202110230-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G08-PART2

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$6-563& SESSION 1 THE STORY OF IKAT – READING Oral Discourse Talk about “Art and cultural forms of your area” Hints: • You can talk about festivals like Bathukamma. • You can talk about the Telangana cuisine, famous food items. • Talk about dance forms like Perinitandavam. • Culture sites like museums can be considered for discussion. 1.1 Reading and Comprehension - Word Meaning Noun headgear knot head dress fastening babble chatting a talk difficult to a friendly and informal understand way of talking motif design UNIT 6 ART AND CULTURE 2

LESSON 1-THE STORY OF IKAT Adjective hesitantly - unwillingly/uncertainly pensive serious jubilant very happy; vibrant a celebratory mood active mandatory compelling compulsory extremely interesting vice versa (adv) - drab used to say that the op- dull posite of what you have just said is also true Verb pelt wonder throw wish to know intersect giggle crossing each laugh in a silly way other at a point UNIT 6 ART AND CULTURE 3

LESSON 1-THE STORY OF IKAT resolve solve dashed grin went somewhere very to smile widely quickly - persisted continued Adverb - expectantly (adv) - in a hopeful manner hesitantly (adv) unwillingly/uncertainly 1.2 Reading and Comprehension - Summary In this lesson, the teacher introduces her students to the ‘Ikat ’ textiles of Telangana. ‘Ikat ’ is an Indonesian term which means ‘to bind’ or ‘knot’. It is a traditional cloth woven by handlooms. The teacher tells her students that Pochampalli village in Telangana is famous for these textiles and it is called ‘Chitiki ’ in Telugu, ‘Patola ’ in Gujarati and simply ‘Ikat ’ in Oriya. She then explains how ‘Ikat ’ is made and the various techniques that the weavers adopt to make the fabric. She tells them that the weavers aren’t formally educated but are experienced in calculating the various complex numbers on their fingertips. The tying of the knots on Rakhabandhan is done with the yellow and red Ikat dyed threads.The designs of ‘Ikat ’ have not only been influenced by the Hindu culture but Muslim culture also had an impact on them. UNIT 6 ART AND CULTURE 4

SESSION 2 THE STORY OF IKAT – LITERATURE 2.1 Literature - QA Q1. What is the main theme of the story? A. The main theme of the story is the glory of art and culture of India. The story is about the traditional textiles of Andhra Pradesh – Ikat. In this lesson, their beautiful design, the procedure of weaving and their grandeur are explained. Q2. How is 'chitiki rumal' used by different people? A. Chitiki rumal is used as headgear by fishermen and other labourers. It is also used as a towel on the shoulders of traders in Gujarat. Q3. The teacher became silent when she was discussing handloom. Why? A. For centuries, handloom fabrics have been the symbol of our culture and were popular all over the world for their texture and design. But now, in the race against machines, our heritage has been forgotten. The teacher felt sorry for the current situation of handloom weavers. So she fell silent into a pensive mood. Q4. The children’s attention was divided between her words and the fabrics as she opened a silk patola sari. Why? A. The teacher was talking about the Ikat fabrics. While explaining what it is called in different languages, she opened a silk patola sari from Patan, Gujarat. It had a red design on a black background with rows of flowers in the border. The simple leaf design repeated across the body and the flowers in the border created a mesmerising effect. This was the reason the children’s attention was divided between her words and the fabrics. Q5. The writer described some designs, historical things and the weaving. Which part of the story do you like the most? A. The part of the story I like the most, is where the meaning and description of 'Ikat', 'tie and dye' or 'Chitiki' in handloom weaving are explained. Ideas such as describing warp and weft, 'Chitiki rumal', the holiness of tying the knot, etc. are also interesting. I was moved when I came to learn about the sad present condition of handloom weavers. UNIT 6 ART AND CULTURE 5

LESSON 1-THE STORY OF IKAT Q6. Editing: Read the following passage. Every numbered sentence has an error. Identify and edit it. (1) Lalitha, a ten year old girl sowed some tomato seed in the kitchen garden. The seed grew into little plants after a few days. (2) Lalitha plant them in the middle of the garden. (3) She pulled every weed and never allowed a insect or a worm near her plants. (4) When the days was hot, she poured water to plants at night also. She planted flowers all around her plot to make it beautiful. (5) The flowers also grew but blossomed. A. (1) Lalitha, a ten year old girl sowed some tomato seeds in the kitchen garden. The seeds grew into little plants after a few days. (2) Lalitha planted them in the middle of the garden. (3) She pulled every weed and never allowed an insect or a worm near her plants. (4) When the days were hot, she watered plants at night also. She planted flowers all around her plot to make it beautiful. (5) The flowers also grew and blossomed. UNIT 6 ART AND CULTURE 6

SESSION 3 THE STORY OF IKAT – VOCABULARY 3.1 Vocabulary I. Homonyms Read the following sentences. V. V. S Lakshman is a top class batsman. Sruti is in class VIII. We have ten minutes left for the show. The minutes of every official meeting remains an important document. The experts examined the minute details of the painting. The words underlined in the above sentences have the same spelling but they differ in meaning. These words are called Homonyms. Q1. Find the meaning of the following homonyms with the help of a dictionary. A. 1. a) fair (adj) –acceptable, average; according to the rules; impartial b) fair (noun) –a type of exhibition 2. a) mind (noun) –ability to think b) mind (verb) –to be upset, annoyed or worried by something 3. a) quiet (adj) –making little noise or no noise b) quiet (noun) –the state of being calm; silence II. Homonyms Use the above homonyms in your own sentences . Q1. Write in your notes A. 1. a) The punishment was very fair. b) Let’s take the kids to the fair. UNIT 6 ART AND CULTURE 7

LESSON 1-THE STORY OF IKAT 2. a) There were all kinds of thoughts running through my mind. b) I hope you don’t mind the noise. 3. a) Could you keep the kids quiet while I’m on the phone. b) I go to the library for a little peace and quiet. III. Homophones Read the following sentences carefully. The students have some knowledge about ‘Ikat’. This sum from chapter III is very tough. The words underlined in the above sentences have the same pronunciation but differ in spelling and meaning. Such words are called homophones. Q1. Read the following passage carefully and replace the underlined words with the correct homophones. One day Janaki teacher said to the class, “We all no (1) that the boy in the blew (2) dress has one (3) the best student price (4) for this year.” She added that this is the write (5) hour to felicitate him. “Here is the gift for the boy but can anyone help me untie the not (6) of the died (7) ribbon?” One boy came forward and helped her. There was a wonderful gift inside the box! A. (1) know, (2) blue, (3) won, (4) prize, (5) right, (6) knot, (7) dyed UNIT 6 ART AND CULTURE 8

SESSION 4 THE STORY OF IKAT – GRAMMAR 4.1 Grammar I. Sentence Read the following pair of sentences taken from the narrative ‘The Story of Ikat’. 1. Ramya asked, “Are these fabrics from Indonesia?” 2. The teacher said, “What can be the origin of the word?” Q1. a. Who are the speakers? b. What are the exact words spoken by them? c. If you want to report the above sentences, how would you do so? A. a. In the first sentence, Ramya is the speaker. In the second sentence, the teacher is the speaker. b. “Are these fabrics from Indonesia?” “What can be the origin of the word?” c. Ramya asked if / whether those fabrics were from Indonesia. The teacher asked what the origin of the word could be. Let’s analyse the sentences 1 and 2. The first part of the sentence ‘Ramya asked’ has a subject ‘Ramya’ and a verb ‘asked’ This part of the sentence is called the reporting clause. The verb is called the reporting verb. The part within the quotation marks is called reported clause, which defines the exact words spoken by the speaker. UNIT 6 ART AND CULTURE 9

LESSON 1-THE STORY OF IKAT Let’s look at the answer to the question ‘c’. 1. Ramya asked if / whether those fabrics were from Indonesia. 2. The teacher asked what the origin of the word could be. Let’s look at the changes that have taken place. You will find the following changes. Change of the adjective (these–those). Change of the verb in the reported clause. (are–were). Change of question to a statement by adding if/ whether. All the above changes are made when the reporting verb is in past tense. II. Conversation Report the following conversation. Q1. Ramya visits a weaver at Pochampally and asks him a few questions. Ramya: Uncle, what are you doing? Weaver: I’m making a sari. Do you like it? Ramya: Oh! Yes. What is the price? Weaver: Five hundred rupees. Do you want to buy it? Ramya: Oh yes! Can you pack it for me? Weaver: Sure, here you are. A. • Ramya asked the weaver what he was doing. • The weaver replied that he was making a sari and asked her if she liked it. • Ramya replied that she did and asked him what the price was. • The weaver replied that the price of the sari was five hundred rupees. He asked her if she wanted to buy it. • Ramya replied that she wanted to buy it and asked him whether he could pack it for her. • The weaver agreed to her request and handed over the pack to Ramya. UNIT 6 ART AND CULTURE 10

LESSON 1-THE STORY OF IKAT Look at the following possible changes while reporting. E.g.: (1) The teacher said, “I am busy.” The teacher said that he/she was busy. (2) The teacher said, “I am writing a letter.” The teacher said that he/she was writing a letter. (3) He said, “I have finished my homework.” He said that he had finished his homework. E.g.: (1) He said, “I ate a mango.” 11 He said that he had eaten a mango. (2) She said to me, “You were sleeping.” She told me that I had been sleeping. (3) He said, “She had done her work.” He said that she had done her work. UNIT 6 ART AND CULTURE

LESSON 1-THE STORY OF IKAT E.g.: (1) He said, “I can do this.” 12 He said that he could do it. (2) She said, “He may come.” She said that he might come. (3) He said, “I will go.” He said that he would go. (4) He said, “She must go.” He said that she had to go. E.g.: (1) He said, “I am busy.” He said that he was busy. (2) She said, “I am doing her homework.” She said that she was doing her homework. (3) He said, “We will go.” He said that they would go. (4) I said, “We can do it.” I said that we could do it. (5) He said to me, “You are a fool.” He told me that I was a fool. (6) She said to him, “I hate you.” She told him that she hated him. UNIT 6 ART AND CULTURE

SESSION 5 THE EARTHEN GOBLET – READING 5.1 Reading and Comprehension - Word Meaning Noun captive impulse prisoner a sudden strong desire to something without thinking Adjective fatal vast - causing death of very great extent or quantity; immense fragrant cast having a pleasant smell to shape by moulding Verb 13 twirl turn something round and round UNIT 6 ART AND CULTURE

LESSON 2-THE EARTHEN GOBLET 5.2 Reading and Comprehension - Summary The poem “The Earthen Goblet” was written by Harindranath Chattopadhyaya. This poem is a conversation between the poet and a goblet. The poet asks the goblet about how it felt when it was being twirled on the potter’s wheel. The goblet tells the poet that it strongly wished to break away from the potter’s hot hands. It has been captured and heated to be shaped into its present form. Before it became a prisoner on the potter's wheel and moulded into a goblet, it had a fragrant friendship of a little flower. The root of the flower was buried deep in its bosom. The association between clay and creeper was strong. The goblet fondly remembers its friendship with the flower. It dislikes its present form because it feels that its present form is like death. It grieves that the potter has drawn the living breath out of it and turned it into a lifeless goblet. It feels that its previous shapeless natural form was the best form as it had a bright flower as its companion growing through its bosom. UNIT 6 ART AND CULTURE 14

SESSION 6 THE EARTHEN GOBLET – LITERATURE 6.1 Literature - QA Q1. Who is ‘I’ in the poem? Who is the speaker in the first stanza? A. In the poem, “I” refers to the earthen goblet. The speaker in the first stanza is the poet. Q2. What does the phrase “fragrant friendship” convey about the goblet’s relationship with the flower? A. When the gooblet was in the form of clay, the root of a flower was buried deep in its bosom. It gave life to the flower. It used to feel the sweet fragrance of the beautiful flower. The sweet- smelling flower was its constant companion. Also, their friendship was as sweet as the fragrance of the flower. Hence, the poet says ‘fragrant friendship’. Q3. The poem has the expression “burned so warm”. Does the poet have tender feelings towards the goblet or the earth? What is your opinion? A. The poet nurtures a strong feeling of sorrow and sympathy for the goblet. He has tender feelings towards the earth and likes the clay’s friendship with the flower. In my opinion, the expression “burned so warm” is an expression of pain and sorrow as the clay did not like being moulded into a goblet. Q4. The goblet has certain feelings towards its present life and past life. Which life does it like? Why? A. The goblet has sweet memories of its past life as clay. As clay, it had life within and helped a flower grow. It liked its unshapely natural form of clay the best. It feels sorrowful on being cast into its present form as a goblet. It feels that its present form is like death. It feels so because the potter captures, shapes, burns and casts it into a crimson goblet. The potter has drawn out its living breath. Q5. What common things do you notice between the expressions ‘living breath of me’ and ‘natural stage’? A. In its natural stage, the clay had life and helped a flower grow. The potter drew out its life, shaped it into a goblet and burned it in a kiln. Thus, while the clay helped life exist in nature, the potter drew out it living breath. UNIT 6 ART AND CULTURE 15

LESSON 2-THE EARTHEN GOBLET Q6. What are literary devices ? Explain different types of literary devices that are used in a poem. A. The devices which can be used to recognise or identify the literary text are called literary devices. Literary devices are useful to interpret or analyse the literary texts. 1. Tone : The implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader. Each piece of literature has at least one theme or central question about a topic, and how the theme is approached within the work is known as the tone. E.g.: The tone of the poem “The Earthen Goblet” is “sombre” (melancholy). 2. Genre : A catego.ry used to classify literary works usually by form, technique or content (e.g. prose, poetry). A genre is a term for any category of literature or other forms of art or entertainment. 3. Satire : A literary tone that is used to ridicule or make fun of human vice or weakness. A common feature of satire is strong irony or sarcasm. Although satire is usually meant to be funny, its greater purpose is often constructive criticism using wit as a weapon. 4. A Point of View : pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author’s intentions. 5. Metaphor vs Simile : A metaphor is a direct relationship where one thing is another (e.g. Juliet the sun). A simile, on the other hand, is indirect and usually only likened to be similar to something else. Similes usually use ‘like’ or ‘as’ (e.g. your eyes are like the ocean). Observe: (1) He fights like a lion. (Simile) (2) He is a lion in a fight. (Metaphor) UNIT 6 ART AND CULTURE 16

SESSION 7 MAESTRO WITH A MISSION – READING 7.1 Reading and Comprehension - Word Meaning Noun connoisseur plantains judge of an art a fruit like a large banana oblivion - laurels state of being unnoticed honours and awards for one’s achievements passion - nuance - strong feeling subtle difference maestro mission - someone who can do an important job something very well UNIT 6 ART AND CULTURE 17

aspiration LESSON 3-MAESTRO WITH A MISSION a strong desire to have or achieve something layperson ordinary person tinsel something that seems attractive but is not valuable Adjective ardent - stupendous - serious; amazingly large or very enthusiastic and impressive showing strong feelings reverent coveted showing great respect and admiration liked by everyone to have; Idioms greatly desired carve a niche - on par with build reputation to be at the same level UNIT 6 ART AND CULTURE 18

LESSON 3-MAESTRO WITH A MISSION Verb elevate transform to lift to a higher position to completely change ridicule to laugh at a person or an idea, etc. and say that they are stupid 7.2 Reading and Comprehension - Summary This extract is about the famous Kuchipudi dancer Sri Vempati Chinna Satyam who was born on 15th October 1929. He had a great desire to learn Kuchipudi. He faced many hardships in his childhood. At first, he was declared unfit to learn the dance form by a teacher. However, he later learnt it from the masters, Tadepalli Peraiah Sastry and Vedantam Lakshminarayana Sastry, who taught him many difficult aspects of the dance style. Satyam, thus, developed a genuine interest towards Kuchipudi. With the encouragement of his cousin, he tried his luck in Telugu films and choreographed various types of dance sequences. In this way, he developed a reputation in Telugu films as a dance director. This made his desire to popularise Kuchipudi even stronger. Towards this end, he established the Kuchipudi Art Academy in 1963 in Madras, where he composed as well as choreographed dances. His dance shows became famous all over the world. This got him various distinguished disciples like Yamini Krishnamurthy and Hema Malini, among others. Satyam, a professional dancer, was rightly honoured with many awards for his efforts to develop the Kuchipudi dance form which earned him doctorates from various universities. He was also given the Sangeet Nataka Academy fellowship, the Rajya Lakshmi Foundation award and in 1976, he was made Asthana Natyacharya by the T.T.D. The Indian government honoured him with the Padma Bhushan. For his dedication and contribution towards Kuchipudi he can be rightly called as the “Maestro with a Mission”. UNIT 6 ART AND CULTURE 19

SESSION 8 MAESTRO WITH A MISSION – LITERATURE 8.1 Literature - QA Q1. Vempati Chinna Satyam left his house on a purpose. Do you think he was successful at the end? A. Yes, Vempati Chinna Satyam was successful at the end. He was able to spread the dance form of Kuchipudi to all nooks and corners of the world. He popularised Kuchipudi through cinemas. He established the Kuchipudi Art Academy to teach, spread, and popularise Kuchipudi. He composed and choreographed 150 solo items and 15 dance dramas. He composed the famous dance dramas “Krishna Parijatham” and “Ksheera Sagara Madhanam”. He composed the “Padmavathi Srinivasa Kalyanam”, which is considered as a masterpiece. He also taught Kuchipudi to distinguished dancers. All these achievements are the hallmark of a successful career. Q2. When the station master asked Satyam “Where are you going, dear?”, he kept silent. Now choose one of the options that may not be the reason for his silence. (a) He was determined to achieve something. (b) He was determined and confident of his destiny. (c) He was not determined or confident of his destiny. A. (c) Q3. If the eighteen–year–old lad hadn’t left his village, Kuchipudi would not have gained this popularity. Do you agree/ disagree? Why? A. Subjective response. (Sample response: Yes. If Vempati Chinna Satyam had not left his village, Kuchipudi would not have gained such popularity. UNIT 6 ART AND CULTURE 20

LESSON 3-MAESTRO WITH A MISSION (1) He would not have become a dance director and would not have choreographed popular dance sequences in Telugu films. (2) He would not have established the Kuchipudi Dance Academy in Madras. (3) He would not have composed solo items and classical dance dramas. (4) He would not have had so many great disciples. OR No. Even if Vempati Chinna Satyam had not left his village, it is still possible that Kuchipudi might have achieved popularity. On the other hand, it is possible that there might have been someone else who would have made Kuchipudi popular.) Q4. Is it appropriate to call him Dr Vempati? Do you agree? Why (not)? A. For many years, Vempati remained a source of inspiration to the people who worked for Kuchipudi. He remained at the centre stage of Kuchipudi’s surge as a classical dance form. Hence, Vempati was honoured with a doctorate by Andhra University in 1980. In 1983, S. V. University honoured him with a D. Litt. So, it is appropriate to call him Dr Vempati. UNIT 6 ART AND CULTURE 21

SESSION 9 MAESTRO WITH A MISSION – WRITING 9.1 Writing Q. Based on the details of the famous singer, S. P. Balasubrahmanyam, given below write a biographical sketch of him. Full name: Sripathi Panditaradhyula Balasubrahmanyam Date of birth: 4th June 1946 Place of birth: Konetammapeta, Nellore District State: Andhra Pradesh Educational qualifications: Engineer Entry into film industry: 1966 First film: Sri Sri Sri Maryada Ramanna Entry into Bollywood: In 1980 Total number of songs sung: About 40,000 Other credits: Noted dubbing artist Actor: Acted in a number of Telugu films TV Programmes: Leading many TV Programmes Awards: • National Film Award for Best Male Playback Singer –6 times • Nandi Awards from Government of Andhra Pradesh –25 times • State Award from Tamil Nadu • State Award from Karnataka • Padma Shri • Padma Bhushan UNIT 6 ART AND CULTURE 22

LESSON 3-MAESTRO WITH A MISSION A. Sripathi Panditaradhyula Balasubrahmanyam, fondly known as S. P. or Balu, was born on 4th June 1946 at Konetammapeta, in Nellore district of Andhra Pradesh. He studied engineering. In 1966, he entered the film industry as a playback singer. His first film was Sri Sri Sri Maryada Ramanna. He entered Bollywood in 1980. He sang about 40,000 songs in many languages. He was not only a famous singer but also a noted dubbing artist. He also acted in a number of Telugu films. He hosts many leading TV programmes. He was presented many awards for his outstanding performances as a singer. He got the National Film Award for Best Male Playback Singer six times. He got Nandi Award 25 times from the Government of Andhra Pradesh. He is a recipient of the fourth and third highest civilian honours, the Padma Shri and the Padma Bhushan, from the Government of India. UNIT 6 ART AND CULTURE 23

SESSION 10 MAESTRO WITH A MISSION – STUDY AND LISTENING 101.01.1StSutduydyanadndLiLsitsetneinnigng LiLstisetneinigng I. Listen to a news bulletin read by your teacher and answer the following questions. NEWS This is the All India Radio, giving you the news. The Headlines. • The Government of Telangana all set to declare a new art and culture policy. • A new cultural programme to be launched to show the Government’s commitment to the cultural development of the state. • Exhibitions and other activities to mark the new programme. The news in detail. • The Government of Telangana state is all set to declare a new art and culture policy. The policy is expected to stress on the development of arts and crafts of the state. The Chief Minister is expected to announce the policy today at Ravindra Bharati, Hyderabad. • As per the Government sources, a drive under this programme will benefit the artists of Kuchipudi, Burrakatha, Oggukatha and Harikatha. Puppet shows would be made compulsory in all the Government organised programmes. • According to the Handicrafts Minister, 51 new cultural centres would be started to boost the sales of Nirmal, Etikoppaka and Kondapalli toys. • He also stated that handloom weaving would be given due importance. Dharmavaram, Pochampalli, Venkatagiri, Mangalagiri, and Ponduru weavers would get interest–free loans. The headlines once again. • The Government of TS all set to declare a new policy on arts and culture. That’s the end of this news bulletin. Have a good day! Q1. What are the highlights of the bulletin? A. The highlight of the bulletin is that the Government of TS is all set to declare a new art and culture policy. Q2. Where is the art and culture policy going to be announced? Who is going to be benefitted by this policy? A. The art and culture policy is going to be announced at Ravindra Bharathi, Hyderabad. The people who will benefit from this policy are: The artists of Kuchipudi, Burrakatha, Oggukatha and Harikatha, puppeteers and weavers. UNIT 6 ART AND CULTURE 24

LESSON 3-MAESTRO WITH A MISSION Q3. How will the weavers be benefitted by this policy? A. Weavers from Dharmavaram, Pochampalli, Venkatagiri, Mangalagiri and Ponduru would be able to avail interest–free loans under this policy. Study India is a land of culture and tradition. One aspect of our culture is dance. India has six major types of dance forms: Bharatanatyam, Kathakali, Kuchipudi, Kathak, Odissi and Manipuri. This information can be transformed into a tree diagram. Q1. Here is some information about musical instruments in India: In India, we have many musical instruments. The shehnai is an Indian wind instrument. It is played during auspicious functions. The harmonium is a wind instrument having its roots in Europe. The sitar is one of the prime musical instruments of Indian music. It is a stringed instrument. The tanpura is another stringed instrument. Among the stringed instruments, the veena is the most ancient stringed instrument. The tabla is a percussion instrument. The flute (bansuri) is a wind instrument. The violin is a stringed instrument played with a bow. Now, convert the above information into a tree diagram. A. UNIT 6 ART AND CULTURE 25

SESSION 12 THEME - ART AND CULTURE – SELF - ASSESSMENT 12.1 Self-Assessment How well have I understood this unit? Read and tick (√) in the appropriate box. Indicators Yes Somewhat No I have read and understood the text A. The story of Ikat B. The Earthen Goblet C. Maestro with a Mission I was able to identify and use the homonyms and homophones given under ‘Vocabulary’. I was able to use reported speech given under ‘Grammar’. I was able to edit the passage using homophones given under ‘Vocabulary’. I was able to understand and draw a tree diagram given under ‘Study Skills’. I listened to and understood “The News Bulletin” and answered the questions given under “Listening”. I was able to prepare a profile of an artist given under 'Project Work'. UNIT 6 ART AND CULTURE 26

LESSON 4-THEME - ART AND CULTURE UNIT 6 ART AND CULTURE 27

THE STORY OF IKAT ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER -1: THE STORY OF IKAT !%
% &$'( %)!&% %)% )) ))!&%  Read the following passage and answer the questions given below. The handloom sector plays a very important role in the Indian economy. It is one of the largest economic activities providing direct employment to over 65 lakh people engaged in weaving and allied activities. As a result of effective government intervention through financial assistance and implementation of various developmental and welfare schemes, this sector has been able to withstand competition from the power-loom and mill sectors. This sector contributes to nearly 19% of the total cloth produced in the country and also adds substantially to export earnings. Handloom is unparalleled in its flexibility and versatility, permitting experimentation and encouraging innovations. The strength of handloom lies in introducing innovative designs, which cannot be replicated by the power-loom sector. Thus, handloom forms a part of the heritage of India and exemplifies the richness and diversity of our country and the artistry of the weavers. The handloom textiles constitute a timeless part of the rich cultural heritage of India. The element of art and craft present in Indian handlooms makes it a potential sector for the upper segments of market—domestic as well as global. However, the sector is beset with manifold problems such as obsolete technologies, unorganised production system, low productivity, inadequate working capital, conventional product range, weak marketing link, overall stagnation of production and sales and, above all, competition from power-loom and mill sector. As a result of effective government intervention through financial assistance and implementation of various developmental and welfare schemes, the handloom sector, to some extent, has been able to tide over these disadvantages. The various schemes implemented by the office of development commissioner for handlooms address the needs of weavers who constitute the disadvantaged social strata and occupational groups, which are at the bottom of the economic hierarchy. Efforts are being made through schemes and programme to enhance production, productivity, and efficiency of the handloom sector and enhance the income and socio-economic status of the weavers by upgrading their skills and providing infrastructural support and essential inputs. The Indian cotton handloom fabrics and made-ups occupy a place of eminence in the markets of the USA, UK, Germany, France, Sweden, Belgium, the Netherlands, Japan and Australia. The main items exported belong to the segment of home furnishing, which constitutes about 90% of our total handloom exports. UNIT 6 ART AND CULTURE 28

THE STORY OF IKAT The Handloom Export Promotion Council (HEPC) is a statutory body constituted under the Ministry of Textiles, Government of India, to promote the export of all handloom products like fabrics, home furnishings, carpets and floor coverings, etc. HEPC was constituted in the year of 1965 with 65 members and its present membership is around 2000 spread all over the country. I. Choose the best option that suits the blanks. 1. The Handloom sector provides direct employment to over 65 lakh persons engaged in ___________________________ and allied activities. (knitting, tailoring, weaving) 2. The main items exported belong to the segment of ____________________________. (party wear, furnishings, casual wear) 3. The strength of Handloom lies in introducing ______________________________________. (trendy colours, fashionable cuts, innovative designs) 4. The Handloom Export Promotion Council (HEPC) is a statutory body constituted under the Ministry of Textiles, Government of India, to _______________ the export of all handloom products like fabrics, home furnishings, carpets and floor coverings, etc. (introduce. promote, recycle). 5. The Handloom Textiles ______________________ a timeless part of the rich cultural Heritage of India. (constitution, combine, constitute). II. Answer the following questions. 1. What is HEPC? 2. What are the advantages of handloom over power loom and mill sectors? 3. What are the main problems faced by the Handloom industry? 4. How has the Handloom sector been able to overcome its disadvantages? UNIT 6 ART AND CULTURE 29

THE STORY OF IKAT 5. How can the income and socio-economic status of the weavers be enhanced? III. Write the meaning of the following words from the passage. Words Meanings manifold obsolete enhance stagnation Vocabulary ))!&%  I. Find the meaning of the following homonyms and use them in your sentences. 1. Desert (verb): Desert (noun): 2. Show (noun): Show (verb): 3. Park (Verb): Park (Noun): UNIT 6 ART AND CULTURE 30

THE STORY OF IKAT 4. Band (Noun): Band (Verb): 5. Address (noun): Address (verb): II. Read the sentences given below carefully and replace the words with correct homophones for underlined words. 1. Right down the letters from 1 to 20. 2. I will meat the Director today. 3. He waited for an our at the bus stop. 4. I don’t no the answer. 5. I waved good buy to everyone. III. Correct errors in the numbered sentences and write them down. A. The bell rang for the next class. (1) The small break before the next class was enough to the children. They moved around and started chatting. (2) The mandatary five minutes were over and the teacher did not come. The children started wondering. (3) Ramya! Will you think Janaki teacher is absent? Ramya, looking out of the classroom said, “How do I know?” (4) The few students were grinning. (5) Everyone knew Ramya loved Janaki teacher who teached them Social Studies. UNIT 6 ART AND CULTURE 31

THE STORY OF IKAT (1) (2) (3) (4) (5) B. (1) The dance form was originated in the village of Kuchipudi. For a long time, the art was performed at temples at the time of annual festivals and in streets on the demand of the people. (2) Initially, it was a male oriented dance form. Even female roles were played by man. (3) What a surprise? Great gurus like Vedantam Lakshminarayana, Chinta Krishna Murthy enriched and transformed it and welcomed women to play different roles. (4) They produced many dance dramas and choreographed several solo items. Thus the transformation of dance was complete! It was different from the days when men played the female roles. Now women play even male roles. Still, it was not much popular. (5) And, it was not recognised on par with other classical dances till 1958. (1) (2) (3) UNIT 6 ART AND CULTURE 32

THE STORY OF IKAT (4) (5) ($$( ))!&%  I. Change the following into reported speech. 1. Priya: Mother, what are you cooking? 2. Mother: I have cooked biryani. 3. Rani: Where did you buy this bag from, Vani? 4. Rahul: Sunil, will you play with me? 5. Sunil: Surely, I will. II. Complete the passage by choosing right option from the list given below. Each blank is numbered, and for each blank four choices (A), (B), (C) and (D) are given. Choose the correct option from these choices and write (A), (B), (C) or (D) for answers. A. Suddenly they noticed the teacher carrying bundles of cloth walking _______ (1) the class. A few of them ________ (2) over to help her. They all liked her as she was fair to everyone and was never ________ (3) to one student. The brilliant red and black checked rumals, shawls with black and blue geometric patterns ________ (4) the attention of the class as the teacher handed _______ (5) the material to the eager helpers. 1. A. towards B. onwards C. forwards D. afterwards Ans. ( ) UNIT 6 ART AND CULTURE 33

THE STORY OF IKAT 2. A. flashed B. washed C. dashed D. fled Ans. ( ) 3. A. disfair B. partial C. impartial D. affair Ans. ( ) 4. A. caught B. catches C. catching D. catch Ans. ( ) 5. A. over B. under C. beneath D. below Ans. ( ) B. Satyam was __________ (1) big in his aspiration and _____ (2) small in his achievements. He faced many hardships in his childhood. He had a strong desire to learn Kuchipudi _______ (3) that, he was humiliated by a teacher in his village. The teacher said, ―Don‘t attempt to learn Kuchipudi again. You are unfit for it. He made this comment ________ (4) of his friends! __________ (5) ridiculed him. But, others sympathised with him. 1. A. to B. too C. two D. by Ans. ( ) 2. A. too B. to C. two D. little Ans. ( ) 3. A. in spite of B. but for C. in place of D. despite of Ans. ( ) 4. A. in spite B. in front C. despite D. instead of Ans. ( ) 5. A. some B. they C. the few D. all Ans. ( ) Conventions of Writing ))!&%  I. Write a conversation on the following topic and report the same in a summary form. Topic: Two friends coming out of the examination hall. Conversation: Summary: 34 UNIT 6 ART AND CULTURE

THE STORY OF IKAT Creative Writing ))!&% I. Look at the picture carefully and write a paragraph of about 100 words. Hints: Who are these people? What are they doing? Where are they? What is the old man telling the children? UNIT 6 ART AND CULTURE 35

THE EARTHEN GOBLET CHAPTER -2: THE EARTHEN GOBLET !%
% &$'( %)!&% %)% )) ))!&% Read the following poem and answer the questions that follow. GROWTH OF A TREE I’m a little maple, oh so small, In years ahead, I’ll grow so tall! With a lot of water, sun, and air, I will soon be way up there! Deep inside the soil my roots are found, Drinking the water underground. Water from the roots my trunk receives, Then my trunk starts making leaves. As I start to climb in altitude, Leaves on my branches will make food. Soon my trunk and branches will grow wide, And I’ll grow more bark outside! I will be a maple very tall, Losing my leaves when it is fall. But when it is spring, new leaves will show. How do trees grow? Now you know! -by Meish Goldish I. Choose the right answer. 1. Which part of the plant drinks water? [] A. trunk B. branches C. leaves D. roots 2. The word “bark\"
 



 [ ] A. sound of a dog B. small ship C. rough outer covering of trees D. to say something loudly UNIT 6 ART AND CULTURE 36

THE EARTHEN GOBLET 3. The word ‘fall’ in the last stanza means ___________. [] A. drop B. autumn C. lower D. become sad 4. New leaves will come on the plant during ___________. [] A. summer B. winter C. spring D. autumn 5. The expression “As I start to climb in altitude” means ___________ [ ] A. tree starts climbing B. hibernate C. stop growing D. grow in height II. Write rhyming words for the ones given below from the poem. Word Rhyming Word Air Found Tall Show Small UNIT 6 ART AND CULTURE 37

MAESTRO WITH A MISSION CHAPTER -3: MAESTRO WITH A MISSION !%
% &$'( %)!&% %)% )) ))!&%  I. Read the following passage to answer the questions given below. M.S. Subbulakshmi is an undisputed exponent of Carnatic music. The legendary Carnatic vocalist was fondly called ’MS’ by her fans and supporters. She was the first musician ever to be awarded the Bharat Ratna, India’s highest civilian honour. She was the first Indian musician to receive the Ramon Magsaysay award, often considered Asia’s Nobel Prize, in 1974. M.S. Subbulakshmi began her Carnatic classical music training under her mother Shanmugavadivu; and later in Hindustani classical training under Pandit Narayan Rao Vyas. Her first recording was released when she was barely 10. Subbulakshmi gave her first public performance, at the age of eleven, in the year 1927, in the 100 pillar hall inside the Rockfort Temple, Tiruchirappalli. Subbulakshmi performed at the prestigious Madras Music Academy in 1929, when she was 13 years old. The performance consisted of singing bhajans (Hindu hymns). The academy was known for its discriminating selection process, and they broke tradition by inviting a young girl as a key performer. Her performance was described as spellbinding and earned her many admirers and the moniker of ‘musical genius’ from critics. By the age of seventeen, Subbulakshmi was giving concerts on her own, including major performances at the Madras Music Academy. She travelled to London, New York, Canada, the Far East, and other places as India’s cultural ambassador. Her concerts at, Edinburgh International Festival of Music and Drama in 1963; Carnegie Hall, New York; the UN General Assembly on UN day in 1966; Royal Albert Hall, London in 1982 and Festival of India in Moscow in 1987 were significant landmarks in her career. Subbulakshmi performed devotional musical forms in different languages including Tamil, Kannada, Sanskrit, Punjabi, Hindi, Malayalam, Telugu, Bengali, Gujarati and Marathi. Subbulakshmi died on December 11, 2004 at the age of 88, in Chennai. I. Choose the right answer. 1. M.S. Subbulakshmi is an exponent of ___________ music. [] [] A. Carnatic B. Hindustani C. Sufi 2. She was the first ____________to be awarded the Bharat Ratna. A. Indian B. woman C. musician UNIT 6 ART AND CULTURE 38

MAESTRO WITH A MISSION 3. Bhajans are ____________________________. [ ] ] A. Sweets B. musical instruments C. hymns ] 4. M.S. Subbulakshmi did not perform devotional music form in ________. [ A. Punjabi B. Oriya C. Marathi 5. ___________________________________ is considered to be Asia’s Nobel Prize. [ A. Padma Shri B. Golden Peacock C. Ramon Magsaysay II. Answer the following questions. 1. From whom did M.S. Subbulakshmi receive her initial training in music? 2. When and where did Subbulakshmi give her first public performance? 3. How did the prestigious Madras Music Academy break its tradition? 4. How was Subbulakshmi’s performance at the Madras Music Academy rated? 5. Mention two significant landmarks in Subbulakshmi’s career. UNIT 6 ART AND CULTURE 39

MAESTRO WITH A MISSION III. Write the meaning of the following words from the passage. Word Meaning Undisputed Exponent Concert Prestigious Critics IV. Write the opposites of the following words from the passage. Word Meaning Significant Including Known Major &+#(, ))!&% I. Read the sentences carefully and fill in the blanks with correct homophones. 1. He gave (ascent/ assent) to his proposal. 2. I will (altar/ alter) my plan. 3. I cannot (bare/ bear) such a burden. 4. Crossing the river by swimming it, is no mean ____________ (feet/ feat). UNIT 6 ART AND CULTURE 40

MAESTRO WITH A MISSION 5. The princess was the _________________ (air/ heir) to the throne. II. Fill in the blanks with other forms of the word. Noun Verb Adjective Adverb Anger Character Excellence Ease Critic ($$( ))!&% I. Fill in the blanks with relative pronouns. 1. I can guess __________________________ you want to see. 2. Do you know ___________________________book it is? 3. I can tell _____________________________he stole your watch. 4. Tell me frankly __________________________ did you do it? 5. I do not know _________________________ he was born. II. Read the sentences carefully and fill in the blanks choosing the correct word given in the bracket. 1. He recites poetry very ___________________. (fast /fastly) 2. This bed feels very ______________________. (soft/ softly) 3. This train goes _________________________ (direct/ directly) to Vizag. 4. She guessed the answer _____________________. (correct/ correctly) 5. This newspaper is ______________________ (wide/ widely) read. UNIT 6 ART AND CULTURE 41

Conventions of Writing MAESTRO WITH A MISSION ))!&%  I. Punctuate the following. (Use commas, full stops, exclamation marks, quotation marks, capitals, etc., wherever necessary) I ve found it she cried she found something and barefoot she ran towards him breathlessly in her outstretched hand was a rusty old metallic object he took it from her and turned it over in his palm is it the iron cross she asked eagerly yes he said this is it Creative Writing ))!&%  I. Write a biographical sketch of the famous composer A.R. Rahman based on the details given below. Full name: Allah-Rakha Rahman Date of birth: 6th January 1967 Place of birth: Chennai, Tamil Nadu Compositions: Pray for me brother, Chaiyya -Chaiyya, Jai Ho Other credit: Singer, song-writer, music producer, multi-instrumentalist, philanthropist Awards: As of 2014, 4 National Film Awards, 15 Filmfare Awards, 14 Filmfare Awards (South), 2 Academy(Oscar) Awards, 2 Grammy Awards, more than 15 International Awards and scores of other awards. Honorary doctorates: Anna University, Aligarh University, Middlesex University, Royal Conservatoire of Scotland UNIT 6 ART AND CULTURE 42

MAESTRO WITH A MISSION Use this space for writing the answer: UNIT 6 ART AND CULTURE 43

MAESTRO WITH A MISSION *+,
\"!##) ))!&%  I. Study the tree diagram carefully and write a descriptive paragraph of about 100 words about musical instruments. UNIT 6 ART AND CULTURE 44

SESSION 1 80.&/
&.108&3.&/5 BONSAI LIFE - PART I – READING Oral Discourse Debate –“Education leads to empowerment of women” Hints: • 1. Form two groups. One speaks ’FOR ’ the motion while the other will speak ’AGAINST’ the motion. • 2. FOR the motion: Education is the ladder to women’s empowerment. • 3. Women are equal citizens of India. Why should they be deprived of their right to education • 4. Women will not be able to avail the same opportunities as men without an education, and our society has to continually promote them until the whole world is on the same page. • 5. AGAINST the motion: Education is necessary, but women’s empowerment is a luxury. • 6. Moreover, if a woman goes in to work, who will educate the children? 1.1 Reading and Comprehension - Word Meaning Noun exhaustion decade extreme tiredness a period of 10 years UNIT 7 WOMEN EMPOWERMENT 45

Verb LESSON 1-BONSAI LIFE - PART I vanish mutter disappear say something in a low voice,in dissatisfaction hesitate or irritation; complain to pause before saying about something or doing something privately consoled savour made someone feel enjoy something (as in better when they are enjoying the taste of a feeling sad or dish) disappointed Adjective dignified deserving respect sumptuous grand uphill sloping upwards wretched very unhappy; miserable UNIT 7 WOMEN EMPOWERMENT 46

elated LESSON 1-BONSAI LIFE - PART I very happy or excited apprehensive worried or nervous determined decided to do something 1.2 Reading and Comprehension - Summary The story ‘Bonsai Life’ written by Abburi Chayadevi talks about the role of education in a woman’s life. This is the story of Ammalu who is an educated lady working in an office in Delhi. She stays with her husband who is also an employee. The story starts with Ammalu telling the readers that she was lazy to write any letters but loved receiving them. One day, when she returned from work she noticed that she had got a letter from her Akkayya who stays in the village with her husband, who is a farmer. Her Akkayya had written the letter to inform Ammalu that she was coming to her place along with her husband because they wanted to visit Kasi and Haridwar. Akkayya was not educated like Ammalu. Their father had made Akkayya discontinue her studies after class five and later got her married. Her husband, though being educated, settled in the village and took up agriculture as his profession. But Ammalu, on the other hand, was lucky because her father changed his views and let her continue her studies. She finally got married to a job–holder in a city. The story then continues with Ammalu sharing her views with Akkayya about her job. Ammalu is unhappy with her job because she is unable to manage work and home at the same time. But Akkayya had a different opinion altogether. She explained to Ammalu that it was better to do a job than to be dependent on others for your survival because that is what Akkayya was presently experiencing. She has realised that education for a girl child is very important as it makes her independent. This was the reason Akkayya wanted to send her daughter to college as soon as she completed her schooling. She feels that education makes a woman independent and if a woman does not possess a degree, then she would always have to depend on her husband for all her needs. 1.3 Reading and Comprehension - About the Author Abburi Chayadevi is a well–known feminist writer, born in 1933. She has written many short stories and essays. She was awarded the Central Sahitya Academy award in 2005. In her works, she elucidates the lives and feelings of women. UNIT 7 WOMEN EMPOWERMENT 47

SESSION 2 BONSAI LIFE - PART I – LITERATURE 2.1 Literature - QA Q1. Tick ( ) the statements that are true: i. The narrator receives letters very frequently. ( ) ii. The letter brought the news of the narrator’s sister and brother–in–law’s arrival. ( ) iii. The narrator’s husband was very happy to hear the news of the visitors. ( ) iv. Akkayya was not interested in continuing her studies. ( ) v. The narrator’s husband likes the traditional food of Andhra Pradesh. ( ) A. i. The narrator receives letters very frequently. ( ) ii. The letter brought the news of the narrator’s sister and brother–in–law’s arrival. ( ) iii. The narrator’s husband was very happy to hear the news of the visitors. ( ) iv. Akkayya was not interested in continuing her studies. (×) v. The narrator’s husband likes the traditional food of Andhra Pradesh. ( ) Q2. ”The moment I see letters. . . can’t contain my excitement.” Why does the narrator get excited? A. The narrator usually doesn’t find time to write letters, but she gets excited when she receives one from others. She thinks that she comes face to face with her near and dear ones and that she hears their affectionate voices speaking to her. The exhaustion of her office work disappears and her heart grows light. Thus, she loves to receive letters. Q3. What change did the narrator observe in her father’s attitude towards education over a decade? A. The narrator’s father didn’t let Akkayya study after class five. He thought that there was no use of education for a girl. Those were the days when people thought it was enough if a girl was able to keep the washerman’s accounts. A decade later, her father changed his views and believed that a girl should also be educated. So, he didn’t hesitate to send the narrator to college. UNIT 7 WOMEN EMPOWERMENT 48

LESSON 1-BONSAI LIFE - PART I Q4. Why was Akkayya determined to send her daughter to college? A. Akkayya didn’t like to keep her daughter at home without educating her. She knew her position too well. She believed that a woman would amount to nothing if she didn’t have a degree. She believed that without education, a woman would have to live under her husband’s thumb like a scorpion lives under a slipper. She was convinced that a woman should have economic independence. Hence, she was determined to send her daughter to college. Q5. In what way is the narrator more fortunate than her sister? A. The narrator’s father thought that there was no use of education for a girl so he didn’t educate Akkayya after class five. But with the passage of time, his views changed. He understood that a girl should be educated. So, the narrator was able to complete her education, which made her more fortunate than her Akkayya. Q6. Can one be independent without a job or an earning? Justify your answer. A. Subjective response. Sample response: No, I do not think that any person can be independent without a job or an earning. But that does not take away the dignity of a person. He/ she may incapable of doing a job, or not be allowed to take up a job. That should not mean that the person is not independent. If his/ her family is very loving and understanding, they will give them the dignity and respect deserved to make him/ her feel independent. However, having a job or an earning, i.e., having financial independence makes it a lot easier to have independent in life, in general. UNIT 7 WOMEN EMPOWERMENT 49