3rd GRADING MUSIC EDUCATION

Lesson 1: INDIA
 India is the largest country in South Asia.
 Its music is as vast as its geographic location and as large as its demographic population.
 The music of India reflects different aspects of Asian culture through its timbre, rhythm, melody,
texture, form, and style.
 In general, Indian music remains fundamental to the lives of the people of India as a source of
spiritual inspiration, cultural expression, and entertainment.

VOCAL MUSIC
 India's classical music tradition includes Carnatic and Hindustani music which have developed
over many centuries.
 Music of India also includes several types of folk and popular music.
 One aspect of vocal music uses melismatic singing with nasal vocal quality, when
compared with the Philippine music which uses melismatic singing is only used in chanting
epics and the pasyon.
 Singing based on a set of pitches was popular even during the Vedic times.
 The Samagana style of singing developed into a strong and diverse tradition over several
centuries, becoming an established part of contemporary tradition in India.
 The hymns in Sama Veda, a sacred text, were sung as Samagana and not chanted. Sama Veda is
the third of the four Vedas of Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity
and liturgical importance.
 Rig Veda is also sung in the Samagana traditional singing style. Because of its liturgical
importance, Rigveda is counted as first among the four canonical sacred texts of Hinduism known
as Vedas. Rig Veda is an ancient Indian sacred collection of Vedic Sanskrit hymns. Some of its
verses are still recited as Hindu prayers at religious functions and other occasions.

Characteristics of Traditional Music from India:

1. Carnatic music
 refers to music from South India
 directed to a Hindu god, which is why it is called “temple music”
 unlike Hindustani music, Carnatic music is unified where schools are based on the same
ragas, the same solo instruments(veena, flute,violin) and the same rhythm instrument
(mridangam and ghatam)
 music pieces are mainly set for the voice and with lyrics
 compositions called krti are devotional songs
2. Hindustani music
 goes back to Vedic period times around 1000 BC
 further developed in the 13th and 14th centuries AD with Persian influences and from existing
religious and folk music
 predominantly found in the northern and central regions
 influenced by ancient Hindu musical traditions, historical Vedic religion/Vedic philosophy,
native Indian sounds and enriched by thePersian performance practices of the Mughal era
 nasal singing is observed in their vocal music in North India, the most common style of singing
is called khyal, a word which means imagination

INSTRUMENTAL MUSIC
 There are many musical instruments in India. Some instruments are used primarily in North Indian
music(Hindustani Sangeet) while many other instruments are used in South Indian music
(Carnatic Sangeet). Instrumental music is often similar to vocal music but sometimes they have
distinctive instrumental styles. There are five known traditional systems for classification of
instruments.
Classification of Musical Instruments from India:
1. Ghan – described as a non-membranous
percussive instrument but with solid
resonators. It is one of the oldest classes
of instrument in India. It may also be a
melodic instrument or instruments to keep tal.

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2. Avanaddh - described as a membranous
percussive instrument. This class of
instruments typically comprises the drums.

3. Sushir – also known as blown air. It is

characterized by the use of air to
excite the various resonators.

4. Tat – referred to as vina during the old

civilization. Instruments in this class
are plucked (stringed instruments).

5. Vitat – described as bowed stringed

instruments. This is of the oldest
classifications of instruments and yet
did not occupy a place in classical
Indian music until the last few centuries.

TALA
 Rhythm plays an important role in Indian music.
 It is fundamental to the creation of any musical system. Certainly, from a historical stand point,
rhythm existed many centuries ago before the word “rag” was ever used. Given this historical
pre-eminence, it is not surprising that rhythm occupies an important position in the Indian
system of music.
 Tala - literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala”
- is a regular, repeating rhythmic phrase, particularly as rendered on a percussive
instrument with an ebb and flow of various intonations represented as a ''theka''
- is the common Indian system of rhythm
 Theka - a sequence of drum-syllables or ''bol''
- in Indian classical music, both Hindustani classical music and Carnatic music use
complex rules to create elaborate patterns of rhythm
 Tabla - most common instrument for keeping rhythm in Hindustani music
 Mridangam - most common instrument for keeping rhythm in Carnatic music
-also transliterated as “mridang”

Lesson 2: PAKISTAN
 Central Asian music encompasses numerous different musical styles originating from a large
number of sources. Though Pakistan is part of South Asia, its western part is considered as an
extension of Central Asia.
 Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple
influences not only from various parts of South Asia but it also includes diverse elements from
Central Asia, Persia, Turkey, and the Arab world.

VOCAL MUSIC OF PAKISTAN

Pakistan is known for its two vocal styles in singing:
1. Ghazal
Traditional expressions of love, separation, and loneliness; It tells about both the pain of loss of
the lover and the beauty of love in spite of that pain.
its structural requirements are more strict than those of most poetic forms traditionally written in
English
 is considered by many to be one of the principal poetic forms in the Persian civilization
 can be sung by both men and women
2.Qawwali
the devotional music of the Chishti Order
a vibrant musical tradition that stretches back more than 700 years

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 originally performed mainly at Sufi shrines throughout the subcontinent and gained mainstream
popularity

INSTRUMENTAL MUSIC
 Punjabi music strengthens the importance of musical instruments in Pakistan.
 Punjab is a region in South Asia which is divided into West Punjab, Pakistan and East Punjab,
India.
 Bhangra, one of the most recognized forms of Punjab, is based on the drum rhythm of dhol.

Lesson 3: WEST ASIA - ISRAEL

In general, the music of West Asia is modal. Harmony is not emphasized but rather includes
salient features such as melodic complexity and ornamentation, including ¼tones and rigorous
rhythmic development. West Asian music is commonly used during:
 Communal worship (in Mosque, Synagogue and Church)
 Mystic rituals (Sufis, Hassidic)
 Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas, Anniversaries)
 Entertainment (Belly Dancing, Folk Dancing)

VOCAL MUSIC OF ISRAEL AND ARABIA

A. Israeli Music
Israeli singers have a distinctive vocal style. They sing with guttural and throaty enunciation.

Two Divisions of Jewish Music

1. Devotional
almost entirely vocal
 featured during Sabbath and other holy days
 the art of Hazan (leader of prayer in synagogue) has always been evident in the culture
shofar is a special call to prayer and repentance; it is sounded on the High Holidays (the Jewish
New Year and Day of Atonement)
2. Secular
instruments and voice are used
 played during life passage events
context lies outside the religious domain
very rhythmic and have popular and romantic texts

B. Arabic Music
Arabic Maqam is distinctively unique to Arabian music because of its technique of improvisation. It is
the system of melodic modes used in traditional Arab music. Arabian rhythmic pattern or cycle is
analyzed by means of rhythmic units.

1. Wazn
 literally means “measure”
 performed on the goblet drum, frame drum, and kettle drum
only used in musical genres with a fixed rhythmic-temporal organization including recurring
measures, motifs, and pulse

2. Iqa
the rhythmic pattern in Arabian music
 reputed to be over 100 iqa, but many of them have fallen out of fashion and are rarely used in
performance
the greatest varieties of iqa (or iqa’at as pronounced) range from two to 48 beatsare used in the
muwashahat (an Andalusian musical form) where every syllable of the lyric must fall on a beat

INSTRUMENTAL MUSIC OF ISRAEL

The lute which is similar to the Philippine bandurria and the laud, traces its origins to the Middle
Eastern Oud and Indian sitar.
 Goblet drum, darbuk, the tambourine and other instruments associated with Middle Eastern
music are used as accompaniment.
 One of the dances where accompaniment is used is Hora, a dance that often has strong off
beats and asymmetric meters.
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 3rd GRADING HEALTH EDUCATION
COMMUNICABLE DISEASE
 A communicable disease is one that spreads from person to person and is often described with
adjectives like “contagious or infectious”.
 Pathogens are microorganisms that cause disease.
 A communicable disease can travel as a pathogen one of five ways: bacteria, virus, fungus, protozoa,
and rickettsia.
 The teen population is more likely than other age groups to spread certain communicable diseases.
 Awareness and education about these diseases can help teens and their parents become proactive in
efforts to prevent their spreading.

MODES OF TRANSMISSION
 Direct Transmission-contact transmission, waterborne/foodborne, vector borne
 Indirect Transmission- airborne/droplet-borne
 Zoonotic Diseases- animal handling and feeding practices (mad cow disease, avian influenza)

Mode of
Transmission Examples of diseases PREVENTIVE MEASURES

I – DIRECT
 Adopt proper isolation for the sick. No human
1. Contact Hand, foot and mouth disease contact.
transmission Acute conjunctivitis  Keep both hands clean and perform hand hygiene
(Kissing) Scabies properly.
(handshakes Head lice  Clean and disinfect properly the items used by
with a sick Chickenpox patients.
person)  Do not share towels and other personal items.
(sleeping with  Wear gloves when making contact with patients.
someone with
lice)
 Ensure all food is adequately cooked especially
2. Food-borne/ Viral gastroenteritis high risk food like shellfish.
water-borne Food poisoning  Perform hand hygiene before meals and after
transmission Cholera going to the toilet.
Bacillary dysentery  Handle vomitus and excreta properly.
Hepatitis A  Sick food handlers should refrain from work and
Hepatitis E seek medical advice early.
 Maintain environmental hygiene to prevent
3. Vector-borne Dengue fever breeding of insects / mosquitoes, e.g. prevent
transmission Malaria accumulation of stagnant water.
(usually insects) Japanese encephalitis  Take personal protection to prevent
Mosquito bites insect/mosquito bites, e.g. wear light-coloured,
and long-sleeved clothes and trousers/pants and use
Insect bites insect repellents.
II – INDIRECT
 Maintain good indoor ventilation
1. Droplet Influenza,  Keep both hands clean. In particular, perform hand
transmission Common cold, hygiene properly and immediately after making
(Coughing) Streptococcus contact with sick persons having respiratory
(Sneezing) pneumonia infection secretions.
 Cover mouth and nose when sneezing or
coughing. Use tissue papers to contain respiratory
secretions and dispose them in garbage bins with
lid.
 People with respiratory infection symptoms and
their close contact/aids should wear surgical
masks.
 Keep a distance of at least one meter from the sick
person.
 Seek medical advice immediately if unwell.
 Adopt proper isolation for the sick.
 Use appropriate personal protective equipment

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 when necessary.
2. Air-borne Pulmonary  Maintain good indoor ventilation
transmission tuberculosis,  Seek medical advice immediately if unwell.
Measles,  Anyone with symptoms suggestive of air-borne
Chickenpox transmissible diseases should not attend school.

STAGES OF INFECTION
 INCUBATION- the disease may develop almost instantaneously, or this period may last
for years. During this time, the pathogen is replicating, and the infected person is
contagious and can transmit the disease. This stage may be as short as a few hours
(salmonella), up to many years (HIV).
 PRODROMAL- this stage occurs after incubation. The still-contagious host complains
of feeling unwell; complaints are vague. They may include malasis, fatigue, anorexia,
mild fever, myalgia, and headache. Flu like symptoms.
 ACUTE ILLNESS- microbes are actively destroying host cells and affecting specific host
systems. The patient recognizes which area of the body is affected; complaints become
more specific.
 CONVALESCENT STAGE/RECOVERY STAGE- the body’s defense mechanisms have
begun to confine the microbes, and damaged tissue is healing.

Levels of Prevention
TERTIARY LEVEL

SECONDARY LEVEL
PRIMARY LEVEL What is tertiary prevention?

What is secondary prevention? -the focus is on

What is primary prevention? rehabilitating the sick
-Activities are done to prevent person so as to prevent
-Activities are done to further damage when the disease long-term complications of the
prevent one from having has already started. disease.
the disease.

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 Examples: Example:
Examples: -prompt diagnosis and treatment.
-getting immunized; -If the child is suffering
-eating a balanced diet; -So if a child is diagnosed with dysentery, he must be
-getting enough sleep; Loose Bowel Movement, he close monitored
-avoiding vices; must follow the doctor’s because he/she can die of
-Don’t abuse yourself by instructions very strictly. This is dehydration and complications.
doing a lot of work that can to prevent LBM from becoming He can be confined in a
cause sickness. dysentery or even worse. hospital for strict monitoring.

-In order not to get sick of -Screening tests are -Tertiary prevention include the
Loose Bowel Movement, excellent examples of follow-up and monitoring of all
practice washing your secondary prevention. prescribed medications to make
hands with clean water By diagnosing diseases sure the patient is taking them,
and soap before & after it is quickly, therapy to help restore functions in
used. debilitating diseases and any
medical procedure means to treat
-Immunizations are or cure the disease itself.
probably the best
example of primary
prevention, and health
education to all.

PATHOGEN
 A pathogen is an infectious agent (“germ”) that causes disease or illness in a
host.
 The host is the organism in which a parasite or pathogen does damage.
 Aside: Path- means suffering, -ogen means gives birth to.
TYPES OF
PATHOGEN/Inf How it looks What it is Examples
ectious Agent
Mycobacterium One-celled organisms that is Strep throat, tuberculosis,
BACTERIA found almost everywhere. Urinary tract infection
TOXIN Botulism is a food poison Produces a certain poison tetanus or lockjaw
BACTERIA These bacteria live in the soil pneumonia
RESIDENT Lactobacili It lives in the human mouth Resident bacteria cause
BACTERIA found in the gastro-intestinal and intestines and on our infections when it moves
tract, produce lactic acid from skin. from where residents are.
simple carbohydrates. These help protect us from Example, bacteria in the
Coliform bacilli mouth is moved to the ear
harmful bacteria.
found in the intestines, help then you get an infected
break down carbohydrates and ear.
combat disease-causing
bacteria.
Blood sucking insects, such
These are organisms that are Rickettsia requires living cells in as lice, mites, and ticks carry
RICKETTIAS considered intermediate, that is, order to grow and multiply. rickettsias to humans.
somewhere between a virus and Most of them grow in the Typhus fever And Rocky
a bacterium intestinal tracts of insects, which Mountain spotted fever are
carry them to their human hosts diseases caused by this
organism.
Influenza virus Extremely small organisms Common cold,
VIRUS Varicella zoster that consist of a protein coat Influenza,
Ebola virus and some genetic materials. chicken pox,
cold sores
Dermatophytes (tinea) A fungus relies on other living Athlete’s foot,
Yeasts (candida), or dead organisms to survive; Ringworm,
FUNGUS molds, mildews are included in this group. Jock itch
A single-celled organism;
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 Amoeba proteus much more complex than a Amoebic dysentery
PROTOZOANS pseudopods bacterium; protozoa Severe diarrhea
infections usually come from
infected water or food.
Plasmodium parasites An organism that lives in a Malaria
PARASITE Tapeworm host organism; draws Diarrhea
Round worm nourishment from a host; Headache
some may be very large. nausea

PARASITIC WORMS
 A worm is classified as a parasite.
 (A parasite is a disease-causing organism that lives on or in a human or
another animal and derives its nourishment from its host.)
 Lice are examples of parasites that live on humans; bacteria and viruses
are examples of parasites that live either on humans or in humans;
parasitic worms (also called helminths) live in humans.
 Helminth eggs contaminate food, water, air, feces, pets and wild
animals, and objects such as toilet seats and door handles.
 The eggs enter the body of a human through the mouth, the nose, and
the anus.
 Once inside the body, helminth eggs usually lodge in the intestines,
hatch, grow, and multiply.
 They can sometimes infest other body sites.
 The word "helminth" is derived from the Greek "helmins" (worm).
 Helminthology is the study of parasitic worms.

Common helminthes and the problems they cause include the

following:
 Roundworm:
 Roundworms hatch and live in the intestines. The eggs usually
enter the body through contaminated water or food or on fingers
placed in the mouth after the hands have touched a
contaminated object.
 Symptoms of their presence include fatigue, weight loss,
irritability, poor appetite, abdominal pain and diarrhea.
 Treatment with medication results in a cure of about a week.
Without treatment, anemia and malnutrition can develop.
 Pinworm:
 Also called seat worms and thread worms, pinworms hatch and
live primarily in the intestines. The eggs usually enter the body
through the anus, through the nose or mouth via inhaled air, or
through the mouth on fingers that have touched a contaminated
object.
 Symptoms of their presence include anal itching and sometimes
pale skin and stomach discomfort. If pinworms enter the vagina
in females, discharge and itching may develop. Pinworms do not
cause serious complications.
 Treatment with medication results in a cure within days.
 Trichina spiralis:
 This worm lives in the intestines and causes a serious illness
known as trichinosis. The eggs usually enter the body via raw or
undercooked pork, sausage or bear meat. In the intestines, the
eggs hatch, mature, and migrate to other parts of the body
through the bloodstream and the lymphatic system.
 Early symptoms include vomiting, diarrhea, and abdominal
cramps. In time, a high fever, puffiness of the face and muscle
pain develop. Eventually, the worms can penetrate the muscles,
the heart, and the brain and can cause death.
 Treatment with an anti-worm drug such as thiabendazole, as well
as bed rest and a physician's care, can cure trichinosis.
Recovery may take several months. Diagnosis of trichinosis
sometimes requires analysis of a tissue sample (biopsy) taken
from muscles.

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  Tapeworm:
 Tapeworms live in the intestines. The eggs usually enter the
body via raw or uncooked beef.
 Symptoms of their presence are usually absent. However, some
patients experience abdominal pain, fatigue, weight loss, and
diarrhea.
 Treatment with medication results in a cure within days.
 Fluke:
 Flukes live in different locations in the body, including the
intestines, bladder, rectum, liver, spleen, lungs, and veins.
Flukes first mature inside freshwater snails. After leaving the
snails, they can enter the body of humans by penetrating the skin
of persons swimming, bathing, or washing in water where flukes
are active. Infected persons can re-contaminate the water by
urinating or defecating in it.
 Most infected persons experience no symptoms. However, some
infected persons may experience rash, itching, muscle aches,
coughing, chills, and fever. Flukes pass out of the body, but
persons can become infected again and again. In time, the
repeated infections can damage the liver, bladder, intestines and
lungs. In rare cases, flukes can invade the spinal cord or brain
and cause seizures and paralysis. Fluke-caused illnesses are
classified as schistosomiasis (also called bilharziasis) and are
mainly confined to Africa, parts of South America and the
Caribbean, and parts of the Middle East, China, and the
Philippines.

Prevention of helminth diseases usually requires frequent washing of

hands, frequent cleaning of bathrooms and kitchens, and thorough
cooking of the food they infest -- mainly beef, pork, sausage, and bear
meat. Water supplies should be chlorinated, if possible.

Ringworm of the Body (Tinea Corporis)

 Ringworm usually causes a very itchy rash. It often makes a pattern in the shape of a ring, but
not always. Sometimes it is just a red, itchy rash. The outer ring is very reddish and another
ring in the middle is reddish too. The in-between is whitish.
Prevention
 Keep your skin clean and dry.
 Change your socks and underwear at least once a day.
 Wear loose-fitting cotton clothing.
 Avoid tight underwear, pants, and panty hose.
 Always dry yourself completely after showers or baths. After drying your skin with a towel, allow
your skin to air-dry before putting your clothes on.
 You can also use a hair dryer, set on a cool setting, to dry your skin.
 Do not share clothing, sports equipment, towels, or sheets. If you think you have been exposed to
ringworm, wash your clothes in hot water with fungus-killing (fungicidal) soap.
 Wear slippers or sandals in locker rooms, showers, and public bathing areas.
 Shower and shampoo thoroughly after any sport that requires skin-to-skin contact.

 ACNE
 a common skin problem among teenagers and adults. This disease is also known to cause stress
or embarrassment on its sufferers. Thus, acne has become an almost dreaded skin condition. So if
you don't want to experience having a hard time dealing with the possibility of acne growth on your
skin, the best thing that you can do is to learn how to take care of your skin. Acne is usually
caused by the following factors -- dirt, excess oil, and unhealthy lifestyle.

 Prevention
 Washing your face
 Wash acne-prone areas only twice a day.
 Avoid heavy make-up.
 Remove make-up before going to bed.
 Wear loose-fitting clothing.
 Shower after exercising or doing strenuous work.
 Try to keep your hands and hair away from your face at all times .

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  Never squeeze or pick your spots!
 Trying to reduce stress in your daily routine wherever possible is a great way to prevent acne.

ATHLETE’S FOOT is caused by a fungus that grows on or in the top layer of skin. Fungi (plural of
fungus) grow best in warm, wet places, such as the area between toes. It looks like a burned skin
because it has scales and it is reddish and itchy.

Prevention
 Wear flip-flops in affected areas.
 Use anti-fungal sprays or powders on shoes and feet.
 Dry the feet and between the toes first after a shower to prevent spread to other parts of the skin.
 Avoid tight or closed footwear especially in warm climates.
 Change socks daily. Cotton socks keep the feet cooler.
 Wash towels daily.

WARTS
Warts are caused by the human papilloma virus (HPV), which enters the skin through a cut or
scratch and causes cells to multiply rapidly. Usually, warts spread through direct contact. Each
person responds differently, and not everyone exposed to HPV will develop a wart. They can be all
over the parts of the body. They are small black or brownish hard grown skin. They can become
bigger especially when they are always touched.

PREVENTION
To reduce your risk of plantar warts
 Avoid direct contact with warts.
 This includes your own warts.
 Keep your feet clean and dry.
 Change your shoes and socks daily.
 Don't go barefoot in public areas.
 Wear sandals or flip-flops in public pools and locker rooms.
 Don't pick at warts. Picking may spread the virus.
 Don't use the same file, pumice stone, or nail clipper on your warts as you use on your healthy skin
and nails.
 Wash your hands carefully after touching your warts.

JOCK ITCH is characterized by an itchy, red rash on the genital, inner thighs and buttocks. It
occurs in warm, moist areas of the body and is common in athletes and people who are obese or
perspires a great deal. Jock itch (groin infection)

 Wash the groin daily.

 Dry the skin carefully after bathing.
 Do not dry the feet before the groin to reduce the risk of spreading the fungi from the feet.
 Change underwear daily.
 Wash towels daily.

What is Morbidity?
Morbidity is a state of having poor health or a disease because of any reason. Whenever a person is afflicted with a
disease to a level that it affects his health, the word morbidity is used by doctors. In this connection, comorbidity is a
term used by medical fraternity to refer to an instance where a person is suffering from two or more diseases at the
same instant. Morbidity rate is referred to the rate of incidence of a disease or the prevalence of the disease in a certain
population. This term should not be confused with mortality rate.
What is Mortality?
Mortality is not a word used in general but is used only to refer to a situation where people in a population are dying
because of a disease. Mortality rate describes the number of people dying because of a disease in a population. It is
expressed in terms of number of deaths per thousand people in a year. So if the population is 100000, and mortality rate
is 7.5, it means that 750 deaths took place in the population because of the disease in a year. There are different types
of mortality rates such as crude mortality rate, maternal mortality rate, infant mortality rate, and so on. Each rate
pertains to number of deaths per thousand of that cross section of the population.

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 3rd GRADING ART EDUCATION
LESSON 1: Periods of Indian Art

Ancient Period (3900BCE-1200CE)

Some evidences of the early civilization are bronze and copper statuettes and steatite seals, which show
vigor and concern for surface texture as constantly characterized in Indian art.
 The Ajanta Caves of Maharashtra, India are 30 rock-cut cave monuments that date back from the
2ndcentury BCE to the 600 CE, including paintings and sculptures considered to be masterpieces of
Buddhist religious art, as well as frescos that are reminiscent of the Sigiriya paintings in Sri Lanka.

 Classical Period ( 5th to 6thcenturies)

The image of Shiva, the destroyer, develops into Shiva the Cosmic-dancer represented by a four-armed
figure, where one hand holds the fire with which he destroys, another holds a drum, which is the first sound
heard in the world during creation, then the third arm points up in a reassuring gesture, and a fourth arm
points down to the dwarf in which he dances to.
Islamic Ascendancy (1192-1757) or Transitional Period
This was the period of evolution from Vedism into Hinduism or Brahmanism. The two great Indian epics: the
Mahabharata and the Ramayana emerged in this period.
Mogul period (16th Century)
Moguls contributed to the enrichment of Indian culture, in painting and in architecture. The most splendid
example is the Taj Majal built in 1632 by Shah Jahan in memory of his wife.
 Diwali is celebrated by Hindus in India and all around the world in October or November. It is the
Hindu New Year and is either a 3-day or 5-day holiday depending on where you come from. It is a very
exciting and colorful holiday, where homes are cleaned to welcome the New Year and windows are
opened so that the Hindu goddess of wealth
Lakshmi, can enter. Hindus believed that she cannot enter a house which is not lit up, so every
household burns special Diwali clay lamps (diyas) to light the way for the goddess, which is why the
holiday is also known as the 'Festival of Lights'.

LESSON 2: RANGOLI

 Rangoli is one of the most beautiful and most pleasing art forms of India. It is comprised of two words: 'rang'
meaning 'color' and 'aavalli' meaning 'colored creepers' or'row of colors'.Rangoli, the art of making
designs or patterns on the walls or the floor of the house, uses finely ground white powder along with
different colors. Numerous households in the Indian subcontinent make use of Rangoli designs for
decorating the courtyard of their house.
 The traditional form of Rangoli made use of designs and motifs based on nature, such as mangoes,
creepers, flowers, swans, peacocks, etc. Even the colors in the traditional art form were extracted from
natural dyes, like barks of trees, leaves, indigo plant, etc. These days, synthetic dyes have more or less
replaced the natural dyes of the earlier times.
 The materials used in the Rangoli patterns of today give either a very flat appearance or a 3-D effect. Rangoli
designs include geometric patterns, the swastika, lotus, trident, fish, conch, creepers, leaves, trees, flowers,
animals, etc.

LESSON 3: PAKISTAN

Pakistani architecture is divided into four recognized periods:

 Pre-Islamic
 Islamic
 Colonial
 Post-Colonial
Around the middle of the 3rd millennium BCE, an advanced urban culture developed for the first time in the
region, with large buildings, some of which still survive to this day like Mohenjo Daro, Harappa, and Kot Diji
which are among the pre-Islamic settlements that are now tourist attractions.
Across Pakistan, brightly colored flamboyant trucks, painted with images of idealized landscapes, famous
personalities, flowers, and trees, turned village lanes, city streets, and long-distance highways into a gallery
without walls; a free-form, kaleidoscopic exhibition in motion.

LESSON 4: UZBEKISTAN, KAZAKHSTAN, TAJIKISTAN

 People who inhabited the region of present Uzbekistan are known for making printed cloth. Printed table-
cloths, curtains, bed-spreads, shawls and various coverlets were utilitarian and served as a daily-round
ornament as well.
 Uzbekistan ceramics hold a prominent place among the numerous forms of popular applied art.
 Applied arts in ancient Kazakhstan were part of life’s daily routine.

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 Clothing, utility tools, yurts, and horses’ saddles were always decorated using nomadic patterns and design.
Kazakhstan’s visual arts are relatively young. In ancient times, nomads used to draw on rocks and, today,
these petro glyphs can be found throughout
 Kazakhstan. Fine art in Kazakhstan varies in style, direction, and genre. The most captivating work by
Kazakhstan artists in different periods can be seen in museums across the country.
 Tajiks have been making fabrics, utensils, musical instruments, carpets, furniture, jewelry, and many other
things for many centuries.
 The art of decorative carving is very important for local residents. Carving is mostly present in architectural
monuments, household structures and objects, musical instruments, and souvenirs.
 When Islam came, Tajik’s carving gradually changed to Arabian inscriptions using images of people and
animals while some carvers prefer “vegetative,” geometrical patterns. In architecture, ornaments in the form
of lotus, tulips, and other flowers are more common.

LESSON 5: TURKMENISTAN AND KYRGYSTAN

 The most unique and beautiful carpets in the world are produced by Turkmenistan. These vary in shape and
purpose. Carpet weaving is an ancient art, and each tribe developed its own distinctive pattern.
 The traditional arts include felt manufacture, jewelry making, woodwork, ceramics, and silverwork.
 Turkmen carpets have been traditionally woven out of wool, cotton, and silk by women, using horizontal
looms. The method of weaving has been modernized, but the beauty and quality of the fabrics remain.
 Turkmenistan is also the source of keteni, a homespun silk that is used for the beautiful dresses worn by
Turkmen women on special occasions. The embroidery uses different patterns that are as unique as a family
seal.
 Kyrgyz women produce a wide range of textiles, mostly from the felt of their sheep. Nowadays ancient
patterns are adapted to the tourist and export market, but it is still a living tradition and that all yurts and most
houses contain hand-made carpets or rugs called shirdaks.
 Large elaborately embroidered wall hangings called Tushkyiz are traditionally made in Kyrgyzstan and
Kazakhstan, by elder women to commemorate the marriage of a son or daughter. Colors and designs are
chosen to symbolize Kyrgyz traditions and rural life. Flowers, plants, animals, stylized horns, national
designs, and emblems of Kyrgyz life are often found in these ornate and colorful embroideries. Flat cushions
called xxx are usually made in shadow-pairs. These are seen on every chair, padding the seat.

LESSON 6: ARTS AND CRAFTS OF WEST ASIA

 West Asia is rich in cultural heritage, and this is clearly evident in the variety and quality of regional arts and
crafts.
Typical artistic forms from the region include:
embroidery
ceramics
wood carving
 inlaid wood designs
 Calligraphy
 hammered metalwork
 blown glassworks

3rd GRADING PHYSICAL EDUCATION

NATURE AND BACKGROUND
FUTSAL
 The word “Futsal” comes from the Spanish name “futbol sala” which literally means “room football”.
 It originated in the inner cities of South America and was first played indoors at a YMCA in
Montevideo, Uruguay around 1930.
 An Argentinian named Juan Carlos Ceriani invented the game to be able to practice soccer indoors as
an antidote to rain drenched pitches.
 The game soon captured the imagination of the football playing public and was enthusiastically
adopted across South America.
 A similar form of the game was developed in Sao Paulo, Brazil known as “futebol de salao”.
 The first known leagues were formed there in 1952 and the first known international competition took
place in 1965.
 Futsal is now an integral part of the football fabric of Brazil and many of its finest champions have
attributed the development of their soccer skills to playing a lot of Futsal as youngsters.
 Comes from Spanish FUTBOL SALA or FÚTBOL DE SALON and from Portuguese FÚTEBOL DE SALÃO,
which can be translated as “Indoor football”.

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  During the sport’s second world championship held in Madrid in 1985, the Spanish name futbol sala
was used
 Since then, all other names have been officially and internationally changed to futsal.
 Futsal is a variant of association football played on a smaller field and mainly indoors.
 It can be considered a version of five-a-side football.
 Futsal played between two teams of five players each, one of whom is the goalkeeper.
 Unlimited substitutions are permitted.
 Unlike some other forms of indoor football, the game is played on a hard court surface delimited by
lines; walls or boards are not used.
 Futsal is also played with a smaller ball with less bounce than a regular football due to the surface of
the field. The surface, ball and rules create an emphasis on improvisation, creativity and technique as
well as ball control and passing in small spaces.

REGULATIONS
1. The Playing Court (Pitch)
Field size of the court: 25m wide to 46m long
International Standard: 50mX 25m
Goal size: 2.44m (h) x 7.32m (w)
Goal posts: 3m (w) x 2m (h) goal posts
2. The Ball
Size: #4
Material: Leather or other suitable materials
3. Number of Players
Minimum Number of Players to Start Match: 3, one of whom shall be a goalkeeper
Minimum Number of players to finish match: 2
Substitution Limit: None
Substitution Method: “Flying substitution”
(All players but the goalkeeper may enter and leave as they please; goalkeeper substitutions can only
be made during the halftime interval)
4. Player’s equipment
Usual equipment including the following: numbered shirts, shorts, socks, protective shin guards and
footwear with non-marking rubber soles.
5. Length of the game
Duration: two equal periods of 20 minutes; running time, half-time; maximum of 1 minute.
6. Start of play
Procedure: kickoff; opposing team waits outside the ¾ line; ball deemed in play once it has travelled
the distance of its own circumference; kicker shall not touch ball before someone else touches it;
ensuing kickoffs taken goals scored and at start of second half.
7. Ball in and out of play
Ball out of play: when it has wholly crossed the goal line or touchline; when the game has been
stopped by a referee; when the ball hits the ceiling (restart: side line kick in).
Lines: Touchlines and goal lines are considered inside the playing area.
8. Ball in and out of play
When the whole of the ball has passes over the goal line, between the goal posts and under the
crossbar (except by illegal means).
9. Fouls and Misconduct
Direct free kick awarded when a player intentionally commits any of the following 11 offenses
(penalty kick awarded when infringement takes place in penalty area)
1. Kicking or attempting to kick an opponent
2. Tripping an opponent
3. Jumping at an opponent
4. Charging an opponent in a violent or dangerous manner
5. Charging an opponent from behind
6. Striking, attempting to strike or spitting at an opponent
7. Holding an opponent
8. Pushing an opponent
9. Charging an opponent with shoulder
10. Sliding at an opponent

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 11. Handling the ball (except goalkeeper)
Indirect free kick’s awarded when any of the following 8 offenses are committed kick taken from the
6-meter line when infringement takes place in penalty area):
1. Dangerous play (e.g. attempting to kick ball held by goalkeeper)
2. Obstruction
3. Goalkeeper picks up or touches with his hand a back pass
4. Goalkeeper pick up or touches with his hands a kick-in from a teammate
5. When a substituting player enters the pitch from an incorrect position or before the player he is
substituting has entirely left the pitch.
6. He/she persistently infringes(trespasses) the Law of the Game
7. He/she shows dissent with any decision of the referee
8. He/she is guilty of ungentlemanly conduct
 These yellow –card offenses are punishable by an indirect free kick taken from the point of
infringement or from the 6 meter line when the infringement takes place in penalty area
 Sending Off: players shall be sent off
(i.e., shown the red card) for:
 Serious foul play
 Violent conduct
 Foul or abusive language
 Second instance of caution able offense
(i.e., second yellow card)
 Intentionally impending a clear goal opportunity (e.g. through a “professional foul”).
 Intentionally impending a clear goal opportunity in the penalty area by handling the
ball.
 Rules of Expulsion:
The player sent off is out for the rest of the game and is not even permitted to sit on the
reserves’ bench.
The team of the player sent off can substitute for that player after 2 minutes of playing time
or after the opposing team scores whichever comes first.
The 2 minute punishment shall be checked by the timekeeper ( or by the assistant referee,
if there is no timekeeper).
The substitute cannot come on until the ball is out of play and he has a referee’s consent.
10. Free Kick
Type: Direct free kicks & indirect free kicks.
Wall: At least 5 meters away until the ball is in play.
Ball in Play: After it has travelled the distance of its own circumference
Time Limit: 4 seconds to take kick
Restriction: Kicker can’t touched by another player
11. Penalty Kicks
 To be taken from the penalty mark on the mid-point of the 6-m-line.
 The kicker is to aim at goal, with the intention of scoring. All players must be out of the penalty
area, and the players of the opposing team must also be at least 5m from the penalty spot.
 The kicker shall not play the ball a second time until it has touched by another player.
12. Kick In’s
 To be taken in place of the throw –in
 The ball is placed on the touch line before kicking
 The kicker’s foot not kicking the ball must be outside or at least on the touchline; if it crosses
the touchline all of the way, into the pith, the kick-in to the opposing team.
13. Goal Clearance
 To be taken in place of goal kick.
 From inside the penalty area, the goalkeeper throws the ball into play.
 The ball is not in play until it has passed outside of the penalty area. If the goal clearance is
received inside of the penalty area, the goal clearance shall be taken over.
14. Corner Kicks
 Ball placed on the corner (no corner-kick arc).
 If ball is misplaced, the corner kick is taken over.
 Must be taken within 4 seconds; failure to do so entails indirect free kick to the opposing team
from the corner mark.

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