NCERT Textbook: My Body in Dance | Arts (Bansuri) Class 4 - New NCERT PDF Download

 Page 1


DANCE
4 Dance.indd   137 4 Dance.indd   137 29-03-2025   3.41.30 PM 29-03-2025   3.41.30 PM
Page 2


DANCE
4 Dance.indd   137 4 Dance.indd   137 29-03-2025   3.41.30 PM 29-03-2025   3.41.30 PM
Guide for Teachers
1. Please provide a spacious and well-ventilated area for 
the children.
2. The pedagogy focuses on:
 • Learning dance units according to regional practices.
 • Learning about dances of various regions of the 
country.
 • Learning to express emotions and becoming 
comfortable in expressing emotions.
 • Understanding the use of different body parts for 
movement and expressing emotions.
 • Understanding the importance of collaboration in 
movement practice.
 • Creativity in putting together various elements of 
dance.
3. Please address the below given Curricular Goals, 
Competencies and Learning Outcomes for your 
assessments.
4. Focus on the effort put in by the children, their attitude 
towards learning new things, showing empathy with 
emotions and expressions, and willingness to share 
and collaborate.
Curriculum Goals and Competencies are listed below 
which are covered through the textbook. The Learning 
Outcomes for each chapter are listed in tables with 
assessment guidelines.
CG-1: Develops confidence to explore, depict and celebrate 
human experience through the arts.
C-1.1: Expresses enthusiasm to create and perform a 
variety of dance and movement that is familiar to them.
C-1.2: Shares ideas and responses while working 
collaboratively in dance and movement.
CG-2: Exercises their imagination and creativity freely 
in the arts.
C-2.1: Creates and practices dance, and movement 
sequences based on everyday actions and personal 
experiences. 
C-2.2: Compares and contrasts movements, rhythms, 
postures, themes, and expressions in a variety of dance 
and movement styles introduced in the classroom.
CG-3: Explores basic processes, materials, and 
techniques in the arts.
C-3.1: Makes choices while working with movement 
steps, instruments, costumes, and arrangements used 
in dance and movement.
C-3.2: Selects a variety of dance and movement sequences 
during collaborative practice and participates.
CG-4: Explores beauty in their surroundings, and 
develops an interest in a variety of local art forms and
cultural practices.
C-4.1: Recognises elements of dance and movement in 
nature and describes their artistic qualities.
C-4.2: Demonstrates curiosity towards local art forms 
and culture.
Activities that are marked by a star symbol      can be facilitated by any teacher, even in schools with limited resourses.
Bansuri  •  Grade 4
138
4 Dance.indd   138 4 Dance.indd   138 02-Apr-25   3:54:44 PM 02-Apr-25   3:54:44 PM
Page 3


DANCE
4 Dance.indd   137 4 Dance.indd   137 29-03-2025   3.41.30 PM 29-03-2025   3.41.30 PM
Guide for Teachers
1. Please provide a spacious and well-ventilated area for 
the children.
2. The pedagogy focuses on:
 • Learning dance units according to regional practices.
 • Learning about dances of various regions of the 
country.
 • Learning to express emotions and becoming 
comfortable in expressing emotions.
 • Understanding the use of different body parts for 
movement and expressing emotions.
 • Understanding the importance of collaboration in 
movement practice.
 • Creativity in putting together various elements of 
dance.
3. Please address the below given Curricular Goals, 
Competencies and Learning Outcomes for your 
assessments.
4. Focus on the effort put in by the children, their attitude 
towards learning new things, showing empathy with 
emotions and expressions, and willingness to share 
and collaborate.
Curriculum Goals and Competencies are listed below 
which are covered through the textbook. The Learning 
Outcomes for each chapter are listed in tables with 
assessment guidelines.
CG-1: Develops confidence to explore, depict and celebrate 
human experience through the arts.
C-1.1: Expresses enthusiasm to create and perform a 
variety of dance and movement that is familiar to them.
C-1.2: Shares ideas and responses while working 
collaboratively in dance and movement.
CG-2: Exercises their imagination and creativity freely 
in the arts.
C-2.1: Creates and practices dance, and movement 
sequences based on everyday actions and personal 
experiences. 
C-2.2: Compares and contrasts movements, rhythms, 
postures, themes, and expressions in a variety of dance 
and movement styles introduced in the classroom.
CG-3: Explores basic processes, materials, and 
techniques in the arts.
C-3.1: Makes choices while working with movement 
steps, instruments, costumes, and arrangements used 
in dance and movement.
C-3.2: Selects a variety of dance and movement sequences 
during collaborative practice and participates.
CG-4: Explores beauty in their surroundings, and 
develops an interest in a variety of local art forms and
cultural practices.
C-4.1: Recognises elements of dance and movement in 
nature and describes their artistic qualities.
C-4.2: Demonstrates curiosity towards local art forms 
and culture.
Activities that are marked by a star symbol      can be facilitated by any teacher, even in schools with limited resourses.
Bansuri  •  Grade 4
138
4 Dance.indd   138 4 Dance.indd   138 02-Apr-25   3:54:44 PM 02-Apr-25   3:54:44 PM
Chapter 14
MY BODY IN DANCE
Welcome again to the world of 
dance!
Hope you enjoyed dancing 
with your friends and teachers 
last year and learnt about 
dance with body movements, 
hand gestures, and folk and 
traditional forms.
This year, you will begin with a 
Panchatantra story connected 
to all art forms. You will also 
dance about it.  You will move 
like animals and fly like birds. 
But first, let us start dancing!
4 Dance.indd   139 4 Dance.indd   139 29-03-2025   3.41.31 PM 29-03-2025   3.41.31 PM
Page 4


DANCE
4 Dance.indd   137 4 Dance.indd   137 29-03-2025   3.41.30 PM 29-03-2025   3.41.30 PM
Guide for Teachers
1. Please provide a spacious and well-ventilated area for 
the children.
2. The pedagogy focuses on:
 • Learning dance units according to regional practices.
 • Learning about dances of various regions of the 
country.
 • Learning to express emotions and becoming 
comfortable in expressing emotions.
 • Understanding the use of different body parts for 
movement and expressing emotions.
 • Understanding the importance of collaboration in 
movement practice.
 • Creativity in putting together various elements of 
dance.
3. Please address the below given Curricular Goals, 
Competencies and Learning Outcomes for your 
assessments.
4. Focus on the effort put in by the children, their attitude 
towards learning new things, showing empathy with 
emotions and expressions, and willingness to share 
and collaborate.
Curriculum Goals and Competencies are listed below 
which are covered through the textbook. The Learning 
Outcomes for each chapter are listed in tables with 
assessment guidelines.
CG-1: Develops confidence to explore, depict and celebrate 
human experience through the arts.
C-1.1: Expresses enthusiasm to create and perform a 
variety of dance and movement that is familiar to them.
C-1.2: Shares ideas and responses while working 
collaboratively in dance and movement.
CG-2: Exercises their imagination and creativity freely 
in the arts.
C-2.1: Creates and practices dance, and movement 
sequences based on everyday actions and personal 
experiences. 
C-2.2: Compares and contrasts movements, rhythms, 
postures, themes, and expressions in a variety of dance 
and movement styles introduced in the classroom.
CG-3: Explores basic processes, materials, and 
techniques in the arts.
C-3.1: Makes choices while working with movement 
steps, instruments, costumes, and arrangements used 
in dance and movement.
C-3.2: Selects a variety of dance and movement sequences 
during collaborative practice and participates.
CG-4: Explores beauty in their surroundings, and 
develops an interest in a variety of local art forms and
cultural practices.
C-4.1: Recognises elements of dance and movement in 
nature and describes their artistic qualities.
C-4.2: Demonstrates curiosity towards local art forms 
and culture.
Activities that are marked by a star symbol      can be facilitated by any teacher, even in schools with limited resourses.
Bansuri  •  Grade 4
138
4 Dance.indd   138 4 Dance.indd   138 02-Apr-25   3:54:44 PM 02-Apr-25   3:54:44 PM
Chapter 14
MY BODY IN DANCE
Welcome again to the world of 
dance!
Hope you enjoyed dancing 
with your friends and teachers 
last year and learnt about 
dance with body movements, 
hand gestures, and folk and 
traditional forms.
This year, you will begin with a 
Panchatantra story connected 
to all art forms. You will also 
dance about it.  You will move 
like animals and fly like birds. 
But first, let us start dancing!
4 Dance.indd   139 4 Dance.indd   139 29-03-2025   3.41.31 PM 29-03-2025   3.41.31 PM
People in our country celebrate 
different festivals. What is your 
favourite festival? How do you 
celebrate it? Do you sing and dance 
for it?
Do you know that Navratri is a festival 
celebrated across India? But each 
state has its own traditions. The most 
interesting part is that many states 
have dancing as an important part 
of their Navratri celebrations. Below 
are some examples of the varieties of 
dances seen in various parts of the 
country. Do you have a special dance 
for a festival?
Dance to a Festival Song
Note for Teachers: 
Pick a popular festival song 
of your region and let the 
students explore dancing and 
creating movement.
Dance together to the rhythm of 
your favourite festival song.
Kolata — Karnataka
Dhunuchi — Durga 
Puja, West Bengal
Garba — Navratri, Gujarat
Activity 14.1
Bansuri  •  Grade 4
140
4 Dance.indd   140 4 Dance.indd   140 02-Apr-25   3:55:55 PM 02-Apr-25   3:55:55 PM
Page 5


DANCE
4 Dance.indd   137 4 Dance.indd   137 29-03-2025   3.41.30 PM 29-03-2025   3.41.30 PM
Guide for Teachers
1. Please provide a spacious and well-ventilated area for 
the children.
2. The pedagogy focuses on:
 • Learning dance units according to regional practices.
 • Learning about dances of various regions of the 
country.
 • Learning to express emotions and becoming 
comfortable in expressing emotions.
 • Understanding the use of different body parts for 
movement and expressing emotions.
 • Understanding the importance of collaboration in 
movement practice.
 • Creativity in putting together various elements of 
dance.
3. Please address the below given Curricular Goals, 
Competencies and Learning Outcomes for your 
assessments.
4. Focus on the effort put in by the children, their attitude 
towards learning new things, showing empathy with 
emotions and expressions, and willingness to share 
and collaborate.
Curriculum Goals and Competencies are listed below 
which are covered through the textbook. The Learning 
Outcomes for each chapter are listed in tables with 
assessment guidelines.
CG-1: Develops confidence to explore, depict and celebrate 
human experience through the arts.
C-1.1: Expresses enthusiasm to create and perform a 
variety of dance and movement that is familiar to them.
C-1.2: Shares ideas and responses while working 
collaboratively in dance and movement.
CG-2: Exercises their imagination and creativity freely 
in the arts.
C-2.1: Creates and practices dance, and movement 
sequences based on everyday actions and personal 
experiences. 
C-2.2: Compares and contrasts movements, rhythms, 
postures, themes, and expressions in a variety of dance 
and movement styles introduced in the classroom.
CG-3: Explores basic processes, materials, and 
techniques in the arts.
C-3.1: Makes choices while working with movement 
steps, instruments, costumes, and arrangements used 
in dance and movement.
C-3.2: Selects a variety of dance and movement sequences 
during collaborative practice and participates.
CG-4: Explores beauty in their surroundings, and 
develops an interest in a variety of local art forms and
cultural practices.
C-4.1: Recognises elements of dance and movement in 
nature and describes their artistic qualities.
C-4.2: Demonstrates curiosity towards local art forms 
and culture.
Activities that are marked by a star symbol      can be facilitated by any teacher, even in schools with limited resourses.
Bansuri  •  Grade 4
138
4 Dance.indd   138 4 Dance.indd   138 02-Apr-25   3:54:44 PM 02-Apr-25   3:54:44 PM
Chapter 14
MY BODY IN DANCE
Welcome again to the world of 
dance!
Hope you enjoyed dancing 
with your friends and teachers 
last year and learnt about 
dance with body movements, 
hand gestures, and folk and 
traditional forms.
This year, you will begin with a 
Panchatantra story connected 
to all art forms. You will also 
dance about it.  You will move 
like animals and fly like birds. 
But first, let us start dancing!
4 Dance.indd   139 4 Dance.indd   139 29-03-2025   3.41.31 PM 29-03-2025   3.41.31 PM
People in our country celebrate 
different festivals. What is your 
favourite festival? How do you 
celebrate it? Do you sing and dance 
for it?
Do you know that Navratri is a festival 
celebrated across India? But each 
state has its own traditions. The most 
interesting part is that many states 
have dancing as an important part 
of their Navratri celebrations. Below 
are some examples of the varieties of 
dances seen in various parts of the 
country. Do you have a special dance 
for a festival?
Dance to a Festival Song
Note for Teachers: 
Pick a popular festival song 
of your region and let the 
students explore dancing and 
creating movement.
Dance together to the rhythm of 
your favourite festival song.
Kolata — Karnataka
Dhunuchi — Durga 
Puja, West Bengal
Garba — Navratri, Gujarat
Activity 14.1
Bansuri  •  Grade 4
140
4 Dance.indd   140 4 Dance.indd   140 02-Apr-25   3:55:55 PM 02-Apr-25   3:55:55 PM
Now, focus on everyday activities and 
turn them into movements.  
For examples
How does Srinivas’s mother get ready to 
go to the office? She wears her earrings 
and packs her lunch box.
How does Sonal’s uncle cook dinner? 
Movements in Everyday Life
Can you notice and understand how 
the different parts of your body move 
when you do such activities? Choose 
any situation or select one from the 
given examples and enact it using arm 
movements, hand gestures, and other 
body movements. Try to count the beats 
as you do these movements. You are now 
dancing to your music.
Activity 14.2
Dance
141
4 Dance.indd   141 4 Dance.indd   141 29-03-2025   3.41.36 PM 29-03-2025   3.41.36 PM