NCERT Textbook: Emotions Unveiled! | Arts for Class 6 (Kriti - 1) PDF Download

 Page 1


THEATRE
“??????? ? ????? ? 
 
??????????????? ? ? ? 
??????????? ?  
?????????? ??? ????? ??” ?? 113 ??
Etadrase?u bhavesu 
Sarvakarmakriyasu ca|
Sarvopadesajananam 
Natyametad-bhavi?yati| |
Meaning
Drama will be educative 
to all, through the actions, 
situations and emotions 
arising out of it.
Source: Natyashastra, Chapter I
4 Theatre.indd   112 7/15/2024   11:48:40 AM
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Page 2


THEATRE
“??????? ? ????? ? 
 
??????????????? ? ? ? 
??????????? ?  
?????????? ??? ????? ??” ?? 113 ??
Etadrase?u bhavesu 
Sarvakarmakriyasu ca|
Sarvopadesajananam 
Natyametad-bhavi?yati| |
Meaning
Drama will be educative 
to all, through the actions, 
situations and emotions 
arising out of it.
Source: Natyashastra, Chapter I
4 Theatre.indd   112 7/15/2024   11:48:40 AM
Reprint 2025-26
Theatre for Middle Stage
Creative, Positive and Joyful
In a subject like theatre, which is about stories, 
expression and imagination, there will be no wrong 
answer. Encouraging students to think out of the 
box, experiment with ideas and express themselves 
in unique ways would be an ideal environment. A 
classroom that feels safe for a child to share their ideas 
freely, without being mocked at or laughed at is what 
will make a theatre class fruitful. Building this mindset 
in teachers as well as among the children to encourage 
mutual respect and support among classmates is a 
great way to foster holistic learning.
Connect Theatre to Real World Skills
As the children begin to understand more about the world 
around them, facing situations and handling emotions 
that are more complicated than before, theatre becomes 
even more relevant. Emphasising the skills gained through 
theatre becomes crucial. Emotional skills like empathy 
gender and handling failure along with life skills such 
as public speaking, problem-solving and teamwork help 
students recognise the practical applications of theatre, 
beyond being an actor or a director .
Attend Performances
Encouraging students to watch live performances or 
bring guest artists and expose them to professional  
theatre and inspire their own artistic aspirations would 
go a long way in theatre education.
Understand Individual Learning Styles
Recognise and accommodate diverse learning styles 
within your class. Some students may thrive with 
hands-on activities, while others may prefer written 
or visual learning. Provide an option for the child to 
choose their mode of communication (written or oral) 
and keep the focus on the conceptual understanding. 
This takes away the stress from the child’s mind to 
allow free thinking and creativity.
Emphasise Collaboration
Theatre is a collaborative art form. Build in teamwork 
and communication skills by incorporating group 
activities, ensemble performances, and collaborative 
projects. This not only builds team skills, but also 
enhances individual character and aptitude.
Circle Time
A practice to be followed by the teacher in every class. 
The last 10 minutes of the period are allotted to this circle 
time. All children, along with the teacher sit together , for 
what seems like an informal re??ection of thoughts and 
opinions. Children open up freely when they know there 
are no expectations, no marks or grades attached. This 
can be a source of crucial information that no test or 
exam can provide. But this is informal only for the child. 
The teachers are required to take notes for themselves, 
that can be applied in their next lesson plans.
4 Theatre.indd   113 7/15/2024   11:48:40 AM
Reprint 2025-26
Page 3


THEATRE
“??????? ? ????? ? 
 
??????????????? ? ? ? 
??????????? ?  
?????????? ??? ????? ??” ?? 113 ??
Etadrase?u bhavesu 
Sarvakarmakriyasu ca|
Sarvopadesajananam 
Natyametad-bhavi?yati| |
Meaning
Drama will be educative 
to all, through the actions, 
situations and emotions 
arising out of it.
Source: Natyashastra, Chapter I
4 Theatre.indd   112 7/15/2024   11:48:40 AM
Reprint 2025-26
Theatre for Middle Stage
Creative, Positive and Joyful
In a subject like theatre, which is about stories, 
expression and imagination, there will be no wrong 
answer. Encouraging students to think out of the 
box, experiment with ideas and express themselves 
in unique ways would be an ideal environment. A 
classroom that feels safe for a child to share their ideas 
freely, without being mocked at or laughed at is what 
will make a theatre class fruitful. Building this mindset 
in teachers as well as among the children to encourage 
mutual respect and support among classmates is a 
great way to foster holistic learning.
Connect Theatre to Real World Skills
As the children begin to understand more about the world 
around them, facing situations and handling emotions 
that are more complicated than before, theatre becomes 
even more relevant. Emphasising the skills gained through 
theatre becomes crucial. Emotional skills like empathy 
gender and handling failure along with life skills such 
as public speaking, problem-solving and teamwork help 
students recognise the practical applications of theatre, 
beyond being an actor or a director .
Attend Performances
Encouraging students to watch live performances or 
bring guest artists and expose them to professional  
theatre and inspire their own artistic aspirations would 
go a long way in theatre education.
Understand Individual Learning Styles
Recognise and accommodate diverse learning styles 
within your class. Some students may thrive with 
hands-on activities, while others may prefer written 
or visual learning. Provide an option for the child to 
choose their mode of communication (written or oral) 
and keep the focus on the conceptual understanding. 
This takes away the stress from the child’s mind to 
allow free thinking and creativity.
Emphasise Collaboration
Theatre is a collaborative art form. Build in teamwork 
and communication skills by incorporating group 
activities, ensemble performances, and collaborative 
projects. This not only builds team skills, but also 
enhances individual character and aptitude.
Circle Time
A practice to be followed by the teacher in every class. 
The last 10 minutes of the period are allotted to this circle 
time. All children, along with the teacher sit together , for 
what seems like an informal re??ection of thoughts and 
opinions. Children open up freely when they know there 
are no expectations, no marks or grades attached. This 
can be a source of crucial information that no test or 
exam can provide. But this is informal only for the child. 
The teachers are required to take notes for themselves, 
that can be applied in their next lesson plans.
4 Theatre.indd   113 7/15/2024   11:48:40 AM
Reprint 2025-26
Chapter 16
Emotions Unveiled!
SCENE 1  
Understanding Emotions
As we start our ??rst theatre class, 
write one word to describe how you 
are feeling. 
We will now explore, experiment 
and play with emotions! Sounds like 
fun? Let us now get on the HOT SEAT.
Instructions: The default position 
is?—?heads down. Eyes closed. Pay 
attention.
 You will hear a story. Listen to it 
carefully. Start imagining. Be fully 
involved in the story. The story 
suddenly stops and you will hear the 
word?—?‘LOOK’. You have to look up 
quickly and react to that situation in 
the story where it stopped.
Basic: Simple situation that ends in 
a dramatic reaction.
Advanced: Story continues after the 
??rst reaction. They FREEZE in the last 
reaction and continue to listen?… and 
react at LOOK. Many twists and turns 
can be brought into the story, asking 
for a reaction at every twist in the tale!
Example 1
Default Position
School trip is announced 
and you are excited to 
tell your mother . You 
are walking on the road, 
it starts raining. You 
started running.
Since you cannot see well, 
you miss a step and fall 
into the drain?…
Now?… LOOK!
Concepts introduced
•  Emotions in life, 
emotions in drama
•  Indian and western 
views
• Mask making
4 Theatre.indd   114 7/15/2024   11:48:41 AM
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Page 4


THEATRE
“??????? ? ????? ? 
 
??????????????? ? ? ? 
??????????? ?  
?????????? ??? ????? ??” ?? 113 ??
Etadrase?u bhavesu 
Sarvakarmakriyasu ca|
Sarvopadesajananam 
Natyametad-bhavi?yati| |
Meaning
Drama will be educative 
to all, through the actions, 
situations and emotions 
arising out of it.
Source: Natyashastra, Chapter I
4 Theatre.indd   112 7/15/2024   11:48:40 AM
Reprint 2025-26
Theatre for Middle Stage
Creative, Positive and Joyful
In a subject like theatre, which is about stories, 
expression and imagination, there will be no wrong 
answer. Encouraging students to think out of the 
box, experiment with ideas and express themselves 
in unique ways would be an ideal environment. A 
classroom that feels safe for a child to share their ideas 
freely, without being mocked at or laughed at is what 
will make a theatre class fruitful. Building this mindset 
in teachers as well as among the children to encourage 
mutual respect and support among classmates is a 
great way to foster holistic learning.
Connect Theatre to Real World Skills
As the children begin to understand more about the world 
around them, facing situations and handling emotions 
that are more complicated than before, theatre becomes 
even more relevant. Emphasising the skills gained through 
theatre becomes crucial. Emotional skills like empathy 
gender and handling failure along with life skills such 
as public speaking, problem-solving and teamwork help 
students recognise the practical applications of theatre, 
beyond being an actor or a director .
Attend Performances
Encouraging students to watch live performances or 
bring guest artists and expose them to professional  
theatre and inspire their own artistic aspirations would 
go a long way in theatre education.
Understand Individual Learning Styles
Recognise and accommodate diverse learning styles 
within your class. Some students may thrive with 
hands-on activities, while others may prefer written 
or visual learning. Provide an option for the child to 
choose their mode of communication (written or oral) 
and keep the focus on the conceptual understanding. 
This takes away the stress from the child’s mind to 
allow free thinking and creativity.
Emphasise Collaboration
Theatre is a collaborative art form. Build in teamwork 
and communication skills by incorporating group 
activities, ensemble performances, and collaborative 
projects. This not only builds team skills, but also 
enhances individual character and aptitude.
Circle Time
A practice to be followed by the teacher in every class. 
The last 10 minutes of the period are allotted to this circle 
time. All children, along with the teacher sit together , for 
what seems like an informal re??ection of thoughts and 
opinions. Children open up freely when they know there 
are no expectations, no marks or grades attached. This 
can be a source of crucial information that no test or 
exam can provide. But this is informal only for the child. 
The teachers are required to take notes for themselves, 
that can be applied in their next lesson plans.
4 Theatre.indd   113 7/15/2024   11:48:40 AM
Reprint 2025-26
Chapter 16
Emotions Unveiled!
SCENE 1  
Understanding Emotions
As we start our ??rst theatre class, 
write one word to describe how you 
are feeling. 
We will now explore, experiment 
and play with emotions! Sounds like 
fun? Let us now get on the HOT SEAT.
Instructions: The default position 
is?—?heads down. Eyes closed. Pay 
attention.
 You will hear a story. Listen to it 
carefully. Start imagining. Be fully 
involved in the story. The story 
suddenly stops and you will hear the 
word?—?‘LOOK’. You have to look up 
quickly and react to that situation in 
the story where it stopped.
Basic: Simple situation that ends in 
a dramatic reaction.
Advanced: Story continues after the 
??rst reaction. They FREEZE in the last 
reaction and continue to listen?… and 
react at LOOK. Many twists and turns 
can be brought into the story, asking 
for a reaction at every twist in the tale!
Example 1
Default Position
School trip is announced 
and you are excited to 
tell your mother . You 
are walking on the road, 
it starts raining. You 
started running.
Since you cannot see well, 
you miss a step and fall 
into the drain?…
Now?… LOOK!
Concepts introduced
•  Emotions in life, 
emotions in drama
•  Indian and western 
views
• Mask making
4 Theatre.indd   114 7/15/2024   11:48:41 AM
Reprint 2025-26
Theatre 115
Extended: Children volunteer to 
create stories of their own and narrate 
with ‘POSITION’, ‘FREEZE’ and ‘LOOK’, 
while the other children react.
You know, there are some situations 
when you can feel two emotions, at 
the same time. For example, you are 
playing with your friends and you 
It is Circle Time!
• Make a list of all the emotions we 
experienced today.
• What do you think was the most 
complicated emotion? Why?
• Is there a feeling or emotion you can’t 
name? Can you describe it?
Example 2
Freeze
‘How did my toy from yesterday reach him? Oh 
wait?…?I lost it in the bushes outside the palace.’ 
Cousin who was playing with you must have stolen 
it. You take courage and pull the coat to reveal his 
true face. It is your naughty cousin! LOOK!
Freeze
You then try to escape from this person. 
But he is following you. You go faster?… 
that person trips on a rock and something 
falls out of the pocket. The toy you were 
playing with yesterday! LOOK!
You try really hard to recall?… and recall. It is 
the person in the ancestral photo which is 
500 years old.
Now?…?LOOK!
Default Position
You are the princess, who is riding a 
horse in the forest. When you hear a 
familiar voice, you turn back. That face 
looks very familiar .
4 Theatre.indd   115 7/15/2024   11:48:42 AM
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Page 5


THEATRE
“??????? ? ????? ? 
 
??????????????? ? ? ? 
??????????? ?  
?????????? ??? ????? ??” ?? 113 ??
Etadrase?u bhavesu 
Sarvakarmakriyasu ca|
Sarvopadesajananam 
Natyametad-bhavi?yati| |
Meaning
Drama will be educative 
to all, through the actions, 
situations and emotions 
arising out of it.
Source: Natyashastra, Chapter I
4 Theatre.indd   112 7/15/2024   11:48:40 AM
Reprint 2025-26
Theatre for Middle Stage
Creative, Positive and Joyful
In a subject like theatre, which is about stories, 
expression and imagination, there will be no wrong 
answer. Encouraging students to think out of the 
box, experiment with ideas and express themselves 
in unique ways would be an ideal environment. A 
classroom that feels safe for a child to share their ideas 
freely, without being mocked at or laughed at is what 
will make a theatre class fruitful. Building this mindset 
in teachers as well as among the children to encourage 
mutual respect and support among classmates is a 
great way to foster holistic learning.
Connect Theatre to Real World Skills
As the children begin to understand more about the world 
around them, facing situations and handling emotions 
that are more complicated than before, theatre becomes 
even more relevant. Emphasising the skills gained through 
theatre becomes crucial. Emotional skills like empathy 
gender and handling failure along with life skills such 
as public speaking, problem-solving and teamwork help 
students recognise the practical applications of theatre, 
beyond being an actor or a director .
Attend Performances
Encouraging students to watch live performances or 
bring guest artists and expose them to professional  
theatre and inspire their own artistic aspirations would 
go a long way in theatre education.
Understand Individual Learning Styles
Recognise and accommodate diverse learning styles 
within your class. Some students may thrive with 
hands-on activities, while others may prefer written 
or visual learning. Provide an option for the child to 
choose their mode of communication (written or oral) 
and keep the focus on the conceptual understanding. 
This takes away the stress from the child’s mind to 
allow free thinking and creativity.
Emphasise Collaboration
Theatre is a collaborative art form. Build in teamwork 
and communication skills by incorporating group 
activities, ensemble performances, and collaborative 
projects. This not only builds team skills, but also 
enhances individual character and aptitude.
Circle Time
A practice to be followed by the teacher in every class. 
The last 10 minutes of the period are allotted to this circle 
time. All children, along with the teacher sit together , for 
what seems like an informal re??ection of thoughts and 
opinions. Children open up freely when they know there 
are no expectations, no marks or grades attached. This 
can be a source of crucial information that no test or 
exam can provide. But this is informal only for the child. 
The teachers are required to take notes for themselves, 
that can be applied in their next lesson plans.
4 Theatre.indd   113 7/15/2024   11:48:40 AM
Reprint 2025-26
Chapter 16
Emotions Unveiled!
SCENE 1  
Understanding Emotions
As we start our ??rst theatre class, 
write one word to describe how you 
are feeling. 
We will now explore, experiment 
and play with emotions! Sounds like 
fun? Let us now get on the HOT SEAT.
Instructions: The default position 
is?—?heads down. Eyes closed. Pay 
attention.
 You will hear a story. Listen to it 
carefully. Start imagining. Be fully 
involved in the story. The story 
suddenly stops and you will hear the 
word?—?‘LOOK’. You have to look up 
quickly and react to that situation in 
the story where it stopped.
Basic: Simple situation that ends in 
a dramatic reaction.
Advanced: Story continues after the 
??rst reaction. They FREEZE in the last 
reaction and continue to listen?… and 
react at LOOK. Many twists and turns 
can be brought into the story, asking 
for a reaction at every twist in the tale!
Example 1
Default Position
School trip is announced 
and you are excited to 
tell your mother . You 
are walking on the road, 
it starts raining. You 
started running.
Since you cannot see well, 
you miss a step and fall 
into the drain?…
Now?… LOOK!
Concepts introduced
•  Emotions in life, 
emotions in drama
•  Indian and western 
views
• Mask making
4 Theatre.indd   114 7/15/2024   11:48:41 AM
Reprint 2025-26
Theatre 115
Extended: Children volunteer to 
create stories of their own and narrate 
with ‘POSITION’, ‘FREEZE’ and ‘LOOK’, 
while the other children react.
You know, there are some situations 
when you can feel two emotions, at 
the same time. For example, you are 
playing with your friends and you 
It is Circle Time!
• Make a list of all the emotions we 
experienced today.
• What do you think was the most 
complicated emotion? Why?
• Is there a feeling or emotion you can’t 
name? Can you describe it?
Example 2
Freeze
‘How did my toy from yesterday reach him? Oh 
wait?…?I lost it in the bushes outside the palace.’ 
Cousin who was playing with you must have stolen 
it. You take courage and pull the coat to reveal his 
true face. It is your naughty cousin! LOOK!
Freeze
You then try to escape from this person. 
But he is following you. You go faster?… 
that person trips on a rock and something 
falls out of the pocket. The toy you were 
playing with yesterday! LOOK!
You try really hard to recall?… and recall. It is 
the person in the ancestral photo which is 
500 years old.
Now?…?LOOK!
Default Position
You are the princess, who is riding a 
horse in the forest. When you hear a 
familiar voice, you turn back. That face 
looks very familiar .
4 Theatre.indd   115 7/15/2024   11:48:42 AM
Reprint 2025-26
Kriti–I | Grade 6 116
lose the game because one of them 
cheated. What are the two emotions?
sad (for losing the game) and angry 
(a friend cheated).
What emotions would you feel 
when you see a puppy getting 
drenched in the rain, but you cannot 
go out to help because you have a 
cold and it is raining heavily.
 and 
We all go through such 
combination of emotions. Sometimes 
it could be three emotions too! But 
that is ??ne, as long as you know what 
emotions you are experiencing. Since 
you can now not only identify your 
emotions but can also name them; 
it is very important to look within 
yourself in di??erent situations and 
identify what you are going through. 
All of us go through many 
emotions every day. People have 
been thinking about emotions for 
many centuries. We, by just playing 
a game, could list out so many names 
of emotions. Imagine how many 
they must have listed after having 
Bhava
Dominant state of mind.
Based on perception, thoughts and 
attitudes, it does not change easily.
Rasa
The emotional essence.
The resulting experience that is felt in a 
situation, feeling or sentiment.
leads to
worked on it for years! How many 
do you think they must have listed? 
50? 100? More? Actually, it is?… NINE!
Just nine? How? What about the 
others? Who are these people?
After years of study, observation 
and analysis, the ancient rishis of 
our country classi??ed emotions into 
the concept of ‘Navarasa’. Can you 
believe that all the emotions that we 
have discussed, can be categorised 
under these nine rasas? 
This is primarily done on the basis 
of two fundamental elements?—?rasa 
and bhava. 
4 Theatre.indd   116 7/15/2024   11:48:43 AM
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