Fine Arts · Class 9

Active learning ideas

Percussion Instruments: Tabla and Mridangam

Rhythm lives in the body, so percussion instruments like Tabla and Mridangam demand active, multisensory learning. Students move, listen, and speak bols aloud to internalise complex patterns that books alone cannot convey. This hands-on approach turns abstract tala theory into concrete musical understanding.

• CBSE Learning Outcomes
• CBSE: Hindustani Music - Percussion Instruments - Class 9

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 35 min · Small Groups

Bols Clapping Relay: Tabla Patterns

Divide class into teams. Teacher demonstrates a simple Tabla bol sequence like Dha Dhin Dhin Dha. Teams clap it back in relay fashion, adding one bol each turn. Discuss how patterns build energy.

How do different percussion instruments change the energy of a musical piece?

Facilitation Tip

During Bols Clapping Relay, insist students say each bol aloud while clapping to reinforce the link between spoken syllables and physical rhythm.

What to look for

Provide students with a short audio clip (15-20 seconds) featuring either Tabla or Mridangam. Ask them to write: 1. Which instrument is playing? 2. Identify one characteristic sound or stroke they hear. 3. Name one bols associated with that sound.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 40 min · Small Groups

Sound Comparison Stations: Tabla and Mridangam

Set up stations with audio clips and descriptions of each instrument. Groups rotate, noting differences in timbre, bols, and roles. Groups present one key difference to the class.

Analyze the complex rhythmic language communicated through the Bols of the Tabla.

Facilitation Tip

Rotate students through Sound Comparison Stations quietly first, then invite short group discussions to prevent auditory overload.

What to look for

Display images of the Tabla and Mridangam side-by-side. Ask students to write down three distinct differences between the instruments, focusing on construction and sound production. Review answers as a class, clarifying misconceptions.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Pairs

Rhythm Composition Pairs: Energy Shift

Pairs create two short rhythms on one instrument sound, then alter it to change energy (fast/slow). Perform for class feedback on mood impact.

Differentiate between the sound production and rhythmic functions of the Tabla and Mridangam.

Facilitation Tip

For Rhythm Composition Pairs, model one energy shift example using contrasting bols before letting pairs experiment.

What to look for

Pose the question: 'How does the rhythmic foundation provided by the Tabla or Mridangam influence the emotional impact of a classical Indian music piece?' Encourage students to use specific examples of bols or talas in their responses.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 25 min · Whole Class

Tala Circle: Whole Class Sync

Form a circle. Leader calls bols; class claps Mridangam or Tabla patterns in sequence. Switch leaders to practise differentiation.

How do different percussion instruments change the energy of a musical piece?

Facilitation Tip

Move around the Tala Circle to spot timing errors early and give immediate, whisper-level feedback so the pulse stays steady.

What to look for

Provide students with a short audio clip (15-20 seconds) featuring either Tabla or Mridangam. Ask them to write: 1. Which instrument is playing? 2. Identify one characteristic sound or stroke they hear. 3. Name one bols associated with that sound.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach Tabla and Mridangam by combining oral tradition with structured experimentation. Research shows that clapping bols aloud strengthens auditory-motor connections, so prioritise speaking, clapping, and playing simultaneously. Avoid long lectures on bols; instead, let students discover patterns through guided repetition and peer teaching. Keep demonstrations short and focused so the class stays engaged in doing, not just watching.

By the end of these activities, students will confidently identify bols, differentiate Tabla and Mridangam by sound and shape, compose simple rhythmic patterns, and explain how percussion shapes musical energy. Their explanations will reference specific strokes, timbres, and talas rather than vague descriptions.

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Watch Out for These Misconceptions

• During Bols Clapping Relay, watch for students who treat bols as random sounds rather than precise rhythmic syllables.

  Pause the relay and have the group clap the first four bols of Teental (Ta Te Te Te) while saying them aloud together, then ask students to identify the pattern structure before continuing.

• During Sound Comparison Stations, watch for students who assume Tabla and Mridangam produce identical sounds and roles.

  At the station, play the same 8-beat pattern on both instruments, then ask pairs to list three differences in timbre, pitch, and construction before moving to the next station.

• During Rhythm Composition Pairs, watch for students who view percussion as only a background beat rather than a source of energy.

  Ask pairs to perform their composition twice, first softly then loudly, and discuss how the same pattern can shift the mood from calm to lively.

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Methods used in this brief

• Experiential Learning