For Khairul Anam Shakil, celebrating five decades of music is not just a personal milestone; it is a reflection of Bangladesh's cultural heartbeat. As a celebrated Nazrul Sangeet exponent and General Secretary of the Bangladesh Nazrul Sangeet Sangstha (BNSS), Shakil has devoted his life to teaching, performing, and preserving the legacy of Kazi Nazrul Islam.
To celebrate his remarkable musical journey, a musical evening has been arranged, titled "Shur Shadhonar Shonali Abhijatra". The programme will be held today at 6pm, the Chhayanaut Auditorium. Performances will feature Khairul Anam Shakil himself along with a chorus by his students with Arunranjani.
Photo: Collected
The Daily Star reached out to the veteran artiste, who reflected on his fifty-year journey in music, his dedication to preserving and promoting Nazrul Sangeet, and his concerns about contemporary challenges facing music education and cultural identity in Bangladesh.
"Fifty years feels like it passed in a blink," he says with a gentle smile. "Looking back, so much has happened, yet I hardly realised how quickly the years went by. I wouldn't claim that I had an intense passion for music. However, there was a musical environment in our family. Music has been a part of my daily life, and that is how the bond grew and turned into love that has kept me going all these years."
Photo: Sheikh Mehedi Morshed
The veteran artiste reminisced that his musical journey was destined even before he was born, as he was born in a household where music was a constant presence. His mother, Nilufar Khayer, learnt Rabindra Sangeet at the Bangladesh Academy of Fine Arts (BAFA) and continued her practice quietly after marriage. Teachers would come home to instruct her, including the esteemed Ustad Munshi Raisuddin.
His maternal uncle, Mahmuder Rahman Benu, a renowned figure in the world of music, became a symbol of musical resistance during the Liberation War, travelling from camp to camp performing patriotic songs, a story captured in the documentary "Muktir Gaan".
It was through this environment that Shakil and his cousins were introduced to formal training at Chhayanaut. "Even when we were young, music was never forced on us. But it was always there—playing at home, shaping our thoughts and identity. Chhayanaut taught us not just music, but what it means to be Bangali, and those lessons have stayed with me throughout life."
Photo: Collected
In this journey he received lesson from some of the musical maestros which includes likes of–Pandit Narayan Chandra Basak, Ustaad Mohammad Sagiruddin Khan, Sohrab Hossain, Sheikh Lutfar Rahman, Anjali Ray, Sanjeeda Khatun and Waheedul Haq.
His professional journey with music officially began in 1974, when he joined Bangladesh Television's adult music programmes. Yet fame was never the goal. "I sang because I loved it. Music has always come from the heart. Even while studying abroad, I never stopped practising. Thanks to Benu uncle, who was always with me, even abroad!"
Interestingly, Shakil studied engineering at Leeds Beckett University while continuing his music training. "It might seem unusual, but music and academics never conflicted. Many great classical musicians were also engineers."
He continued, "From a young age, I developed an unusual fondness for classical music, influenced by my family, perhaps, it is particularly because of my uncle and began practising seriously at home while training at Chhayanaut. I did work for a couple of years in the UK. However, after returning to Bangladesh, I never took up the usual 9-5 job. I had a family cushion; there was a family business, and I became involved in that. Even though I had been offered a job at a company, I didn't accept it. The posting was in Chattogram, and I thought, if I move there, how will I continue Chhayanaut and pursue my music?"
Returning home, Shakil committed himself fully to teaching at Chhayanaut from 1986 onwards, a dedication he continues even today. For over forty years, he has trained generations of singers. "I never pursued music, thinking I would become exceptionally successful as an artiste. I always approached it from a place of love. Among the leading performers in Bangladesh today, I would say 60–70 per cent were my students at some point. Seeing them grow gives me immense joy."
Yet Shakil's observation during these 5 decades is that Bangladesh still struggles with understanding its cultural identity, which often clashes with religious bias. "If I were to speak openly, I would say that in our country, there is still confusion about our cultural identity, especially what it means to be Bengali, particularly as a Bengali Muslim. Culture is as important as religion. A nation that does not nurture its culture cannot truly progress."
Photo: Sheikh Mehedi Morshed
He stated that the formation of Bangladesh and its identity were shaped not just by politics, but music, alongside our rich culture, has played a leading role throughout. "Alongside religious faith, every Bengali should truly understand and embrace their language, traditions, and way of life. Doing so allows us to take pride in both our culture and religion," he said, admitting that there is still much work to be done.
He voices concern over the recent debate on the discussions on removing music and physical education from the school curriculum. "Music is not just an art; it develops the mind and shapes character. It is scientifically proven that music helps to heal and reduce stress as well. Children grow into better human beings when they experience music. Removing it is a cultural setback."
He highlights that worldwide, creative work, whether in the arts or science, is considered a tool to develop children both physically and mentally, besides making us unique in our own way. "If I have no cultural grounding, how can I represent my own identity? Even if the government has made such a decision, I would request them to reconsider it carefully. We hope that music and physical education are reinstated in our school curriculum."
Sharing his concern, the artiste said, "To my knowledge, music has been part of our curriculum for many years, but it was never practised effectively. I've heard that the decision is due to cost-cutting, which makes me wonder—why target these subjects, which are essential for creating a morally and culturally strong generation? Moreover, students taking higher degrees in music will need a profession, won't they? If the decision remains unchanged, then where will these students work or teach?"
He also highlights how Kazi Nazrul Islam's Islamic songs opened doors for the Bengali Muslims to engage with music. "Our National Poet wished to see love beyond religion and identity. As you know, he also composed Islamic songs, which I believe opened up a completely new dimension in music."
Previously, there were Shyama songs, Durga songs, and many other Hindu religious songs. Alongside these, Nazrul composed a significant number of Islamic songs, which created a new doorway for the Bengali Muslims. "I have no hesitation in saying that there was a time when the Bengali Muslims did not show much interest in music, although non-Bengali Muslims did. We can see that among non-Bengali Muslims, there were many prominent composers, but within the Bengali Muslim community, it was far less common, and we can still observe this today.
This habit of learning and performing songs among Bengali Muslims largely expanded when Kazi Nazrul Islam began composing Islamic songs. Using simple, beautiful language—words like phool (flower), phal (fruit), bichar (judgement), nodir pani (river water), Khoda (God), tomar meherbani (your mercy)—he spread these songs widely among ordinary people. Later, his songs related to Eid, Ramadan, and other celebrations became very popular. From that point onward, the Bengali Muslims developed a much stronger interest in music. I believe religious education and culture can coexist, shaping well-rounded, beautiful human beings."
For Shakil, teaching is inseparable from his cultural mission. He believes children must be exposed to music and art to grow as compassionate, well-rounded individuals. "Every school should include cultural education. Parents often worry that art interferes with academics, but this is entirely wrong. Music, poetry, and art enrich the mind—they do not hinder learning."
Reflecting on his fifty-year journey, Shakil emphasises a guiding philosophy—"I can only understand the world if I first understand myself. My Bengali identity, my culture, my music—they shape who I am. If we nurture our culture and pass it to the next generation, we can walk the world proudly, not just as Bangladeshis, but as culturally enriched, globally aware citizens."
