NCERT Textbook: Making Music

 Page 1


?????? ? ???? ????? ?? ???? ???? ???? ???? ?
?
???
????? ?? ??? ??????????????????? ??????? ????? ???? ? ? 
 — ??? ?? ??? ?? ?? ?????? , ????? ? ??? ??? Nakara? pra?a-namana? dakaram anala? vidu?.
Jata? pra?agni-sa?yogat tena Nado-'bhidhiyate. 
— Sa?gita-ratnakara, Sharangdeva
Meaning: Nada (musical sound) is created through a 
combination of na, pra?a which represents (life force) and da 
which represents agni (??re).
Hello musicians! Let us embark on an exciting year  
of learning and making music.
5_Music.indd   56 5_Music.indd   56 24-Jul-25   10:28:41 AM 24-Jul-25   10:28:41 AM
Reprint 2026-27
Page 2


?????? ? ???? ????? ?? ???? ???? ???? ???? ?
?
???
????? ?? ??? ??????????????????? ??????? ????? ???? ? ? 
 — ??? ?? ??? ?? ?? ?????? , ????? ? ??? ??? Nakara? pra?a-namana? dakaram anala? vidu?.
Jata? pra?agni-sa?yogat tena Nado-'bhidhiyate. 
— Sa?gita-ratnakara, Sharangdeva
Meaning: Nada (musical sound) is created through a 
combination of na, pra?a which represents (life force) and da 
which represents agni (??re).
Hello musicians! Let us embark on an exciting year  
of learning and making music.
5_Music.indd   56 5_Music.indd   56 24-Jul-25   10:28:41 AM 24-Jul-25   10:28:41 AM
Reprint 2026-27
SOME COMMON MUSICAL TERMS
Aadhara Shruti/Aadhar Swar 
The base note according to which music is played 
or sung. 
Swara 
A note in music. There are seven notes in Indian 
music — Sa Ri/Re Ga Ma Pa Dha Ni. 
Raga
A group of notes that come together as per certain 
rules to create a melody.
Tala/Taal
A rhythm cycle, comprising a number of beats.
Laya 
Tempo or speed. It can vary from slow to fast.
Aroh/Arohana 
The ascending scale of a raga. 
Avroh/Avarohana 
The descending scale of a raga.
Sargam 
A pattern of notes.
?? ?? ? ?? ?? ?
?? ???
5_Music.indd   57 5_Music.indd   57 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
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Page 3


?????? ? ???? ????? ?? ???? ???? ???? ???? ?
?
???
????? ?? ??? ??????????????????? ??????? ????? ???? ? ? 
 — ??? ?? ??? ?? ?? ?????? , ????? ? ??? ??? Nakara? pra?a-namana? dakaram anala? vidu?.
Jata? pra?agni-sa?yogat tena Nado-'bhidhiyate. 
— Sa?gita-ratnakara, Sharangdeva
Meaning: Nada (musical sound) is created through a 
combination of na, pra?a which represents (life force) and da 
which represents agni (??re).
Hello musicians! Let us embark on an exciting year  
of learning and making music.
5_Music.indd   56 5_Music.indd   56 24-Jul-25   10:28:41 AM 24-Jul-25   10:28:41 AM
Reprint 2026-27
SOME COMMON MUSICAL TERMS
Aadhara Shruti/Aadhar Swar 
The base note according to which music is played 
or sung. 
Swara 
A note in music. There are seven notes in Indian 
music — Sa Ri/Re Ga Ma Pa Dha Ni. 
Raga
A group of notes that come together as per certain 
rules to create a melody.
Tala/Taal
A rhythm cycle, comprising a number of beats.
Laya 
Tempo or speed. It can vary from slow to fast.
Aroh/Arohana 
The ascending scale of a raga. 
Avroh/Avarohana 
The descending scale of a raga.
Sargam 
A pattern of notes.
?? ?? ? ?? ?? ?
?? ???
5_Music.indd   57 5_Music.indd   57 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
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NOTE TO THE TEACHERS 
The world of music is all about sur, laya and 
shabd. These elements are woven to express lyrical 
compositions which express myriad emotions of 
love, devotion, patriotism, chivalry, appreciation of 
nature, grief, etc. Music is boundless and is popular 
among the people of all ages. A crowded and noisy 
assembly of children in a school suddenly echoes 
with melody and harmony of musical expression in a 
peaceful manner. The music curriculum aspires that 
you and the students thoroughly enjoy the journey 
of music which has the capacity to unfold immense 
possibilities. The teachers should aim to instil a lifelong 
love for music among the learners, fostering a deep 
appreciation that will grow beyond the classroom. 
Also, the syllabus of Grade 7 aims to enable students 
to gain deeper insights to unfold multiple aspects 
connected to this popular and ever engaging art form. 
 This section unfolds to let the learners know the 
different stages of making music. Music has layers, 
which comprise varied forms of expression through 
moderation in voices, pitch, tempo, parts of musical 
instruments, orchestration, and many other elements. 
A critical review of the songs will help the learners 
comprehend the varied factors that contribute to 
creating a composition. 
 All compositions sung on different occasions are 
signi??cant. Music can be a resource to propagate 
many types of messages in a society including — 
importance of varied occupations and skills, social 
reforms, health-related issues, etc. It is related to 
dance and movement, playback music in theatre, 
??lm-making, etc. The ‘music’ section will help the 
learners unravel such aspects.
 Examples of some basic skills of practising 
sargams, traditional folk and classical forms of music 
have been given. While the teachers should stick to 
the curriculum and basic guidelines, they have the 
liberty to introduce the topics in their own way. Also, 
let the students research and ??nd out more from the 
sources available to them. 
 There are many opportunities to experience 
different genres of music in everyday life. 
Enthusiastic participation will help them love the 
art form genuinely and discover the diversity in the 
Indian context. This book aims to motivate students 
to appreciate music. 
 ? Consider taking students to live musical 
performances for exposure.  
 ? Invite a musician to your school and interact 
with the artist. 
5_Music.indd   58 5_Music.indd   58 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
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Page 4


?????? ? ???? ????? ?? ???? ???? ???? ???? ?
?
???
????? ?? ??? ??????????????????? ??????? ????? ???? ? ? 
 — ??? ?? ??? ?? ?? ?????? , ????? ? ??? ??? Nakara? pra?a-namana? dakaram anala? vidu?.
Jata? pra?agni-sa?yogat tena Nado-'bhidhiyate. 
— Sa?gita-ratnakara, Sharangdeva
Meaning: Nada (musical sound) is created through a 
combination of na, pra?a which represents (life force) and da 
which represents agni (??re).
Hello musicians! Let us embark on an exciting year  
of learning and making music.
5_Music.indd   56 5_Music.indd   56 24-Jul-25   10:28:41 AM 24-Jul-25   10:28:41 AM
Reprint 2026-27
SOME COMMON MUSICAL TERMS
Aadhara Shruti/Aadhar Swar 
The base note according to which music is played 
or sung. 
Swara 
A note in music. There are seven notes in Indian 
music — Sa Ri/Re Ga Ma Pa Dha Ni. 
Raga
A group of notes that come together as per certain 
rules to create a melody.
Tala/Taal
A rhythm cycle, comprising a number of beats.
Laya 
Tempo or speed. It can vary from slow to fast.
Aroh/Arohana 
The ascending scale of a raga. 
Avroh/Avarohana 
The descending scale of a raga.
Sargam 
A pattern of notes.
?? ?? ? ?? ?? ?
?? ???
5_Music.indd   57 5_Music.indd   57 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
Reprint 2026-27
NOTE TO THE TEACHERS 
The world of music is all about sur, laya and 
shabd. These elements are woven to express lyrical 
compositions which express myriad emotions of 
love, devotion, patriotism, chivalry, appreciation of 
nature, grief, etc. Music is boundless and is popular 
among the people of all ages. A crowded and noisy 
assembly of children in a school suddenly echoes 
with melody and harmony of musical expression in a 
peaceful manner. The music curriculum aspires that 
you and the students thoroughly enjoy the journey 
of music which has the capacity to unfold immense 
possibilities. The teachers should aim to instil a lifelong 
love for music among the learners, fostering a deep 
appreciation that will grow beyond the classroom. 
Also, the syllabus of Grade 7 aims to enable students 
to gain deeper insights to unfold multiple aspects 
connected to this popular and ever engaging art form. 
 This section unfolds to let the learners know the 
different stages of making music. Music has layers, 
which comprise varied forms of expression through 
moderation in voices, pitch, tempo, parts of musical 
instruments, orchestration, and many other elements. 
A critical review of the songs will help the learners 
comprehend the varied factors that contribute to 
creating a composition. 
 All compositions sung on different occasions are 
signi??cant. Music can be a resource to propagate 
many types of messages in a society including — 
importance of varied occupations and skills, social 
reforms, health-related issues, etc. It is related to 
dance and movement, playback music in theatre, 
??lm-making, etc. The ‘music’ section will help the 
learners unravel such aspects.
 Examples of some basic skills of practising 
sargams, traditional folk and classical forms of music 
have been given. While the teachers should stick to 
the curriculum and basic guidelines, they have the 
liberty to introduce the topics in their own way. Also, 
let the students research and ??nd out more from the 
sources available to them. 
 There are many opportunities to experience 
different genres of music in everyday life. 
Enthusiastic participation will help them love the 
art form genuinely and discover the diversity in the 
Indian context. This book aims to motivate students 
to appreciate music. 
 ? Consider taking students to live musical 
performances for exposure.  
 ? Invite a musician to your school and interact 
with the artist. 
5_Music.indd   58 5_Music.indd   58 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
Reprint 2026-27
CG-1 Develops openness to explore and express 
themselves through various art forms. 
C-1.1 Expresses con??dently, their personal and 
everyday-life experiences through a variety of 
musical activities. 
C-1.2 Demonstrates ??exibility in the process of 
collaboratively developing music practices.
CG-2 Applies their imagination and creativity to 
explore alternative ideas through arts.
C-2.1 Creates and performs songs and musical 
compositions that challenge stereotypes observed in 
their surroundings (such as gender roles).
C-2.2 Connects elements of music (lyrics, raagas, 
rhythms, volume, tempo and patterns) with personal 
experiences, emotions, and imaginations.
CG-3 Understands and applies artistic elements, 
processes, and techniques.
C-3.1 Demonstrates stage etiquette and care for 
musical instruments and makes informed choices 
while using resources and techniques in music.
C-3.2   Re??nes ideas and methods of musical 
expression from the stage of planning to the ??nal 
performance, and reviews the entire process.
CG-4  Acquaints themselves with a range of aesthetic 
sensibilities in regional arts and cultural practices. 
C-4.1 Demonstrates familiarity with various local 
and regional forms of music. 
C-4.2 Describes the life and work of a few local 
musicians and performers in their region and across 
India.
 There are guidelines for Formative Assessments 
at the end of each chapter, which should be 
conducted in a relaxed and engaged manner, and 
mainly through observation in the classroom. 
The suggestions for Summative Assessments are 
provided at the end of the music section. The 
competencies required to be ful??lled at this stage 
are given below. The aim of assessments is mainly 
to see whether children are able to reach the 
competencies laid out, or whether more support is 
needed. Give children qualitative feedback to help 
them develop further.
5_Music.indd   59 5_Music.indd   59 24-Jul-25   10:28:44 AM 24-Jul-25   10:28:44 AM
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Page 5


?????? ? ???? ????? ?? ???? ???? ???? ???? ?
?
???
????? ?? ??? ??????????????????? ??????? ????? ???? ? ? 
 — ??? ?? ??? ?? ?? ?????? , ????? ? ??? ??? Nakara? pra?a-namana? dakaram anala? vidu?.
Jata? pra?agni-sa?yogat tena Nado-'bhidhiyate. 
— Sa?gita-ratnakara, Sharangdeva
Meaning: Nada (musical sound) is created through a 
combination of na, pra?a which represents (life force) and da 
which represents agni (??re).
Hello musicians! Let us embark on an exciting year  
of learning and making music.
5_Music.indd   56 5_Music.indd   56 24-Jul-25   10:28:41 AM 24-Jul-25   10:28:41 AM
Reprint 2026-27
SOME COMMON MUSICAL TERMS
Aadhara Shruti/Aadhar Swar 
The base note according to which music is played 
or sung. 
Swara 
A note in music. There are seven notes in Indian 
music — Sa Ri/Re Ga Ma Pa Dha Ni. 
Raga
A group of notes that come together as per certain 
rules to create a melody.
Tala/Taal
A rhythm cycle, comprising a number of beats.
Laya 
Tempo or speed. It can vary from slow to fast.
Aroh/Arohana 
The ascending scale of a raga. 
Avroh/Avarohana 
The descending scale of a raga.
Sargam 
A pattern of notes.
?? ?? ? ?? ?? ?
?? ???
5_Music.indd   57 5_Music.indd   57 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
Reprint 2026-27
NOTE TO THE TEACHERS 
The world of music is all about sur, laya and 
shabd. These elements are woven to express lyrical 
compositions which express myriad emotions of 
love, devotion, patriotism, chivalry, appreciation of 
nature, grief, etc. Music is boundless and is popular 
among the people of all ages. A crowded and noisy 
assembly of children in a school suddenly echoes 
with melody and harmony of musical expression in a 
peaceful manner. The music curriculum aspires that 
you and the students thoroughly enjoy the journey 
of music which has the capacity to unfold immense 
possibilities. The teachers should aim to instil a lifelong 
love for music among the learners, fostering a deep 
appreciation that will grow beyond the classroom. 
Also, the syllabus of Grade 7 aims to enable students 
to gain deeper insights to unfold multiple aspects 
connected to this popular and ever engaging art form. 
 This section unfolds to let the learners know the 
different stages of making music. Music has layers, 
which comprise varied forms of expression through 
moderation in voices, pitch, tempo, parts of musical 
instruments, orchestration, and many other elements. 
A critical review of the songs will help the learners 
comprehend the varied factors that contribute to 
creating a composition. 
 All compositions sung on different occasions are 
signi??cant. Music can be a resource to propagate 
many types of messages in a society including — 
importance of varied occupations and skills, social 
reforms, health-related issues, etc. It is related to 
dance and movement, playback music in theatre, 
??lm-making, etc. The ‘music’ section will help the 
learners unravel such aspects.
 Examples of some basic skills of practising 
sargams, traditional folk and classical forms of music 
have been given. While the teachers should stick to 
the curriculum and basic guidelines, they have the 
liberty to introduce the topics in their own way. Also, 
let the students research and ??nd out more from the 
sources available to them. 
 There are many opportunities to experience 
different genres of music in everyday life. 
Enthusiastic participation will help them love the 
art form genuinely and discover the diversity in the 
Indian context. This book aims to motivate students 
to appreciate music. 
 ? Consider taking students to live musical 
performances for exposure.  
 ? Invite a musician to your school and interact 
with the artist. 
5_Music.indd   58 5_Music.indd   58 24-Jul-25   10:28:43 AM 24-Jul-25   10:28:43 AM
Reprint 2026-27
CG-1 Develops openness to explore and express 
themselves through various art forms. 
C-1.1 Expresses con??dently, their personal and 
everyday-life experiences through a variety of 
musical activities. 
C-1.2 Demonstrates ??exibility in the process of 
collaboratively developing music practices.
CG-2 Applies their imagination and creativity to 
explore alternative ideas through arts.
C-2.1 Creates and performs songs and musical 
compositions that challenge stereotypes observed in 
their surroundings (such as gender roles).
C-2.2 Connects elements of music (lyrics, raagas, 
rhythms, volume, tempo and patterns) with personal 
experiences, emotions, and imaginations.
CG-3 Understands and applies artistic elements, 
processes, and techniques.
C-3.1 Demonstrates stage etiquette and care for 
musical instruments and makes informed choices 
while using resources and techniques in music.
C-3.2   Re??nes ideas and methods of musical 
expression from the stage of planning to the ??nal 
performance, and reviews the entire process.
CG-4  Acquaints themselves with a range of aesthetic 
sensibilities in regional arts and cultural practices. 
C-4.1 Demonstrates familiarity with various local 
and regional forms of music. 
C-4.2 Describes the life and work of a few local 
musicians and performers in their region and across 
India.
 There are guidelines for Formative Assessments 
at the end of each chapter, which should be 
conducted in a relaxed and engaged manner, and 
mainly through observation in the classroom. 
The suggestions for Summative Assessments are 
provided at the end of the music section. The 
competencies required to be ful??lled at this stage 
are given below. The aim of assessments is mainly 
to see whether children are able to reach the 
competencies laid out, or whether more support is 
needed. Give children qualitative feedback to help 
them develop further.
5_Music.indd   59 5_Music.indd   59 24-Jul-25   10:28:44 AM 24-Jul-25   10:28:44 AM
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Let us start by singing a popular 
song together. Here are some 
suggestions:
There are many elements that contribute to making 
music. When you listen to music, think about how it is 
created or made. Focus on —
1. Barso re megha megha 
2. Bharat humko jaan se pyaara hai 
3. Aa chalke tujhe main lekey chaloon 
4. Zindagi ek safar hai suhana 
5. O palan haarey nirgun aur nyaare
 ? Vocals
 ? Musical instruments
 ? Melody
 ? Harmony 
 ? Lyrics 
All the different types of sounds you hear in a 
song are called layers. Can you hear different 
drum beats, various instruments, voices? All of 
these are layers and they have their own role in a 
song. 
 ? What are the layers you can hear? 
 ? Have you noticed how different styles 
of music have a variety of sounds and 
instruments? 
 ? What are the layers you hear in a ??lm 
song? 
 ? What are the layers you hear in a 
devotional song?
5 
MAKING MUSIC
Note to the Teacher: The above ??lm songs are 
suggestions. However, you are free to choose 
other suitable and age-appropriate songs for 
this activity.
5_Music.indd   60 5_Music.indd   60 24-Jul-25   10:28:44 AM 24-Jul-25   10:28:44 AM
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