Abstract:
Over the past few decades, North Indian Kathak dance has become popular and
widespread throughout Sri Lanka. The subject of Kathak dance has also been established
in the Sri Lankan university system. Given the emphasis on practical training in the
Kathak dance syllabi of Sri Lankan universities, there is a gap between the academic
foundation and practical activities. Due to the lack of formal study of the basic rhythmic
principles ‘Taal Dasa Prana’, beginner-level students face challenges in layakari and
Bandish creation. The primary objective of this research is to study the role of ‘Taal Dasa
Prana’ in developing the rhythmic competence of Kathak dance beginner students. In this
study, the central research problem is to examine how the inadequacy in the integration
of principles of Taal Dasa Prana in Kathak training methods affects students’ rhythmic
competence as well as deeper knowledge of Taal. This research used a qualitative research
methodology, and the study draws its sample from university students and experts in the
field of Kathak in Sri Lanka and India. Primary data were collected through interviews and
questionnaires, while secondary data were gathered from library studies. The collected
information was analyzed using thematic, content, and comparative analysis methods.
This research employed the theoretical framework of ‘Taal Dasa Prana’ as explained in
texts on Indian classical musicology. The findings indicate that theoretical knowledge
of these ten vital elements directly contributes to the precision of a beginner’s learning
of rhythm and its execution. Furthermore, ‘Taal Dasa Prana’ is important in practical
training and in the creation of Kathak dance compositions, enabling students to grasp the
mathematical structures of Taala more effectively. In conclusion, this study confirms that
the systematic integration of ‘Taal Dasa Prana’ into Kathak curricula at the university
level in Sri Lanka is essential for the long-term professional proficiency of beginners.
