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Dance and Sculpture – Class 7 Arts Chapter 10 Notes & NCERT PDF

Class 7ArtsChapter 10NCERT book: Kriti - Arts Class 7

Notes and a simple summary of Chapter 10 of the NCERT Class 7 Arts book, with the official chapter PDF, flashcards, an MCQ quiz and an AI tutor for your doubts.

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Chapter 10: Dance and Sculpture (Dance and Movement)

Introduction

The Dance and Movement section of Kriti opens with a verse from the Vishnudharmottara Purana:

vinā tu nṛityaśhāstreṇa chitrasūtram sudurvidam
Without the knowledge of dance (nṛityaśhāstra), the principles of sculpture (śhilpaśhāstra) are very difficult to understand.

This chapter shows that dance, painting and sculpture are closely linked. When you look at a temple sculpture of a dancer, you are looking at a dance posture frozen in stone. You will study the shapes your body makes, the hand gestures (hastas) seen in sculptures, and the nine emotions (navarasa).

Key Ideas

1. The Vishnudharmottara Purana

  • It is dated around 400 to 600 CE, the end of the Gupta period, which is also called the golden age of Indian arts.
  • It contains a conversation between King Vajra and Sage Markandeya about painting and drama.
  • Markandeya says that one who does not know the laws of painting (chitra) cannot understand image-making (shilpa), and painting is hard to understand without knowing the technique of dancing (nrtya).
  • The book suggests that the precise geometric shapes in dance and sculpture probably came from this interdisciplinary understanding.
  • Example in the chapter: the Dancing Shiva carvings at the Ellora caves, Maharashtra.
  • 2. Geometrical shapes in dance

    Dance and mathematics are connected. Dancers' bodies form triangles, circles and lines, and arms make different angles, half circles and diagonals.

    Upper torso postures (bends of the body) named in the book:

  • Samabhang
  • Dwibhang
  • Abhang
  • Tribhang
  • Atibhang
  • Lower torso postures (knee bends) shown in the book:

  • Standing on both feet, no knee bend
  • One-fourth knee bend
  • Half knee bend
  • Three-fourth bend
  • Full seating on toes
  • The book also shows how the distance between the feet differs in Bharatanatyam, Kathak and Kathakali — for example, standing with equal weight on both feet, half-bent from the knees with heels near each other, feet apart making a square shape, and feet placed at maximum width.

    Note to the teacher (from the book): connecting these actions to geometry lessons helps children understand lines and angles in an enjoyable way.

    3. Dancing sculptures in temples

    Temples across India have beautiful dance sculptures. The book names:

  • Chidambaram Temple, Tamil Nadu
  • Konark Sun Temple, Odisha
  • Dilwara Temple, Rajasthan
  • Elephanta Caves, Maharashtra
  • Photographs in the chapter include a Dancing Goddess and the Hoysaleshwara Temple at Halebidu (Karnataka), a Lady Dancer at Konark, a Dancing Shiva at the Kedareshwara Temple, Halebidu, and dancers from Hampi, Karnataka.

    4. Hastas (hand gestures)

    You learnt these in Grade 6:

  • Asamyuta hastas — single-hand gestures. The book lists 28, including Pataka, Tripataka, Ardhapataka, Kartarimukha, Mayura, Ardhachandra, Arala, Shukatunda, Mushti, Shikhara, Suchi, Alapadma, Bhramara, Mukula and Trishula.
  • Samyuta hastas — double-hand gestures. The book lists 24, including Anjali, Kapota, Karkata, Swastika, Dola, Shankha, Chakra, Matsya, Kurma, Varaha, Garuda and Nagabandha.
  • Hastas in sculpture give the body an artistic beauty and convey emotions without words.

    5. Navarasa — the nine emotions

    Emotions (bhava) create an emotive atmosphere that everyone enjoys — this is rasa. A shloka from the Natyashastra names eight rasas:

    śhṛingāra-hāsya-karuṇā-raudra-veera-bhayānaka bibhatsa-adbhuta…
    Beauty, laughter, sorrow, anger, courage, fear, disgust and wonder are the eight rasas in natya.

    The ninth rasa, shānta (peace), was added later by Abhinava Gupta in the 10th century CE.

    The book links each rasa to a garden scene:

  • Fragrance of flowers — śhṛingāra
  • Squirrels playing make you smile — hāsya
  • Someone destroys the flowers — karuṇā
  • Someone cuts down the trees — raudra
  • You bravely protest to save the trees — veera
  • A snake in the branches — bhayānaka
  • Decaying plants with a pungent smell — bibhatsa
  • The beauty of nature — adbhuta
  • Finding peace in nature — śhānta
  • Activities in the Chapter

  • Activity 10.1 – My Body in Various Shapes: combine upper torso, lower torso and arms to make postures; friends identify the shapes (squares, triangles, rectangles, parallels, rhombuses).
  • Activity 10.2 – Dancing Sculptures: observe temple sculptures, try the postures, identify the angles, and compare easy and challenging positions.
  • Activity 10.3 – Hastas in Sculptures: spot hastas in sculpture pictures, try them, match them with the illustrations, and create new ones.
  • Activity 10.4 – Matching Emotions with Our Chores: pick a chit with an emotion (happiness, sadness, anger, surprise, fear, excitement, calm, confused, proud) and a chit with a daily activity (brushing teeth, doing homework, doing yoga…), then enact the activity with that emotion and hand gestures.
  • Key Terms

  • Nṛityaśhāstra — the science of dance (नृत्यशास्त्र)
  • Shilpa — image-making / sculpture (शिल्प)
  • Chitra — painting (चित्र)
  • Tribhang — a posture with bends of the body (त्रिभंग)
  • Upper torso — upper body (ऊपरी धड़)
  • Lower torso — lower body, hips and legs (निचला धड़)
  • Hasta — hand gesture (हस्त मुद्रा)
  • Asamyuta hasta — single-hand gesture (असंयुत हस्त)
  • Samyuta hasta — double-hand gesture (संयुत हस्त)
  • Rasa — the emotional flavour enjoyed by the audience (रस)
  • Bhava — emotion expressed by the performer (भाव)
  • Navarasa — the nine rasas (नवरस)
  • Shānta — peace, the ninth rasa (शांत)
  • Golden age — the Gupta period for Indian arts (स्वर्ण युग)
  • Artists & Traditions Mentioned

  • Vishnudharmottara Purana (King Vajra and Sage Markandeya)
  • Natyashastra and Abhinava Gupta
  • Bharatanatyam, Kathak, Kathakali foot positions
  • Temple sculptures at Ellora, Chidambaram, Konark, Dilwara, Elephanta, Halebidu and Hampi
  • Connect to Your Life

    Next time you visit a temple or museum, look at a sculpture and try to copy its posture. Can you name the shape your body makes? In maths class, look for angles in your own arm positions.

    Common Mistakes

  • Thinking the Natyashastra shloka lists nine rasas — it lists eight; shānta was added later by Abhinava Gupta.
  • Mixing up asamyuta (single hand) and samyuta (both hands).
  • Treating sculpture and dance as unrelated — the chapter's whole point is that they depend on each other.
  • Let's Reflect

  • Why does Markandeya say painting needs knowledge of dance?
  • Which posture was hardest for you, and why?
  • Which rasa did you find easiest to express, and which was most difficult?
  • 💡 Key Learning Points

    • ✓The Vishnudharmottara Purana (c. 400–600 CE) links dance, painting (chitra) and sculpture (shilpa)
    • ✓Dance postures form geometrical shapes and angles with the upper torso, lower torso and arms
    • ✓Temple sculptures at Chidambaram, Konark, Dilwara, Elephanta, Ellora and Halebidu preserve dance postures
    • ✓Asamyuta (single-hand) and samyuta (double-hand) hastas convey meaning without words
    • ✓The Natyashastra names eight rasas; Abhinava Gupta added shānta as the ninth in the 10th century CE

    👨‍🏫 Teaching Tips

    • →Work with the maths teacher: have students measure the angles their arms form in dance postures
    • →Show photos of the named temple sculptures and let students copy each posture
    • →Run Activity 10.1 as a guessing game where partners name the shape the body makes
    • →Revise all Grade 6 hastas with a quick 'show the hasta' round before Activity 10.3
    • →Use the book's garden story to teach the navarasa in sequence
    • →Run Activity 10.4 with emotion and chore chits; encourage hand gestures in every enactment
    • →Provide a spacious, well-lit, ventilated hall as the book recommends, and let children work at their own ability

    📋 Assessment Questions

    1. Can the student show the five lower-torso knee positions in order?
    2. Can the student name three temples with dance sculptures and their states?
    3. Can the student explain the difference between asamyuta and samyuta hastas with examples?
    4. Can the student name the nine rasas and say who added shānta?
    5. Can the student express a given emotion while enacting a daily activity?

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