CBSE Class 3 > Class 3 Notes > Arts (Bansuri - 1) > NCERT Textbook: Imagine
NCERT Textbook: Imagine
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Page 1 Bansuri–I ? Class 3 118 Activity 7 Magic Pit (Situation) Let us sit in a circle. We will now take a headcount. The teacher calls a random number. When your number is called out, you go to the centre of the circle, where the invisible magic pit is present. Instead of picking an object like the last time, you jump into a situation and act like you are a part of the situation. The other children have to guess the situation. No talking is allowed! Let us create new worlds, become different people and get into new exciting situations! How does it all happen? t hrough your minds! What you think becomes the reality! Getting ready and coming to school, falling down and going to the doctor. BASic Two students enact a situation. One student starts the situation. Another student joins the ??rst and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor. Adv ANcEd you Will Learn Body language, interpretation, communication through creativity, imagination, the difference between hearing and listening. ti P Situations are created when a set of actions are done together. Act 2 ScENE 3—Situ Atio NAL PERcEPtio NS 16 iMAGiNE 4 THEATRE.indd 118 25-06-2024 11:56:30 Page 2 Bansuri–I ? Class 3 118 Activity 7 Magic Pit (Situation) Let us sit in a circle. We will now take a headcount. The teacher calls a random number. When your number is called out, you go to the centre of the circle, where the invisible magic pit is present. Instead of picking an object like the last time, you jump into a situation and act like you are a part of the situation. The other children have to guess the situation. No talking is allowed! Let us create new worlds, become different people and get into new exciting situations! How does it all happen? t hrough your minds! What you think becomes the reality! Getting ready and coming to school, falling down and going to the doctor. BASic Two students enact a situation. One student starts the situation. Another student joins the ??rst and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor. Adv ANcEd you Will Learn Body language, interpretation, communication through creativity, imagination, the difference between hearing and listening. ti P Situations are created when a set of actions are done together. Act 2 ScENE 3—Situ Atio NAL PERcEPtio NS 16 iMAGiNE 4 THEATRE.indd 118 25-06-2024 11:56:30 Theatre 119 it’s circle time ! discussion and feedback • Were you able to create situations? • Were the situations from your experience (seen or been through) or imagined? • Can you create situations inspired by lessons from other textbooks? circle time Notes So, now you have started to understand how COMMUNICATION can be improved by combining action (body language) and expression. It requires CREATIVITY and IMAGINATION. You can see how you are not only understanding these terms that are fundamental to theatre, but also building these skills, so you can become experts in theatre. What is happening in these two situations? observe the details of their actions (body language) and expressions and describe. 4 THEATRE.indd 119 14-06-2024 11:55:05 Page 3 Bansuri–I ? Class 3 118 Activity 7 Magic Pit (Situation) Let us sit in a circle. We will now take a headcount. The teacher calls a random number. When your number is called out, you go to the centre of the circle, where the invisible magic pit is present. Instead of picking an object like the last time, you jump into a situation and act like you are a part of the situation. The other children have to guess the situation. No talking is allowed! Let us create new worlds, become different people and get into new exciting situations! How does it all happen? t hrough your minds! What you think becomes the reality! Getting ready and coming to school, falling down and going to the doctor. BASic Two students enact a situation. One student starts the situation. Another student joins the ??rst and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor. Adv ANcEd you Will Learn Body language, interpretation, communication through creativity, imagination, the difference between hearing and listening. ti P Situations are created when a set of actions are done together. Act 2 ScENE 3—Situ Atio NAL PERcEPtio NS 16 iMAGiNE 4 THEATRE.indd 118 25-06-2024 11:56:30 Theatre 119 it’s circle time ! discussion and feedback • Were you able to create situations? • Were the situations from your experience (seen or been through) or imagined? • Can you create situations inspired by lessons from other textbooks? circle time Notes So, now you have started to understand how COMMUNICATION can be improved by combining action (body language) and expression. It requires CREATIVITY and IMAGINATION. You can see how you are not only understanding these terms that are fundamental to theatre, but also building these skills, so you can become experts in theatre. What is happening in these two situations? observe the details of their actions (body language) and expressions and describe. 4 THEATRE.indd 119 14-06-2024 11:55:05 Bansuri–I ? Class 3 120 Ac t i v i t y 8 object improvisation instructions — The teacher calls one child and gives an object. (Everyday classroom objects like pen, duster, chalk piece, etc.). The object must be used as something else apart from its original function. The others guess the reimagined object. The same object is then passed on to the next child. The child uses it as something different and the others make a guess. You cannot repeat what others have done already. Remember — The shape of the object enacted should resemble to the original object. For example, a pen — It can be depicted as a toothbrush, comb, or a ladle as the shape is similar. It cannot be used as a book, a helmet or a shoe… because they are different in shape. This girl is using the bottle as: This boy is using the pencil as: tip: Using expressions along with body language or gestures or action will help communication better. Pen, chalk, duster, and other classroom objects. Book, bag, or something that is bigger than level one objects. BASic AdvAN cEd 4 THEATRE.indd 120 14-06-2024 11:55:06 Page 4 Bansuri–I ? Class 3 118 Activity 7 Magic Pit (Situation) Let us sit in a circle. We will now take a headcount. The teacher calls a random number. When your number is called out, you go to the centre of the circle, where the invisible magic pit is present. Instead of picking an object like the last time, you jump into a situation and act like you are a part of the situation. The other children have to guess the situation. No talking is allowed! Let us create new worlds, become different people and get into new exciting situations! How does it all happen? t hrough your minds! What you think becomes the reality! Getting ready and coming to school, falling down and going to the doctor. BASic Two students enact a situation. One student starts the situation. Another student joins the ??rst and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor. Adv ANcEd you Will Learn Body language, interpretation, communication through creativity, imagination, the difference between hearing and listening. ti P Situations are created when a set of actions are done together. Act 2 ScENE 3—Situ Atio NAL PERcEPtio NS 16 iMAGiNE 4 THEATRE.indd 118 25-06-2024 11:56:30 Theatre 119 it’s circle time ! discussion and feedback • Were you able to create situations? • Were the situations from your experience (seen or been through) or imagined? • Can you create situations inspired by lessons from other textbooks? circle time Notes So, now you have started to understand how COMMUNICATION can be improved by combining action (body language) and expression. It requires CREATIVITY and IMAGINATION. You can see how you are not only understanding these terms that are fundamental to theatre, but also building these skills, so you can become experts in theatre. What is happening in these two situations? observe the details of their actions (body language) and expressions and describe. 4 THEATRE.indd 119 14-06-2024 11:55:05 Bansuri–I ? Class 3 120 Ac t i v i t y 8 object improvisation instructions — The teacher calls one child and gives an object. (Everyday classroom objects like pen, duster, chalk piece, etc.). The object must be used as something else apart from its original function. The others guess the reimagined object. The same object is then passed on to the next child. The child uses it as something different and the others make a guess. You cannot repeat what others have done already. Remember — The shape of the object enacted should resemble to the original object. For example, a pen — It can be depicted as a toothbrush, comb, or a ladle as the shape is similar. It cannot be used as a book, a helmet or a shoe… because they are different in shape. This girl is using the bottle as: This boy is using the pencil as: tip: Using expressions along with body language or gestures or action will help communication better. Pen, chalk, duster, and other classroom objects. Book, bag, or something that is bigger than level one objects. BASic AdvAN cEd 4 THEATRE.indd 120 14-06-2024 11:55:06 Theatre 121 object — Pencil box Laptop Treasure box Door opening object — Handkerchief object — Water bottle Practice Activity it’s circle time ! discussion and feedback • Which part of the activity did you enjoy the most and why? • Was it easy or dif??cult to reimagine the use of an object? • How many objects did you guess correctly? • What is the one new thing you would add to the activity? circle time Notes 4 THEATRE.indd 121 14-06-2024 11:55:08 Page 5 Bansuri–I ? Class 3 118 Activity 7 Magic Pit (Situation) Let us sit in a circle. We will now take a headcount. The teacher calls a random number. When your number is called out, you go to the centre of the circle, where the invisible magic pit is present. Instead of picking an object like the last time, you jump into a situation and act like you are a part of the situation. The other children have to guess the situation. No talking is allowed! Let us create new worlds, become different people and get into new exciting situations! How does it all happen? t hrough your minds! What you think becomes the reality! Getting ready and coming to school, falling down and going to the doctor. BASic Two students enact a situation. One student starts the situation. Another student joins the ??rst and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor. Adv ANcEd you Will Learn Body language, interpretation, communication through creativity, imagination, the difference between hearing and listening. ti P Situations are created when a set of actions are done together. Act 2 ScENE 3—Situ Atio NAL PERcEPtio NS 16 iMAGiNE 4 THEATRE.indd 118 25-06-2024 11:56:30 Theatre 119 it’s circle time ! discussion and feedback • Were you able to create situations? • Were the situations from your experience (seen or been through) or imagined? • Can you create situations inspired by lessons from other textbooks? circle time Notes So, now you have started to understand how COMMUNICATION can be improved by combining action (body language) and expression. It requires CREATIVITY and IMAGINATION. You can see how you are not only understanding these terms that are fundamental to theatre, but also building these skills, so you can become experts in theatre. What is happening in these two situations? observe the details of their actions (body language) and expressions and describe. 4 THEATRE.indd 119 14-06-2024 11:55:05 Bansuri–I ? Class 3 120 Ac t i v i t y 8 object improvisation instructions — The teacher calls one child and gives an object. (Everyday classroom objects like pen, duster, chalk piece, etc.). The object must be used as something else apart from its original function. The others guess the reimagined object. The same object is then passed on to the next child. The child uses it as something different and the others make a guess. You cannot repeat what others have done already. Remember — The shape of the object enacted should resemble to the original object. For example, a pen — It can be depicted as a toothbrush, comb, or a ladle as the shape is similar. It cannot be used as a book, a helmet or a shoe… because they are different in shape. This girl is using the bottle as: This boy is using the pencil as: tip: Using expressions along with body language or gestures or action will help communication better. Pen, chalk, duster, and other classroom objects. Book, bag, or something that is bigger than level one objects. BASic AdvAN cEd 4 THEATRE.indd 120 14-06-2024 11:55:06 Theatre 121 object — Pencil box Laptop Treasure box Door opening object — Handkerchief object — Water bottle Practice Activity it’s circle time ! discussion and feedback • Which part of the activity did you enjoy the most and why? • Was it easy or dif??cult to reimagine the use of an object? • How many objects did you guess correctly? • What is the one new thing you would add to the activity? circle time Notes 4 THEATRE.indd 121 14-06-2024 11:55:08 Bansuri–I ? Class 3 122 Activity 9 Sound improvisation Requirements — Basic folk instruments: Tamte, hand drum, bells, recorded instrumental music (no vocals or songs) to be used. instructions — The teacher will play a sound. You close your eyes and listen to the sound with full attention. Observe the feelings you are getting. What images or visuals are coming to your mind. Now, open your eyes and respond to them in a creative way (Dance, move, react, express what you feel. Do not talk). Rhythms of local drums, whistling, etc. Recorded music could be used for instrumental music of a ??ute, ektara, etc., to create different moods and emotions. This is a group activity, where the reactions are in a group. They create a simple visual for the mood of the sounds they hear. Example: A lively music bit could be visualised as a festival celebration; a deep sound of drums could be visualised as a scene of mystery and exploration. We now move on to the next level – SOUND! Sound itself has a quality to bring up certain thoughts and feelings. How do you feel when you hear the sound of birds chirping? What about the sound of a river ??owing or ocean waves? Each sound can mean different things to different people. Let us see how you give meaning to what you listen to and tell me what each music piece is communicating to you. ScENE 4—viSio NS of Sou Nd BASic Adv ANcEd 4 THEATRE.indd 122 25-06-2024 11:57:43Read More
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Apr 18, 2026 Last updated
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Document Description: NCERT Textbook: Imagine for Class 3 2026 is part of Arts for Class 3 (Bansuri - 1) preparation. The notes and questions for NCERT Textbook: Imagine have been prepared according to the Class 3 exam syllabus. Information about NCERT Textbook: Imagine covers topics like and NCERT Textbook: Imagine Example, for Class 3 2026 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for NCERT Textbook: Imagine.
Introduction of NCERT Textbook: Imagine in English is available as part of our Arts for Class 3 (Bansuri - 1) for Class 3 & NCERT Textbook: Imagine in Hindi for Arts for Class 3 (Bansuri - 1) course. Download more important topics related with notes, lectures and mock test series for Class 3 Exam by signing up for free. Class 3: NCERT Textbook: Imagine
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NCERT Textbook: Imagine of Arts is the updated edition as per the latest syllabus of the 2026-27, PDF available for download. Access all the chapters on EduRev!
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