Sound of Music Part 2

Sound of Music  Part II
The Shehnai of Bismillah Khan

Analysis :

·       ‘The Sound of Music Part Two’ is devoted to Shehnai maestro, Ustad Bismillah Khan who gave a new life to shehnai and brought it to classical stage.

·       The life story of Bismillah Khan is a true example of secular India. In spite of being a devout Muslim, he used to play shehnai and sing in temples. According to him music is above religious boundaries.

·       Bismillah Khan devoted his life to music and shehnai and for the spread of India’s cultural heritage. He passed away in 2006. His life story is a great inspiration for music aspirants.

Summary /  Synopsis

§  Emperor Aurangzeb banned ‘Pungi’ a musical instrument because of its unpleasant sound. A barber who was from a family of musicians decided to improve the tonal quality of pungi. Choosing a hollow pipe with a stem longer and broader than pungi he made seven holes on its body. When he played it in the court, soft and melodious sound was produced and every one was impressed. As it was first played by a ‘nai’ in king’s court, it was named ‘Shehnai’.    

§  Shehnai was played during wedding and in temples as it was considered to be auspicious. The credit for bringing it to the classical stage goes to Ustaad Bismillah Khan.

§  Born in a well known family of great shehnai players, Bismillah took to music early in life. As a boy Bismillah used to sing in a local temple in Dumrao, Bihar, and would earn a big laddu. He accompanied his uncle, Ali Bux who used to play shehnai in Vishnu temple in Benaras.

§  Bismillah started practising shehnai at the banks of river Ganga for hours in solitude. The flowing waters of the Ganga inspired him to improvise and invent ragas that were considered to be beyond the range of shehnai.

§  At the age of 14, he accompanied his uncle to the Allahabad Music Conference. He got his big musical break when he was chosen to give first performance on the opening of All India Radio in Lucknow in 1938. He was the first Indian to play Raag Kaafi from Red Fort in Delhi on 15 August, 1947, first Independence Day.

§  His first trip abroad was to Afghanistan where King Zahir Shah gifted him priceless carpets and other souvenirs to acknowledge his mastery. He was the first Indian to perform at the Lincoln Hall, USA. He also perfomed in Montreal, Cannes Art Festival and Osaka Trade Fair. An auditorium inTehran was named after him. He composed music for two films, Gunj Uthi Shehnai being one of them.

§  National and international awards poured on him. Padma shri, Padma Bhushan and Padma Vibhushan and Bharat Ratna was conferred on him. He wished Indian children to learn music as it is ‘Hindustan’s richest tradition’.

§  In spite of having travelled all over the world Bismillah Khan was exceedingly fond of Benaras and Dumraon. Whenever he was away from Benaras, he missed the river Ganga and when away from Dumraon, he missed its ‘mattha’.

§  Once, his student offered him to head a shehnai school in USA, he declined it saying that river Ganga can’t be transported, there.  

Message

The life story of Bismillah Khan is beautiful message of religious unity and communal harmony. This story highlights that by learning and pursuing music and other arts we may help keep India integrated and unified.

Important Question answers

Q1. Where was shehnai played traditionally? How did Bismillah Khan change this?

Ans. In India shehnai was traditionally played at the royal courts as a part of ‘naubat’ which was the traditional ensemble of nine instruments. Later, it was being played at weddings and in temples as it was considered to be auspicious.

We are indebted to Bismillah Khan that he brought shehnai to classical stage. He improvised and invented raagas which were earlier considered to be beyond the range of shehnai. He broke the myth of shehnai not being capable to create independent tunes. He played raag Kaafi on it from the Red Fort on first Independence Day.

Q2. Find at least two examples from the chapter that tell Bismillah Khan’s love for India and Benaras.

Ans. Bismillah Khan devoted his life to worship music and spread classical music and shehnai. He encouraged Indian parents to teach their children music which he considered to be India’s richest cultural heritage. Though being a devout Muslim he played shehnai and sang at temples. For him music and Indian cultural heritage is beyond religious boundaries. When he was asked why he did not go to Pakistan after partition, he told that he couldn’t imagine of living out of India and leaving Benaras.  

He was not ready to leave Benaras at any cost. When his student offered him to head a shehnai school in USA, he declined it saying that river Ganga can’t be transported, there. Whenever he was away from Benaras, he missed the river Ganga and when away from Dumraon, he missed its ‘mattha’. He could practise shehnai at the banks of Ganga for hours in solitude. The flowing waters of Ganga inspired him to improvise and invent ragas to be played with shehnai.

Q3. Write a brief bio sketch of Bismillah Khan in around 120 words.

Ans. Born in a well known family of great shehnai players, Bismillah took to music early in life. Bismillah started practising shehnai at the banks of river Ganga. He got his big musical break to play shehnai on the opening of All India Radio in Lucknow in 1938. He was the first Indian to play Raag Kaafi from Red Fort in Delhi on 15 August, 1947. He also performed at the Lincoln Hall, USA. He also perfomed in Montreal, Cannes Art Festival and Osaka Trade Fair. An auditorium inTehran was named after him. He composed music for two films, Gunj Uthi Shehnai being one of them. Padma shri, Padma Bhushan and Padma Vibhushan and Bharat Ratna was conferred on him.

Q4. How is shehnai different from a pungi?

Ans. Shehnai was improvisation on pungi. The stem of shehnai was longer and broader with seven holes on it. Sound of pungi was shrill and harsh while that of shehnai was soft and melodious.

Q5. When and how did Bismillah Khan get his big break?

Ans. Bismillah got his big musical break when he was chosen to give first performance on the opening of All India Radio in Lucknow in 1938.

Q6. Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the event historic?

Ans.  Bismillah Khan was the first Indian to play Raag Kaafi from Red Fort in Delhi on 15 August, 1947, first Independence Day. This event was historic as it was the first independence day of India and the most glorious day in Indian history.

Q7. Why did Bismillah Khan refuse to start a shehnai school in USA?

Ans. Once, his student offered him to start and head a shehnai school in USA, he declined it saying that he can’t leave Benaras. When the student said that he would recreate Benaras in USA, Bismillah wanted to know how he would transport river Ganga, there. He couldn't imagine being away from Banaras, river Ganga and his nation, Hindustan.

Wind Class 9

Wind

                                  by Subramanyam Bharti

Analysis of the poem:

§  The poem ‘Wind’ is composed by Dr. Subramania Bharati who is a Tamil poet and better known for his revolutionary poems with patriotic themes. The poem is translated into English by A. K. Ramanujam who is a Kannada and English poet.

§  The entire poem is an extended metaphor for life as the wind stands for hardships and challenges in life.

§  The poem is composed as a monologue or direct talk of the poet to the wind. 

§  Towards the end the poet brings out the central idea of the poem strong people are not affected by adversities but the weak are. The poet conveys that we should not be scared of fire rather make it their friend.

§  The poem is set in backdrop of pre independence era. It is composed to arouse patriotic emotions in the freedom fighters of India during freedom struggle.

Summary / Synopsis

·       The poem opens with a scene of destruction caused by wind. The poet asks the wind not to break the shutters of the windows, scatter the papers and throw down the books from the shelf. He asks the wind to blow softly and not to create destruction.

·       The wind brings rain and again. It crumbles weak houses, breaks the weak doors, uproots the weak trees and scares weak hearts. This way it makes fun of weak people and fragile things. the important thing to learn is that it is the friend of strong people..

·       The poet says that it is up to the wind god whether it brings destruction or shows mercy on humanity. The poet suggests the reader that to make friends with the wind we need to build strong homes with firm doors. He also suggests people be strong, both physically and mentally to combat and resist the ill effects of the wind. The last four lines of the poem tell us about the nature of the wind.

·       It blows out the fires which don’t have force, but the strong fires turn stronger by the wind. It means that the wind is supportive of those who are already strong and powerful but crushes the weak people, fragile things and infirm mind.

·       A very significant message is hidden in these four lines that strong people are not affected by adversities but the weak are. So, it is good to be a friend of the wind, which is a symbol of hardships and obstacles, because only then we will be able to face tough times.

Theme 

The theme is reflected in the central idea of the poem that stamina to face the hardships and challenges builds a tough character and strong personality brings revolutionary changes in his life and society.

Message

A very significant message is conveyed through the poem that strong people are not affected by adversities and hardships whereas the weak minds get scared of strong winds of adversities. It is advisable to be a friend of wind, which is a symbol of hardships and obstacles, because only then we will be able to face tough times. The poet conveys that we should not be scared of fire rather make it their friend.

Background

The poem is set in backdrop of Pre Independence Era. It was composed to arouse patriotic emotions in the freedom fighters of India during freedom struggle. The poet tried to inspire them to let the fire of patriotism burn in their hearts and let it not be extinguished by the brutality of the British.

Poetic Devices

Wind, come softly – Personification

He won’t do what you tell him – Personification

His friendship is good – Personification

The wind blows out weak fires – Symbolism

He makes strong fires roar – Symbolism

Don’t break the shutters of the windows

  Don’t scatter the papers                                -- Anaphora                      
Don’t throw down the books                                        
crumbling houses, crumbling doors, crumbling rafters – Repetition

crumbling wood, crumbling bodies, crumbling lives – Repetition

look what you did – you threw them all down – Repetition

wind will be friends with us – Assonance

wind god winnows – Assonance

His friendship is good – Assonance  

The wind blows out weak out weak fires – Alliteration

Wind god winnows – Alliteration

Video on Road not Taken

Questions – Answers

Q1, What do the last four lines of the poem convey?

Ans. A very significant message is hidden in the last four lines that strong people are not affected by adversities but the weak are. Through the last four lines, the poet inspires us to be strong, firm and determined so that we may face all the hardships or obstacles in the life to come. He tells us that the wind can only extinguish the weak fires but intensifies the stronger ones. In the same way, people who do not fight against the challenges coming in their lives, they have to face the failure. On the other hand, those who stay determined and make sincere efforts to meet their goals, come out to be successful.

Q2. What does the poet mean when he says, “the wind god winnows”?

Ans. Winnowing is a process which is performed by the farmers to separate husk from the grains. The poet says that the wind god winnows the crumbling houses, weak doors, rafters and trees, frail bodies and infirm hearts from stronger ones. In the harsh winds weak things are blown away just like husk or hay but the strong things like grains stay there. This way wind separates weak people and things from the stronger ones.

Q3. What should we do to make friends with the wind?

Ans. We need to make ourselves stronger if we wish to be friend of wind. We must build strong homes with firm doors. We should also practise to make our bodies and hearts stronger not complain about harsh wind of difficulties in life. On the contrary we should thank God for giving difficulties and challenges that help us grow and make us learn how to face them.

Video on the poem 'Wind'

https://youtu.be/NDiJL-Lu-dM

RTC 1

Wind, come softly. 

Don’t break the shutters of the windows. 

Don’t scatter the papers. 

Don’t throw down the books on the shelf

a. How does a violent wind disturb and damage things?

b. What request does the poet make to the wind?

c. Which poetic device has been used in these lines?

d. What effect does this device create?

RTC II

There, look what you did — you threw them all down. 

You tore the pages of the books. 

You brought rain again. 

You’re very clever at poking fun at weaklings

a. Whom does the poet address as ‘you’?

b. What does ‘them’ refer to?

c. How have the pages of the books been torn?

d. How does the wind bring rain?

e. How does the wind deal with the weaklings?

RTC III

Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts — 

the wind god winnows and crushes them all.

a. Why are the houses, doors, rafters, etc. crumbling?

b. Explain the expression, “crumbling lives, crumbling hearts”.

c. Why has the wind been called ‘god’?

d. What does the wind god do?

Answers:

RTC 1

Ans a. Strong winds uproot trees, breaks the windows and houses, dashes the rafters and throws away the things that come in its way.

Ans b. The poet requests the wind to blow softly and not to break the doors and throw his books and other things.

Ans c. Personification and apostrophe

Ans d. Use of personification presents wind as a living one with whom the poet can converse and who is presented as a god.

RTC 2

Ans a. Wind is addressed as ‘You’.

Ans b. ‘Them’ refers to poet’s books.

Ans c. The harsh winds have torn the pages of the books.

Ans d. Strong winds make the clouds float vigorously in the sky and make them pour down. After heavy and strong winds there comes rain.

Ans e. The wind breaks weak things, uproots weak trees and makes the weak hearts tremble and feel scared.

RTC 3

Ans a. The weak houses, doors, rafters are crumbling as they can’t resist strong winds.

Ans b . The crumbling lives are the people who suffer and break down due to the devastations caused by stormy wind and crumbling hearts refer to the people with frail heart and infirm minds who get crushed in the adversities.

Ans c. Wind has been called ‘god’ as wind tests human beings and gives us opportunities helps us become stronger.

Ans d. Wind god separates the weak people from the stronger ones by giving adversities. 

The Lost Child

The Lost Child

                                      by Mulk Raj Anand

Analysis: 

·       The story ‘The Lost Child’ is written by Mulk Raj Anand, a renowned Indo Anglian author.

·        The story is set in an Indian village and gives an authentic picture of a village with lively description of a village fair.

·        It deals with the peculiar behaviour of children and immaturity on part of youngsters who often misjudge their desires as their needs.

·        The theme of the story is ‘all that glitters is not gold’. Every attractive thing may not be important for us.

    The story is left unended by the writer with a purpose that the children and the youngsters must introspect their casual behaviour and careless attitude towards parents and other valuable things and realise their importance in life.  

Summary  /  Synopsis

§  The little child is very happy and excited as he is going to his village fair along with his parents.

§  On his way many beautiful and attractive things catch his attention such as toys hanging in the shops, dragonflies in the flowering mustard fields, worms and insects, raining flower petals in a grove and doves. He wanted to buy toys and take flowers. He also wanted to catch dragonflies and play with doves. But, each time his parents said ‘no’ to him. Often, he lagged behind in order to grab these things and at his parents’ call he joined them.  

§  When the child reached the fair, again he was attracted by all the colourful objects and fascinating sights.

§  First the call of sweet seller caught his attention and he wanted to eat ‘burfi’ which was his favourite sweet but his parents paid no attention. Moving ahead he wanted to buy a garland of gulmohur but he didn’t express his desire as he knew that his parents would refuse it. Seeing colourful balloons and music of snake charmer, too, he suppressed his desire.

§  Then, he reached near a big round about. People were enjoying ride on it. There he could not control his desire and said, "I want to go on the roundabout". He didn’t get any response. When he turned around, he came to know that he was lost. He cried and ran in all the directions but could not find his parents.

§  A kind man in the fair heard his cry and lifted him up in his arms. He tried to pacify the child by asking him if he would take a ride in roundabout but the child requested the stranger to take him to his parents only.

§  Moving ahead the stranger offered the child to enjoy the dance of snake, take balloons, buy a garland and eat sweets. But, each time the child crying bitterly, said, ‘I want my father, I want my mother.’

§  The writer leaves the story unended with a purpose that the children and the youngsters must introspect their casual behaviour and careless attitude towards parents and other valuable things and realise their importance in life before they are lost.

    

   Theme

   The theme of the story is ‘all that glitters is not gold’. Every attractive thing may not be important for us. It draws out difference between our needs and desires/attractions. It also highlights the significance of parents for any living soul.

Message

The message of the story is crystal clear that we need to realise the importance of things in our life before they get lost. We pine for other things that we don’t have and in this, we tend to ignore more valuable things that we have. We only realise their value in our life when that are not with us.

The writer warns against immature behaviour of children who crave for attractive things without thinking of their value and significance.

Video on Road not Taken

Important Question answers

Q1. In the fair the child wanted many things? What were they? Why did he move ahead without waiting for an answer?

Ans. In the fair the child was attracted towards many things and he wanted to have each one of them. First, he wanted to buy ‘burfi’ which was his favourite sweet. But, when his father got angry, he couldn’t dare ask for a garland of gulmohur, rainbow coloured balloons, music played by snake charmer and other things. Each time he moved ahead without asking and waiting for an answer as he knew that his parents would refuse.

Q2. When does the child realise that he has lost his way? How have his anxiety and desperation been described?

Ans. When the child reached a big roundabout in full swing, he could not resist his temptation to have a ride on it and he expressed his desire to his parents. He didn’t get any answer and turned around to find that his parents were not there. Then he realised that his is lost. 

Crying loudly he ran in all the directions but in vain. He got inside a crowd of people near a shrine to look for his parents. His turban got untied and clothes became spoiled. Sweating badly and weeping bitterly he called out ‘mother’ and ‘father’. When he was about to be crushed under the feet of crowd, he was lifted up by a kind man in the crowd.  

Video on Fun They Had

Q3. The kind hearted stranger tried his best to calm down the lost child but failed. Why did the child remain inconsolable?

Ans. The kind hearted stranger in the fair tried to pacify the child by asking him if he would take a ride in roundabout but the child requested the stranger to take him to his parents only. Moving ahead the stranger offered the child to enjoy the dance of snake, take balloons, buy a garland and eat burfi, his favourite sweet. But, the child remained inconsolable and each time, crying bitterly, he said, ‘I want my father, I want my mother.’ Nothing except his parents could console him.

Q4. How did the child react when there was no sign of his parents?

Ans. When the child realised that he is lost, crying loudly he ran in all the directions to search his parents. He got inside a crowd of people near a shrine to look for his parents. His turban got untied and clothes became spoiled. Sweating badly and weeping bitterly he called out ‘mother’ and ‘father’. When he was about to be crushed under the feet of crowd, he was lifted up by a kind man. When he offered the child his favourite things in the fair, he cried, ‘I want my mother, I want my father’. 

 

Sound of Music - Part One

Sound of Music I

Evelyn Glennie

By Deborah cowley

Analysis :

·       A brief biographical sketch of Evelyn Glennie in ‘The Sound of Music Part One’ is beautifully drawn by Deborah Cowley who writes ‘Evelyn Glennie listens to music without hearing it’.

·       The story of Evelyn’s unshakeable determination, unfathomable dedication and perseverance is a great inspiration to the young learners and aspirants.

·       The story highlights that if we have an undying passion to achieve something, even the destiny makes way for it.

·       Evelyn’s story is an inspiration for the young music aspirants and the differently abled who are motivated to fulfil their dreams like she did. 

Summary /  Synopsis

§  Evelyn Glennie lived in Scotland. Sitting at railway platform she could feel the vibrations of approaching train. She was going to London as she had got admission in Royal Academy of Music, London. But her journey since her childhood upto London had been tough.

§  When Evelyn was eight years old, her mother noticed that she didn’t respond to her name being called. Her loss of hearing was gradual and when she was eleven years old, it was confirmed by the doctor that she had lost her hearing power completely. The specialists advised that she should wear hearing aids and go to the school for the deaf. But, Evelyn was determined to lead a normal life and pursue her passion for music.

§  Although she was discouraged by her teachers, her potential was noticed by the master percussionist, Ron Forbes who encouraged Evelyn to feel music through her body parts especially lower body instead of hearing it through her ears. Now, things were easy for Evelyn. She realized that she could feel various sounds through different parts of her body.

§  Evelyn pursued her passion to become a big musician. She learnt to feel music through her body parts. She got admission in the Royal Academy of Music, London and scored the highest marks in the history of the academy.

§  Evelyn evolved into a multi – percussionist and attained mastery over almost a thousand musical instruments, some of them being orchestra, drums, xylophone, piano, etc. In the year 1991, she won the Royal Philharmonic Society’s prestigious ‘Soloist of the Year’ Award.

§  In an interview, Evelyn tells that hard work and dedication towards her goal have helped achieve her goals. Evelyn gives solo performances as well as free concerts for hospitals and schools motivating the young music aspirants.

§  Evelyn’s story is an inspiration for the differently abled and the young learners who aspire to pursue music or fulfil their dreams the way she has done.

Important Question answers

Q1. How does Evelyn hear music?

Ans. Evelyn Glennie was passionate about music but unfortunately, she lost her sense of hearing by the age of eleven. Master percussionist, Ron Forbes spotted Evelyn’s talent and taught her to feel music through her other body parts specially her lower body instead of hearing it through her ears. He trained her by tuning two large drums to different notes. Now, Evelyn could sense various sounds and vibrations through different parts of her body. She could feel the higher notes produced by one of the drums through the upper part of her body, above the waist and the lower notes of the other drum through the lower part of her body, below the waist. Evelyn removed her footwear while she performed on a wooden floor so that she can feel the vibrations produced by different instruments pass through her bare feet. This way, Evelyn learnt to hear the sounds of various musical instruments.

Q2. Name the various places and causes for which Evelyn performs.

Ans. Evelyn went to Royal Academy of Music, London to study music. She made her first tour to United Kingdom with a youth orchestra, at the age of sixteen. Evelyn is a popular musician with a busy international schedule touring in most parts of the world. Apart from the regular concerts in hospitals and schools, she also does charity and does free concerts in hospitals and prisons.

Q3. When was her deafness first noticed? When was it confirmed?

Ans. When Evelyn was eight years old, her mother noticed her deafness as she didn’t respond to her name being called and when she was eleven years old, it was confirmed by the specialist that she had lost her hearing power completely.

Q4. Who helped her to continue with music? What did he do and say?

Ans. Evelyn’s potential was noticed by the master percussionist, Ron Forbes who encouraged her to pursue music. He asked her to feel music through her body parts especially lower body instead of hearing it through her ears. He trained her by tuning two large drums to different notes. This way, Evelyn could sense various sounds and vibrations through different parts of her body.

Q5. Write a brief bio sketch of Evelyn in 100 -120 words.

Ans. Evelyn Glennie lived in Scotland. When she was eight years old, her mother noticed her deafness. She was discouraged by all but her potential was noticed by the master percussionist, Ron Forbes who encouraged Evelyn to feel music through her body parts.

Evelyn pursued her passion to become a big musician. She got admission in the Royal Academy of Music, London and scored the highest marks in the history of the academy. Evelyn evolved into a multi – percussionist and attained mastery over almost a thousand musical instruments. In 1991, she won the Royal Philharmonic Society’s prestigious ‘Soloist of the Year’ Award.

Evelyn gives free concerts for hospitals, prisons and schools. Her story is an inspiration for the differently abled and the young learners.