NCERT Solutions for Class 9 Arts Madhurima

Not all 17 chapters are compulsory for everyone, but a fixed set of chapters must be studied by every Class 9 student. Chapter 1 on the History of Arts is compulsory for all. In addition, the first chapter of each art form section — Chapter 2 for Theatre, Chapter 6 for Music, Chapter 10 for Dance and Chapter 14 for Visual Arts is also compulsory for all students under Learning Standards 1 and 2. The remaining chapters in each section are studied only by students who have chosen that particular art form. So even if you have not selected Arts as your main subject, you will still engage with a meaningful portion of this textbook.

No, none of these will be assessed in exams. The Madhurima textbook itself clearly states this. All śhloka and diacritical marks on Indian language words are included for classroom practice and pronunciation awareness only. The “Do You Know?” boxes contain interesting cultural and historical facts that extend beyond core learning – they are meant to enrich your knowledge, not appear in your answer sheet.
However, all activities given in the textbook are meant to be assessed by the teacher, so do not skip those. Focus your exam preparation on the NCERT exercise questions and the concepts explained in the main chapter text.

Navarasa means “nine emotions” and comes from the ancient Sanskrit text Nāṭyaśhāstra. It is the central concept that connects all four art forms in this textbook — Theatre, Music, Dance, and Visual Arts. The nine rasas are Shringara (love/joy), Hasya (humour), Karuna (compassion), Raudra (fury), Vira (heroism), Bhayanaka (terror), Bibhatsa (disgust), Adbhuta (wonder) and Shanta (peace).
Every art form expresses these emotions differently – a dancer conveys them through face and hands, a musician through melody and rhythm, an actor through voice and body, and a visual artist through colour and form. That is why navarasa appears across chapters – it is the philosophical thread that ties the whole book together and understanding it well will help you answer questions across all sections.

Madhurima is a completely new textbook published for the very first time in April 2026 (Chaitra 1948) by NCERT, New Delhi. Its ISBN is 978-93-5729-550-5 and it is priced at ₹165. It has been developed under the National Syllabus and Teaching Learning Material Committee (NSTC) in alignment with NEP 2020 and NCF-SE 2023.
This is the first time Class 9 students across India are studying Arts through this book. All solutions available in this guide are created exclusively for this 2026–27 first edition and are not based on any earlier Arts curriculum or textbook.

Madhurima includes both practical and theoretical components across all four art forms. The theoretical portions cover the history of art, key concepts such as navarasa and abhinaya, rāga and tāla, elements of design and cultural connections. The practical components include singing and playing musical instruments, performing theatre exercises like voice work, mime and improvisation, dance activities involving posture and choreography, and drawing or painting in Visual Arts.
A significant new practical addition this year is the Art Journal, where students document their personal experiences across art forms. All activities, including practical ones, are assessed by the class teacher. Our solution guide focuses on the theoretical and exercise-based portions that students need for written exams.

Yes, and this is one of the core intentions of NEP 2020. Madhurima is specifically designed to build skills that benefit learning across all subjects. The Music chapters connect to Science through acoustics and sound waves and to Languages through the study of lyrics and poetry. The Dance section connects to Social Sciences and Geography through its exploration of cultural links between India and Southeast Asia.
Theatre builds communication, teamwork and language skills that directly support English and Hindi. Visual Arts develops observation, spatial reasoning and pattern recognition – skills that help in Mathematics and Science. Beyond specific subjects, the Arts build critical thinking, confidence and emotional intelligence that support your child’s overall academic performance and personality development.

Each of the four art form sections opens with a general introduction to the art form, followed by a dedicated note for teachers on Discipline-Specific Pedagogy. This note explains how to take the subject forward in the classroom, organise practical activities, give projects and assignments and guide students in writing their Art Journals. It also outlines the Curricular Goals for each chapter so teachers know exactly what learning outcomes to aim for.
Teachers are encouraged to modify activities to suit the local context and the specific needs of all learners, integrate technology through QR codes embedded throughout the textbook and invite local artists and craftspeople to conduct hands-on workshops for students.

Art Journals are a significant new addition introduced in this edition of Madhurima, described as a unique process of documenting and recording personal experiences across all four art forms. Students are expected to write reflections after watching performances, sketch visual ideas, maintain music listening notes and record their responses to activities given in the textbook.
The journal is not a formal written assignment – it is a personal, creative document that captures each student’s individual learning journey through the arts. From an assessment perspective, all activities including journal work are assessed by the teacher, while śhloka, diacritical marks and “Do You Know?” content are specifically excluded from assessment. Teachers should encourage students to personalise their journals and treat them as a space for genuine self-expression rather than a test preparation tool.

Madhurima takes a clear and firm stand on inclusion – every child, including those with disabilities, must actively participate in all activities. The textbook acknowledges that the content has been designed with flexibility so that it can be adapted and accommodated to suit the diverse needs and capacities of all learners.
Teachers are encouraged to make the necessary modifications so that no child is left out of the learning experience. For students with visual impairment, Music and Theatre offer rich non-visual engagement through sound, voice and touch. For students with hearing impairment, Visual Arts and the visual rhythm of Dance can be emphasised.
For students with physical limitations, Dance activities can be adapted to seated or upper-body movements. For students with learning difficulties, journal prompts can be simplified, visual aids can be introduced and peer support can be structured into activities.
The textbook also affirms that inclusivity of all genders is inherent in the Arts, ensuring that the curriculum is equitable by design and not just by intention.