotic genre; identified by its patriotic theme, orchestral/choral rendition, and use on national occasions.
• A bhajan such as 'Raghupati Raghava Rajaram' – Devotional genre; identified by its devotional lyrics, harmonium–tabla accompaniment, and simple repeating chorus structure.
3
Research and write about any two music personalities and their contributions to music.
Ans.
• Lata Mangeshkar – Legendary playback singer honoured with the Bharat Ratna; sang thousands of songs across Indian languages and shaped Indian film music for over six decades.
• Pandit Ravi Shankar – Sitar maestro and Bharat Ratna awardee; popularised Hindustani classical music internationally and pioneered East–West musical collaborations.
4
Listen to a composition played in the class and identify which is the Sthāyi/pallavi/chorus and which is the Antarā/charana/verse. How did you identify the parts of the song?
Ans.
The Sthāyi/pallavi is the line that repeats with the same words and tune after every verse, usually carrying the song's title/main idea. The Antarā/charana is identified as the part with new lyrics each time, sung on a related but distinct melodic phrase before returning to the chorus.
5
Find a song related to an occupation in your region or language. Write its lyrics, identify the occupation mentioned in the composition, and briefly describe the meaning/summary of the song.
Ans.
Example: the 'Seed Sowing Song' (Hashei Bu Bu-Ow) of the Yingli Phom tribe, Nagaland. Occupation: farming/jhum cultivation. Summary: farmers clear forest land in the month of Ketnyi–, burn the fields, sow paddy, yam, maize and pumpkin, and sing while praying for a bountiful harvest and while weeding their fields.
6
Justify the statements given below with an explanation and examples:(i) Film songs have the influence of many genres. (ii) Folk songs provide information about the region they are from.
Ans.
(i) True, because film/popular music is hybrid by nature and borrows from classical, folk, and global styles. For example, many film songs are composed on classical rāgas, while others use folk tunes to suit a rural setting on screen.(ii) True, because folk songs are community-based expressions rooted in regional life, language, and customs. For example, the Nagaland 'Seed Sowing Song' documents the exact farming calendar and jhum cultivation practices of the Yingli Phom tribe.
7
Why do you think both Classical Music and Folk Music are considered traditional? How are they different from each other?
Ans.
Both are considered traditional because they are ancient, living practices passed down across generations. Classical music is rāga/tāla-based, formally trained, and structured with rules for composition and improvisation; folk music is community-based, orally transmitted, and tied directly to regional daily life, rituals, and festivals without fixed rules.
8
Create the lyric of a song about a family tradition which has a Sthāyi/pallavi and at least one Antarā/charana.
Ans.
Sthāyi/Pallavi: 'Diwali diye jalo, ghar ko roshan bano' (Light the Diwali lamps, brighten up our home). Antarā/Charana: 'Dd k rasoi mein ladd ban rahe hain, sre milkar khushiy man rahe hain' (In grandmother's kitchen sweets are being made, together we celebrate the joy).Note: This is an original sample lyric created for illustration; students are encouraged to write their own lyric based on a real tradition from their own family.
9
Match the following.i. Folk Music — a. Emotions ii. Classical Music — b. Belongs to a particular region iii. Genre/Vidh — c. Is a structured form with rules for composition and improvisation iv. Navarasa is connected to — d. Style of music
Ans.
The correct matches are given below.• Folk Music — b. Belongs to a particular region
• Classical Music — c. Is a structured form with rules for composition and improvisation
• Genre/Vidh — d. Style of music
• Navarasa is connected to — a. Emotions
10
Listen to the songs performed by popular bands in our country and identify the genres that have influenced the song.
Ans.
Example: the band Indian Ocean blends Hindustani classical melodic elements and regional folk tunes with rock/pop instrumentation, showing a clear fusion of Classical, Folk, and Popular genres in a single composition.Note: Activities 6.1, 6.2, 6.4, 6.5, 6.6, and 6.7 (music journal, genre-listening checklist, personal playlist, learning a song, mapping regional traditions, and a family-tradition song) are personal, ongoing, or creative tasks to be completed individually by each student using their own experiences, as instructed in the textbook, and therefore do not have one fixed answer.
Activities — How to Do(7 questions)
1
Activity 6.1 (my music journal): keep a dedicated music journal across Grades 9–10 logging songs heard, learnt and created. How should you start and maintain it?
Ans.
Give the journal a creative name (like classical treatises do) and decorate the cover. For each song note name, genre and learning; file every activity (playlists, maps, songs) dated — it becomes your two-year musical autobiography.
2
Activity 6.2 (listening to genres): as you hear pieces through the year, tick their genres — Hindustani/Carnatic vocal and instrumental, Indipop, folk, patriotic, film, world, devotional and others. How should you fill it?
Ans.
Keep the genre checklist in your journal; each time you hear a piece, enter its name and tick one genre. Review monthly and deliberately seek unheard genres so all boxes fill by year-end.
3
Activity 6.3 (identify the genre): for the classroom song, record genre with identifying features, instruments and their sound, musicians and their style, your feelings, and one change you would make. What should the journal entry hold?
Ans.
Write the song details; name the genre and the features proving it; describe each instrument’s sound in words; note the musicians’ distinctive style; record how it made you feel; finish with one change and its reason.
4
Activity 6.4 (my playlist): build a 5-song playlist (e.g., mood-uplifter, calm) noting name, genre, raga-tala, composer-lyricist, artists, why you like it, and when you play it. How should you frame it?
Ans.
Title the playlist by its purpose or mood. Per song record: name, genre, raga-tala (if classical), composer-lyricist, artists, why you like it, and the feeling you play it in. A playlist should mirror or balance emotions, not just collect songs.
5
Activity 6.5 (songs and traditional knowledge): find the given songs online, sing along, note the community traditions they document, and compare with a similar song from your region. What should you capture?
Ans.
Listen and sing along (invite local musicians if possible). Note which community practices the lyrics preserve (harvest, wedding, craft). Then find a similar song from your region and compare theme, occasion and values side by side.
6
Activity 6.6 (mapping regional traditions): draw India’s map in your journal and mark folk music forms in their regions. What is the method and the takeaway?
Ans.
Draw the outline map; recall every folk form you know and mark it in its region with a label. The finished map shows at a glance that each region nurses distinct genres and communities of music.
7
Activity 6.7 (my family tradition): ask elders about a family tradition or recipe, write song lyrics on it using structures from Activity 6.3, set a tune, and share it at the next gathering. What are the steps?
Ans.
Ask parents/grandparents about traditions or recipes; choose one to preserve. Draft lyrics borrowing structures seen in Activity 6.3; set them to your own tune; sing it at the next festival/gathering — your family’s own song.