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Archive for July, 2011

ABC of Qawwali


A small irritant from a dear friend, a westernised desi, who kept calling Qawwali as ‘Qawwali song’ got me to make a polite request to her call it only Qawwali. She probably thought I was an expert in the field and with innocent curiosity started to fire questions at me about Qawwali.

I really felt cornered and actually regretted for having made the silly request to her. And I realised that beyond the ABC of Qawwali I had no idea of what qawwali really was made of.

Her basic questions made me wonder that I was equally ignorant of the indepth details. Probably except for calling it Qawwali instead of qawwali ‘song’ there wasnt much difference between me and her. So I began to dig deeper.
It was indeed a wonderful journey to flip through the e-searches learning about Qawwali details.

All I knew earlier was this bit:

The word Qawwali was derived from the arabic word Qaul which means the utterance ( of Prophet).

Qawwali, a Sufi devotional music is unique to north India. It arrived in the subcontinent in the 14th Century. Amir Khusau, known as the ‘Father of Qawwali’ developed this form by incorporating Farsi and Arabic in the Indian music centered on the classical structure of taal and raag.

The word Sama is used in Central Asia and Turkey to refer to forms very similar to Qawwali, and in the subcontinent, the formal name used for a session of Qawwali is Mehfil-e-Sama.
I had known that the singers are called: Qawwal and those group of singers who sing a qawwali chorus in unison are called Humnawan.
I had heard, long ago in Delhi that Qawwals are also called Qawwal bacche.

I began to hunt for what was the reason why they were called so. What I learned was this:

“There is a renowned tale frequently told by qawwals- that of the ‘Qawwal Bachche’. Hazrat Amir Khusro wished to do something extraordinary for his ‘sheikh’ (spiritual mentor) Nizamuddin. So he discovered twelve gifted young men and educated them to render the ragas he had created. The sheikh was thrilled with their performance and these twelve lads went on to be recognized as the ‘Qawwal Bachche’.This ancestry of qawwali singers, the sons of the initial qawwal or Qawwal Bacche, was begun by a man who, as fable goes, was hearing impaired and mute. Inexplicably healed by a Sufi saint, he converted to become one of the earliest disciples of Amir Khusro. Qawwali has been handed down from father to son over generations, with weight on the children memorizing the poetry and precise elocution of the words because several of the songs are in Persian.”
(Source: http://www.planetradiocity.com/musicopedia/music_decade.php?conid=2362).

During Googling I came across a list of qawwwali vocabulary, on ‘bohotkhoob’ blog, which I thought was a must share:

Alap = Introductory phrases of a raga sung without rhythm to create a background for the raga used in the composition.
Anga = Aspects of singing which bring out the main style followed by the singer.
Baja = Instrument, chiefly harmonium. Strangely though Harmonium was introduced into qawwali only in mid 19th Century. Earlier instruments used were: double-headed drum (dholak) and a bowed lute (sarangi, dilruba) and an earthenware pot(ghara).
Band = A verse of more than two lines — inserted from a longer poem.
Band sama = A closed or an exclusive performance in which a special song-repertoire is rendered without any instrumental accompaniment.
Badhana = To extend, or elaborate the melodic theme.
Bari ka gana = To sing by turns in an assembly of Qawwal-singers.
Bol = Utterance, the repeatable part of the song-text sung by the chorus.
Bol samjhana = To convey the meaning of the text through musical variations, etc.
Chachar = Metric pattern of 14 beats frequently employed in the genre.
Chal = Gait, the specific melodic contour of the song.
Chalat phirat = Melodic improvisation mostly in a faster tempo and intricate in design.
Cheez = A complete, original song without additions etc.
Chaoki = A performing group of qawwal named after the leader or his ancestor.
Dhun = A tune which is satisfyingly complete and yet may not be in a codified raga.
Doha = A couplet making a complete, rhyming poetic statement in common metre employed by the singers at the beginning or as insertions.
Dohrana = To repeat.
Girah = A knot, i.e. inserted verse in a qawwali.
Hamd = Poem in Urdu/Farsi in praise of God.
Hawa = Archaic Sufi song in Farsi said to be composed by Amir Khusro.
Khas tarz = Special tune.
Makhsus tarz = Special tune.
Manqabat = Poem in praise of a great religious personage, especially Sufi saints.
Munajat= means secret conversation, whispering, prayer, longing or yearning. Sung in Farsi and was invented by Rumi.
Masnavi = Extended Farsi poem with rhyming couplets
Matra = Durational unit in music making.
Misra = Verse line.
Misra kholna = ‘to open the verse line’.
Misra ula = First verse line, especially the opening line of a couplet.
Mukhra = The opening refrain line of the song.
Murki = Melodic ‘turn’ — a specific musical embellishment.
Mushtar ka gana = Mixed i.e. communal singing.
Naghma = Melody, tune, played as a prelude to the qawwali, usually based on a tune derived from the Zikr Allahu.
Panchayati gana = communal singing.
Padhna = Recite, read or chant without instrumental accompaniment.
Phailav = Melodic spreading, expansion.
Qata = Four line aphoristic poetic form in Urdu/Farsi used in introductory section of the qawwali.
Qaul = The basic ritual, obligatory song either as opening or closing hymn with the text based on sayings of the Prophet.
Rang = The second principal ritual, obligatory song after Qaul celebrating the saints (Nizamuddin) spiritual guidance (colouring) of his disciple Amir Khusro.
Rubai = Aphoristic four-line poetic form in Farsi/Urdu in qawwali. It refers to the recitative preceding the qawwali often based on a Rubai.
Sany bolan = Saying it as second, singing a verse line to the tune section of the second concluding line of a couplet.
Sargam = Sol-fa passage.
Sher = Couplet, literally the strophic unit of the ghazal poem.
Takrar = Multiple repetition.
Tali = clapping.Clapping by the performers in the second row complements the instruments.
Tarana = A genre of songs with meaningless auspicious words, often derived from Sufi invocations.
Tazmin = A poem incorporating famous verses around Sufi classics in Farsi.
Thap = An accented drum beat.
Tiyya = A triad of a rhythmic/melodic cadence.
wajd = Ecstacy, invoked by any particular shair or couplet of poetical composition, which is common scene in such mahfils,that particular couplet is repeated continuously by the Qawwal until the thirst of the ecstatic ‘subject’ is fully satisfied and he returns to his normal condition
Zatnin = Poetic metre of the song-text.
Zarb = Accent, rhythmic stress.

It has now somewhat made me understand the rendition beyond just the words sung. The ups and downs, the repeats, the style of singing, punctuated by narration, the claps etc in the middle of the rendition, now seem to make a lot more fascination.

I am sure many of the Qawwali lovers would be far above my baseline of knowledge, but anyhow Happy listening!

(Source: Music contexts: A Concise dictionary of Hindustani Music. By Ashok Damodar Ranade
http://meheralisherali.com/history.html).

Tell me why?~Music Without borders


This post is dedicated to these beautiful little angels who could be our role models and teach us lessons in many many ways.

Childhood is the world of miracle or of magic: it is as if creation rose luminously out of the night, all new and fresh and astonishing. Childhood is over the moment things are no longer astonishing. When the world gives you a feeling of “déjà vu,” when you are used to existence, you become an adult.
~Eugene Ionesco.

Singer: Declan John Galbraith (born 19 December 1991). More than his own country, Englnd, he is famous in China, where his songs were chosen as part of the Chinese education curriculum for learning English. Galbraith’s songs are used to help Chinese children learn English as his songs are easy to remember and suitable for children.
He was not even 14 when he sang this song.
Tell me why?
(Lyrics)

In my dream children sing a song of love for every boy and girl
The sky is blue and fields are green and laughter is the language of the world
Then I wake and all I see is a world full of people in need

Tell me why (why) does it have to be like this?
Tell me why (why) is there something I have missed?
Tell me why (why) cos I don’t understand.
When so many need somebody we don’t give a helping hand.
Tell me why?

Everyday I ask myself what will I have to do to be a man?
Do I have to stand and fight to prove to everybody who I am?
Is that what my life is for to waste in a world full of war?

Tell me why (why) does it have to be like this?
Tell me why (why) is there something I have missed?
Tell me why (why) cos I don’t understand.
When so many need somebody we don’t give a helping hand.
Tell me why?

(children) tell me why? (declan) tell me why?
(children) tell me why? (declan) tell me why?
(together) just tell me why, why, why?

Tell me why (why) does it have to be like this?
Tell me why (why) is there something I have missed?
Tell me why (why) cos I don’t understand.
When so many need somebody we don’t give a helping hand.

Tell me why (why,why,does the tiger run)
Tell me why (why why do we shoot the gun)
Tell me why (why,why do we never learn)
Can someone tell us why we let the forest burn?

(why,why do we say we care)
Tell me why (why,why do we stand and stare)
Tell me why (why,why do the dolphins cry)
Can some one tell us why we let the ocean die ?

(why,why if we’re all the same)
tell me why (why,why do we pass the blame)
tell me why (why,why does it never end)
can some one tell us why we cannot just be friends?

Personal Note: Few things in life have made me cry like a kid, and this song was one of them.

River~ Apoem by Susan Marie


A beautiful poetry written by a virtual friend Susan Marie. And I bear witness how she wrote this in a few seconds with a supersonic speed.
I paste it from her blog: http://networkedblogs.com/jOFNO?ref=nf
River *for Ilmana*

river

selfless, unending
love
you give life

your heart
washes hands of maidens
princes and kings
paupers

priceless lines of life
rebirthed, clean, pure
again

river

i have no name for you
you need no title
no right in this existence to be
as i do
human
fallible
unworthy of your
kiss

i take solemn refuge
by your face
damsel flies dance
upon the surface of your skin
ageless

my river
unconditional grace
i am not worthy
of a solitary drink
i bring to parched lips

yet you pay no heed
river

you are silent in speech
yet your cries
fill my spirit with agony

how do you remain in motion
and at peace?

© Susan Marie 2011 For Ilmana Fasih

Posted by Susan Marie at 5:20 PM

The real fight we need to fight


First published in Aman Ki Asha, The News, 29 June 2011
http://www.amankiasha.com/detail_news.asp?id=483


The news didn’t cause much of a stir. After all, it wasn’t a buzz about Bollywood beauties — say Katrina, Kareena or even Veena — or about an Afia Siddiqui, or even a Baba Ramdev or some other ‘hot’ icon that triggers off all-day media coverage. This news report was all about the faceless, nameless women, not one, not two, but millions. But who cares, when there is no nametag, or brand associated with them? Perhaps not many will guess what I am referring to.

Perhaps ignorance is bliss.

I noticed a few tweets, even fewer facebook statuses, a handful blogs that made a passing mention of this ‘news’ which perhaps for many was not much newsworthy in Pakistan, although on the Indian side it was mentioned in quite a few articles and caused relatively more concern.

The news item in question was the recent Thomson Reuters Foundation report according to which Pakistan and India were ranked third and fourth respectively as the world’s most unsafe places for women. If it wasn’t for war-torn Afghanistan and Congo, we would have topped the list. The fifth country in the club was Somalia.

Is it not ironic that India and Pakistan, which also belong to the elite club of the world’s ‘nuclear powers’, also find membership in a club of countries like Afghanistan, Congo, Somalia, and that too on the issue of mistreating women?

The Thomson Reuters Foundation surveyed 213 experts from around the globe, on the five continents, to decide the ranking of the most dangerous nations based on six parameters — health threats, sexual violence, non-sexual violence, cultural or religious factors, lack of access to resources and trafficking.

According to the report some 90 percent of Pakistani women are subjected to domestic violence, a further tragedy being that not even a quarter of them are aware that what they go through is a crime and that there are laws to protect them. They are taught from childhood to bear the marital violence and pressures as culturally appropriate or in the name of religion. Talking in terms of numbers in a populated country like Pakistan, this means a huge figure, to the tune of 80 million or so.

The situation is not much different in India where, despite all the development and booming economy, 100 million poor women are subjected to sex trafficking. The myth is that most of them go into the sex trade voluntarily; the dark truth is that most are lured or kidnapped, and forced into it. The target girl is from the low castes, from the poorest of the poor families — families that can ‘dispense’ with a missing daughter (not a son) and do not make much effort to track her down after she goes missing. What the report did not mention is that 40 percent women trafficked are minor girls.

In both India and Pakistan, rape, dowry deaths, acid attacks, kidnapping, and domestic violence continue unabated and gender inequality persists, although the degrees may vary. And in both, only a handful of such crimes get reported and even fewer are punished.

Both countries can boast of having elected women prime ministers to office decades ago, but in both tens of millions of women today, lead lives worse than cattle. The health and education statistics from India and Pakistan speak volumes for the plight of their women. Their female literacy rates are 54 percent and 35 percent respectively (compare Iran: 73 percent and Sri Lanka: 90 percent) while maternal mortality rates are 230 and 260 per 100,000 respectively (Iran: 37 and Sri Lanka: 60) (Source: http://www.mrdowling.com/800literacyfemale.html).

These statistics follow reports of a 12 percent rise in the defence budgets in both countries. India and Pakistan already spend about 18.6 percent and 23.1 percent, respectively, of their allocated annual budget on military expenditures. Compare this to their budgets on health — 3.5 percent and 13 percent — and on education, 12.7 percent and 7.8 percent respectively (Source: http://www.visualeconomics.com/how-countries-spend-their-money/).

What is the point of harbouring illusions about being secure from the ‘enemy’ neighbour, when one’s own house remains unsafe for millions of one’s own women?

For its part, Pakistan is embroiled in a war situation rife with extremism and violence — but India has a booming economy, and is considered part of the BRIC club (Brazil, Russia, India and China, all deemed to be at a similar stage of newly advanced economic development). What will it take to understand that the key to a real development lies in three words: ‘INVEST IN GIRLS’.

Investing in nuclear warheads for “deterrence” is a poor investment. They shall never be used.

But investing in girls’ education and health will bring phenomenal returns, going a long way towards improving the social and health indicators of the region. The link of women education and empowerment to population control and reduction in poverty is well documented.

According to the WHO website: “There are several compelling benefits associated with girls’ education, which include the reduction of child and maternal mortality, improvement of child nutrition and health, lower fertility rates, enhancement of women’s domestic role and their political participation, improvement of the economic productivity and growth, and protection of girls from HIV/AIDS, abuse and exploitation. Girls’ education yields some of the highest returns of all development investments, yielding both private and social benefits that accrue to individuals, families, and society at large. Girls’ education and the promotion of gender equality in education are vital to development, and policies and actions that do not address gender disparities miss critical development opportunities.”

Perhaps the key to the peace and prosperity of the region lies in prioritising in the empowerment of the women through education and better health, rather than through piling up arms. That might also save us from the international embarrassments like this.

The real fight that the two neighbours, India and Pakistan, desperately need to fight is not with each other, but together — for peace, prosperity, and women’s development.

Dr Ilmana Fasih is gynecologist and health activist of Indian origin, married to a Pakistani

Wednesday, June 29, 2011
Link: http://www.amankiasha.com/detail_news.asp?id=483