Tabla
The Tabla curriculum is a new addition for A Common Approach in 2023, providing objectives and activities to support the teaching of this traditional North Indian classical instrument in a progressive, inclusive manner.
Programme of Study 1
A Listening and internalising
- A1 - Listen and respond to music in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played
- A3 - Recognise and discriminate between the musical elements of pulse, pitch, rhythm, tempo, dynamics and texture
- A4 - Recognise and convey in their playing simple melodic patterns, e.g. repetition of main tune
- A5 - Using appropriate notation, make links between sounds and symbols, e.g. shape of the melody, repetition
B Making and controlling musical sounds
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
C Creating and developing musical ideas
- C1 - Improvise by exploring different sounds and creating repeated musical patterns or phrases
- C2 - Make use of instrumental skills when beginning to compose
D Playing music
- D1 - To recognise and play familiar bols by ear
- D2 - Repeat short, easy rhythmic patterns by playing back from memory
- D3 - Play short, easy pieces from appropriate notation/ symbols
- D4 - Memorise with accuracy selected short, simple pieces from their repertoire
- D5 - Read and play at sight short, simple phrases at a regular pulse; begin to make links between sound and symbol
- D6 - Begin to interpret music with some expression and with a sense of its intended effect; talk about its mood and how it is played and suggest improvements to convey the character of the music
E Playing music with others
- E1 - Play with the teacher and/or other learners, demonstrating some basic ensemble skills by listening, watching and keeping in time with the group
- E2 - Explore and discuss the character of the music and the expressive possibilities
F Performing and communicating
Programme of Study 2
A Listening and internalising
- A1 - Listen to music with concentration and understanding in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played, including some feeling of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including aspects of articulation, phrasing and quality of tone
- A4 - Recognise and convey simple structures in their playing, e.g. repetition of rhythmic and melodic phrases
- A5 - Hear some elements of the music internally when using notation/symbol, e.g. tempo, pitch, rhythm, dynamics
B Making and controlling musical sounds
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
C Creating and developing musical ideas
- C1 - Improvise rhythmic and melodic phrases freely or within given structures, individually or as part of a group
- C2 - Compose by developing musical ideas within simple given structures and applying instrumental skills
D Playing music
- D1 - Work out by ear how to play short, easy patterns using familiar bols
- D2 - Repeat short, easy rhythmic phrases by playing back from memory
- D3 - Play a variety of short, easy pieces from notation/ symbols
- D4 - Play from memory, and to others, selected contrasting pieces from their repertoire
- D5 - Read and play at sight short, easy pieces at a regular pulse, beginning to hear some of the elements internally
- D6 - Interpret music by making choices in relation to tempo, dynamics, phrasing, articulation, colour, etc. in order to achieve an intended effect and convey the expressive characteristics; describe and evaluate the music using appropriate musical vocabulary
E Playing music with others
- E1 - Play with others, helping to maintain a separate part and showing awareness of their role within the ensemble
- E2 - Explore, discuss and convey the character of the music
F Performing and communicating
- F1 - Perform to others with a sense of occasion, e.g. in a concert, school assembly, examination, projecting the character of the music and acknowledging audience applause
- F2 - Evaluate the quality of their performance in relation to the character of the music, suggesting improvements and commenting on how the intentions were achieved
Programme of Study 3
A Listening and internalising
- A1 - Listen with attention to detail, responding to the expressive character of music, using their experiences to inform their playing
- A2 - Develop their aural perception of the music to be played, including some feeling and understanding of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including more refined aspects of articulation, phrasing, quality/variety of tone
- A4 - Recognise and convey structural features and compositional devices in their playing, e.g. A A B A, sequence
- A5 - Hear simple music internally when using notation/symbols, including repetitions, contrasts, changes to melodic and rhythmic patterns
B Making and controlling musical sounds
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
C Creating and developing musical ideas
- C1 - Improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument
- C2 - Apply knowledge and understanding of the instrument in order to compose with an understanding of musical idiom
D Playing music
- D1 - Work out by ear how to play simple patterns using a wider range of bols
- D2 - Repeat moderately short musical phrases from memory
- D3 - Play a variety of moderately easy pieces from different styles and traditions
- D4 - Memorise a variety of pieces from their repertoire of increasing length and complexity
- D5 - Read and play at sight a variety of short, straightforward pieces at a regular pulse, using an increasing rhythmic range
- D6 - Interpret music with an understanding of the musical style, structure and idiom; communicate the character of the music and the intentions of the composer, making improvements to their work in the light of their knowledge about the music
E Playing music with others
- E1 - Play with others, independently maintaining an individual part, demonstrating awareness of their role within the ensemble and leading the ensemble where appropriate
- E2 - Contribute to collective decisions, e.g. tempo, ensemble, tuning, balance, conveying the character of the music
F Performing and communicating
Programme of Study 4
A Listening and internalising
- A1 - Use their listening skills and experiences of a variety of musical styles and traditions to inform their interpretations, e.g. use of rubato, shaping of phrases, variety of tone
- A2 - Further develop their aural perception of the music to be played, including some feeling and understanding of the expressive and stylistic characteristics
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, e.g. tempo, articulation, phrasing
- A4 - Recognise and convey more extended structures and techniques in pieces being studied, e.g. rondo, raga, dance forms, simple modulations
- A5 - Hear simple music internally with increasing accuracy and fluency when using notation/symbols
B Making and controlling musical sounds
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
C Creating and developing musical ideas
- C1 - Improvise with freedom in a wide range of musical structures genres, styles and traditions, drawing on internalised sounds
- C2 - Compose in different styles, creating and selecting musical ideas by exploring the characteristics of their chosen resources
D Playing music
- D1 - Work out by ear how to play moderately easy patterns using a wider range of bols
- D2 - Repeat phrases of a moderate length and complexity in a variety of styles
- D3 - Play a variety of pieces of moderate difficulty
- D4 - Memorise a variety of pieces from their repertoire in different styles and traditions, featuring a range of musical devices and structures
- D5 - Read and play at sight moderately easy pieces in different styles at a regular pulse; internalise and incorporate less-familiar musical features, e.g. different time cycles, variety of tempi
- D6 - Interpret music with understanding and insight, developing a personal response through sustained study of and reflection on the music, applying their knowledge of style, characteristics and historical/social background; evaluate how their interpretation reflects the context in which the music was created and is performed and heard
E Playing music with others
- E1 - Play with others, independently maintaining an individual part with sensitivity, responding to others and leading where appropriate, demonstrating awareness of their role within the ensemble
- E2 - Contribute to collective decisions, e.g. balance, ensemble, interpretation, conveying the character and style of the music
F Performing and communicating
- F1 - Perform to others with growing confidence, responding to the audience, venue and occasion, communicating the character and style of the music through their own/shared interpretation
- F2 - Evaluate with perception the quality of their performance, using their knowledge of performing conventions, including the performances of distinguished musicians
Programme of Study 5
A Listening and internalising
- A1 - Listen systematically and critically to a wide variety of music from different styles and traditions to develop their own independent interpretations
- A2 - Have a clear aural perception of the music to be played, conveying their feeling and understanding of the expressive and stylistic features in practice and performance
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, interpreting music both personally and idiomatically
- A4 - Recognise and convey in their interpretative decisions a wide variety of musical structures and compositional techniques
- A5 - Hear a wider range of music internally when using notation/symbols, anticipating the sound in their heads
B Making and controlling musical sounds
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
C Creating and developing musical ideas
- C1 - Improvise extended musical ideas with a sense of direction and shape as they develop their own personal style
- C2 - Compose with consistency of style, coherence of musical ideas and a degree of individuality, and by making the most of the instrumental resources
D Playing music
- D1 - Work out by ear how to play pieces of increasing complexity
- D2 - Repeat longer and more complex phrases, involving different tempi and time cycles where appropriate
- D3 - Play a range of pieces from different styles and periods that are technically and musically advanced
- D4 - Memorise systematically and independently pieces from their repertoire with refinement and expressive subtlety, demonstrating a personal response to the music
- D5 - Read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation: internalise and incorporate a wide range of time cycles and tempi, rhythmic patterns and expression
- D6 - Interpret music personally with consistency of style, and an understanding of idiomatic performing conventions; make independent, critical judgements about their interpretation
E Playing music with others
- E1 - Play with others with assurance and sensitivity, demonstrating an empathy with other performers and musical leadership
- E2 - Contribute their own interpretative ideas and respond to those of others, conveying the character and style of the music
F Performing and communicating
- F1 - Perform music to others with confidence and conviction, communicating the character and style of the music; demonstrate empathy with other performers and with the audience
- F2 - Make informed evaluations about their performance in the light of their knowledge about the music and the interpretations of distinguished musicians
A Listening and internalising
Programme of Study 1 Learning Objectives
- A1 - Listen and respond to music in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played
- A3 - Recognise and discriminate between the musical elements of pulse, pitch, rhythm, tempo, dynamics and texture
- A4 - Recognise and convey in their playing simple melodic patterns, e.g. repetition of main tune
- A5 - Using appropriate notation, make links between sounds and symbols, e.g. shape of the melody, repetition
Programme of Study 2 Learning Objectives
- A1 - Listen to music with concentration and understanding in and out of lessons, enjoying their experiences and building on them
- A2 - Have some aural perception of the music to be played, including some feeling of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including aspects of articulation, phrasing and quality of tone
- A4 - Recognise and convey simple structures in their playing, e.g. repetition of rhythmic and melodic phrases
- A5 - Hear some elements of the music internally when using notation/symbol, e.g. tempo, pitch, rhythm, dynamics
Programme of Study 3 Learning Objectives
- A1 - Listen with attention to detail, responding to the expressive character of music, using their experiences to inform their playing
- A2 - Develop their aural perception of the music to be played, including some feeling and understanding of the expressive characteristics
- A3 - Recognise and discriminate between the musical elements, including more refined aspects of articulation, phrasing, quality/variety of tone
- A4 - Recognise and convey structural features and compositional devices in their playing, e.g. A A B A, sequence
- A5 - Hear simple music internally when using notation/symbols, including repetitions, contrasts, changes to melodic and rhythmic patterns
Programme of Study 4 Learning Objectives
- A1 - Use their listening skills and experiences of a variety of musical styles and traditions to inform their interpretations, e.g. use of rubato, shaping of phrases, variety of tone
- A2 - Further develop their aural perception of the music to be played, including some feeling and understanding of the expressive and stylistic characteristics
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, e.g. tempo, articulation, phrasing
- A4 - Recognise and convey more extended structures and techniques in pieces being studied, e.g. rondo, raga, dance forms, simple modulations
- A5 - Hear simple music internally with increasing accuracy and fluency when using notation/symbols
Programme of Study 5 Learning Objectives
- A1 - Listen systematically and critically to a wide variety of music from different styles and traditions to develop their own independent interpretations
- A2 - Have a clear aural perception of the music to be played, conveying their feeling and understanding of the expressive and stylistic features in practice and performance
- A3 - Identify and incorporate subtle changes to the musical elements in their playing, interpreting music both personally and idiomatically
- A4 - Recognise and convey in their interpretative decisions a wide variety of musical structures and compositional techniques
- A5 - Hear a wider range of music internally when using notation/symbols, anticipating the sound in their heads
B Making and controlling musical sounds
Programme of Study 1 Learning Objectives
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
Programme of Study 2 Learning Objectives
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
Programme of Study 3 Learning Objectives
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
Programme of Study 4 Learning Objectives
- B1 - Posture, placement of Tabla and hand position
- B2 - Hand placement, coordination and tonal quality (with exercises)
Programme of Study 5 Learning Objectives
C Creating and developing musical ideas
Programme of Study 1 Learning Objectives
- C1 - Improvise by exploring different sounds and creating repeated musical patterns or phrases
- C2 - Make use of instrumental skills when beginning to compose
Programme of Study 2 Learning Objectives
- C1 - Improvise rhythmic and melodic phrases freely or within given structures, individually or as part of a group
- C2 - Compose by developing musical ideas within simple given structures and applying instrumental skills
Programme of Study 3 Learning Objectives
- C1 - Improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument
- C2 - Apply knowledge and understanding of the instrument in order to compose with an understanding of musical idiom
Programme of Study 4 Learning Objectives
- C1 - Improvise with freedom in a wide range of musical structures genres, styles and traditions, drawing on internalised sounds
- C2 - Compose in different styles, creating and selecting musical ideas by exploring the characteristics of their chosen resources
Programme of Study 5 Learning Objectives
D Playing music
Programme of Study 1 Learning Objectives
- D1 - To recognise and play familiar bols by ear
- D2 - Repeat short, easy rhythmic patterns by playing back from memory
- D3 - Play short, easy pieces from appropriate notation/ symbols
- D4 - Memorise with accuracy selected short, simple pieces from their repertoire
- D5 - Read and play at sight short, simple phrases at a regular pulse; begin to make links between sound and symbol
- D6 - Begin to interpret music with some expression and with a sense of its intended effect; talk about its mood and how it is played and suggest improvements to convey the character of the music
Programme of Study 2 Learning Objectives
- D1 - Work out by ear how to play short, easy patterns using familiar bols
- D2 - Repeat short, easy rhythmic phrases by playing back from memory
- D3 - Play a variety of short, easy pieces from notation/ symbols
- D4 - Play from memory, and to others, selected contrasting pieces from their repertoire
- D5 - Read and play at sight short, easy pieces at a regular pulse, beginning to hear some of the elements internally
- D6 - Interpret music by making choices in relation to tempo, dynamics, phrasing, articulation, colour, etc. in order to achieve an intended effect and convey the expressive characteristics; describe and evaluate the music using appropriate musical vocabulary
Programme of Study 3 Learning Objectives
- D1 - Work out by ear how to play simple patterns using a wider range of bols
- D2 - Repeat moderately short musical phrases from memory
- D3 - Play a variety of moderately easy pieces from different styles and traditions
- D4 - Memorise a variety of pieces from their repertoire of increasing length and complexity
- D5 - Read and play at sight a variety of short, straightforward pieces at a regular pulse, using an increasing rhythmic range
- D6 - Interpret music with an understanding of the musical style, structure and idiom; communicate the character of the music and the intentions of the composer, making improvements to their work in the light of their knowledge about the music
Programme of Study 4 Learning Objectives
- D1 - Work out by ear how to play moderately easy patterns using a wider range of bols
- D2 - Repeat phrases of a moderate length and complexity in a variety of styles
- D3 - Play a variety of pieces of moderate difficulty
- D4 - Memorise a variety of pieces from their repertoire in different styles and traditions, featuring a range of musical devices and structures
- D5 - Read and play at sight moderately easy pieces in different styles at a regular pulse; internalise and incorporate less-familiar musical features, e.g. different time cycles, variety of tempi
- D6 - Interpret music with understanding and insight, developing a personal response through sustained study of and reflection on the music, applying their knowledge of style, characteristics and historical/social background; evaluate how their interpretation reflects the context in which the music was created and is performed and heard
Programme of Study 5 Learning Objectives
- D1 - Work out by ear how to play pieces of increasing complexity
- D2 - Repeat longer and more complex phrases, involving different tempi and time cycles where appropriate
- D3 - Play a range of pieces from different styles and periods that are technically and musically advanced
- D4 - Memorise systematically and independently pieces from their repertoire with refinement and expressive subtlety, demonstrating a personal response to the music
- D5 - Read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation: internalise and incorporate a wide range of time cycles and tempi, rhythmic patterns and expression
- D6 - Interpret music personally with consistency of style, and an understanding of idiomatic performing conventions; make independent, critical judgements about their interpretation
E Playing music with others
Programme of Study 1 Learning Objectives
- E1 - Play with the teacher and/or other learners, demonstrating some basic ensemble skills by listening, watching and keeping in time with the group
- E2 - Explore and discuss the character of the music and the expressive possibilities
Programme of Study 2 Learning Objectives
- E1 - Play with others, helping to maintain a separate part and showing awareness of their role within the ensemble
- E2 - Explore, discuss and convey the character of the music
Programme of Study 3 Learning Objectives
- E1 - Play with others, independently maintaining an individual part, demonstrating awareness of their role within the ensemble and leading the ensemble where appropriate
- E2 - Contribute to collective decisions, e.g. tempo, ensemble, tuning, balance, conveying the character of the music
Programme of Study 4 Learning Objectives
- E1 - Play with others, independently maintaining an individual part with sensitivity, responding to others and leading where appropriate, demonstrating awareness of their role within the ensemble
- E2 - Contribute to collective decisions, e.g. balance, ensemble, interpretation, conveying the character and style of the music
Programme of Study 5 Learning Objectives
F Performing and communicating
Programme of Study 1 Learning Objectives
- F1 - Perform music to others, e.g. parents/carers, teachers, fellow learners and friends, demonstrating an awareness of the mood of the music
- F2 - Discuss the quality of their playing and, with guidance, learn from their performance
Programme of Study 2 Learning Objectives
- F1 - Perform to others with a sense of occasion, e.g. in a concert, school assembly, examination, projecting the character of the music and acknowledging audience applause
- F2 - Evaluate the quality of their performance in relation to the character of the music, suggesting improvements and commenting on how the intentions were achieved
Programme of Study 3 Learning Objectives
- F1 - Perform to others with increasing awareness and assurance, communicating the character of the music and their musical intentions to the audience
- F2 - Evaluate with perception and some independence the quality of their performance and respond to ideas from others
Programme of Study 4 Learning Objectives
- F1 - Perform to others with growing confidence, responding to the audience, venue and occasion, communicating the character and style of the music through their own/shared interpretation
- F2 - Evaluate with perception the quality of their performance, using their knowledge of performing conventions, including the performances of distinguished musicians
Programme of Study 5 Learning Objectives
- F1 - Perform music to others with confidence and conviction, communicating the character and style of the music; demonstrate empathy with other performers and with the audience
- F2 - Make informed evaluations about their performance in the light of their knowledge about the music and the interpretations of distinguished musicians
Our Tabla curriculum is also available as a PDF which you can download below.
You can also download a PDF of all of the exercises and compositions referred to in this curriculum.
A Common Approach