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Peter and the Wolf Model Lessons – Grades 2 - 7

1. Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Six Connecting Mimetic and Musical Portraits Assessing Prior Knowledge e Review Musical Terms from Lesson 5 tempo forte piano legato staccato e Challenge students by asking them the four ways to create a character as a mime body position facial expression gesture and walk EXPERIENCE Getting Smarter e Play Tracks 1 5 Rehearsal and Performance CD and have all the students act out each character standing in place with one exception see below e Pair up the students so that one in the pair is the Duck and the other is the Bird and they turn and face each other for the argument Scene Track 3 CREATE Becoming an Expert Task Combine the Mimetic Portraits of each character with the corresponding sound using sound props plastic bags water bottles plastic gloves e Divide the kids into two equal groups One group will be musicians the other mimes e Divide the musicians into three equal groups and have each group sit together Group 1 Plastic bags of crumpled newspaper to represent Peter and The Cat Group 2 Plastic Gloves to represent The Bird Group 3 Water Bottles to represent The Duck e Practice the 3 positions for the instruments 1 Neutral on the floor 2 Ready silent but prepared to play and 3 Play properly playing the instrument Divide the mimes into two
2. Assessment Strategies Students will be able to e Successfully retell Peter and the Wolf using the Music and Mime skills and elements learned in previous lessons AP CE AV e Work cooperatively and collaboratively in a group CE CRA e Interpret his her character through Music and or Mime CE e As an audience member describe their experiences of empathy for one or more characters AV e Demonstrate through writing discussing drawing photographing matching K 2 only and or performance that they have learned the content of the lesson Teacher will e Teach the lesson effectively e Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e What specific activities does each character perform in each scene e What are the musical moods in each scene CREATE Becoming an Expert Task Students perform the retelling of Peter and the Wolf to the recorded piano soundtrack Final Task Criteria Students will All e Follow action sound sequences Lesson 6 o Be focused and respectful Mimes e Perform believable and identifiable characters using body position facial expression gesture and character walk e Start and end in frozen still positions e Perform silently Musicians e Perform music and sound effects with an appropriate degree of mood suspense and atmosphere e Match sound with character conflict mood e Use a variety of musical
3. Character Drill Game Teacher rapidly calls out the following commands with students following Note Teacher can mix the commands up Character name snap into character position using whole body and facial expression Freeze freeze in statue position Gesture characters come to life and perform gesture Freeze freeze in position Walk maintain rhythm and speed of the character silently and without touching each other Freeze freeze in position Back to Places return to place in the circle as the character Freeze freeze in position Back to Neutral snap back to neutral position Repeat with different characters Keep it quick and fun but hold the students to the criteria Repeat playing corresponding musical themes on CD tracks 15 21 IN UIRE Have you ever seen people that have some of the same characteristics as the animals that we ve portrayed Are there people who sneak like the Cat Are there hungry greedy people like the Wolf who will do whatever they can to get something Do you know anyone who is a show off like the Bird Have you ever had a conflict with an adult like Peter had with his Grandfather Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 18 CREATE amp PERFORM Becoming an Expert Task In small groups students perform
4. Full Text 40 Orchestra Seating Arrangement 44 Action Sound Sequences 52 Stage Plot 60 Rehearsal amp Performance Piano CD Tracks 62 Musical Examples CD Tracks 63 Short Physical Character Descriptions Lesson 4 64 Performance Notes Script for Teachers 65 Additional Resources 66 10 Support Visit Sequences 72 Institute for Educators Teacher Outcomes in Music and Mime Featuring the anchor work classic Peter and the Wolf by Sergei Prokofiev Teachers will be able to o Develop a deeper understanding and appreciation of Classical Music and the ancient art of Mime in a joyful creative environment o Explore the various themes and values that comprise Prokofiev s anchor work Peter and the Wolf o Gain knowledge and basic skills in Music and Mime including pantomime creation of invisible objects character creative movement instruments of the orchestra and musical elements pitch tempo dynamics and articulation o Demonstrate the key elements of Music and Mime as they relate to story sequence and specifically to the anchor work o Express understanding and interpret meaning of the anchor work using Mime Music and Action Sound and Staging o Create and perform an ensemble musical mime play modeled on selected scenes from the story of Peter and the Wolf o Increase understanding of the concept of empathy o Identify and apply curriculum integration strategies Music Center Anchor Work Model Curriculum Unit
5. Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 26 Model Lesson Six Connecting Mimetic and Musical Portraits Materials Peter and the Wolf Rehearsal and Performance Piano CD CD player Piano CD Tracks pg 60 newspaper plastic bags water bottles plastic gloves digital camera optional for assessment Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions for Unit How has the incorporation of sounds and movements helped you to better understand the story and the characters Big Ideas for Lesson e Using Mime and musical sound effects together can help tell a story by emphasizing mood suspense and atmosphere giving insight into the characters and action e Sharing ideas in a creative artistic way and learning to compromise are important ways to collaborate in a group SUMMARY Lesson Six Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to e Rehearse using sound with mimetic characters and action to begin creating a cohesive performance AP CRA e Demonstrate through writing discussing drawing photographing matching K 2 only and or performance that they have learned the content of th
6. Nasal uneven clumsy smooth Cat Clarinet Soft sneaky slow elegant velvety Wolf French Horns Scary ominous suspicious Hunters Timpani Confident forceful Musical Terms Lessons 1 2 and 5 Composer person who creates and writes down the music Dynamics louds and softs Forte loud Piano soft Articulation the way the notes are played for example legato or staccato comparable to articulation in poetry or acting Staccato choppy articulation Legato smooth articulation Tempo speed fast slow medium Pitch how high or low a tone is Timbre sound peculiar to a particular instrument Tutti all instruments playing at the same time Dissonance a generic term for a combination of sounds that clash or lack harmonic resolution Mime Terms Mime The art of creating identification and empathy silently through a performance that is at once telling and beautiful Stealth Walk The activity of walking slowly and silently like a sneaking animal Silent Circle The Magic Circle The group formation that results from all students performing the Stealth Walk in unison Pantomime The art of creating imaginary objects Fixed point A point in space that does not move Shape The form the hand or body takes on to portray an object or design Tension The measure of force used in movement and pantomime Freeze A usually sudden still position Facial Expression The communication of emotions using the f
7. facial expression gesture and rhythm of walk to bring to life the story of Peter and the Wolf e Mime is a language that you can use to tell a story and express emotions without words SUMMARY Lesson Four Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to e Create mimetic portraits of characters from Peter and the Wolf using body position facial expression gesture and movement CE e Portray a character s emotions motivations and physicality AP CE e Demonstrate through writing discussing drawing photographing matching K 2 only and or performance that they have learned the content of the lesson Teacher will e Teach the lesson effectively Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e Review the character word list from Lesson One and add some action words verbs to the list CREATE Becoming an Expert Task In small groups students perform characters from Peter and the Wolf with music Final Task Criteria Students will e Create a body position using face head torso arms hands and legs that clearly identifies the character e Use clear identifiable and believable facial expression e Incorporate a gesture that is believable and tells us about who your character is e Walk as the character would walk while maintaining the position e Freeze in statue positions e Perf
8. staccato legato piano forte Mimes start and end in frozen still positions Mimes perform silently Students are focused and respectful when not actually performing Students in audience if you are inviting an audience are focused and respectful Performance Extension Divide into two groups Divide into mimes and musicians Each group performs entire piece to the recorded soundtrack for the rest of the class Alternate roles mimes and musicians switch Compare and contrast the two performances 33 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved REFLECT amp ASSESS Making Connections Explain how this activity helped you better understand Peter and the Wolf Describe how one performer uniquely interpreted his her character Explain how you used musical elements to help you tell the story and express different emotions As an audience member what about the performance did you respond to the most Why What did you find serious or thought provoking Humorous Using the rubric reflect on the quality of the performances of mimes musicians and all performers to assess what was successful and what needs revision or practice What was difficult about this challenge What would you do differently if you had the chance to revise it and perform it again How has this unit of study helped to change your understanding
9. Poetry and music have many connections including pulse articulation emphasis phrasing pitch and volume REFLECT amp ASSESS Making Connections see rubric below Reflect e When you wanted to indicate something exciting happening in the story did you make the tempo speed of the music fast or slow Was it staccato or legato Was the pitch high or low e How did sound and musical elements such as tempo forte piano legato and staccato help you to express a character s mood Curriculum Connections Language Arts Predicting making connections visualizing listening and speaking skills vocabulary in a foreign language correct use of quotation marks conflict mood setting character beginning middle end Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 25 RUBRIC FOR ASSESSMENT Model Lesson Five Advanced Proficient Approaching Proficient Not Proficient Student was able to demonstrate all of the criteria and was also successful in including all of the required elements e Uses more than 2 musical elements for each line of text and can identify those elements e Uses object in an unconventional or imaginative manner when changing sound to reflect lines of text e Watches and responds to the conductor at all times e Works cooperatively with group at all times and takes a leaders
10. Sergei Prokofiev s music is not overlooked He is celebrated around the world and his music has become standard repertoire for pianists orchestras and soloists alike In a tribute written in 1955 Ilya Ehrenberg writes He suffered many trials but he never lost heart never gave up the fight and he died young in spirit uncompromising true to himself to the end He was a great man and future generations will not be able to understand that difficult and glorious time which we still have the right to call our owe without listening carefully to Sergei Prokofiev s music and pondering over his remarkable fate Notes 1 Gutman David Prokofiev London Omnibus Press 1990 2 Sorensen Sugi The Prokofiev Page lt http www prokoficv org gt 3 Swafford Jan The Vintage Guide to Classical Music New York Vintage Books 1992 37 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson 1 Vocabulary Words Clever Brave Smart Adventurous Helpful Slow moving Innocent Sneaky Sly Protective Worried Grumpy Aggressive Predatory Scary Hungry Violent Cautious ta E a Ue and the Wolf SARA Ca eee s Center of Los veers ny ARENEKS ved Glossary amp Reference Sheet Musical Word List Lesson 1 Peter Strings Lively fast happy pretty cheerful youthful Bird Flute High pitch fast fluttery Duck Oboe
11. Sing a varied repertoire of music from diverse cultures including rounds descants and songs with ostinatos alone and with others Creative Expression Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures including rounds descants and ostinatos by oneself and with others Creative Expression Compose and improvise simple rhythmic and melodic patterns on classroom instruments Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2009 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 1 1 1 4 2 3 4 2 Grade Five Artistic Perception Read write and perform simple melodic notation in treble clef in major and minor keys Artistic Perception Analyze the use of musical elements in aural examples from various genres and cultures Creative Expression Compose improvise and perform basic rhythmic melodic and chordal patterns independently on classroom instruments Aesthetic Valuing Develop and apply appropriate criteria to support personal preferences for specific musical works 1 2 2 1 2 2 6 4 1 4 2 Grade Six Artistic Perception Read write and perform rhythmic and melodic notation using standard symbols for pitch meter rhythm dynamics and tempo in duple and triple meters Creative Expression Sing a repertoire of vocal
12. The piece is variations on a theme like retelling a story A CD with excellent activity book is available from Hal Leonard Corporation www halleonard com 66 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Holst Gustav The Planets Op 32 Mozart Wolfgang Amadeus 12 Variations in C on Ah vous dirai je Twinkle Twinkle Little Star Die Zauberfl te The Magic Flute K 620 Prokofiev Sergei Music for Children Op 65 Ravel Maurice Ma Mere L oye Mother Goose 1910 Saint Saens Camille Carnival of the Animals Each piece describes a different animal Tchaikovsky Peter Swan Lake The Sleeping Beauty The Nutcracker Vivaldi Antonio The Seasons Websites American Mime Theatre www americanmime org Barack Obama and the New Spirit of Empathy http progressivespirit com empathy Joy 2 Learn www joy2learn org Meet performers and artists and learn about their work art music dance Interactive and easy to use San Francisco Symphony Kids www sfskids org San Francisco Symphony s interactive website Classics for Kids www classicsforkids com Sphinx Kids www sphinxkids org Classical Composers Database http www classical composers org The Orchestra A User s Manual http www mti dmu ac uk ahugill manual Sound Junction http www soundjunction org 67 Musi
13. Understanding e As a performer were you able to put yourself in your character s shoes What did you do to show what your character was like e As an audience member were you able to tell who the characters were and what their moods and motivations were 19 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Teacher uses rubric below to prompt student reflection and discussion about aspects of their mimetic performance RUBRIC FOR ASSESSMENT Model Lesson Four Advanced Proficient Approaching Proficient Not Proficient Student was able to demonstrate all of the criteria and was also successful in including all of the required elements e Very expressive and convincing use of facial expression e Very strong and clearly defined body position demonstrating character by utilizing all of the following in equal measure face head torso arms hands and legs e Very strong and appropriate gesture for the character e Clearly able to walk as character and maintain strong body position e Clearly understood and maintained stillness in statues Student was able to demonstrate all of the criteria and most of the required elements e Clear and convincing use of facial expression e Strong and defined body position demonstrating character by also utilizing all of the following but n
14. Using Facial Expression Position Gesture and Walk to Create Character Artist teaches four characters e Teacher observes and gives feedback INTERIM WEEK MIME Mimetic Portraits Using Facial Expression Position Gesture and Walk to Create Character Teacher teaches Mimetic Portraits for three characters Curriculum connections e Language arts Students choose one character to write and essay about called A Day in the Life of e Science Students repeat the assignment above focusing on habitat survival or life cycle of one of the animal characters 12 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2009 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Date LESSON 5 MUSIC Musical Portraits Using Sounds and Musical Elements to Describe Characters Artist teaches e Teacher and artist share feedback INTERIM WEEK MUSIC Musical Portraits Teacher reviews sounds and musical elements and student portrayals of characters e Teacher uses Lesson 5 Rubric to help students refine their work Curriculum connections e Language arts Soundscape Essays students describe and or write about how sounds in our environment change from morning to noon to night How do those sounds affect you emotionally e Musical Theatre Create a soundscape of a certain time of day i e morning with birds tweeting cars honking people rus
15. characters themes using musical vocabulary and descriptive words adjectives Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson One Active Listening Introduction to Peter and the Wolf Anticipatory Set Play Peter s theme from Peter and the Wolf The Rehearsal and Performance CD Track 20 e That was the opening of a story with music called Peter and the Wolf We will be learning and listening to this piece and in a few weeks we will be acting out the characters and will eventually perform the story to the music e Explain the term composer and that Prokofiev was a composer of classical music A composer creates music and writes it down People have written and performed classical music for over 700 years and there is new classical music being written today all over the world We hear classical music in movies television and even cartoons Teacher Tip Play a few examples of famous classical music found on the Musical Examples CD Tracks 1 6 9 11 12 e To make sure that we learn to become active listeners that is to listen with our ears and our brains I m going to teach you the listening position Put your hands behind your
16. characters from Peter and the Wolf with music e There will be multiple characters 3 Peters 3 Birds 3 Ducks etc All of the students portraying the same character walk from one side of the performing area to the other as their assigned character Half way across freeze in a still position facing the audience perform a gesture an activity and then finish the walk across Begin and end in frozen still positions Play CD portion that corresponds to each character s introduction tracks 1 6 Criteria Create a body position using face head torso arms hands and legs that clearly identifies the character Use clear identifiable and believable facial expression Incorporate a gesture that is believable tells us about who your character is Walk as the character would walk while maintaining the position Hold still in statue positions Perform silently REFLECT amp ASSESS Making Connections see rubric below Reflect e How did this activity help you to understand the qualities of each character in Peter and the Wolf Which character did you have the most feeling or empathy for How did making changes in body position and facial expression clearly communicate a character s personality mood and how mood changes How did the music affect your movement and performance How did sound affect your performance What was difficult about this activity What would you do differently or practice again if you had the chance Enduring
17. elements pitch tempo staccato legato piano forte Teacher e Uses the rubric to write observations in assessment portfolio about student performances e Uses the rubric to prompt student reflection and discussion about the quality of their performances e Identify what was successful and what needs revision or practice e Describe what you would do differently if you had the chance to do it again e Photographs student performance and displays pictures final step in creating Photo Display Student Prompts amp Questions Enduring Understanding Empathy e Tell how the music made them empathize with the different characters and the action in the story e Discuss how listening to music and retelling the story using Music or Mime has changed their understandings of Prokofiev s Peter and the Wolf e As performers explain what they learned from putting themselves in their characters shoes to portray their emotions motivations and physicality in their portraits e As audience members discuss what they learned about one character in the story through the emotions and responses they felt for them in the performance 32 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Le
18. express Bird Duck conflict and Cat Bird conflict Scary sounds perhaps piano and low pitch for Wolf s entrance Cat s fear of Wolf expressed by high pitch fast tempo Tension using fast tempo staccato during capture of Wolf Sounds which are rhythmic and forte for Hunters guns Cat s fear of Wolf expressed by high pitch fast tempo Rhythmic march tempo for triumphant procession 51 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Action Sound Sequences Lesson 6 PART 1 Peter Duck Bird Cat Early one morning Peter opened the gate and went out into the big green meadow Character Action Musical Sound Peter Opens gate Meadow Sounds Walks Skips for ex breeze whooshing Skips rocks gate creaking leaves rustling can use plastic bag w newspaper On the branch of a big tree sat a little Bird Peter s friend All is quiet chirped the Bird Character Action Musical Sound Bird Head turns quickly Flap rubber gloves Flutters Waves moderate tempo piano Fluffs hair Soon a Duck came waddling around She was glad that Peter had not closed the gate and decided to take a nice swim in the deep pond in the meadow Character Action Musical Sound Duck Waddles Dips toe in water Swoosh water bottle Swims in pond Piano legato Seeing the Duck the little Bird flew down upon the grass settled next to th
19. literature representing various genres styles and cultures with expression technical accuracy good posture tone quality and vowel shape written and memorized by oneself and in ensembles level of difficulty 1 ona scale of 1 6 Creative Expression Perform on an instrument a repertoire of instrumental literature representing various genres styles and cultures with expression technical accuracy tone quality and articulation by oneself and in ensembles level of difficulty 1 ona scale of 1 6 Creative Expression Improvise simple melodies Aesthetic Valuing Develop criteria for evaluating the quality and effectiveness of musical performances and compositions including arrangements and improvisations and apply the criteria in personal listening and performing Aesthetic Valuing Explain how various aesthetic qualities convey images feeling or emotion You can access the complete document via http www cde ca gov re pn fd vpaframework asp 71 Sequence of 10 Classroom Support Visits featuring Peter and the Wolf Lead Artists Beth Sussman classical pianist and Sharon Diskin Mime artist 2010 11 AIP Sequence of Artist Support Visits Teacher Interim Week Instruction amp Practice Date LESSON 1 MUSIC Active Listening Introduction to Peter amp the Wolf Artist amp Teacher co teach e Artist introduces classical music Peter amp the Wolf e Teach
20. of Prokofiev s Peter and the Wolf Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 34 RUBRIC FOR ASSESSMENT Model Lessons Eight Nine and Ten Proficient Approaching Proficient Not Proficient Advanced All e Maintains great focus and leadership while performing Mime e Elicits noticeably engaged empathetic response from the audience e Shows spontaneity and reacts to other performers while creating a believable character using facial expression body position gesture and character walk e Creates an identifiable imaginary world using pantomime skills throughout the entire performance e Performs action throughout the entire performance Musician e Uses a great variety of musical elements e Reacts to and changes sounds according to the action of the story All e Maintains focus during entire performance Mime e Elicits some perceptible empathetic response from the audience e Creates a believable character using facial expression body position gesture and character walk e Creates an identifiable imaginary world using pantomime skills throughout the entire performance e Performs action throughout the entire performance Musician e Uses at least 2 musical elements e Changes sound according to the action of the story All e Focused only while actually performi
21. seeing the Wolf come out of the forest fast tempo staccato Now we re going to put together the text music and your sounds from a section of Peter and the Wolf Play tracks 2 and 3 from the Rehearsal and Performance Piano CD Remind students that when they are performing to this section of the piece they will now be adding the sounds Teacher conducts signals groups This time since the cat isn t in this part of the story students with plastic bags will portray the Duck waddling lt All is quiet chirped the Bird Birds flap their gloves to the music Soon a Duck came waddling around Students use plastic bags She was glad that Peter had not closed the gate and decided to take a nice swim in the deep pond in the meadow Water bottles What kind of Bird are you if you can t fly etc Water bottles and gloves If time permits do this section again and choose a few students to act out the parts using their mime skills of facial expressions position gesture and walk 24 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson Extension Ask students to recite a poem a few different ways using the musical elements they have learned i e pitch tempo forte piano legato staccato Which musical elements would you use if you wanted to express anger If you wanted to soothe or calm someone
22. set it on the table Face changes back to neutral e Repeat with masks of characters from Peter and the Wolf Refer to Lesson One Character Word List pg 4 Character Position Refer to Glossary amp Reference Sheet Character Gestures pg 51 and Short Physical Characters Descriptions pg 62 e Putting all our words together to describe Peter our title character I m going to become a statue of Peter by first turning myself into clay and slowly forming into a statue e Teacher models turning into a statue of Peter Move body starting with hands arms torso legs face and slowly form a statue of Peter example hands on hips torso arched back head tilted up smile on face Hold still for five counts and then loosen up Can anyone describe what I was doing with my whole body hands on hips etc e Now it s your turn Create the same statue position that I did hands on hips chest out face tilting up smile on face P11 call out each part of your body that will turn into clay Then slowly form the statue of Peter When I say freeze stop suddenly holding still as you can like a statue e Hands are made of clay arms are made of clay torso is made of clay legs are made of clay whole body is made of clay slowly move into a statue of Peter and Freeze e Optional Teacher instructs students to invent their own positions for Peter etc Remind them to use their whole bodies arms hands hea
23. sleep I would lie there and listen as the sound of a Beethoven sonata came from somewhere far off several rooms away Naturally he started taking piano lessons with his mother and quickly became drawn to the art of composition At the age of 5 he was already creating melodies for his mother to transcribe By 1902 he had already written several piano pieces and two operas His mother s skills being limited Sergei s parents had private teachers mentor him By 1904 he had far off several rooms away 9 9 So in the spring of 1904 Sergei and his mother took off for St Petersburg where he applied for the city s Conservatoire Sergei walked into his entrance exam with two huge folders containing four operas two sonatas a symphony and several short piano pieces Here is a pupil after my own heart exclaimed Nicolai Rimsky Korsakov who was the head of the exam board Sergei and his mother would return to Sontsovka for Christmas and summer vacations but he would waste no time in making noise and turning heads at his new school Sergei excelled in St Petersburg but the young man full of confidence and often himself did not always get along with the faculty or his colleagues He was not very fond of many of the professors at his school Prokofiev credits only his conducting teacher Nikolay Tcherepnin in hiis memoirs For being the youngest student in the entire Conservatoire at 15 Sergel was quite ambitious and met
24. 2 may use the opening themes when each instrument is introduced Track 2 if teacher prefers e Ask students to actively listen for the different instruments Listen for solos versus the full orchestra playing together tutti Hold up the pictures of each instrument and name the instrument as they are heard on the CD The order is o Violins Tutti Winds and Timpani Tutti Bassoons Clarinets Tutti Flutes Oboes o Tutti Final Task Play the CD of the Triumphant March again Teacher acts as the conductor See Conducting Instructions for Teacher for explicit conducting instructions on page 44 When solo instrument is featured teacher leads everyone in pantomiming that instrument During the tutti sections students join the teacher in conducting down on beat 1 up on beat 2 000000 0 Criteria Students will Pantomime each instrument at the correct time and with strong clear movements Choose an instrument to pantomime during the tutti sections Watch and follow the conductor teacher e Perform silently Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved REFLECT amp ASSESS Making Connections Reflect e What was the role of the conductor when you were pantomiming the playing of your instrument with your section lead start and stop together give signals cues determine tempo e Did you watch the conductor e Why do you t
25. Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved English Language Arts Grade Level Reading Comprehension Skills Kindergarten o Making predictions about story content o Connect text to life experience o Retell familiar stories o Ask and answer questions about a text First Grade Identify text that uses sequence or other logical order Respond to who what when where and how questions Follow 1 step written directions Use content to resolve ambiguity about word and sentence meaning Confirm predictions about what will happen in a text by identifying key words Relate prior knowledge to textual information o Retell the central ideas of simple expository or narrative passages Second Grade o State the purpose in the reading Use knowledge of the author s purposes to comprehend text Ask clarifying questions Restate facts and details in the text to clarify and organize ideas Recognize cause and effect relationships Interpret information from diagrams chart and graphs Follow two step directions Third Grade o Ask questions and support answers with prior knowledge o Distinguish between main ideas and supporting details o Follow simple multiple step directions o Extract appropriate and significant information from the text including problems and solutions Fourth Grade o Structural patterns or informational texts i e compare and contrast cause and effect seque
26. California Public Schools Theatre Key Content Standards K 6 Kindergarten Grade One Grade Two Grade Three Grade Four Grade Five Grade Six 1 1 Artistic Perception 1 1 Artistic Perception 1 1 Artistic Perception 1 1 Artistic Perception 2 2 Creative Expression 1 1 Artistic Perception 1 1 Artistic Perception Use the vocabulary of Use the vocabulary of Use the vocabulary of Use the vocabulary of Design or create Use the vocabulary of Use the vocabulary of theatre such as actor the theatre such as theatre such as plot theatre such as costumes props theatre such as sense theatre such as character cooperation play plot beginning beginning middle and character setting makeup or masks to memory script cue action reaction vocal setting the five senses middle and end end scene sets conflict audience communicate a monologue dialogue projection subtext and audience to describe improvisation conflict script and motivation props stage character in formal or protagonist and theme mood design theatrical experiences pantomime stage audience to describe areas and blocking to informal performances antagonist to describe production values and character and audience theatrical experiences describe theatrical theatrical experiences stage crew to describe 2 2 Creative Expression to describe theatrical experiences 3 1 Historical and Cultural theatrical experiences Perform group experiences 2 1 Creative Expressio
27. French horn tuba Percussion xylophone triangle snare drum gong Adjectives shrill thunderous bright breathy nasal mellow smooth reedy dark clear sweet rumbling fluttery husky thick thin noble Peter strings including violins violas and cellos sweet clear Grandfather bassoon woodwind dark thick husky Duck oboe woodwind reedy thin nasal Cat clarinet woodwind sweet mellow smooth Bird flute woodwind shrill bright breathy clear Wolf French horn brass noble dark Hunters marching woodwinds including clarinet and bassoon reedy noble Hunters rifles timpani percussion rumbling thunderous 48 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson Two Assessment Sheet K 2 Name Clarinet Violin Bassoon French Horn Timpani Flute Oboe 49 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Character Instrument Matching Sheet K 2 Lesson 2 Draw a line matching the character with the correct descriptive words and instrument Character Peter Bird Duck Cat Grandfather Wolf Hunters Words Focused Marching Grumpy Old Happy Adventurous Sneaky Strong Stealthy Velvety Flutt
28. Makes a written journal observation e About students ability to follow the conductor while pantomiming accurately e About his or her own conducting ability Student Prompts amp Questions e K 2 Match names of instruments to pictures of instrument and to the character portrayed e Use adjectives to describe the sound of each instrument e Describe the role of the conductor in the orchestra What does he or she do How is teamwork important to an orchestra Enduring Understanding Empathy e Describe the ways in which the music became more dramatic for you while performing your instrument in the orchestra Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Two Instruments of the Orchestra Assessing Prior Knowledge e What is an orchestra e What are some of the instruments you might find in an orchestra For list see picture of orchestral seating arrangement pg 42 e What does a conductor do EXPERIENCE Getting Smarter Teacher Tip Use pictures of the full orchestra and the individual instruments Xerox the pictures provided in your booklet After listening to each instrument the teacher models in pantomime how each instrument is played with students followin
29. Musical Sound Cat Quickly scrambles up Newspaper in plastic bag in circle fast tempo forte staccato Eyes focused up The Duck quacked and in her excitement jumped out of the pond Character Action Musical Sound Duck Quickly waddles away Water bottle fast forte staccato 54 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved And now this is how things stood the cat was sitting on one branch Character Action Musical Sound Cat Still looking down Newspaper in plastic bag Nervous moderate tempo The Bird on another Character Action Musical Sound Bird Still Gloves Primping nervously fast tempo forte staccato not too close to the cat Character Action Musical Sound Bird Takes one step away Gloves from cat fast tempo piano While the Wolf walked round and round the tree looking at them with greedy eyes Character Action Wolf Stealth walks slowly around tree looking up PART 3 Peter Wolf Bird Hunters In the meantime Peter without the slightest fear stood behind the closed gate watching all that was going on Character Action Peter Peeking excitedly through hole in gate Peter had a plan So he ran home got a strong rope and climbed up the high stone wall Character Action Peter Runs in place Shows invisible rope Climbs up wall Eyes focused up Straddles wall One of the bran
30. Musical Sound Tutti all sounds together forte 59 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Stage Plot Grades 2 3 Back Stage Upstage BIRDS iii DUCKS UL O O e O O O Og O O A HUNTERS Off Left Downstage Center Audience 60 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Stage Plot Grades 3 7 Back Stage Upstage Orchestr Hunters Orchestra off off Right Left Pond Downstage Center Audience 61 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 1 14 1 2 10 11 12 13 14 Peter and the Wolf Lessons 6 7 Rehearsal amp Performance CD Tracks Piano Recording performed by Beth Sussman piano and Sharon Diskin narration PETER and the WOLF Rehearsal Tracks PART 1 PETER Peter Bird Duck Cat Peter Early one morning Peter opened the gate Bird On the branch of a big tree sat a little Bird Duck Bird Duck Argue Soon a Duck came waddling around Cat Stalks Bird Music PART 2 WOLF Grandfather Peter Wolf Cat Duck Bird Grandfather Grandfather came out Wolf No sooner had Peter gone How Things Stood And now th
31. Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson One Active Listening Introduction to Peter and the Wolf Materials Peter and the Wolf orchestral CD CD player large chart paper markers Peter and the Wolf story full text pg 38 glossary and reference sheet pg 37 Teacher amp Student Assessment Portfolios Words on white board classical music composer tempo pitch Prokofiev Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions Related to Lesson and Unit e How does music tell a story portray characters and express emotions without words e What feelings can you describe about the story and characters after listening to the music Big Ideas for Lesson e Being an active listener will give me the skills to understand and communicate more effectively in all aspects of life e Listening to music shapes my response to the characters and their situations e My emotional response to the music and the story can help me understand the empathy I feel for one or more characters SUMMARY Lesson One Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to Assessing Prior Knowledge Teacher Demonstrate ability to actively listen and focus e What do you think makes someone a good listener e Makes a writt
32. THE NY MUSIC nS CENTER Curriculum Unit featuring the Anchor Work Peter and the Wolf by Sergei Prokofiev Model Lessons Grades 2 7 Prepared by Sharon Diskin and Beth Sussman Music Center Lead Teaching Artists In collaboration with Melinda Williams Director of Education Music Center Assisted by Julia Petraglia Los Angeles County Arts Commission Intern W 2012 Institute for Educators Arts Integration Partnership AIP BOEING The Institute for Educators is funded in part by a grant from The Boeing Company The Music Center expresses deepest gratitude to The Ahmanson Foundation for establishing the Music Center Institute for Educators Endowment Fund with a landmark contribution The Foundation s vision and commitment will help ensure that the Institute continues providing learning opportunities and inspiration for future generations of educators Table of Contents Teacher Outcomes in Music and Mime 1 MODEL LESSON ONE Active Listening 2 MODEL LESSON TWO Instruments of the Orchestra 6 MODEL LESSON THREE The Art of Mime and Pantomime 11 MODEL LESSON FOUR Mimetic Portraits 15 MODEL LESSON FIVE Musical Portraits 21 MODEL LESSON SIX Connecting Mimetic amp Musical Portraits 27 MODEL LESSON SEVEN Action Sound amp Staging Bringing it to Life 30 MODEL LESSONS EIGHT NINE amp TEN 32 Prokofiev Biography 36 Lesson 1 Vocabulary Words 38 Glossary amp Reference Sheet 39 Peter and the Wolf
33. ace Position The arrangement of all the parts of the body Gesture A physical activity that communicates an idea Walks A physical progression from one point to another using a specific rhythm and body position Conflict A state of disagreement a problem Rehearsal The process of practicing in preparation for a performance 39 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Peter and the Wolf Full Text Lesson 1 Early one morning Peter opened the gate and went out into the big green meadow On the branch of a big tree sat a little bird Peter s friend All is quiet chirped the Bird Soon a duck came waddling around She was glad that Peter had not closed the gate and decided to take a nice swim in the deep pond in the meadow Seeing the Duck the little Bird flew down upon the grass settled next to the Duck and shrugged his shoulders What kind of a bird are you if you can t fly said he To this the Duck replied What kind of a bird are you if you can t swim and dived into the pond They argued and argued the Duck swimming in the pond the little Bird hopping along the shore Suddenly something caught Peter s attention He noticed a cat crawling through the grass The Cat thought the Bird is busy arguing Ill just grab him Quietly she crept toward him on her velvet paw
34. ach character Sample adjectives please see p 38 for adjectives that can be enlarged and used for ESL students to choose from Peter adventurous smart optimistic clever brave Bird brave confident helpful Duck innocent unaware slow moving awkward Cat Sneaky scheming sly graceful Grandfather pessimistic slow grumpy worried protective cautious Wolf predatory scary ominous hungry Hunters predatory violent sneaky Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Criteria e Use appropriate words to describe the characters personality traits e Practice active listening e K 2 Students either draw pictures or describe what Peter and the Grandfather look like e K 2 Students create a walk for Peter and or Grandfather REFLECT amp ASSESS Making Connections Reflect e What does Peter s music tell us about his character He s young and carefree e How does Grandfather s musical theme give us insight into his character The tempo is slow the pitch is low the rhythm is repetitive which may bring stubbornness to mind Discuss and or have the students write about one or more of the following prompts What does the music tell you about either Peter or Grandfather Which character is most like you and why Write an alternate ending to the story Have the students retell the story using the
35. act with partner Perform silently UIRE In the scene where Peter sneaks out and climbs the tree what does he want to do What does the Wolf want what motivates him Do Peter and the Wolf want the same or very different things What is conflict What are some of the conflicts in Peter and the Wolf What does it mean to use the pantomime rope as a metaphor for conflict resolution for the story of Peter and the Wolf How can you use the technical elements and artistic language of Mime to bring the story of Peter and the Wolf to life CREATE amp PERFORM Becoming an Expert Final Task Students perform the lasso scene in which Peter captures the Wolf Sequence leading up to Task Teacher models lasso scene with track 10 Optional Teacher models Peter climbing over the wall and onto the tree with track 8 Students all play each character first without music then with music track 10 Divide students into pairs Peter and Wolf Practice with partner to musical cues track 10 Experiment with each character expressing different emotions to show struggle Perform in small groups for the rest of class Final Task Criteria Students will Demonstrate a slow silent sneaky way of walking both characters Show Cause and Effect and Action and Reaction Use tension to show strength and resistance Use facial expressions to show struggle and conflict between the two characters Maintain visual connection with part
36. at the body and face are the Mime artist s tools for expressing character EXPERIENCE Getting Smarter Stealth Walk into Silent Circle Teacher reviews the Stealth Walk Slow silent sneaking way of walking into the silent circle Teacher signals by saying Go Students use stealth walk to make the silent circle Warm Up Stretch up toward sky on tiptoes Bend forward dangling arms like a piece of spaghetti Curl up slowly Fill up with air like a balloon Let the air out Arch back with arms opened like you re about to give someone a hug Curl forward scrunching your arms in like you re hiding Clay Motion refer to Lesson 3 warm up Five finger exercise Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 16 Facial Expression Invisible Masks Refer to Glossary amp Reference Sheet Character Gestures p 51 and Short Physical Characters Descriptions pg 62 e Teacher models putting on an invisible happy mask and taking it off e Teacher instructs the invisible mask exercise o Put flat hands on an invisible table and off Repeat to clearly establish the table o Start with a neutral face no facial expression o Pick up a mask from the table and put it on their face As the hand covers the face the facial expression changes instantaneously from the neutral to happy Take off the mask and
37. at to change pitch on a brass instrument you not only use mechanical means like valves pressing the buttons or a slide but also by changing the pressure of the lips and use of the breath Teacher plays Peter s theme on CD Track 2 1 45 1 55 Can anyone name the instruments that play Peter s theme Peter s theme or melody is played by the string section The sound of Peter s theme is distinctive because it is the only theme played by stringed instruments What stringed instruments do you know Stringed instruments include the violin viola cello and double bass Show pictures Stringed instruments have 4 strings that vibrate either by moving a bow across them or plucking The pitches change by placing fingers down on the string which shortens the string and makes the pitch higher Teacher Tip You can demonstrate this by plucking a rubber band and changing the length as you pluck it to change the pitch Hunters J Teacher plays the Hunter s marching theme on CD Track 2 2 00 2 25 The Hunters marching theme is played by the woodwinds including clarinet oboe and bassoon The Hunters other music represents their guns and is played by the kettle drums also known as the timpani In what section of the orchestra would you find drums Drums are in the percussion section of the orchestra Anything that is hit or shaken is percussion Some percussion instruments have pitch and can play melodies like the pia
38. c Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved List of Classical Music in Movies and Popular Media www kickassclassical com classical music popular famous best top 100 list html Dallas Symphony Orchestra Kids http www dsokids com interactive The Chameleons Website www chameleonsmime com Beth Sussman Website www bethsussman com List of concerts many free in Southern California subscribe at jeninger earthlink net to receive weekly emails Los Angeles Public Library www lapl org From the comfort of your home place a hold on books for free They will send your selections to the library of your choice and notify you when ready for pick up Arts Education Research Arts in Education http www newhorizons org strategies arts front_arts htm Arts Education Partnership http www aep arts org California Alliance for Arts Education http www artsed41 1 org National Association for Music Education www MENC org National Dance Education Organization http www ndeo org California Educational Theatre Association http www cetoweb org ceta_pages Music Center Education and Family Programs http www musiccenter org education index html Music Center Institute for Educators http www musiccenter org education institute_index html Curriculum resources accessed through each Institute summary 68 Music Center
39. ch the lesson effectively e Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e What is Mime e What specific skills would a Mime artist need e Where have you experienced Mime CREATE Becoming an Expert Task Students perform the lasso scene in which Peter captures the Wolf Criteria Students will e Demonstrate a slow silent sneaky way of walking both characters e Show Cause and Effect and Action and Reaction e Use tension to show strength and resistance e Use facial expressions to show struggle and conflict between the two characters e Maintain visual connection with partner e Synchronize movements with musical cues e Perform silently Teacher e Makes a written journal observation e About students ability to portray the dramatic struggle of the lasso scene e About students working cooperatively with their partner e Photographs students performing e Displays pictures Step 1 in creating Photo Display Student Prompts amp Questions e Describe in oral or written form the specific motivations or intentions that they portrayed in their characters actions in the scene e g What do they want Why are they sneaking Are they trying to survive or help others Enduring Understanding Empathy e Write about how you were able to put yourself in Peter or the Wolf s shoes and feel empathy for them 11 Music Center Anchor Work M
40. chance to do it again Enduring Understanding e Explain how teamwork is crucial during the rehearsal process Describe how creating the characters and sounds generates empathy CURRICULUM CONNECTIONS Language Arts Listening and speaking skills monitoring and clarifying making connections predicting visualizing Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Explain how incorporating the elements of mime sound action and narration helped you to bring the opening of the story to life 29 Model Lesson Seven Action Sound amp Staging Bringing it to Life Materials Peter and the Wolf Rehearsal and Performance Piano CD CD player Piano CD Tracks pg 60 Action Sound Sequence pg 50 filled in newspaper plastic bags water bottles plastic gloves digital camera optional for assessment Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions for Unit How has the incorporation of staging sounds and movements helped you to better understand the story and the characters Big Ideas for Lesson e A clear sequence of actions with sound will help the performers and the musicians know what to do and when e Using Mime and musical sound effects tog
41. ches of the tree around which the Wolf was walking stretched out over the wall 55 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Grabbing hold of the branch Character Action Peter Reaches out Grabs branch Swings from branch Peter lightly climbed over on to the tree Character Action Peter Reaches leg onto branch Grabs hold of tree trunk Looks down nervously Peter whispered to the Bird Fly down and circle around the Wolf s head only take care he doesn t catch you Character Action Musical Sound Peter Whispers into Bird s ear optional Hum nervously Bird Gives Peter the O K sign fast tempo forte staccato The Bird almost touched the Wolf s head with his wings while the Wolf snapped angrily at him from this side and that Character Action Musical Sound Bird Teases Wolf Gloves fast forte staccato Wags fingers in ears Tries to touch him Jaws snapping Wolf Tries to grab Bird frustrated forte staccato How the Bird did worry the Wolf How he wanted to catch him But the Bird was too clever and the Wolf simply couldn t do anything about it Character Action Musical Sound Wolf Tries to grab Bird Jaws snapping Gives up in defeat fast forte staccato 56 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angele
42. d torso legs face Character Gesture Refer to Glossary amp Reference Sheet Character Gestures pg 51 and Short Physical Characters Descriptions pg 62 e Now we re going to add a gesture Remember what gesture I used at the beginning of class Do you think maybe the grandfather might use that gesture when he reprimands Peter for going out What other gestures might he use e Create the statue of the Grandfather e Teacher calls out clay commands o Next we will come to life Standing where you are pretend to look at Peter with a stern facial expression and gesture for him to come home o Teacher says Freeze Back to place e Repeat with a few other characters Refer to Glossary amp Reference Sheet Character Gestures pg 51 and Short Physical Characters Descriptions pg 62 Character Walks Refer to Glossary amp Reference Sheet Character Gestures pg 51 and Short Physical Characters Descriptions pg 62 e Now we will add the last element in creating mimetic characters e How does a character walk I m going to say a word from our word list that describes a character You show me a walk that would go with the word for example Fluttery Teacher walks in a fluttery way You can go anywhere in the room but you can t bump into each other or furniture Now you try it Repeat with more descriptive words from the word list e Now let s put all the element
43. d Pantomime Materials Peter and the Wolf Piano CD CD player Piano CD Tracks pg 60 digital camera optional for assessment Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions Related to Lesson and Unit In what ways does the art of Mime allow you to express and show the characters motivations and intentions in the story Big Ideas for Lesson e A clear understanding of the elements of Mime such as silence concentration and pantomime will build a wider vocabulary with which to explore create and understand Peter and the Wolf e Mime is a language that can help tell a story and can express emotions without words e The pantomime rope is a metaphor for tension and conflict as it relates to Peter and the Wolf e The elements and artistic language of Mime can be used to bring to life the story of Peter and the Wolf SUMMARY Lesson Three Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to e Develop knowledge and skills in Mime and Pantomime AP CE HCC e Interpret and perform the key conflict in Peter and the Wolf CE e Demonstrate through writing discussing drawing photographing matching K 2 only and or performance that they have learned the content of the lesson Teacher will e Tea
44. dia film play a part in our monologue dialogue movement to create daily lives action and setting character 4 1 Aesthetic Valuing together with a range of Develop and apply 4 1 Aesthetic Valuing character types appropriate criteria or Develop and apply rubrics for evaluating a appropriate criteria for 3 3 Historical and Cultural theatrical experience critiquing the work of Context actors directors Differentiate the writers and technical theatrical traditions of artists in theatre film cultures throughout the and video world such as those in Ancient Greece Egypt China and West Africa 4 1 Aesthetic Valuing Develop and apply appropriate criteria for evaluating sets lighting costumes makeup and props You can access the complete document via http www cde ca gov re pn fd vpaframework as 70 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Kindergarten 1 2 Artistic Perception 2 2 2 3 Identify and describe basic elements in music e g high low fast slow loud soft beat Creative Expression Sing age appropriate songs from memory Creative Expression Play instruments and move or verbalize to demonstrate awareness of beat tempo dynamics and melodic direction 2 1 2 4 4 1 Visual amp Performing Arts Framework for California Public School
45. e Duck and shrugged his shoulders Character Action Musical Sound Bird Flutters wings Flap rubber gloves Shrugs shoulders moderate tempo piano What kind of a Bird are you if you can t fly said he To this the Duck replied What kind of a Bird are you if you can t swim and dived into the pond Character Action Musical Sound Bird Fast Flutter Hops Flap gloves more forte Duck Swims Dives Water bottle more forte 52 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved They argued and argued the Duck swimming in the pond the little Bird hopping along the shore Character Action Musical Sound Bird Angry flutter Gloves fast forte staccato Duck Swims Bottle fast forte staccato Bird Duck Nose to nose Arguing Suddenly something caught Peter s attention He noticed a cat crawling through the grass Character Action Musical Sound Bird Duck Heads snap Sound stops suddenly Cat Stealth walks licking paws The cat thought the Bird is busy arguing Ill just grab him Quietly she crept toward him on her velvet paws Character Action Musical Sound Cat Stealth walks Newspaper in plastic bag Bird Duck Freeze slow tempo piano legato Look out shouted Peter and the Bird immediately flew up into the tree Character Action Musical Sound Cat Quick Grab Gloves fast forte staccato Bird Q
46. e lesson Teacher will e Teach the lesson effectively e Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e Review musical terms from Lesson 5 e Challenge the class to remember how to create each character using Facial Expressions Walk Gesture and Body Position CREATE Becoming an Expert Task Perform mime sound and action in coordination with narration and musical soundtrack Final Task Criteria Perform mime sound and action in coordination with the narration and musical soundtrack e Function as an ensemble staying with the group Perform with emotion e Mimes perform believable and identifiable characters using facial expression body position gesture and walk e Musicians perform music and sound effects with an appropriate degree of mood suspense and atmosphere for the characters and action Teacher e Photographs students portraying various sequences and displays pictures Step 3 in creating Photo Display Student Prompts amp Questions e Explain in writing how the incorporation of sounds and movements helped you to better understand the story and the characters e As audience members describe in writing how one musician or Mime uniquely interpreted his or her character 27 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved
47. e notes are played 9 Lullaby Brahms legato smooth 10 Lullaby Brahms staccato choppy 11 Fur Elise Beethoven legato 12 In the Hall of the Mountain King Grieg staccato For further challenge 13 Intermezzo Ponce a Mexican composer piano legato slow tempo 14 Toccata Khachaturian Armenian composer forte staccato fast 15 Prelude Chopin piano legato slow 63 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson 4 Mimetic Portraits Short Physical Character Descriptions These are suggestions only Track numbers refer to the Rehearsal and Performance CD Peter Track 1 Face Happy face Position Arched back hands on hips Gesture Wave Walk Skip Bird Track 2 Face Pointy face big eyes Position Up on toes hands near shoulders stand straight Gesture Fluff hair Walk Flutter Duck Track 3 Face Wide smile big eyes Position Bottom pushed back chest forward hands by your hips Gesture Wave off shiver Walk Waddle glide Cat Track 4 Face Crooked smile squinty eyes Position Curved slinky body hands forward Gesture Lick hands clean face Walk Sneak Stealth Walk Grandpa Track 5 Face Furrowed brow scrunched mouth Position Hunched bent forward Gesture Wag finger Walk Hobble lumber Wolf Track 6 Face Big teeth Po
48. e words from the list teacher asks if anyone can describe how an enthusiastic person would walk i e fast skipping arms waving A grumpy person A sneaky person Add some of these new action words verbs to the character list Could someone demonstrate one of those Walking across the floor from Point A to Point B In what ways do we express our personalities and our moods only using our body movement and facial expressions without words Teacher models communication styles o Verbally Look at a student and say I didn t like that Come here o Non Verbally Slowly walk toward that same student stop and stare at him her using an erect body position maybe folded arms stern facial expression Then beckon them to you with a single pointed finger Ask students which they thought was stronger verbal or non verbal Point out that sometimes saying something with your body and face is more powerful than words Can you describe what position I created with my body my facial expression a gesture I used or my walk Can someone demonstrate a still position that tells us what sort of person you are Can someone demonstrate a facial expression Can someone show us a gesture that demonstrates what you want or how you feel Rubbing tummy to show hunger licking lips waving shaking a fist in anger pointing to come here etc What character in Peter and the Wolf might use a gesture like the one I used Grandfather Teacher explains th
49. ears and really think about what you re listening to This listening position really helps you focus INQUIRE e Does anyone know what the word tempo means In classical music we use many Italian words and you will be learning some of those words as we learn about Peter and the Wolf Tempo means the speed of the music fast medium or slow e The word pitch is another musical term It is not like a pitch in baseball it means how high or low the sound is A mouse has a high pitched squeak and a lion has a low pitched roar A baby has a high pitched voice and a grown man has a lower pitched voice Teacher Tips e Use visual aids and post the words tempo and pitch on board e To differentiate between soft and loud or high and low say high in pitch using a squeaky voice and low in pitch using a low deep voice Experience Getting Smarter Prokofiev the composer of Peter and the Wolf created special musical themes for each character Have Students e Predict what each character s music will sound like and e Describe what the music sounds like after hearing it e Follow the order below which is the same order as on the Orchestral Sting narrating CD track 2 Stop the CD between each musical theme to have the students describe the music characters qualities and then predict what the next theme may sound like using music terms and other descriptive words like pitch slow or
50. en journal observation about student attention AP CRA e What are some skills you can practice to become a ability to listen and focus attention e Identify and describe the characters their traits and better listener e Uses chart from lesson as documentation of student their musical themes AP AV CRA e How do we use our ability to listen in everyday life responses describing each character and musical theme e Demonstrate through writing discussing drawing e Saves chart or photograph and scan into computer photographing and or performance that they have CREATE Becoming an Expert Student Prompts amp Questions e Describe in oral or written form o What does the music tell you about either Peter learned the content of the lesson Task Students demonstrate use of appropriate adjectives to describe each character s traits and make connections to characters musical themes Teacher will or Grandfather e Teach the lesson effectively Criteria o Which character is most like you and why Document and collect the evidence of student Students will o K 2 Drawa picture or describe what Peter or learning from this lesson Demonstrate active listening and group focus of EAA wais AIRS attention by listening to the story o K 2 Show a walk for Peter and or Grandfather e Predict how characters will be represented using musical vocabulary pitch tempo etc Listen for different musical themes Describe qualities of different
51. equal groups by alternately assigning the students as either Birds or Ducks This ensures that a Bird is always standing next to a Duck so they can be in groups of two for the argument scene which occurs later on Track 3 Up until the argument scene all the mimes play each character in unison e After going through Tracks 1 5 of the Rehearsal and Performance CD this way have the two groups switch places and go through it again Criteria Students will e Perform mime sound and action in coordination with narration and musical soundtrack Function as an ensemble staying with the group Perform with emotion Mimes perform believable and identifiable characters using body position facial expression gesture and walk Musicians perform sound with an appropriate degree of mood suspense and atmosphere using musical elements they have learned including dynamics pitch and articulation e Musicians follow and match the movements of the mimes 28 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved REFLECT amp ASSESS Making Connections Reflect Describe what actions and gestures each mime performer used to uniquely interpret his or her character Explain how the use of musical elements helped tell the story and express different emotions Explain what was difficult about this challenge Describe what you would do differently if you had the
52. er s opening scene Teacher assigns three students simultaneously to perform same scene with corresponding soundtrack Teacher repeats same process with Bird Duck Cat Grandpa etc until whole work is staged Select certain kids to make sounds using sound props for their corresponding scenes Combine soundtrack with sound props and staging CREATE Becoming an Expert Task Divided into mimes and musicians students follow stage and musical directions practicing to the soundtrack Criteria Perform mime sound and action in coordination with narration and musical soundtrack Function as an ensemble staying with the group Perform with emotion Mimes perform believable and identifiable characters using body position facial expression gesture and walk Musicians perform sound with an appropriate degree of mood suspense and atmosphere using musical elements they have learned including dynamics pitch and articulation REFLECT amp ASSESS Making Connections Reflect Explain how incorporating the elements of mime sound action and narration helped you to bring the story to life Describe what actions and gestures each mime performer used to uniquely interpret his or her character Explain how the use of musical elements helped tell the story and express different emotions Explain what was difficult about this challenge Describe what you would do differently if you had the chance to do it again Enduring Unders
53. er demonstrates remainder of lesson e Artist observes teacher Artist amp teacher share feedback INTERIM WEEK MUSIC Active Listening Introduction to Peter amp Wolf Teacher teaches on their own in between visits Music Review Teacher reviews the musical themes of Peter and the Wolf by playing Track 2 on the Sting CD Curriculum connections language arts e Student retells the story from the point of view of the Wolf Date LESSON 2 MUSIC Instruments of the Orchestra Artist amp Teacher co teach e Artist introduces the instruments orchestra e Teacher co teaches instruments pantomiming and conducting e Artist and teacher share feedback INTERIM WEEK MIME Instruments of the Orchestra PRACTICE Teacher conducts students as they pantomime playing instruments of the orchestra Music Extension Teacher plays Peter and the Wolf Sting CD for the class may play a section at a time i e 1 2 or 1 3 over a day or two Curriculum connections e Science classification Date LESSON 3 MIME The Art of Mime amp Pantomime Artist models e Teacher observes and gives feedback INTERIM WEEK MIME The Art of Mime amp Pantomime PRACTICE Teacher leads practice of lasso scene Curriculum connections e Language arts Students write an essay about saving or helping someone they care about Choose any genre i e non fiction fiction fantasy NEWSFLASH article Date LESSON 4 MIME Mimetic Portraits
54. ery Perky Innocent Clumsy Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Instrument French horn Clarinet Flute Timpani Strings Oboe Bassoon 50 Character Walks Lesson 4 Peter Skip Run Jump Bird Flutter Duck Glide Waddle Cat Sneak Prance Grandfather Lumbers Walks slowly Wolf Sneak Creep Hunters March Sneak Character Gestures Lesson 4 Peter Wave Bird Tongue stick out Duck Wave off Cat Stroke whiskers Lick paws Grandfather Wag finger Wolf Lick lips Stroke chin Stroke whiskers Rub tummy Shake fist Hunters Put hands over eyes looking for a Wolf Character Activities Lesson 4 Peter Swing on a branch Toss a ball Skip rocks on a lake Lasso Wolf Bird Dive bomb Fly wildly around Wolf distracting him Fingers in ears teasing Wolf Duck Swims Shakes fist when Bird teases Cat Sneaks Licks lips Preens etc Grandfather Swat away flies Wolf Prowls Circles around tree Leaps at Duck and Bird Hunters Walk in circles while pointing rifles Dramatic Conflict Lesson 6 e Bird and Duck argue e Cat tries to catch Bird e Grandfather punished Peter for going out into the woods e Peter captures The Wolf and then saves him from the Hunters Musical Moods Lesson 6 Use of faster tempo higher pitches and staccato articulation for dramatic effect to
55. ether can help tell a story by emphasizing mood suspense and atmosphere giving insight into the characters and action e Sharing ideas in a creative artistic way and learning to compromise are important ways to collaborate in a group SUMMARY Lesson Seven Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to Assessing Prior Knowledge Teacher e Learn how to follow simple staging directions while e What is the conflict in each scene s Photographs students portraying various sequences and incorporating character movement action and Describe the musical moods in each scene displays pictures Step 3 in creating Photo Display sound AP CRA f e Rehearse using sound with mimetic characters and CREATE Becoming an Expert Student Prompts amp Questions l action to begin creating a cohesive performance AP 5 ee e Explain in writing how the incorporation of staging CRA Task Teacher assigns roles miimesang musi rats sounds and movements helped you to better understand a i then stages Part 1 first directing the mime performers Demonstrate through writing discussing drawing what to do and when then direction the musicians Tie gtory He Characters photographing matching K 2 only and or what to do and when Teacher repeats with Parts 2 and sid audience members describe R wane non one performance that they have learned the content of the 3 musician or Mime uniquely interpre
56. fast tempo cheerful grumpy scary etc Bird Do you think the Bird s musical theme will be high pitch or low pitch Play Bird s theme it is high pitched Duck Imagine how a duck waddles Do you think the Duck s music will be a fast or slow tempo Do you think the music will sound graceful or clumsy Play Duck s theme slow tempo clumsy Cat The Cat is sneaky Do you think the Cat s music will be loud or soft Play Cat s Theme soft and sneaky Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Grandfather Do you predict that Grandfather s theme will be a fast or slow tempo High or low pitch Play Grandfather s theme What does Grandfather s Music tell us about his character He is grumpy perhaps walks unsteadily or with a cane if time allows have a few students demonstrate how they think Grandfather would walk to his musical theme Wolf Do you think the Wolf s music will sound like he s prancing through the forest smelling the flowers or do you think it will sound scary Do you think it will be high in pitch or low in pitch Play Wolf s theme scary Peter Listen to Peter s theme Play Peter s theme What does the music tell us about Peter that the words in the story didn t tell us He is cheerful youthful and carefree if time allows have a few students demonstrate ho
57. g e Present and discuss with students the different sections of an orchestra e There are four sections of instruments of the orchestra strings woodwinds brass and percussion Bird e Teacher plays Bird s theme on CD Track 2 of Orchestral CD 00 18 00 25 e Does anyone know what instrument represents the Bird It s the flute Is the flute high in pitch or low in pitch What did its sound remind you of e Does anyone know which section of the orchestra the flute belongs to The flute is part of the woodwind section e With woodwind instruments how do you produce sounds By blowing into the instrument What are the holes in the instrument for When one or more of those holes are closed the pitch changes e The flute is silver alloy metal most of the other woodwind instruments are made of wood and are black Hundreds of years ago the flute was also made of wood which is why it is in the woodwind section Duck e Duck s theme is played by the oboe which is also a woodwind instrument A good way to remember duck oboe is that they each have four letters e Teacher plays Duck s theme on CD Track 2 00 28 00 44 e Is the timbre sound quality of the oboe shrill and clear like the flute No How would you describe it Nasal reedy Cat Teacher plays Cat s theme on CD Track 2 00 48 1 09 Does anyone know what instrument represents the Cat The Cat s theme is played by the clarinet A good way to remember cat c
58. hand back and forth like a sideways figure 8 Indicate tempo speed by how fast or slow you move your arms 22 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved INQUIRE Asking Essential Questions e If we were trying to indicate something exciting happening in story do you think the tempo speed of the music would be fast or slow Would it be staccato or legato Would the pitch be high or low e How can sound and music help tell a story CREATE amp PERFORM Becoming an Expert Task To prepare for this activity teacher should play the following tracks from the Orchestral CD e Play Cat s theme Track 6 cool elegant piano Compare to Cat s theme after seeing Wolf Track 8 1 minute in nervous faster tempo higher pitch Play Peter s theme Track 3 opening cheerful carefree Compare to Peter nervously plotting with the Bird Track 9 1 minute in nervous faster tempo higher pitch Compare to Peter after capturing Wolf Track 11 2 minutes in proud brave lower pitch slower tempo Class will be divided into 3 groups Birds Ducks and Cats and will use objects to create sounds that reflect these characters Students will use the objects to change tempo dynamics volume and articulation legato staccato to represent emotion e Teacher will act as narrator and conductor to start and stop Teacher has students close
59. hing around etc Divide class into specific parts Date LESSON 6 MIME Action Sound amp Staging Bringing it to Life Artist teaches Artist directs staging and models strategies e Teacher observes and gives feedback INTERIM WEEK MIME Action Sound amp Staging Bringing it to Life PRACTICE Teacher reviews staging with students Curriculum connections Date LESSON 6 MIME Staging Continued Artist teaches e Teacher and artist collaborate and share feedback INTERIM WEEK Cont d MIME Staging Continued PRACTICE Teacher reviews staging with students Curriculum connections Date LESSON 6 Cont d MUSIC Staging with Sound Artist teaches e Teacher and artist collaborate and share feedback INTERIM WEEK Cont d MUSIC Staging with Sound PRACTICE Teacher reviews staging and musical sounds with students Curriculum connections Date LESSON 7 MIME Rehearsal and Performance Artist teaches e Teacher and artist collaborate and share feedback INTERIM WEEK Rehearsal and Performance PRACTICE Teacher rehearses with students Curriculum connections Date LESSON 7 Cont d MIME Rehearsal Performance Artist teaches e Teacher and artist collaborate and share feedback INTERIM WEEK Reflection and Evaluation REFLECT ASSESS Teacher follows up with students to e Reflect on their arts learning experiences e Discuss their understanding of Peter and the Wolf e Stude
60. hink there are more string players in an orchestra than any other family of instruments Because we need more string players which play fairly softly to equal the sound for example of one trumpet which can be very loud e Why do you think like instruments for example violins and violas sit together in the orchestra e The orchestra functions as a team What are some other jobs that require teamwork Teacher Tip You may want to extend this by discussing how a conductor communicates non verbally and get examples from students of how they use non verbal communication 1 e gestures facial expressions every day Assess e Students complete the provided worksheet by matching the character to the name of the instrument used to portray it Did you watch the conductor e Students also use adjectives from a word list to describe the sound quality of each instrument e For Discussion or writing prompt How did the music become more dramatic for you while performing in the orchestra Lesson Extension Have students conduct part or all of the Triumphant March section of Peter and the Wolf Curriculum Connections Language Arts making connections predicting visualizing listening and speaking skills vocabulary Science classifying 10 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson Three The Art of Mime an
61. hip role during rehearsal i e decides which musical elements to use etc Observed the Neutral Ready and Play positions even when not reminded to do so Student was able to demonstrate all of the criteria and most of the required elements e Uses 2 musical elements for each line of text and can identify at least one element used e Changes sound to reflect the lines of text in a clear manner e Watches and responds to the conductor most of the time e Works cooperatively with group most of the time Observed the Neutral Ready and Play positions when asked Student was able to demonstrate some of the criteria and several required elements e Uses only 1 musical element for each line of text e Attempts to change sound to reflect the lines of text but not in a clear or distinct manner e Does not consistently watch and respond to the conductor e Works cooperatively with the group some of the time e Needed to be reminded on occasion about the Neutral Ready and Play positions Student was only able to demonstrate one or two of the criteria and lacked the required elements e Does not use any musical elements for each line of text e Does not alter the sound to express the line of text e Does not watch and respond to conductor s signals Does not work cooperatively with the group e Did not remember to observe the Neutral Ready and Play positions
62. ic gloves water bottles filled halfway newspaper crumpled inside a plastic bag text for Final Task Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions for Unit How can music or sound express a character s mood or show changes in a character at different points in the story Big Ideas for Lesson e A clear comprehension of the elements of music such as pitch tempo dynamics volume articulation smooth choppy legato staccato and choice of timbre of instruments will impart a wider vocabulary with which to explore and create e Music is a language that can help tell a story and express its emotions without words SUMMARY Lesson Five Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to e Create a musical sound portrait for one or more specific characters from Peter and the Wolf AP CE Create and perform sounds to express the characters emotions or moods and actions CE Express with sound their understanding of how the characters change and develop at different points A amp B in the story AP CE Demonstrate the ability to work in groups cooperatively or as a whole class AP CRA e Demonstrate through writing discussing drawing photographing and or performance that they have lea
63. iculous But there was a love hate relationship with mosi of his 36 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Young Sergei at the Piano in 1900 with his opera The Giant peers and faculty This culminated in 1914 when Prokofiev performed his first Piano Concerto for his graduation competition The clashing sounds sent spectators fleeing the auditorium including professor Alexander Glauzunov But his talent was so respected that the jury gave him first prize anyway During his post conservatoire years Sergei was seen as a sort of futurist a part that he played very well With piano works such as Sarcasms and Visions fugitives grotesque sounds with compelling lyricism But it is during this time that Sergei also displayed his craft for neo classicism with the completion of his Classical Symphony in 1916 While in London his talent would impress the Ballet Russes head Sergei Diaghilev who commissioned Prokofiev to compose for a ballet From this project came his Scythian Suite a primitivistic sounding piece among the ranks of Stravinsky s Sacre du Printemps Prokofiev immigrated tothe United States in 1918 but found no success as a composer His piano playing he combines granted him credit but the futurist sounds of his compositions did not favor well with American orchestras So be moved on to Pari
64. ing Peter opened the gate and went out into the big green meadow Use the plastic bag and crunch it in a medium tempo and piano soft Then read the next line B Peter caught the Wolf by the tail and pulled with all his might Use same plastic bag but now crunch it in a fast tempo forte and staccato to indicate Peter s nervousness e Ask the students to tell you which musical elements were used after each line of text e Assign each group 1 3 of the class for each character and read both lines of text before they perform so they can plan what musical elements they will use in making the sounds Bird use plastic gloves to represent Bird s wings A All is quiet chirped the Bird piano medium tempo B The Bird almost touched the Wolf s head with its wings while the Wolf snapped angrily at him from this side and that fast tempo staccato forte Duck use half filled water bottles to represent Duck A Soon a Duck came waddling around piano slow tempo legato B What kind of Bird are you if you can t fly said the Bird To this the Duck replied What kind of Bird are you if you can t swim They argued and argued fast tempo staccato forte Cat use crumpled newspaper inside a plastic bag A Suddenly something caught Peter s attention He noticed a Cat crawling through the grass legato piano slow tempo B Ina twinkling the Cat crawled up the tree After
65. is is how things stood PART 3 PETER CAPTURES WOLF Peter Wolf Bird Hunters Peter Gets a Rope In the meantime Peter without the slightest fear Bird Teases Wolf Peter whispered to the Bird Peter Lassos Wolf Meanwhile Peter made a lasso Hunters Just then the Hunters came out of the woods PART 4 TRIUMPHANT PROCESSION Everyone Triumphant Procession Peter Hunters Wolf And now imagine the triumphant procession Grandfather Cat Bird Next in the procession the grandfather and the cat Duck And finally the Duck CHARACTER THEMES Bird s Theme Duck s Theme Cat s Theme Grandfather s Theme Wolf s Theme Peter s Theme Hunters Theme PETER and the WOLF Performance Track 62 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Musical Examples CD Lesson 5 Beth Sussman pianist Copyright 2009 For School Use Only Pitch high and low Dance of the Sugar Plum Fairy Tchaikovsky high pitch G minor Rhapsody Brahms low pitch Appassionata Sonata 2 movement Beethoven low pitch The Little Bird Grieg high pitch BRWN Re Dynamics volume Allegro Barbaro Bartok forte loud Funeral March Chopin piano soft Rhapsody in E flat Major Brahms forte Girl with the Flaxen Hair Debussy piano o NDN Articulation how th
66. larinet is that they both start with c Can you figure out what section of the orchestra the clarinet is woodwind Teacher Tip Show the pictures of oboe and clarinet side by side to compare contrast and have students listen to oboe and clarinet back to back since these are the two most difficult instruments to tell apart Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Grandfather Wolf Peter Teacher plays Grandfather s theme on CD Track 2 1 12 1 24 Can you guess which instrument plays the Grandfather s theme Grandfather s theme is played by the bassoon Which section of the orchestra do you think the bassoon belongs in woodwind So far all of the instruments have been woodwinds Would you guess that the pitch of a bassoon high or low Low Why The bigger the instrument the lower the pitch Teacher plays the Wolf theme on CD Track 2 1 29 1 37 The Wolf s theme is played by the French horn which is a brass instrument Perhaps because the Wolf is a main character Prokofiev decided to use a very different instrument than he did for all the other characters Why do you think there are instruments that are called brass All the brass instruments are shiny and gold in color Can anyone predict how the sound is made Sound is made by blowing a mouthpiece You could also mention th
67. lf book with CD retold by Janet Schulman illustrated by Peter Malone Other Children s Books Hayes Anne Meet the Orchestra Voyager Books 1995 Helsby Genevieve Those Amazing Musical Instruments by Genevieve Helsby book and CD ROM Sourcebooks Jabberwocky 2007 Levine Robert Story of the Orchestra Listen While You Learn About the Instruments the Music and the Composers Who Wrote the Music Black Dog amp Leventhal 2000 Montgomery June and Maurice Hison Meet the Great Composers Alfred Company 1995 Venezia Mike Getting to Know the World s Greatest Composers Series Children s P 1995 Other Classical Music Resources DVD Leonard Bernstein s Young People s Concerts Call VID 780 1 L581 Book Leonard Bernstein s Young People s Concerts Call 780 1 B5307 Fantasia Disney video animated sequences to classical music Fantasia 2000 more of the above Leonard Bernstein conductor and narrator Peter and the Wolf Mime Resources DVD Berger amp Diskin s Show amp Tell Mime www chameleonsmime com DVD Trees An interactive mime story with a connection to the theme of cycles for grades K 2 by The Chameleons www chameleonsmime com Book Bip in a Book by Marcel Marceau amp Bruce Goldstone Book The Mime Book by Claude Kipnis Suggested Listening KUSC 95 1 FM Britten Benjamin Young Person s Guide to the Orchestra Teaches instruments of orchestra
68. n Context 2 1 Creative Expression pantomimes and Perform in group 2 1 Creative Expression Identify theatrical Participate in 2 2 Creative Expression improvisations to retell 2 1 Creative Expression improvisational Participate in storytelling traditions improvisational Use effective vocal familiar stories Demonstrate skills in theatrical games that cooperative scriptwriting in the cultures of ethnic activities to explore expression gesture pantomime tableau develop cooperative or improvisations that groups throughout the complex ideas and facial expression and 3 1 Historical and and improvisation skills and incorporate the five W s history of California universal themes in timing to create Cultural Context concentration literature and life character Retell or dramatize 3 1 Historical and Cultural 3 1 Historical and Cultural 4 2 Aesthetic Valuing stories myths fables and Context 4 1 Aesthetic Valuing Context Compare and contrast 3 2 Historical and Cultural 2 3 Creative Expression fairy tales from various Identify the cultural Critique an actor s Dramatize different the impact on the Context Write and perform cultures and times and geographic origins performance as to the cultural versions of audience of theatre Analyze ways in which scenes or one act plays of stories use of voice gesture similar stories from film television radio theatre television and that include facial expression and around the world and other me
69. ner Synchronize movements with musical cues Perform silently Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 13 REFLECT amp ASSESS Making Connections Reflect What sorts of conflicts do people have Have you ever tried to save an animal or a person from danger Do you have conflicts How do you resolve your conflicts with other people What was the conflict between Peter and the Wolf Why did the Wolf sneak Why did Peter sneak What motivated each of them How did the performers show us conflict in their performance of this scene from the story What conflict did you see How did the elements of Mime such as silence concentration and pantomime help you to show your character s motivations and intentions in the scene from Peter and the Wolf How did the performers use Mime technique to show struggle Did your group maintain eye contact throughout the performance Were the elements of Mime silence concentration pantomime clear in their performance Were the performers able to express emotions without words What emotions did you see Enduring Understanding How were you able to put yourself in Peter or the Wolf s shoes and feel empathy for them What did you feel about their situations Lesson Extensions Or After brainstorming write a story about helping or saving a loved one Disc
70. ng Mime e Elicits some empathetic response from the audience e Creates a believable character using only 2 of the following body position facial expression gesture and character walk e Creates an identifiable imaginary world using pantomime skills throughout the entire performance e Performs action throughout the entire performance Musician e Uses 1 musical element e Does not noticeable alter the sound as the story s action and characters responses change All e Cannot maintain focus Mime e Elicits little or no empathetic response from the audience e Does not use facial expression body position gesture or character walk to create a believable character e Does not use any pantomime to create an imaginary world e Does not perform any action Musician e Does not use any musical elements e Does not alter the sound as the story s action and characters responses change Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 35 Sergei Sergeyvich Prokofiev 1891 1953 By Michael E Mariano O April 11 1891 Sergei Sergeyvich Prokofiev was born in the Sontsovka province of the Ukraine His family was not of the social elite but they were affluent and well cultured His father Sergy Alekseyevich Prokofiev was an agriculture engineer from Moscow His wife Maria Gregiryevna Pr
71. ng on 41 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Peter had a plan So he ran home got a strong rope and climbed up the high stone wall One of the branches of the tree around which the Wolf was walking stretched out over the wall Grabbing hold of the branch Peter lightly climbed over on to the tree Peter whispered to the Bird Fly down and circle around the Wolf s head only take care he doesn t catch you The Bird almost touched the Wolf s head with his wings while the Wolf snapped angrily at him from this side and that How the Bird did worry the Wolf How he wanted to catch him But the Bird was too clever and the Wolf simply couldn t do anything about it Meanwhile Peter made a lasso and carefully letting it down caught the Wolf by the tail and pulled with all his might Feeling himself caught the Wolf began to jump wildly trying to get loose But Peter tied the other end of the rope to the tree And the Wolf s jumping only made the rope around his tail tighter Just then The Hunters came out of the woods following the Wolf s trail and shooting as they came But Peter sitting in the tree said Don t shoot The Bird and I have already caught the Wolf Now help us take him to the zoo 42 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Ce
72. no or xylophone Timpani kettle drums are tuned to definite pitches Other percussion instruments do not have pitch un pitched like the snare drum or woodblocks or tambourine Pantomime timpani with your students Lesson Extension The Young Person s Guide to the Orchestra by Benjamin Britten is a piece of music that showcases the instrument families It is easily available on CD at libraries or on iTunes Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Task e Students and teacher pantomime the instruments of the orchestra to the music of Prokofiev Pantomime is the creation of invisible objects through gesture movement and stillness See Model Lesson 3 pg 11 e Play the segments again pantomiming each instrument as it is played on the recording students follow teacher s modeling Optional Ask students if anyone plays one of the instruments You might place them in front of the class to lead that section Criteria Students will e Show in clear pantomime gesture whether the instrument is blown bowed or struck e Identify various sections of the orchestra and use the appropriate movement to accompany the instrument in each section CREATE amp PERFORM Becoming an Expert e Listen to the Triumphant March from Peter and the Wolf on track 11 starting at 2 06 without pantomiming It s about 4 1 2 minutes e K
73. nter Performing Arts Center of Los Angeles County All Rights Reserved And now Imagine the triumphant procession Peter at the head After him the Hunters leading the Wolf Next in the procession the grandfather and the cat Grandfather tossed his head discontentedly Well and if Peter hadn t caught the Wolf What then Above them flew the Bird chirping merrily And finally the Duck If you would listen very carefully you could hear the Duck quacking inside the Wolf because the Wolf in his haste had swallowed her alive The End Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 43 Orchestra Seating Arrangement Gas z pP Trombones Piano Percussion TES TE y Clarinets assoons Trumpets French Horns Piccolo and Oboes Flutes Violas First Violins Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Conductor Pantomime Instruments of the Orchestra Lesson Two Peter Strings Hold an invisible violin by extending your left arm horizontally from your shoulder pressing down on invisible strings Stroke right arm up and down perpendicular to left arm like sawing wood Bird Flute Create a horizontal line extending to the right of your mouth Left hand k
74. ntial and chronological order proposition and support Different reading strategies for different types of texts Make and confirm predictions Distinguish between fact and opinion Follow multiple step directions in a basic technical manual Evaluate new information by testing it against known information Fifth Grade Text features format graphics sequence diagrams illustrations charts maps Analyze text that is organized in sequential or chronological order Find main ideas in a text assessing evidence that supports those ideas Draw inferences conclusions or generalizations about text and support with text evidence of prior knowledge Distinguish facts Support inference and opinions in text Sixth Grade Literary Response and Analysis Identify major forms of fiction and their characteristics Effects of qualities of character on the plot Influence of setting How are tone and meaning conveyed through poetry word choice figurative language sentence structure line length punctuation rhythm repetition and rhyme Identify the speaker and distinguish between 2 and 3 person narration Features of theme from characters actions images o Effect of symbolism imagery and metaphor 00000 0 00000 O OO 0 O O Q GO O 00000 O O 69 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Visual amp Performing Arts Framework for
75. nts perform for another classroom EVALUATE e Teachers meet with Music Center staff to evaluate the AIP program Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2009 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 73
76. nuckles facing back Right hand knuckles facing front Flutter fingers like a Bird Blow straight ahead like you are blowing out candles Duck Oboe Create a vertical line with your hands going down from your mouth Blow with tightly pursed lips like you re drinking a very thick milkshake from a straw Left hand is above the right hand Cat Clarinet Create a vertical line with your hands going down from your mouth Blow with relaxed lips as if you are drinking lemonade from a straw Left hand is above the right hand Grandfather Bassoon Hold hands like clarinet and oboe except extend them farther down and slightly to the right of your body like you re about to paddle a canoe Blow with tightly pursed lips Left hand is above the right hand Wolf French Horn Make a fist with your right hand and place it near your hip Move the fingers of your left hand which is above the right hand Blow with big balloon cheeks Hunters Timpani Hold two invisible mallets in each hand and strike them straight down onto the drums alternating like a robot 45 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Conducting Instructions for Teacher Lesson Two The Triumphant Procession Track 11 of the Orchestral or Sting CD starting at 2 06 Teacher tip Generally speaking featured instruments alternate with tutti secti
77. odel Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Three The Art of Mime and Pantomime Assessing Prior Knowledge e What is Mime e What specific skills would a Mime artist need EXPERIENCE Getting Smarter Teacher demonstrates the Stealth Walk using slow motion and silence like an animal sneaking through the jungle or the Cat sneaking up on the Bird in Peter and the Wolf e One student performs stealth walk alone Next a group of three performs e Whole class uses stealth walk to create the silent circle e Whole class engages in simple warm up activities O o000000 O Stretch up toward sky on tiptoes Bend forward dangling arms like a piece of spaghetti Curl up slowly Fill up with air like a balloon Let the air out Arch back with arms opened like you re about to give someone a hug Curl forward scrunching your arms in like you re hiding Clay Motion Create clay statues by moving our bodies as if they are made of clay Use slow thick clay like movement Commands Hold still when I say Freeze Start moving again when I say Go Slowly go back to your neutral position when I say Back to neutral Teacher amp students move togethe
78. okofieva was of peasant descent but was well educated and passionate about music The two had moved to Ukraine in 1878 so Sergy Alekseyvich could manage farming estates Tragically 66 their first two infant already studied with Sergei Ivanovich Taneyev and Rheinhold Gliere It was quite clear at this point that Sergei Sergeyvich had a special gift laving to choose between splitting the family by sending Sergei and his mother to St Petersburg to study music and keeping the family together in Sontsovka the Prokofievs decided it would be best if Sergei got the education and attention he needed so he could continue to excel in composition This was not a difficult decision for Maria however Bored and restless at daughters perished in I never wanted to sleep I would lie Homey in Sontsovka the 1880 s and this 7 Sergei s talent was would almost become there and listen as the sound of a her chance to escape the fate of young Beethoven sonata came from somewhere the city Sergei Seregeyvich as he became ill with dysentery For Maria his survival meant everything and with his full recovery she dedicated her life to him Prokofiev s mother was a very competent pianist as he mentions in his memoirs how she would play the works of Beethoven Chopin and Liszt in the Prokofiev household In this environment little Sergei showed signs of an aptitude for music very early When I was put to bed at night I never wanted to
79. ons everybody playing together When a specific character and instrument is featured you should cue those students by pantomiming that specific instrument To cue tutti sections conduct in 2 a backwards J down and slightly to the right keeping a steady beat while the students pantomime their assigned instrument It may be helpful to listen to this section a few times the night before teaching this lesson Recording and now imagine the triumphant procession cue Violins representing the strings Recording Peter at the head Tutti everybody Teacher conducts 3 Recording After him the Hunters leading the Wolf cue Timpani then listen for and cue French horn Recording Listen for Hunters Theme and full orchestra Tutti Conduct Recording Grandfather and the Cat Well and if Peter hadn t caught the Wolf Cue Bassoons and Clarinets Recording Peter s Theme Tutti conduct everyone Recording Above flew the Bird chirping merrily cue flutes Recording And if you listen very carefully had swallowed her alive Cue oboes Recording Tutti conduct with everyone playing his or her assigned instrument 46 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Peter and the Wolf Lesson Two Assessment Write the name of the instrument
80. or family of instruments for example strings woodwinds brass or percussion next to the character it represents in Peter and the Wolf Then write an adjective that describes the timbre sound quality of that instrument Instruments oboe Trumpet flute strings violin viola cello timpani French horn bassoon bagpipes clarinet woodwinds oboe clarinet bassoon flute brass trumpet trombone French horn tuba Percussion xylophone triangle snare drum gong Adjectives shrill thunderous bright breathy nasal mellow smooth reedy dark clear sweet rumbling fluttery husky thick thin noble Peter Grandfather Duck Cat Bird Wolf Hunters marching Hunters rifles 47 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Peter and the Wolf Lesson Two Assessment Answer Sheet Teacher Tip The adjectives are subjective so there are several possible answers that students may come up with Write the name of the instrument or family of instruments next to the character it represents in Peter and the Wolf Then write an adjective that describes the timbre sound quality of that instrument Instruments Oboe Trumpet Flute Strings violin viola cello Timpani French horn Bassoon Bagpipes Clarinet Woodwinds oboe clarinet bassoon flute Brass trumpet trombone
81. orm silently Teacher e Uses the rubric to prompt student reflection and discussion about aspects of their mimetic performances e Notes in assessment portfolio the range of student accomplishment of 1 2 3 or all 4 aspects of character elements for the class as a whole e Identifies elements that should be re taught and or included e Photographs students portraying each character e Displays photos Step 2 in creating the Photo Display Student Prompts amp Questions e Add descriptive words underneath each photograph on the Photo Display e Draw a picture of the characters highlighting facial expression position and gesture e Describe in writing how the musical theme affected their movements facial expressions and walks e Match the character with the appropriate descriptive words and instrument for K 2 only Enduring Understanding Empathy e Identify in writing which character s they have the most empathy for and why What are their traits Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 15 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Four Mimetic Portraits Assessing Prior Knowledge Let s review the character word list from Lesson One Teacher posts uses character word list Using the descriptiv
82. ot in equal measure face head torso arms hands and legs e Appropriate gesture for the character e Able to walk as character and also maintain appropriate body position e Able to maintain stillness on most of the statues Student was able to demonstrate some of the criteria and several required elements e Tentative use of facial expression or no facial expression used e Demonstrated body position but only able to utilize a few of the following face head torso arms hands and legs e Tentative use of gesture or no gesture used e Tentative use of walk as character but struggled to maintain appropriate body position e Struggled to maintain stillness in the statues Student was only able to demonstrate one or two of the criteria and lacked the required elements e Demonstrated body position but unable to utilize more than one of the following face head torso arms hands and legs e Unable to show gesture e Very tentative character walk and unable to maintain appropriate body position e Unable to maintain stillness e Unable to maintain silence Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 20 Model Lesson Five Musical Portraits Using Sounds and Musical Elements to Describe Characters Materials CD player Musical Examples CD plast
83. patriotic music were written during World War Il During wartime Prokofiev s famous Fifth Symphony was completed as well as his epic opera War and Peace Post World War II was a dangerous time for artists Stalin no longer occupied by the Nazis directed his full attention to bis people According to musicologist Jan Swafford Those who directed the wrong play wrote the wrong poem composed the wrong notes tended to disappear Terms such as decadent formalism were placed on Prokofiev s music A style which according to officials is unable to reflect the greatness of our people Furthermore associations with westernized artists such as Diaghilev and Stravinsky did not facilitate his status 66 Those who directed the wrong play wrote the wrong poem composed the wrong notes tended to disappear Growing too old and weak by the 1950 s Sergei took the safe road writing music that was nothing in particular and therefore presumably could not offend the boss music that could not be wrong Like many artists of his time this was the fate of the aging composer On the evening of March 5 1953 Sergei Prokofiev died of a massive brain hemorrhage Ironically the news of his death was largely overshadowed as Joseph Stalin the man directly responsible for the downfall of Prokofiev s work as well as that of many other arsits died less than an hour after But even nearly a century later
84. r Hands are made of clay arms are made of clay torso is made of clay legs are made of clay whole body is made of clay Freeze e Demonstrate 5 finger exercise in preparation for pantomime e Create a fixed point in space O O Identify placement of objects by practicing the technique of grab release Establish where the object is by moving and fixing the point e Demonstrate the creation of solid objects O O O O Use tension to show strength and resistance Form shapes with hands to show solid objects in Peter and the Wolf Ball sphere Gate Wall flat surface plane Swing rectangle Tree Trunk cylinder Rope straight line Practice pulling rope and getting pulled first using hands then get pulled by other body parts i e hip head elbow and finally bottom Use tension to show strength and resistance Create straight lines keeping the hands equidistant 12 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Task Perform tug o war in two lines facing a partner Optional Two students perform tug o war with another student cutting the rope Criteria IN Maintain straight horizontal lines keeping same distance between hands Show Cause and Effect and Action and Reaction Use tension to show strength and resistance Use facial expression to show emotion Maintain eye cont
85. racter Action Peter Stops Hunters with hand Hunters Curiously look up at Peter Agree to save him PART 4 Everyone The Triumphant Procession First marching in place on the stage each character in order exits into the audience joining the other characters in a procession that goes in and around the audience and finally everyone returns back onto the stage And now Imagine the triumphant procession Peter at the head Character Action Musical Sound Peter Marches waves Hum optional Tosses rock in the air slow tempo forte after him the Hunters leading the Wolf Character Action Musical Sound Hunters March rifles up March in place Salute crowd medium tempo forte Next in the procession the grandfather and the cat Character Action Musical Sound Grandfather Hobbles with cane Stomp feet Cat Prances and preens slow tempo forte 58 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Above them flew the Bird chirping merrily Character Action Bird Flutters cheerfully Blows kisses to crowd Looks around for Duck And finally the Duck Character Action Duck Waddles quickly to catch up And that is the story of Peter and the Wolf Character Action All March in place on stage Bow END Musical Sound Gloves medium tempo forte Musical Sound Water Bottle fast tempo staccato
86. rned the content of the lesson gt Teacher will e Teach the lesson effectively e Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e What music and or sounds can you think of that you ve heard in a television show or in a movie e Imagine watching a movie without music Do you think it would be as exciting CREATE Becoming an Expert Task In groups create sounds that reflect the characters using tempo pitch etc Criteria Students will e Use a variety of musical elements forte piano staccato legato etc to give life and emotion to their chosen sounds for their two characters Be imaginative and expressive in their creation of musical portraits for each of their two characters Use musical elements to indicate a change in each character s emotions after the appearance of the Wolf in the story e g Duck A swimming happily in the pond before the Wolf appears B frightened and waddling frantically away from the Wolf Teacher e Use the rubric to prompt student reflection and discussion about aspects of their mimetic performances Student Prompts amp Questions e Describe the contrasting emotions A amp B of two characters e Tell how they used sound and the elements of music to express changes in their characters at the two points in the story A amp B Use some of these vocabulary terms to answer the question above forte piano stacca
87. s Look out shouted Peter and the Bird immediately flew up into the tree while the Duck quacked angrily at the cat The Cat crawled around the tree and thought Is it worth climbing up so high By the time I get there the Bird will have flown away 40 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Grandfather came out He was angry because Peter had gone to the meadow It is a dangerous place If a wolf should come out of the forest then what would you do Peter paid no attention to his grandfather s words Boys like him are not afraid of wolves But grandfather took Peter by the hand led him home and locked the gate No sooner had Peter gone than a big grey wolf came out of the forest In a twinkling the Cat climbed up the tree The Duck quacked and in her excitement jumped out of the pond But no matter how hard the Duck tried to run She couldn t escape the Wolf He was getting nearer And nearer Catching up with her And then he got her and with one gulp swallowed her And now this is how things stood the Cat was sitting on one branch The Bird on another Not too close to the Cat While the Wolf walked round and round the tree looking at them with greedy eyes In the meantime Peter without the slightest fear stood behind the closed gate watching all that was goi
88. s Music Key Content Standards K 6 Grade One Creative Expression Sing with accuracy in a developmentally appropriate range Creative Expression Improvise simple rhythmic accompaniments using body percussion or classroom instruments Aesthetic Valuing Create movements to music that reflect focused listening 1 2 2 4 4 2 Grade Two Artistic Perception Read write and perform simple patterns of pitch using solfege Creative Expression Improvise simple rhythmic amp melodic accompaniments using voice and a variety of classroom instruments Aesthetic Valuing Create developmentally appropriate movements to express pitch tempo form and dynamics in music 1 1 1 3 2 2 4 3 Grade Three Artistic Perception Read write and perform simple rhythmic patterns using eighth notes quarter notes half notes dotted half notes whole notes and rests Artistic Perception Identify melody rhythm harmony and timbre in selected pieces of music when presented aurally Creative Expression Sing age appropriate songs from memory including rounds partner songs and ostinatos Aesthetic Valuing Describe how specific musical elements communicate particular ideas or moods in music 1 1 2 1 2 2 2 3 Grade Four Artistic Perceptio Read write and perform melodic notation for simple songs in major keys using solfege Creative Expression
89. s County All Rights Reserved Lasso Scene Synchronize the following action to the music Meanwhile Peter made a lasso and carefully letting it down caught the Wolf by the tail and pulled with all his might Character Action Peter Defines circle shape of lasso Slowly lets down lasso Eyes focused down Wolf Paces around sensing danger Peter Catches Pulls Wolf Wolf Gets pulled toward Peter Wolf Pulls Peter Peter Gets Pulled almost out of tree Peter Pulls Wolf Wolf Gets pulled toward Peter Wolf Pulls Peter Peter Gets Pulled almost out of tree Feeling himself caught the Wolf began to jump wildly trying to get loose Character Action Wolf Jumps around wildly But Peter tied the other end of the rope to the tree And the Wolf s jumping only made the rope around his tail tighter Character Action Peter Ties rope around tree Triumphant proud Wolf Defeated dangling Just then The Hunters came out of the woods 57 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Following the Wolf s trail and shooting as they came Character Action Musical Sound Hunters March together March in place piano Shoot rifles snap finger of glove Focus rifles on Wolf forte staccato But Peter sitting in the tree said Don t shoot The Bird and I have already caught the Wolf Now help us take him to the zoo Cha
90. s together with the Bird Starting with our bird statues and facial expressions adding a gesture and finally walking First look at our words for the Bird Now think of how you would stand if you were a bird with those characteristics Keep in mind that you don t have to literally become a bird just as long as you incorporate some of those characteristics in your position and movement fluttery nervous brave etc Could you use some of our musical terms to inform your movement Of course you could i e fast high twittery etc e Teacher calls out clay commands for the students to move like clay into bird statues e Then call out gesture then walk and finally Back to places Repeat with other characters 17 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Putting It All Together Task Whole class creates mimetic characters for Peter and the Wolf Teacher names a character from Peter and the Wolf Teacher gives commands for students to create mimetic characters o Clay commands hands are made of clay arms are made of clay torso legs head face whole body is made of clay Freeze form clay statue of character Gesture characters come to life with facial expression and gesture Walk maintain character s position while walking Freeze Back to places O 0 07 O 0
91. s where he would further his collaboration with Sergei Diaghilev with his ballets Chowt and The Prodigal Son This association with the Ballet Russes put Prokofiev in a league of distinguished artists such as Stravinsky Ravel Debussy Picasso and Nijinsky During this time period Prokofiev premiered other famous works His fantasy opera The Love for Three Oranges and his Third Piano Concerto were both a success Despite these achicvements Sergei felt homesick for his native Russia I ve got to live myself back into the atmosphere of my native soil he wrote toa friend P ve got to see real winters again and spring that bursts into being from one moment to the next IP ve got to talk to people who are of my own flesh and blood so that they can give me back something I lack here their songs my songs With his return to Russia in 1934 Prokofiev launched into a busy composing schedule The thirties brought famous film scores for Lieutenant Kije and Alexander Nevsky His famous ballet Romeo and Juliet his Second Violin Concerto and of course Peter and the Wolf became mainstays from this period By this time Prokofiev s sound had become more populist and significantly simpler since his college years Despite this however he was still given trouble from government officials for his progressive tendencies In order to appease his critics light pieces such as 4dravista Hail to Stalin from 1939 as well as
92. sition Straight body muscle man arms Gesture Clawing at flies flexing muscles Walk Stalk Hunters Track 11 Face Square jaw Position Holding rifle Gesture Peering through rifle Walk March 64 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Peter and The Wolf Performance Notes Script for Teachers Today we are going to hear and see a performance of Peter and the Wolf which is a story with music written by a man named Sergei Prokofiev Sir gay Proh koh fee ehv This is a story about bravery friendship teamwork and bullying Each of the 7 characters in Peter and the Wolf has his own special musical theme which tells us something about the character s personality or how that character is feeling Let s listen to each character s theme tracks are found on the Sharon and Beth CD First let s hear the Bird s theme which is high in pitch like a Bird singing play Track 15 Next is the Duck s theme which is slow like a Duck waddling Track 16 This story also has a Cat and the Cat s theme sounds sneaky Track 17 Peter lives with his Grandpa and his Grandpa s music sounds like he s kind of grumpy Track 18 The Wolf s music tells us he s scary Track 19 Peter is the hero of our story and his music tells us he s young and happy Track 20 There are also Hunters in this story and
93. ssons Eight Ten Rehearsal and Performance Retelling Peter and the Wolf in Music and Mime EXPERIENCE Getting Smarter e Teacher assigns roles of mimes who portray the characters and musicians who create the sounds Depending on the size of your class you may need to double up for example multiple Peters or Cats e Define rehearsal e Explain that as a class We will create a retelling of Peter and the Wolf abridged using an edited version of the music and narration The provided Peter and the Wolf Piano CD is for rehearsal and performance e Tracks provided on the CD will allow you to rehearse sections that need extra attention e Teacher reviews staging e Teacher guides the rehearsal and performance incorporating mimetic character skills pantomime music and sound CREATE amp PERFORM Becoming an Expert Task e The class performs the retelling of Peter and the Wolf to the recorded piano soundtrack for rehearsal and performance Criteria Students follow action sound sequences and staging directions Mimes perform believable and identifiable characters using facial expression body position gesture and character walk Musicians perform music and sound effects with an appropriate degree of mood suspense and atmosphere Mimes create an identifiable imaginary world using pantomime skills Musicians match sound with character conflict mood etc Musicians use a variety of musical elements pitch tempo
94. t almost singing it Optional Articulation means how the notes are played or sung for example egato smooth or staccato choppy Teacher Tip Many beginning readers tend to read staccato that is they don t group or string words together After students learn the meaning of legato and can identify music that is legato it is a very useful word to encourage fluent reading e Lets imagine the sounds of the meadow This half of the class will be a breeze so let s make a whooshing sound legato and piano Watch my signals to start and stop e Demonstrate the signals If my arms go higher it means that your whooshing sound should get more forte when my arms go lower your whooshing sound should get piano Practice with 2 of the class doing wind e The other half of the class will pretend it s raining in the meadow Will the rain be legato or staccato Let s tap our fingers on the floor and start the rain piano Watch my arms to make the rain more forte or more piano and remember to watch my signals to start and stop Practice rain with 1 2 of the class e Now let s put both sounds together Watch my hands for signals Teacher Tip Indicate forte louder volume by raising your arms high and piano softer volume by keeping your arms low or putting your index finger to your lips Indicate staccato by sharply pointing with your index finger may alternate hands Indicate legato smooth by smoothly waving your
95. tanding Explain how the staging process helped you better understand the story 31 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Model Lessons Eight Nine and Ten Rehearsal and Performance Retelling Peter and the Wolf in Music and Mime Materials Peter and the Wolf Piano CD CD player Piano CD Tracks pg 64 newspaper inside plastic bags water bottles plastic gloves Action Sound Sequence pg 50 digital camera optional for assessment Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions for Unit How has the process of rehearsal and performance helped you to better understand the entire work of Prokofiev s Peter and the Wolf Big Ideas for Lesson e Using Mime and musical sound effects together can help tell a story like Peter and the Wolf by adding interest suspense and insight to the characters and the action e Any artistic pursuit is a combination of previously learned skills plus the unique creative stamp an individual or group puts on the work e Sharing ideas in a creative artistic way and learning to compromise are important ways to collaborate in a group SUMMARY Lessons Eight Ten Outcomes Creative Task amp Criteria
96. technique of visualization of text Curriculum Connections e Language Arts vocabulary i e meadow pond waddle velvet lasso pitch tempo composer and adjectives used to describe characters predicting beginning middle end conflict resolution retelling setting metaphor velvet paws summarizing author s point of view visualizing sequencing e Science predator and prey food chain habitats e Social Personal Development bullying teamwork family community friendship intergenerational relationships empathy Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Lesson Two Instruments of the Orchestra Materials Peter and the Wolf orchestral CD CD player large chart paper markers large pictures of instruments being played Orchestra Seating Arrangement pg 42 Conducting Instructions for Teacher pg 44 Pantomime Instruments of the Orchestra pg 43 Name Instrument Character Matching Sheet pg 45 Answer Key on pg 46 and K 2 Sheet on pg 47 Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions Related to Lesson and Unit How do the sounds of different instruments make the music more dramatic e How are different instruments played e Can
97. ted his or her character lesson Final Task Criteria Perform mime sound and action in coordination with the narration and musical soundtrack e Function as an ensemble staying with the group e Perform with emotion e Mimes perform believable and identifiable characters using facial expression body position gesture and walk e Musicians perform music and sound effects with an appropriate degree of mood suspense and atmosphere for the characters and action Teacher will e Teach the lesson effectively e Document and collect the evidence of student learning from this lesson 30 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Seven Action Sound amp Staging Bringing it to Life Rehearsing and Performing Peter and the Wolf in Music and Mime Assessing Prior Knowledge Discuss and review each scene What is the conflict in each scene Refer to the Glossary amp Reference Sheet Dramatic Conflicts Brainstorm the musical moods in each scene Refer to Glossary amp Reference Sheet Musical Moods pg 49 Review sounds from Lesson 4 Musical Portraits EXPERIENCE Getting Smarter Teacher demonstrates walks talks through staging sequence of Pet
98. their eyes as they hear each object played They use their imaginations in trying to figure out which sound might be made by which character Criteria Students will e Observe the 3 positions for their instruments 1 NEUTRAL on the floor 2 READY silently prepared to play and 3 PLAY Watch the conductor s signals to start and stop each sound Use the object gloves water bottle or plastic bags to make the sounds after the narration is spoken Use at least two musical elements change tempo forte vs piano legato vs staccato to indicate a change in each character s mood Work cooperatively Teacher Tip Before getting your students into 3 groups have them close their eyes to listen as you play each of the objects Ask them to imagine which character each sound might represent Then use the following as an example using the newspaper in a plastic bag The first line is spoken followed by the sound The second line is then spoken followed by the sound reflecting that text Practice the 3 positions for their instruments or objects before starting the activity 1 NEUTRAL the instrument is on the floor 2 READY the instrument is in their hands but is silent and 3 PLAY properly playing the instrument 23 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved EXAMPLE Peter A Early one morn
99. their music is a March Track 21 Note Be sure to practice this on your own before performance Call the performers to their places from the audience OR have them already on stage quietly listening to your introductions This is up to you Have performers in frozen silent opening positions Make sure the audience is totally silent before you begin Begin the Performance K 3 grade Teachers narrate the silent opening while the students are performing Ex Our main character Peter wanted to go out into the meadow but his grandpa said No because it s dangerous out there But Peter decided to go anyway He looked around for Grandpa sneakily took the key off the wall and unlocked the gate Silently he put it back and this is where our story begins 4th 7th grade Teachers No teacher narration Just say And now ladies and gentlemen Peter amp The Wolf Press Play on the CD Performance Track 22 After the Performance Everyone Bows Teacher thanks the audience for coming while the performers remain on stage silently in their places 65 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Additional Resources Picture Books Peter and the Wolf by Miguelanxo Prado Peter and the Wolf by Vladimir Vagin Peter and the Wolf adapted by Gerlinde Wiencirz illustrated by Julia Gukova Peter and the Wo
100. to legato dynamics tempo pitch Enduring Understanding Empathy e Explain which character they would most like to be friends with and why Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 21 Step by Step Sequence of Learning using these cognitive processes experience inquiry creation performance reflection assessment Lesson Five Musical Portraits Assessing Prior Knowledge e Can you describe any sounds you may have heard in a TV show or a movie e Imagine watching a car chase in a movie without music Do you think it would be as exciting EXPERIENCE Getting Smarter e Together the whole class will create the sounds of the meadow in Peter and the Wolf e In music we use words in Italian which I will now teach you Teacher Tip Have these terms written on the board e Forte means loud e Piano means soft Teacher Tip When you say forte say it loudly and when you say the word piano whisper it e Optional Dynamics means the volume of the music for example forte or piano Clap orchestra Teacher acts as conductor to indicate when the class should start stop clap loudly arms raised high and clap softly arms lowered Staccato means choppy Teacher Tip Say this sentence using short clipped speech Legato means smooth Teacher Tip Say this sentence connecting one word to the nex
101. uick flutter away While the Duck quacked angrily at the cat Character Action Musical Sound Duck Scolds Cat Water bottle fast forte staccato The cat crawled around the tree and thought Is it worth climbing up so high By the time I get there the Bird will have flown away Character Action Musical Sound Cat Stealth walks around tree Newspaper in plastic bag Looks up slow piano legato 53 Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved Part 2 Grandfather Peter Wolf Cat Duck Bird Grandfather came out He was angry because Peter had gone to the meadow It is a dangerous place If a Wolf should come out of the forest then what would you do Character Action Musical Sound Grandfather Opens gate hobbles out Foot stomps Looks for Peter slow tempo forte Peter paid no attention to his grandfather s words Boys like him are not afraid of wolves Character Action Peter Swings Ignores Grandpa But grandfather took Peter by the hand led him home and locked the gate Character Action Musical Sound Grandfather Grabs Peter Foot stomps Drags him slow tempo forte staccato Slams locks gate No sooner had Peter gone than a big grey Wolf came out of the forest Character Action Wolf Stealth walks towards tree Shows off muscles teeth In a twinkling the cat climbed up the tree Character Action
102. uss the theme of survival and interdependence Explain why animals sneak Why do you sneak Tell what they you need or want Which characters in Peter and the Wolf sneak Which are in danger What type of life lessons can we learn from animals Can you make up a story that would involve someone sneaking something What would the conflict be in the story Music Center Anchor Work Model Curriculum Unit Peter and the Wolf 2010 Music Center Performing Arts Center of Los Angeles County All Rights Reserved 14 Model Lesson Four Mimetic Portraits Using Facial Expression Position Gesture and Walk to Create Characters Materials Peter and the Wolf Rehearsal and Performance Piano CD CD player Piano CD Tracks pg 60 Character Word Chart digital camera optional for assessment Character Instrument Matching Sheet pg 45 Short Physical Character Descriptions pg 62 Teacher amp Student Assessment Portfolios Enduring Understanding for Unit Empathy ability to share in another s emotions or feelings putting yourself in someone else s shoes Essential Questions Related to Lesson and Unit How can you use Mime to express a character s personality mood or show changes in a character to help the audience get to know them Big Ideas for Lesson e Performers can use mimetic character skills to create empathy e We can use the elements and artistic language of Mime such as body position
103. w they think Peter would walk or skip to his music Hunters If the Hunters are trying to sneak up on the Wolf do you think their music would be loud of soft Soft Play first part of Hunters theme the woodwinds playing the march What instrument do you think might represent the Hunters rifles Specifically it is Timpani but drums or percussion are very good answers Play Hunters rifles theme Ask students to describe the musical elements and Hunters traits e If time permits play the entire introduction of the musical themes through a second time Criteria Students will e Predict and listen for different musical qualities in each character s theme e Demonstrate active listening and group focus e Use musical vocabulary and descriptive words to identify and explain musical and character traits CREATE amp PERFORM Becoming an Expert Final Task e Students will use active listening to listen to the Peter and the Wolf the orchestral Sting CD and afterwards will use adjectives to describe each character Teacher Tip Feel free to divide this lesson into 2 sessions first introducing the characters and musical themes and then on another day playing the piece on the CD You may also want to listen to half of the piece before lunch for example and the rest after to break it up a bit Teacher Tip Teacher writes names of each character on the board leaving room next to each name for adjectives describing e
104. you hear the differences in the sounds of different instruments Big Ideas for Lesson e Timbre pronounced tam br French is the sound quality peculiar to each instrument timbre can reflect a mood or personality e Each instrument has a particular way of being played that affects its timbre or sound quality SUMMARY Lesson Two Outcomes Creative Task amp Criteria Assessment Strategies Students will be able to e Identify instruments used in Peter and the Wolf e Accurately pantomime playing assigned instruments AP CE e Follow the signals of a conductor AP CRA e Demonstrate through writing discussing drawing photographing matching K 2 only and or performance that they have learned the content of the lesson Teacher will e Teach the lesson effectively e Document and collect the evidence of student learning from this lesson Assessing Prior Knowledge e Have you ever heard or been to a live performance by an orchestra e What are some of the instruments you might find in an orchestra e Why is there a conductor in an orchestra CREATE Becoming an Expert Task Students accurately pantomime playing an instrument featured in Peter and the Wolf Final Task Criteria Students will e Pantomime assigned instrument with strong clear movement e Play only when they hear their specific instrument e Watch and follow the conductor teacher e Perform silently Teacher e

Peter and the Wolf Model Lessons – Grades 2 - 7

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Peter and the Wolf Model Lessons &ndash; Grades 2 - 7

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Peter and the Wolf Model Lessons – Grades 2 - 7