NCERT Class 9 Arts Chapter 4 Creativity in Light and Sound

NCERT Class 9 Arts Chapter 4 Creativity in Light and Sound Solutions English Medium As Per New Syllabus. to each chapter is provided in the list so that you can easily browse through different chapters NCERT Class 9 Arts Chapter 4 Creativity in Light and Sound Notes and select need one. NCERT Class 9 Arts Chapter 4 Creativity in Light and Sound Question Answers Download PDF. NCERT Class 9 Arts Madhurima Texbook Solutions.

NCERT Class 9 Arts Chapter 4 Creativity in Light and Sound

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Creativity in Light and Sound

Chapter: 4

TEXTUAL SOLUTIONS

Activity 4.1

A. Making a simple spotlight and gobo.

In groups of 5–6 students, make one spotlight and gobo.

1. Materials (per group):

(i) 1 torch or flashlight or phone torch.

(ii) Black chart paper.

(iii) Thick black paper or thin cardboard.

(iv) Tape and scissors.

Ans: All group members should gather the required materials to build the spotlight and gobo.

B. Making a spotlight:

1. Wrap the black chart paper near the source of light of the torch or flashlight like a tube. This should prevent light from any leak or spread. Attach it securely to the torch or flashlight using a tape.

2. Switch on the torch and observe how the tube narrows and focuses the beam.

Ans: By wrapping the chart paper into a tube, you are effectively controlling the light by preventing unwanted spillage or reflections. When switched on, the tube mimics a basic stage profile spotlight, giving you a focused beam where the size and shape are controlled.

C. Making a simple gobo:

1. Draw a simple shape or pattern on a black paper (tree branches, window bars, rain lines, stars, etc.).

2. Carefully cut out the shapes, like a stencil (the teacher to assist).

3. Tape the cut-out in front of the spotlight tube. Adjust the distance between the light source and gobo to get sharp shadows.

4. Shine the light onto a wall. You will now see patterned light. 

Ans: By adding this stencil, you have successfully created a “gobo.” A gobo adds texture and an extra visual dimension to the light beam by projecting your specific pattern (like stars or window bars) onto a surface.

Performance challenge:

(i) Each group must create a 1-minute scene using the gobo image as the centre of the scene. For example, if your gobo is that of a tree, create a scene about how a woodcutter comes to cut the tree for timber, but a child stops him and protects the tree.

Ans: The following is an illustrative, creative example provided outside of the source text to complete the exercise. Our group created a “window bars” gobo. In our scene, a character is trapped in a dark room. The gobo projects the shadow of window bars against the wall. A second character sneaks up to the “window” from the outside, and we hear a whispered conversation as they pass a secret map through the bars to help the trapped character escape.

Activity 4.2

A. ‘Design the moment’ — A light and sound simulation exercise.

Materials Needed:

(i) Different light sources (torches, phone flashlight, bulbs).

(ii) Coloured transparent sheets (or paper of different colours).

(iii) Speakers or classroom audio system.

(iv) Everyday classroom objects — stationery, water bottle, bag, or lunch box.

(v) Simple stick puppets (details in the ‘Theatre’ section in Grade 6 textbook Kriti).

(vi) A set of short dramatic situations.

Ans: Ensure all materials are prepared to simulate stage lighting and sound design right at your desk.

Process:

1. The teacher introduces a 10–15 second dramatic situation.

For example:

(i) A lost child in a forest;

(ii) A hero discovering a hidden treasure; and

(iii) A magical door opening.

Ans: For this exercise, we will select the dramatic situation: “A magical door opening”.

2 . Students work in small groups to discuss the following:

(i) Which colour light best suits the mood?

(ii) Which direction should the light come from (top, side, front)?

(iii) What sound would accompany the moment?

(iv) How to plan the scene using bags, water bottles, and other classroom objects as props and puppets in place of actors? For example, the water bottle could represent a tree, and a pen and small pencil could be a parent walking with a child. (As learnt under object improvisation in previous grades.) Puppets may also be used to represent the parent and child.

Ans: The specific creative choices below are illustrative and generated outside of the source text.

Colour: Deep blue or purple, because these colours convey mystery and magic, helping to establish the intended emotional mood.

Direction: Footlight (from the bottom), because illuminating an object from below creates a highly theatrical, unnatural special effect.

Sound: A sparkling chime followed by a heavy creaking sound.

Props: A large dictionary will stand upright to represent the magical door, and a small eraser will act as the hero standing in front of it. 

One student in each group holds the torch covered with a coloured sheet and points it in the chosen direction towards the small object on their desk (such as a pen or notebook) to simulate stage lighting.

3. One student in each group holds the torch covered with a coloured sheet and points it in the chosen direction towards the small object on their desk (such as a pen or notebook) to simulate stage lighting.

Ans: A student places the torch low on the desk, covered with the blue transparent sheet, angling it upward at the dictionary. This successfully simulates a stage footlight painting the “door” with a magical blue hue. Another student plays the selected sound clip from a phone or laptop.

4. Another student plays the selected sound clip from a phone or laptop.

Ans: A student uses their smartphone as an input device to play the sparkling chime sound effect right as the light turns on, demonstrating how sound and light collaborate.The group presents their ‘designed moment’ to the class, explaining why they chose those particular lights and sounds.

5. The group presents their ‘designed moment’ to the class, explaining why they chose those particular lights and sounds.

Ans: The group explains that lighting design is like painting with light. The blue footlight was chosen to create a sense of mystery and to alter the audience’s perception of the ordinary dictionary. The chime sound was chosen to add an emotional layer and enhance the ambience of a magical discovery.

Discussion circle:

(i) Imagine yourself as a character on stage. If your character had a theme sound, what would it be?A drum, a flute, or a soft wind, and why?

Ans: This is an illustrative, subjective response. If I were a character who is calm and connected to nature, my theme would be a soft wind or a flute. Sound design is meant to create emotional layers without overpowering the dialogue, and a soft flute perfectly captures a peaceful, gentle personality.

(ii) Which colour of lighting creates the strongest emotional impact on you? Why? What does it make you feel?

Ans: This is an illustrative, subjective response. Red lighting creates the strongest emotional impact on me because it instantly makes me feel a sense of tension, heat, or danger. Lighting designers specifically choose colours to create these exact moods—such as aggression or mystery—to help the audience interpret the story.

(iii) Have you ever heard a sound that instantly made you imagine an entire setting or mood? What was it?

Ans: This is an illustrative, subjective response. Yes, hearing the sound of crickets chirping and an owl hooting instantly makes me imagine a dark forest at night. In theatre, sound design and effects are essential for giving the audience vital information about the scene, such as whether it is day or night, or indoor or outdoor.