Twin Melodies — Class 9 English
Kaveri · Chapter 6
Visual story
Watch as story →CBSE Class 9 community
View all
6- Mathematics Part I
- Mathematics Part II
- + 4 more
- 16 texts summarised
- Poetry devices
- Grammar rules
2- Mathematics Part I
- Mathematics Part II
- Formula cards
- Graph reading
- 16 traps corrected
- Timelines
- Comparison tables
- Article numbers
- 12 पाठ
- अलंकार और समास
- मुहावरे
Chapter summary
Key ideas & terms
- Shruti Sharma
- A talented young violinist torn between her passion for Indo-Western fusion music and her duty to her strict father.
- Guru Nabin Sharma
- Shruti’s father, a classical violinist and principal who first rejects fusion music but evolves to support his daughter.
- Leela Devi
- Shruti’s mother, who reminds Nabin of his own rebellious past and helps him understand Shruti.
- Fusion music
- Indo-Western fusion blending classical Indian and Western styles – the source of the play’s central conflict.
- “Each bay, its own wind”
- Nabin’s phrase accepting that every artist has a unique path and style; one approach does not fit all.
- Mitra Phukan (playwright)
- The author of the play; the script uses asides, stage directions and non-lexical fillers as dramatic devices.
Extra questions & answers
Why does Shruti hide her fusion practice from her father?
She knows he is strict and believes only classical Hindustani music is worthy; he would see fusion as a desecration of the violin.
What do Shruti’s friends advise her to do?
They encourage her to be brave, “bite the bullet,” and honestly tell her father about the fusion concert and her practice.
How does Nabin react when Shruti first tells him about the concert?
He firmly refuses, disapproves of fusion music, and says there is nothing left for him to discuss since his views are well known.
Why does Leela scold Shruti in Act II?
Because Shruti got involved in the concert and hid her practice without her father’s knowledge in the first place.
What happens when Shruti’s parents secretly watch the rehearsal?
Nabin becomes engrossed, taps his feet, and at the end claps furiously with an expression of pride on his face.
What does Leela reveal about Nabin’s own past?
Nabin had defied his family of vocalists to take up the violin, which was then not part of classical Indian music, and worked very hard to succeed.
Why did Nabin change his mind about Shruti’s fusion music?
He realised his fears were baseless, remembered his own struggle, and accepted that each artist has a unique path – “each bay, its own wind.”
What does the title “Twin Melodies” signify?
It suggests the harmony of two kinds of music – tradition and modernity – and the renewed bond between father and daughter.
What is an “aside,” used in the play?
A dramatic device in which a character speaks their private thoughts to the audience while other characters are presumed not to hear.
What is the main theme of the play?
The reconciliation of tradition with modern artistic expression, and the conflict between duty to family and personal passion.
Reflect and Respond
I Given below are some stringed musical instruments. Work in pairs and identify them by first letter of the spellings of their names. S................... S................... S................... S................... M................... V................... G................... B...................
The eight stringed instruments are: S - Santoor, S - Sarangi, S - Sarod, S - Sitar, M - Mandolin, V - Violin, G - Guitar, B - Banjo. All are stringed instruments where sound is produced by vibrating strings.
II Do you play a musical instrument? If given a choice, which one would you choose and why?
I do not play an instrument regularly yet, but if given a choice I would choose the violin because it can produce both soft soulful melodies and powerful fast tunes, it is central to both Indian classical and Western music, and playing it improves concentration and expression.
III Is there any difference in the choice of music between children and elders? If yes, why? If no, why not?
Yes, there is often a difference. Children usually prefer fast, energetic, popular or film music with strong beats, while elders often prefer classical, devotional or old melodies which they grew up listening to. This is due to different exposure, memories, cultural background and emotional needs at different ages, though many people enjoy all kinds of music.
IV Work in pairs to complete the paragraph given on the next page by choosing the correct phrases given in the box. Discuss with your teacher whether the following phrases have a literal meaning or a figurative one. Box: wearing a look of distress, bite the bullet, found words, lost in his thoughts, bring it up, throw a party, winding up, sweating on, come around The theatre club was 1. _______________________ their practice. Anil saw Sunny was 2. _______________________ and not speaking to anyone. They had a disagreement in the morning and since then, Sunny was 3. _______________________. Anil did not want to 4. _______________________ and disturb Sunny further but he finally decided to 5. _______________________ and speak to Sunny. He was sure if he apologised first, his friend would 6. _______________________. With a lot of anxiety, he 7. _______________________ to apologise. And finally, Sunny smiled! Everyone clapped and asked them to 8. _______________________ to celebrate.
1. winding up 2. wearing a look of distress 3. lost in his thoughts 4. bring it up 5. bite the bullet 6. come around 7. found words (or sweating on - variant with anxiety, but most suitable is found words) 8. throw a party. Most of these phrases are figurative idioms, not literal: for example bite the bullet means to face a difficult situation bravely, come around means to change one's opinion and agree, throw a party means to celebrate, etc., while wearing a look of distress is more descriptive.
Check Your Understanding
I Complete the table given below based on Act I of the play. Check your answers with the teacher. Setting • Where: Iqbal’s room • Description of the room: a small rack, ................ • On the wall: ............ Children and the instruments they play 1. Iqbal: flute 2. .................. 3. .................. 4. .................. Speaker | Words of the Speaker | Reason | .................. | Oh ho! Wow Shruti! You are a sensation now! The least you can do is throw a party! | ............ | ................. | There is need to worry Iqbal! You don’t know papa. | .......... | .................. | That’s the spirit! | ...........
Description of the room: a small rack and a wooden table stacked with books. On the wall: posters of famous Indian flute players Pandit Hariprasad Chaurasia and Shashank Subramanyam. Children and instruments: 1. Iqbal - flute, 2. Avinash - tabla, 3. Peter - keyboard, 4. Shruti - violin. Speaker table: Avinash said Oh ho! Wow Shruti!... because he read the newspaper praise of Shruti and wanted to celebrate. Shruti said There is need to worry Iqbal! You don't know papa because she fears her strict father will consider fusion music a desecration of the violin. Peter said That's the spirit! to encourage Shruti after she decided to bite the bullet and talk to her father.
II Do you think Shruti will gather the courage to speak to her father? Give a reason.
Yes, Shruti will gather courage. Her friends encourage her and she herself says at the end of Act I, Thanks for encouraging me again! Tonight, at dinner, I promise to bring this up, showing she has decided to bite the bullet and talk to her father despite her fear.
III What might be Shruti’s father’s reaction? Why?
Her father Nabin Sharma is likely to react negatively at first. He is strict and firmly believes that Classical Hindustani music with ragas and aalaaps is the only worthy music and would see fusion as desecration. He values tradition and discipline, so he may scold her or refuse permission.
Check Your Understanding
I Complete the summary of Act II by choosing the correct words from the box given below. There are two extra words that you do not need. Check your answers with the teacher. Box: disapproval, plea, absent-minded, setback, surprised, scolded, courage, firm, clash, relief Shruti seemed 1. _______________________ during dinner. She finally gathered the 2. _______________________ to inform her father, Nabin, about her wish to participate in an upcoming Indo-Western fusion concert. Nabin reacted negatively, expressing 3. _______________________ of fusion music and dismissed the idea. Despite Shruti’s 4. _______________________ to him to attend a practice before deciding, Nabin was 5. _______________________ in his decision. Shruti’s mother, Leela, 6. _______________________ her for not seeking permission earlier. The tension highlights the 7. _______________________ between traditional and contemporary musical preferences within the family. Despite the 8. _______________________, Shruti promises not to hide again and is urged to go to bed by her mother.
1. absent-minded 2. courage 3. disapproval 4. plea 5. firm 6. scolded 7. clash 8. setback. The extra words not used are surprised and relief.
II Will Shruti’s father go for the rehearsal? Support your answer with a reason.
Initially it seems he will not go. In Act II he mocks the idea as phoo music and says making noise does not need practice and leaves angrily, showing firm disapproval. He does not promise to attend, so his immediate answer is no.
III Do you think Shruti and her parents would understand one another? If yes, why? If no, why not?
Yes, eventually they may understand one another. Shruti respects her father's opinions and loves classical music, and her parents love her. Open communication, empathy and her mother's mediation can bridge the gap, as the family shares a deep love for music even if tastes differ.
Check Your Understanding
I Work in pairs. Identify the true statements. Check the answers with your teacher. 1. During the rehearsal, Shruti’s parents enter the room and are overjoyed at her performance. _______
True. In Act III her parents secretly enter during the performance, become engrossed, clap furiously and praise the group, showing they are overjoyed.
I Work in pairs. Identify the true statements. Check the answers with your teacher. 2. Shruti initially considers telling her friends that she can’t join them for the performance, after practising one last time. _______
True. In her aside she thinks, Perhaps I can practise one last time and soon after that I will tell them that I can't join them for the performance.
I Work in pairs. Identify the true statements. Check the answers with your teacher. 3. Shruti’s father expressed that she had sung a few notes incorrectly during her performance. _______
False. He praised her saying she did not lose sight of the notes of the raga even once and performed it to excellence.
I Work in pairs. Identify the true statements. Check the answers with your teacher. 4. Shruti’s father had followed the family’s tradition of being a violinist and worked very hard to achieve all that he did. _______
False. His family were vocalists in a traditional school. He went against his family's wishes to play the violin, a Western instrument at that time, and worked his fingers to the bone to succeed.
I Work in pairs. Identify the true statements. Check the answers with your teacher. 5. Shruti’s mother helped her husband realise why he should support their daughter. _______
True. Nabin himself says it was Leela who opened his eyes and reminded him of his own past struggle.
I Work in pairs. Identify the true statements. Check the answers with your teacher. 6. Shruti’s father accepts that he underrated the potential of classical music. _______
True. Nabin (Shruti's father) says, ‘I underestimated the power of our own music,’ where ‘our own music’ means classical Hindustani music. He had feared that fusion would weaken Shruti's classical foundation, but he comes to accept that he had underrated the strength and potential of classical music itself. So the statement is true.
Critical Reflection
I Read the extracts given below and answer the questions that follow. 1. Shruti: There is need to worry Iqbal! You don’t know papa. He is very strict about these things. He will think it a desecration of the violin to be played to Western tunes. Papa firmly believes that Classical Hindustani music, with its ragas and aalaaps, is the only kind of music that an artist of any worth should play. I don’t want papa to feel that I don’t care about his opinions, because I do. It’s just that I want to give this a try too. I just don’t know how to tell him in the right way! Iqbal: All ways are right ways, Shruti. He is your father, he will understand. (i) Select the option that correctly identifies Shruti’s situation. A. confident B. indifferent C. content D. in a dilemma
D. in a dilemma. Shruti respects her father but also wants to try fusion, so she is torn between duty to family and personal passion.
I Read the extracts given below and answer the questions that follow. 1. (ii) What does Shruti mean by ‘the right way’, in the sentence, “I just don’t know how to tell him in the right way!”?
By the right way she means a way that is respectful, gentle and convincing, so her father does not feel hurt or disrespected and can understand her wish to experiment without thinking she rejects his values.
I Read the extracts given below and answer the questions that follow. 1. (iii) Complete the following with a suitable reason. We can say that the extract reflects the generational gap in understanding art and tradition because ____________.
because the father sees classical Hindustani music as the only worthy sacred art and fusion as desecration, while the younger generation sees fusion as creative exploration and innovation, showing different attitudes to tradition.
I Read the extracts given below and answer the questions that follow. 1. (iv) Explain how Iqbal’s words were meant as an assurance to Shruti.
Iqbal says All ways are right ways, He is your father, he will understand. He assures Shruti that any honest, respectful approach will be accepted because a father's love and understanding will overcome strictness, encouraging her not to overthink.
I Read the extracts given below and answer the questions that follow. 1. (v) Fill in the blank with a phrase from the extract. The critics argued that only films which provoke thoughtful discussion are _________.
of any worth. From the extract: the only kind of music that an artist of any worth should play.
I Read the extracts given below and answer the questions that follow. 2. Nabin: I underestimated the power of our own music. I was afraid you would be lost to us. I realise that my fears were baseless. After all each bay, its own wind. I trust you Shruti and I will root for your group at the concert! (Shruti hugs both of her parents) (i) Select the suitable option to complete the sentence. Nabin’s breakthrough in his understanding of artistic freedom, highlights a bridge between ______. A. personal ambition and professional success B. traditional values and modern expressions C. strict discipline and casual learning D. historical techniques and futuristic innovations
B. traditional values and modern expressions. He realises classical roots are strong enough to allow modern fusion.
I Read the extracts given below and answer the questions that follow. 2. (ii) Fill in the blank with a suitable phrase. The extract uses the word ‘lost’ both in the sense of losing _________ and physical separation.
musical heritage / cultural roots / sense of musicality. He feared she would be lost to classical tradition.
I Read the extracts given below and answer the questions that follow. 2. (iii) In the line, ‘Shruti hugs her parents’, which word from those given below, does not show what it conveys? reconciliation harmony duty acceptance understanding
duty. The hug conveys reconciliation, harmony, acceptance and understanding, not duty as an obligation.
I Read the extracts given below and answer the questions that follow. 2. (iv) What can be inferred about Shruti’s future in music following her father’s expression of trust and support?
With her father's trust and support she will continue classical training seriously while also pursuing fusion. She will have more confidence, freedom to experiment, and family backing, leading to a richer, balanced musical growth.
I Read the extracts given below and answer the questions that follow. 2. (v) Identify the phrase that refers to the uniqueness of each artist’s journey and style.
each bay, its own wind. It means every person and every artistic path is unique and needs its own approach.
II Answer the following questions. 1. Justify the title ‘Twin Melodies’. How does the play explore the theme of tradition and modernity?
Twin Melodies refers to two types of music living together: classical Hindustani tradition and modern Indo-Western fusion, like twin tunes that are distinct yet harmonious. The play shows tradition through Nabin's classical violin discipline and modernity through children's fusion group. Initially they clash, but finally Nabin sees that classical strength can enrich fusion, showing the two melodies can coexist.
II Answer the following questions. 2. What are the different perspectives of Peter, Iqbal, and Avinash regarding confronting figures of authority? How do their attitudes towards Shruti’s dilemma with her father provide insight into their own characters and values?
All three advise honesty and direct talk, but with nuance: Peter is straightforward and encouraging - Just tell them you come for practice from 4 to 5. Iqbal is optimistic and empathetic, saying All ways are right ways and treating scolding lightly - I have scolding for breakfast. Avinash is practical, warning that not talking makes matters worse but reassuring that worst is a little scolding. Together they show supportive, youthful belief in open communication versus Shruti's more fearful respect for authority.
II Answer the following questions. 3. Analyse the character of Nabin Sharma. How does his attitude towards music evolve throughout the play?
Nabin is a dedicated violinist and principal who values discipline, thinks one performance in six months is enough and believes classical ragas are the only worthy music. He is strict, formal and dismissive of fusion as phoo music. After Leela reminds him he himself rebelled to learn violin against his vocalist family, he realises his bias, admits he underestimated our music, and becomes supportive, offering the music room and promising to root for the concert. He grows from rigid traditionalist to understanding father.
II Answer the following questions. 4. How does the play use Shruti’s internal conflict to explore the theme of duty towards family versus personal passion?
Shruti loves and respects her father and does not want him to feel she disregards his opinions, showing duty. At same time she enjoys fusion rehearsals deeply and wants to try. Her dilemma, sleepless thoughts, asking for right words, and aside about one last practice, shows the tug between obedience and self-expression. Resolution shows duty and passion need not conflict when trust and communication exist.
II Answer the following questions. 5. Evaluate the effectiveness of the play’s conclusion. Does it realistically address the conflicts presented?
The conclusion is effective and hopeful. Nabin secretly watches rehearsal, is moved by the soulful raga-based fusion, and changes. Leela's reminder of his own youth makes change psychologically realistic. Offering the music room shows practical support. While quick, it mirrors real life where experiencing art and empathy can quickly dissolve prejudice, giving a satisfying closure without ignoring the earlier tension.
II Answer the following questions. 6. Assess how well the role of cultural diversity contributes to the storyline of the play.
Cultural diversity is central. Posters of Hariprasad Chaurasia, the blend of tabla, flute, violin and keyboard, and Indo-Western fusion itself show India's plural heritage. It drives conflict and resolution, teaches that diversity enriches rather than dilutes tradition, and reflects modern India's youth collaborating across styles.
Vocabulary and Structures in Context
I Read the highlighted word given in the brackets. SHRUTI (Aside): Oh, how much I enjoy performing this piece. Perhaps I can practise one last time and soon after that I will tell them that I can’t join them for the performance. 1. What is ‘aside’ used for? (i) enables characters to talk about the story (ii) shows what a character thinks or feels (iii) makes a direct link between the audience and the character (iv) (i), (ii), and (iii)
(iv) (i), (ii), and (iii). An aside lets a character share inner thoughts and feelings directly with the audience without other characters hearing, linking audience and character and advancing understanding of the story.
II Read the following words from the text. Ahem ahem, I…er… Now, select the correct answer for the question given below. Why are they used? 1. to fill gaps while speaking 2. to increase clarity 3. to provide confidence Now, choose suitable non-lexical fillers given in the box to describe the emoticons 1 to 4. There is an extra word you do not need. Box: whew, err, arrgh, hmmm, ahem-ahem 1 2 3 4
They are used 1. to fill gaps while speaking while the speaker gathers thoughts. These are non-lexical fillers like uh, um. For emoticons: typical mapping is 1 - hmmm (thinking), 2 - whew (relief), 3 - arrgh (frustration/anger), 4 - ahem-ahem (attention seeking). err is the extra word.
III Read the following words from the text and their meanings. notes—a single sound at a certain pitch, usually shown as a symbol on music sheet. crescendo—a gradual increase in the volume or intensity of sound Now, on the next page, match the meanings of other music-related words in Column 1 with their meanings in Column 2. Column 1 Column 2 1. rhythm (i) the lowest tone or part in music 2. tempo (ii) a mixture of loud unpleasant sounds 3. bass [base] (iii) the pattern of beats or time intervals in music 4. baritone (iv) the speed or pace at which a piece of music is played 5. cacophony (v) a male voice that falls between the higher and lower ranges 6. pitch (vi) a series of musical notes moving upwards or downwards 7. scale (vii) the perceived frequency of a sound, how high or low a sound is
1. rhythm - (iii) the pattern of beats or time intervals in music 2. tempo - (iv) the speed or pace at which a piece of music is played 3. bass - (i) the lowest tone or part in music 4. baritone - (v) a male voice that falls between the higher and lower ranges 5. cacophony - (ii) a mixture of loud unpleasant sounds 6. pitch - (vii) the perceived frequency of a sound, how high or low a sound is 7. scale - (vi) a series of musical notes moving upwards or downwards
IV Write the meanings of the underlined phrases based on your understanding of the usage in sentences. Phrases Meanings 1. My mother told me, “When you follow trends without thinking, you drown your individual style.” 2. The pianist was appreciated for his sense of musicality. 3. When one of the performers in the group was injured, they felt their practise would go down the drain.
1. drown your individual style - to lose or suppress your own unique character by copying others. 2. sense of musicality - natural understanding and feeling for melody, rhythm and expression in music. 3. go down the drain - to be wasted or ruined without result.
V Read the dialogues given below. 1. Oh, how much I enjoy performing this piece! 2. Wah, how soulful! You all have done a wonderful job! Sentences 1. and 2. are ___________ sentences. (declarative/interrogative/exclamatory/imperative) Now, convert the exclamatory sentences given above to declarative sentences.
They are exclamatory sentences. Declarative conversions: 1. Shruti exclaimed that she enjoyed performing the piece very much. 2. Nabin exclaimed with admiration that the performance was very soulful and that they had done a wonderful job.
VI Write the sentences given below in reported speech. One example has been done for you. 1. “Wow Shruti! You’re a sensation!” suggested Avinash. Avinash exclaimed with wonder that Shruti was a great sensation. 2. “What an incredible achievement! I can’t believe we pulled it off!” said Iqbal.
Iqbal exclaimed with joy that it was an incredible achievement and that he could not believe they had pulled it off.
VI Write the sentences given below in reported speech. 3. “Bravo! Each note was executed perfectly, and the performance was flawless!” said Shruti’s mother.
Shruti's mother applauded that each note had been executed perfectly and the performance had been flawless.
VI Write the sentences given below in reported speech. 4. Iqbal: I basically have a little bit of scolding for breakfast every day!
Iqbal joked that he basically had a little bit of scolding for breakfast every day.
VI Write the sentences given below in reported speech. 5. Shruti: Sorry mummy, won’t hide from you again. I promise!
Shruti apologised to her mother and promised that she would not hide from her again.
VI Write the sentences given below in reported speech. 6. Avinash: You are a sensation now! The least you can do is throw a party!
Avinash exclaimed that Shruti was a sensation then and suggested that the least she could do was to throw a party.
VII Report the following dialogue in the indirect form of speech. Asma Wow! What a unique experience I had at the art studio today! Deepa Tell me! I’m eager to hear! Asma I accidentally spilled paint all over my canvas. Deepa Oh, my goodness! What a pity! Asma No worries! The painting now looks better than my original plan! Deepa That’s incredible! Asma exclaimed excitedly that she 1.________________________ ____________. Deepa urged her to tell her as she was eager to hear. Asma said that 2. ______________________________________ _____________. Deepa pitied Asma. However, Asma replied to her not to worry as 3. ________________________________________ _______________________. Deepa exclaimed that 4. _____________ __________________________________.
1. had had a very unique experience at the art studio that day 2. she had accidentally spilled paint all over her canvas 3. the painting then looked better than her original plan 4. that was incredible
Listen and Respond
I Look at the given stringed musical instruments and decide which one could be the yazh [yāḻ].
The yazh is an ancient harp-like stringed instrument. Among the pictures, the instrument resembling a harp with a boat-shaped resonator and strings is the yazh. Students can tentatively choose the harp-like image before listening.
II Now, listen to a musician describing the yazh and check if your choice was correct. (Transcript for teacher on page 270)
After listening to the description, I checked my choice. The musician describes the yazh as an ancient Tamil harp, confirming the correct image. This listening confirms visual identification through audio details.
III Listen to the musician’s description of the yazh once again. As you listen, complete the notes below with not more than three words. The Yazh 1. Type of instrument – The Indian _______ (i) Was used in: __________ (ii) Earlier version of: __________ 2. Design (i) stem tip – shaped like _____ of mythological animal (ii) resonator A. shape of a _________ B. material – _________ 3. Design variety (i) peacock, _________, _________, and bow string
1. Type of instrument – The Indian harp (i) Was used in: Sangam period / ancient Tamilagam (ii) Earlier version of: modern veena 2. (i) stem tip – shaped like head / yali head (ii) resonator A. shape of a boat B. material – wood / jackwood / leather-covered 3. Design variety - peacock, human, fish, and bow string shapes. (Answers depend on transcript but capture key three-word notes.)
Speaking Activity
I Stress and intonation exercises can be a great way to understand the emotional and rhythmic feelings associated with dialogues in a play. 1. Let us pick a few lines from the play and speak them aloud. Focus on how stress and intonation can change their meaning or emotional impact. Sentences Stress Intonation I don’t want papa to feel that I don’t care about his opinions, because I do. Tonight, at dinner, I promise to bring this up. Why are you lost in thought my dear child? Each bay, its own wind 2. Practice speaking aloud a few other sentences from the play on your own. Understanding what is being said and why, will help you stress the suitable portions and use the appropriate tone.
This is a speaking practice task. Students should read each line aloud stressing the bold words and using the suggested intonation: concerned and sincere for Shruti's line, decisive and resolute for promise, gentle and curious for Leela's question, thoughtful and philosophical for Nabin's proverb. Rehearsing with partners helps feel emotion and rhythm.
Writing Task
I Read the beginning of a story given below. Anuradha, a teenager, has been learning tabla at school since her primary years and is an extraordinary tabla player. Her father, a vocalist, is a music teacher in a school. He has never been supportive of her learning the tabla and rather feels she should focus on becoming a vocalist. She has been invited to perform at a prestigious event, and decides to participate in it, despite her father’s disapproval. However, Anuradha’s mother and brother have always rooted for her. Anuradha sat wondering. In groups of four, create a play script based only on the beginning of the story given above. To write the script, you may refer to the play you have just read. Tips for writing the script for the play. Write a rough draft, mention setting and characters, use colon after speaker, use brackets to convey delivery, include aside, use non-lexical fillers, use ellipsis.
Sample play opening: Characters: Anuradha (tabla player), Father (vocalist), Mother, Brother Amit. Setting: Living room evening. Father: (firmly) Anuradha, I have said before, vocal music is our tradition. Anuradha: (aside) Oh, how I wish he could hear my tabla once! Anuradha: Papa, I... er... have been invited to the City Youth Festival next week. Mother: (supportively) Let her try, she has practised for years. Brother: Yes papa, each bay its own wind. This follows format with colons, brackets, aside and ellipsis. Students can expand into Acts with conflict and resolution similar to Twin Melodies.
Learning Beyond the Text
I Study the words given in brackets in the following dialogues taken from the text. What do you notice? • Iqbal: (a little loudly) Shruti! • Avinash: (very loudly) SHRUTI! • Nabin: (calmly but firmly) No is the answer. • Iqbal: (picking up a newspaper from his desk)... • Nabin: (getting up)... 1. Why do we not use inverted commas to convey the dialogues? 2. Where do we use colons? 3. What is written within the brackets? What do these convey? 4. How does it help the actors?
1. In a play script inverted commas are not used because the speaker's name followed by a colon already shows whose dialogue it is. 2. Colons are used after the speaker's name to introduce the spoken words. 3. Within brackets are stage directions and manner instructions, like loudly, calmly but firmly, picking up a newspaper, getting up. They convey tone, volume, action and movement. 4. They guide actors on how to speak, move and show emotion, making performance more expressive and clear.
II Did you know that there is an orchestra that made musical instruments from recycling junk or discarded waste items? There is one such orchestra, called the Recycled Orchestra of Cateura, Paraguay, that was formed in 2012, and children are a part of it. They play musical instruments made from scrap materials collected from landfills.
This is an information box, not a question to answer, but students can discuss how creativity and environmental care combine. The Recycled Orchestra shows music needs passion not expensive instruments, similar to Shruti's group using available resources.
III Indigenous musical instruments are crafted from natural materials like bamboo, gourds, animal hides, and shells, reflecting a deep connection to the environment and cultural heritage. These instruments are diverse, ranging from percussion instruments like drums and rattles to wind instruments like flutes, etc. Find out more about such indigenous instruments that are used in your region.
Project task: Students should research local indigenous instruments, e.g., in my region: dhol, bansuri, ektara, dotara, khanjira, tribal drums made from bamboo and gourd. Note material, playing method and cultural occasion.
IV In groups of five, select objects around yourself to create a rhythm. Present it in the class. Enjoy!
Creative activity: Groups can use desk tapping, pencil drumming, bottle percussion, clapping to create a 4-beat rhythm pattern, then perform in class, enjoying teamwork and exploring rhythm without formal instruments.
V Read the book Rigmarole and Other Plays by Sai Paranjpye and enjoy the humour and wit. Rigmarole and Other Plays, a collection by Sai Paranjpye, includes the play ‘Rigmarole,’ which follows a silly King, his Council of nine Ministers, and a bed bug, leading to humorous events. Other plays in the collection, like ‘The Boy Who Wrote a Constitution,’ seek to educate children while entertaining them.
Reading suggestion: Students can borrow the book from library, read the humorous plays, note wit and social messages, and discuss in class how humour can teach serious ideas.
Reflect and Respond
I Read the questions given below and share your answers with your classmates and teacher. 1. What kind of music do you prefer to listen to—vocal or instrumental? 2. Name your favourite musician(s). 3. Give reasons for your choice.
1. I enjoy both, but I prefer instrumental because it lets me imagine freely without words. 2. My favourite musicians are A. R. Rahman and Lata Mangeshkar / Hariprasad Chaurasia. 3. I like them because their melodies are soulful, technically brilliant and connect to emotions, making me feel calm and inspired.
Check Your Understanding
I Read the poem again to complete the poet’s diary about her feelings on music. Fill in the blanks with words from the poem. Today, I’ve been thinking about how essential music is to me. It is like an ocean that calls me to its 1. ____. Music is the 2. _____ that harmonises with my 3. _____, moving me in ways I can’t explain. When I feel sad or upset about things, music is the 4. _____ that eases the ache. It is amazing how music has the power to lift my 5. ____, and give me strength to pull through difficult times. I know that it is the effect of music whenever I feel 6. ____. Music is the much 7. _______, dependable friend when there is no one to 8. ______. Thank you, my dear music, for being my all-time comfort.
1. shore 2. rhythm 3. core 4. therapy 5. spirits 6. cheerful (most cheerful) 7. needed 8. care
II Let us appreciate the poem. 1. The phrase ‘moves me’ in the line ‘That moves me to the core,’ is an example of _____________.
emotive language / phrasal verb expressing deep emotional effect, also an example of idiomatic expression showing music affects the poet deeply.
II Let us appreciate the poem. 2. The poet uses metaphors for music. List these metaphors and rewrite them as similes. For example, Music is as ___________ as __________.
Metaphors: Music is the ocean, Music is the rhythm, Music is the therapy, Music is the needed friend. As similes: Music is as vast and pulling as an ocean, Music is as steady as a heartbeat rhythm, Music is as healing as therapy, Music is as loyal as a needed friend.
II Let us appreciate the poem. 3. What is the rhyme scheme of the poem? What impact does it have?
The poem follows a simple coupled rhyme scheme roughly AABB / AA BB per stanza (shore-core, blue-through, there-care). The regular rhyme gives musicality, rhythm and makes it memorable, echoing the topic of music.
II Let us appreciate the poem. 4. What is the poet’s purpose in using the word ‘music’ repetitively?
Repetition emphasizes that music is central to every mood and moment, creates an anaphoric rhythm like a song refrain, and shows devotion and deep dependence on music.
II Let us appreciate the poem. 5. What is the message the poet wishes to convey through the poem?
Music is a constant companion that heals, uplifts, comforts and celebrates with us. It is a therapy in sadness and a friend when lonely, essential for emotional well-being.
II Let us appreciate the poem. 6. Identify the mood of the poem from the options given below. (i) nostalgic (ii) thoughtful (iii) amused (iv) playful
(ii) thoughtful. The poet reflects gratefully and sincerely on the role of music in life, with a calm appreciative tone.
II Let us appreciate the poem. 7. Give evidence from the poem to support that the speaker is the poet herself.
Use of first-person pronouns me, my, I and personal feelings I need when I feel blue, That moves me to the core, I pull through shows the speaker speaks from personal experience. The diary style also indicates personal voice.
Critical Reflection
I Read the extract given below and answer the questions that follow. 1. Music is the therapy I need when I feel blue. Music lifts my spirits To make sure I pull through. (i) Complete the following sentence suitably. The phrase ‘feel blue’ indicates ___________.
feeling sad, low, depressed or downhearted.
I Read the extract given below and answer the questions that follow. 1. (ii) Identify the line which shows music makes the poet happy.
Music lifts my spirits
I Read the extract given below and answer the questions that follow. 1. (iii) What does the last line of the extract signify?
To make sure I pull through means music gives strength to overcome difficult times and succeed despite sadness.
I Read the extract given below and answer the questions that follow. 1. (iv) State whether the following sentence is true or false. Music plays a vital role in the poet’s life.
True. The poet calls music therapy, core rhythm and needed friend, showing it is essential.
I Read the extract given below and answer the questions that follow. 1. (v) Select the central idea of the extract from the following options. A. Music brings comfort during sadness. B. Music is a necessity in times of happiness. C. Music improves our ability to pull heavy loads. D. Music is a source of knowledge and excitement.
A. Music brings comfort during sadness.
II Answer the following questions. 1. How is music able to move the poet ‘to the core’?
Music touches the poet's deepest emotions and inner being. Its rhythm resonates with heartbeat and feelings, creating strong vibrations that affect mind and body at the core.
II Answer the following questions. 2. Why does the poet compare music to a ‘needed friend’?
Because like a true friend music is always present, listens without judgement, comforts when no one else cares, shares joy, and supports in loneliness, making it dependable.
II Answer the following questions. 3. Explain the poet’s attitude towards music.
The poet is deeply grateful, reverent and dependent. She sees music as ocean, rhythm, therapy and friend, showing love, trust and acknowledgement of its healing and uplifting power.
II Answer the following questions. 4. Support the opinion that this poem has a universal appeal.
The feelings of sadness, joy, loneliness and need for comfort are universal. Everyone uses music for healing or celebration regardless of age or culture, so readers can relate to calling music a friend and therapy.
II Answer the following questions. 5. Compare your experience of music with the feelings expressed in the poem.
Similar to the poet, I also turn to music when I feel blue or stressed; a favourite song lifts my spirits and helps me focus. Music feels like a companion during study or loneliness, so I strongly connect with the poem's experience.
Vocabulary in Context
I Read the following phrases from the poem denoting happiness and sadness. Classify the words given in the box below as positive emotions and negative emotions. feel blue, lifts my spirits, most cheerful • Positive emotions (happiness): _____________________ • Negative emotions (sadness): _____________________ Now, fill in the blanks by choosing the correct word from those given in the brackets. 1. The familiar tune stimulated a rush of _________, transporting listeners back to cherished moments from their past. (nostalgia/elation) 2. The soulful ballad expressed the singer’s _________, leaving the audience moved by the intensity of their emotions. (despondence/anguish) 3. The pianist played a soulful melody on the stage, creating an ambience of ____________. (melancholy/despair) 4. The festive symphony filled the air with _________ tones, lifting the spirits of everyone present on the joyous occasion. (jubilant/euphoric)
Positive emotions: lifts my spirits, most cheerful. Negative emotions: feel blue. Fill blanks: 1. nostalgia 2. anguish (or despondence, both negative but anguish fits intensity) 3. melancholy 4. jubilant (or euphoric, both positive, jubilant fits festive).
II Read the highlighted word in the line given below. To make sure I pull through The meaning of the verb ‘pull’ is ‘move or remove something’. The preposition ‘through’ means ‘from one end or side to the other’. However, when they come together they convey a completely different meaning. Here, ‘pull through’ means ‘to succeed in doing something very difficult’. When a verb consists of two parts, the first part is a verb; the second part is a preposition or an adverb. When they come in such combinations the verbs convey a totally different meaning. Such multi-verbs are called phrasal verbs. Now, read the following lines from the poem. Music is the rhythm That moves me to the core. The phrase ‘moves me’ means ‘to make somebody do something’. ‘Move’ also has different meanings. For example, to change position, to make progress, to take action, cause strong feelings.
This is an explanatory note. The learner should note that pull through is a phrasal verb meaning to survive or succeed through difficulty, not literal pulling.
III Choose the correct meaning from the box given below for the underlined phrasal verbs in the following sentences. 1. He’s planning to move out of his parents’ house next month. 2. Our new neighbours moved in yesterday. 3. I’ve been in this job long enough—it’s time I moved on. 4. Can you move over a bit so I can sit down? 5. The police officer told the crowd to move along. 6. The bus moved off as soon as all the passengers were seated. Box: (i) to start doing or discussing something new (ii) to begin living in a new home or place (iii) to start moving; to leave (iv) to go to a new position, especially in order to make room for other people (v) to leave a place where one has been living (vi) to shift position to make space for someone or something
1. move out - (v) to leave a place where one has been living 2. moved in - (ii) to begin living in a new home or place 3. moved on - (i) to start doing or discussing something new 4. move over - (vi) to shift position to make space for someone or something (also iv similar) 5. move along - (iv) to go to a new position, especially in order to make room 6. moved off - (iii) to start moving; to leave
IV Create phrasal verbs from the verbs ‘put’, ‘get’, ‘look’, ‘break’. Find the meanings of the phrasal verbs you create. Make sentences with the phrasal verbs. Discuss them with your classmates and teacher.
Examples: put on - wear (She put on her shoes). put off - postpone (We put off the meeting). get up - rise from bed (I get up at 6 am). get along - have good relations (They get along well). look after - take care of (She looks after her grandparents). look for - search (He looks for his keys). break down - stop working (The car broke down). break into - enter by force (Thief broke into the house). Students can make own sentences.
Listen and Respond
I Before you listen, read the questions and guess the responses to the given questions. 1. How are the two speakers connected? (i) parent-child (ii) teacher-student (iii) brother-sister 2. Where is the conversation taking place? (i) music centre (ii) park (iii) school reception area 3. Which musical instrument is the reason for the problem? (i) sitar (ii) santoor (iii) sarod 4. What is the problem being discussed? (i) inability to play the musical instrument (ii) irregularity of the music class (iii) lack of choice of the musical instrument 5. What has been the unsuccessful solution? (i) practising for longer hours (ii) singing while playing the instrument (iii) watching videos about playing the instrument 6. What is the final decision taken? (i) change classes (ii) pick a simpler instrument (iii) purchase the musical instrument
Guessed answers before listening (to be checked after listening): 1. (i) parent-child 2. (i) music centre 3. (i) sitar 4. (iii) lack of choice of the musical instrument / inability to play 5. (i) practising for longer hours 6. (ii) pick a simpler instrument. Actual answers to be verified after listening to transcript on page 270.
II Now, listen to the conversation between the two people. As you listen, check your answers and rectify them wherever needed. Once done, discuss your responses with your classmates and teacher. (Transcript for teacher on page 270)
Listening task: After hearing the conversation, compare guesses with actual content, correct wrong options, and discuss with teacher and peers why the speakers chose the final decision, focusing on understanding spoken details.
Speaking Activity
I Work in groups of four and choose a role each. Use the cues given below to present a role play in the class. Frame your responses logically in complete sentences. You may frame appropriate questions to ensure continuity in the conversation. Music teacher: encourages the student to take up music classes Student 1: confused–feels music class may take away time from studies Student 2: music learner–is convinced that music is beneficial and can manage time Parent: initially doubtful but later supportive after the discussion
Sample role play: Music teacher: Music improves concentration and helps studies. Student1: But will I get time for homework? Student2: I manage both by a timetable, music refreshes my mind. Parent: I was doubtful, but now I see music helps overall development, I will support you. Groups enact with logical dialogue.
Writing Task
I Your school is organising a musical evening on 21 June, World Music Day. You are presenting a Sitar recital at the event. Draft an invitation letter requesting your grandparents to attend the event. Follow the guidelines given below to draft the invitation letter. Format: Sender’s address Date Salutation: Dear… Body of the letter: Ask about their well-being. Mention the event and give details—date, time, and venue. Request them to attend. Complimentary close: Yours affectionately, Name of the sender Language: Use first person—‘I’ and second person ‘We’ and ‘You’. Write in a warm and personalised style.
12, Green View Apartments, Parbatpuri 15 June 2026 Dear Grandpa and Grandma, I hope you are both well and happy. I am delighted to invite you to our school's Musical Evening on 21 June, World Music Day, at 5:30 pm in the school auditorium. I will be presenting a Sitar recital; it will be my first stage performance and your presence will mean so much to me. Please do come and bless me. We will all be very happy to have you with us. Yours affectionately, Anjali
Learning Beyond the Text
I Did you know, India’s rich musical heritage has a lot to offer to our well-being? Raga Chikitsa, one of the ancient texts, elaborates on the healing properties of music. A seventeenth century work titled Sangita Sudha gives an account of the effects of music on emotions. Find out how music is used as an alternative therapy in the present times.
Project: Modern music therapy uses ragas and soothing instrumental music to reduce stress, anxiety, blood pressure and pain. Hospitals, yoga centres and counselling use flute, sitar or classical vocal therapy for relaxation, sleep and emotional healing, continuing the idea of Raga Chikitsa.
II Everything in nature has a rhythm or sound vibration, even our heartbeat. Speak to your music teacher and find out about the origin of the seven swaras (notes) of Indian classical music.
Task: The seven swaras Sa Re Ga Ma Pa Dha Ni originate from nature sounds: peacock for Sa, chataka for Re, goat for Ga, heron for Ma, cuckoo for Pa, frog for Dha, elephant for Ni, as per ancient texts. Ask music teacher to demonstrate on harmonium.
III You must have read or heard poems and songs about music—both in English and in your own language. Share some of them with your classmates and create a collection of these poems and songs together.
Activity: Collect poems like Music by Walter de la Mare, Where the Mind is Without Fear, or regional folk songs, compile in a class anthology with illustrations and perform them.
IV Read and enjoy the poem given below. Music When music sounds, gone is the earth I know, And all her lovely things even lovelier grow; Her flowers in vision flame, her forest trees Lift burdened branches, stilled with ecstasies. When music sounds, out of the water rise Naiads whose beauty dims my waking eyes, Rapt in strange dreams burns each enchanted face, With solemn echoing stirs their dwelling-place. When music sounds, all that I was I am Ere to this haunt of brooding dust I came; And from Time’s woods break into distant song The swift-winged hours, as I hasten along. Walter de la Mare
This is a reading for enjoyment. The poem describes how music transforms the earth, awakens mythical Naiads, and connects the speaker to timeless beauty and memory, showing the magical power of music.