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Charleston Symphony Orchestra

MAGIC CIRCLE MIME COMPANY

presents

Curriculum Guidedeveloped by

Beth He wood

by

Sergei Prokofievand

Barry Goldsmithfor the CSO

2008


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Dear Students,

It is with great pleasure that I get to share with you my enormous excitement about the Charleston

Symphony Orchestra Young Peoples Concerts. This year, we have brought back the internationally

acclaimed artists, MAGIC CIRCLE MIME COMPANY. For those of you who regularly

attend our programs, these terrific artists made a sensational debut two years ago with their program:

MUSIC, NOISE, AND SILENCE. Thousands of students, teachers, and parents shared with

me how they truly enjoyed those performances. Now they return with a one-of-a-kind telling of the

classic story, PETER AND THE WOLF.

I must con ess, I have had the pleasure o per orming PETER with them be ore. Let me assure all o

you, this is going to be a memorable event. You will see how the great music of Sergei Prokofiev

comes to life, and takes us to a place with birds, wolves, ducks and yes, a young boy named Peter. The

Charleston Symphony will get in the act with Magic Circle, and help tell this wonderful story through

words, actions, and colorful music.

This is an event not to be missed, and I would encourage you to prepare for your

experience with your classroom teachers. Their guidance will make your experience

more meanin ful and en o able. I look forward to seein all of ou a ain.

. .

Scott Terrell,

Resident Conductor


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Dear Music Educators, Classroom Teachers and Administrators,

The Charleston Symphony Orchestra believes that

serving and being relevant to the greater Charleston

community is as important as its aspirations for artistic

excellence and technical quality. During it strategic

planning process from 2006 to 2008, the Symphony re-

workshops without the generous and committed support

from the following public and private sources of funding:

City of Charleston Office of Cultural Affairs; City of

North Charleston; County of Charleston; South Carolina

Arts Commission; Southern Arts Federation with funding

committed itself to developing enduring relationships

with schools in the Greater Charleston area by providingeducational programs and services to students, teachers

and institutions. The Robert Bosch Corporation

underwrites The Bosch CSO In-School Visits that take

from the National Endowment for the Arts; Town of

Kiawah; Robert Bosch Corporation; The BeachCompany; Blue Cross/Blue Shield of SC; Gary W.

Dietrich Family Foundation; Publix Super Markets

Charities, Inc.; Henry & Sylvia Yaschik Foundation

e g ensem es o e emen ary sc oo s

throughout Berkeley, Charleston and Dorchester

Counties each season.

The Young Peoples Concerts and accompanyingcurriculum uide are lanned b the CSO Resident

Please join the CSO in recognizing and thanking the

numerous government agencies, businesses, corporations,

foundations and individual donors whose support allows

all children throughout the Lowcountry access to thema ic of music. I would articularl like to reco nize

Conductor, Scott Terrell with input from the CSO

Education Committee. The curriculum guide is meant

to enhance your students experience prior to attending a

live orchestra performance at the Gaillard Municipal

Auditorium. I hope that you take the time to follow the

the efforts of Ellen Dressler Moryl, Director of Cultural

Affairs, City of Charleston & CSO Vice President of

Artistic Advisory Committee; Beth Heywood, curriculum

guide author and member of CSO Education Advisory

Committee and Barry Goldsmith,

suggested activities that are designed to prepare yourstudents for the Young Peoples Concert.

The CSO would not be able to present the breadth of

affordable music education performances and

CSO Vice President o EducationAdvisory Committee and co-author

of the curriculum guide.

Jan Newcomb, CEO

Charleston S m hon Orchestra


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Program Support

Orchestras must be relevant andof service to their communities

and to the eo le who live there

This performance is

funded in part by a grant

from the Southern

if they hope to find the

r s e era on n

partnership with the

Nationsl Endowment for

the Arts andthe South

Carolina Arts

Commission.

resources to survive.The Search for Shining EyesAudiences, Leadership and

Change in the Symphony Orchestra Field by Dr. Thomas Wolf

(September 2006) in response to the Knight Foundation decade-

long Magic of Music Symphony Orchestra Initiative.


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Table of ContentsConcert Opportunities 6

How to Use This Curriculum Guide 7

About the Conductor 8

Performances You Wont Want to Miss! 9

Naxos of America Listing of Music 11

Concert Etiquette 12

Sergei Prokofiev and Peter and The Wolf 13

Activity 1A: Tone Color 16

Activity 1B: Writing, Graphing17

Activity 2: Sequencing. 18

Activity 3: Sound Story 19

Activity 4: Creative Movement20

Activity 5: Visual Art.. 21

Activity 6A: Research and Presentation 22

Activity 6B: Venn diagram.. 22

Activity 7: Listening Map 23

c v y : a c ng arac ers o ns rumen s

Activity 9: A Russian Folk Tale Pantomime25

Franz von Supp and The Beautiful Galatea 26

Activity 10: Poetry. 29

Teacher Resources 30


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Concert Opportunities

The Young Peoples Concerts are offered

each year to public, private and home-

schooled students from 1st through 8th

In-School Ensembles are offered each

year and showcase the families of the

orchestra strings, woodwinds, brass

gra e. s year s program e er an e

Wolf features the Magic Circle MimeCompany. The concerts are held at the

Gaillard Auditorium in Charleston.

an percuss on. ac program as s

around 30 minutes and includesdemonstrations of the instruments, a mini

concert and a question/answer time. It is

October 30 10:00 am and 11:30 am

October 31 10:00 am

not always possible to provide a

particular requested ensemble; requests

are on a first come first served basis.

Dates for In-School Ensemble Visits

Berkeley County: October 15, 16 2008

Dorchester County: November 18, 2008

Charleston County: November 19, 2008,

Please sign up for the date and time that works

February 3, 10, 11,12, & 24, 2009

. .

reservations, contact Cindy Branch at 843-723-

7528, ext. 110 or [email protected]

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About the Conductor

Scott A. Terrell is compiling an impressivereputation as a conductor of compellingperformances worldwide. He debuted with theCharleston (SC) Symphony in 2005, and has beennamed their Resident Conductor. With the

Hansel and Gretel. He also led the MinnesotaOperas production of Le Nozze di Figaro. Hereturned to Opera Colorado in 2006 to leadMozarts Abduction from the Seraglio.

Charleston Symphony Orchestra this season, he

will lead dozens of programs includingMasterworks, Casual Classics, Young PeoplesConcerts, Choral Series, Pops, and HandelsMessiah.

While Assistant Conductor of Minnesota

Orchestra from 1999-2003, Mr. Terrell made hissubscription debut in March 2002 when filling inlast minute for the ailing conductor Hans Vonk.He conducted hundreds of the Minnesota

Mr. Terrell has led performances with prestigiousorganizations including the Milwaukee Symphony,Colorado Symphony, Amarillo Symphony,

Minnesota Opera, Opera Colorado, RichmondS m hon South Dakota S m hon Sun River

rc es ra s concer s suc as asua ass cs,Pops, Family Concerts, Young PeoplesConcerts, Composers Institute, and SommerfestConcerts. He led productions of Bernsteins

Candideand Menottis Amahl and the NightVisitors as well as re arin numerous

Music Festival, Eugene Symphony, KalamazooSymphony, Western New York Chamber Orchestra,Minnesota Orchestra and the Aspen MusicFestival.

casts/choruses for both operas and oratorios.

In 2000, Mr. Terrell was chosen as a fellowshipconductor for the American Academy ofConducting at the Aspen Music Festival under

He debuted in 2003 with the RotterdamPhilharmonic Orchestra, leading a two-weekBernstein festival of orchestral performances, andvocal recitals where he served as pianist. Mr.Terrell debuted with Opera Colorado in 2002,

Music Director, David Zinman. At the conclusionof that summer, he was awarded the AspenConducting Prize, an honor only given by Mr.Zinman for exemplary musicianship and promise.

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Charleston Symphony Orchestra Performances You Wont Want to Miss!

Kinder Konzerts are performances that are short (20 25 minutes) in length and geared toward children agesseven and under. Children will delight in this seasons Three Fun Fables. Concerts are free of charge.

Date Time Location

Se tember 20 2008 10:00 a.m. 11:30 a.m. Cit Galler 34 Prioleau St.

October 18, 2008 10:00 a.m., 11:30 a.m. Marrington School, Goose Creek

November 22, 2008 10:00 a.m., 11:30 a.m. Creative Spark, 757 Long Point Rd.

January 24, 2009 10:00 a.m., 11:30 a.m. TBA

Family Concerts are geared toward children of all ages, as well as parents andextended family. These performances introduce the audience to the orchestra

. , - .

Date/Program Time Location

November 1, 2008 10:00 a.m. Gaillard Auditorium, 77 Calhoun St.Peter and the Wolf featuring the Magic Circle Mime Company

January 31, 2009 10:00 a.m. TBACSO Goes to the Olympics

March 21, 2009 7:00 p.m. Wando High School Performing Arts CenterCSO with the Youth Orchestra of the Lowcountry 1000 Warrior Way

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Magic Circle Mime Company

Magic Circle Mime Company is regarded as one of

today's premier family attractions. Their highly

acclaimed performances, which unite the concert

Japan, Hong Kong, Malaysia, New Zealand,

Singapore and Taiwan. Appearances include the

Beijing Music Festival, Shanghai International

orc es ra w v sua ea er, are cons s en y

praised for imaginative and innovative content.Magic Circle Mime Company performs with virtually

every major orchestra in North America and has

ren s es va , a wan n erna ona ren s

Festival, the Hong Kong Philharmonic (six times), theTokyo Philharmonic, the Taipei Symphony Orchestra,

the West Australia Symphony Orchestra and the

Symphony Orchestras of Atlanta, Detroit, Chicago,

Montreal, Saint Louis, Seattle and Toronto; the

Cleveland Orchestra, Minnesota Orchestra andPhiladelphia Orchestra; and on more than half a

.

European debut with the Palau de la Msica de

Valencia in April of 2007.

Magic Circle Mime Company is the creative

dozen occasions at The Kennedy Center For The

Performing Arts with the National Symphony

Orchestra.

partnership of Maggie Petersen and Douglas

MacIntyre. Both artists have backgrounds in theatre

and instrumental music, and have utilized that training

to create their highly regarded programs. Their

" "

reputation outside North America. In the Pacific

Rim and Far East they have performed at festivals

and with major orchestras in Australia, China,

, ,

explores the impact of the New World on the music of

the orchestra.

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Concert Program

Peter and the Wolf . . . . . . . . . . . . by Sergei Prokofiev30 minutes

The Beautiful Galatea. . . . . . . . . . by Franz von Supp

7 minutesAll excerpts

on the enclosed

Peter and the Wolfby Sergei Prokofiev

Performed by Slovak Radio SymphonyOndrej Lenard, Conductor

CD are used

courtesy of

Naxos of America

The Beautiful Galatea by Franz von Supp

Prformed by Slovak State Philharmonic

Alfred Walter, Conductor

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Concert Etiquette

A concert is not a concert without an audience and you are the audience! Going to hear asymphony orchestra play can be a very exciting experience with many things to see and hear.A great concert audience always displays great concert behavior. Remember that every whisper,shuffle or cough is heard by the performers and other audience members. Here are a fewetiquette tips to make your symphony experience a great one:

When the house lights dim, the audience stops talking so that the performance can begin.

,so the concert may begin.

It is acceptable (and expected!) for the audience to applaud the orchestra after the performance ofan entire piece of music. But be sure to wait until the conductor drops both arms to his sides.

As the concertmaster stands, the audience gets very quiet so that the instruments can be tuned.

During the performance, the audience remains seated giving its full attention to the orchestra.

Do not chew gum, eat, leave your seat, or use any kind of cameras/recorders during the concert.

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Sergei Prokofiev and Peter and The Wolf

Sergei Prokofiev(ser-gay pro-ko-fee-eff)

Born 1891 UkraineDied 1953 Russia

About the Composer

Prokofiev showed great musical ability as early as age five. Hisrs p ano compos on was on a w e eys s nce e no

like to touch the black keys. At the age of nine he wrote his firstopera, The Giant as well as other smaller compositions. At the

age of eleven, he started taking composition lessons and atthirteen entered the St. Petersburg Conservatory. In 1910 hisfather died, but Prokofiev was starting to make a living from hismusic. He traveled a great deal and when the RussianRevolution happened in 1917, he decided that his kind of musicwould not be tolerated so he came to the United States. He

.

and continued to compose symphonies, concertos, and operas.He eventually went back to Russia but had a difficult timebecause of the dictator Stalins view of his music. He died in1953, the same day that Stalin died.

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Prokofievs Music

Sergei Prokofiev is considered one of the

greatest composers of the 20th century. He

Peter and the Wolf:

About the Music

Peter and the Wolf, written in 1936, is a

wrote many symphonies, concertos for piano

and violin, operas, ballets, chamber music, and

choral works. His first symphony called the

childrens story with narration to introduce

children to the instruments of the Orchestra.

Prokofiev got the idea from attending a

Haydn if he were composing music today. His

music is performed all over the world in opera

houses and concert halls. His ballets Romeo

his sons.

In this story, the characters are represented

by instruments of the orchestra:

ballet companies.Peter the Strings

Grandfather Bassoon

Duck Oboe

Bird Flute

Hunters Tympani

Wolf French Horn

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Vocabulary

Opera a story set to music usuallysung all the way through with scenery

Historical Connection1891 Sergei Prokofiev born

Conan Doyle writes The Adventures of Sherlock Holmes

and costumes

Symphony a musical composition fororchestra in four movements. whichfollows a certain form

e z pper s nvente

1904 Sergei enters the ConservatoryTheodore Roosevelt elected PresidentJames Barrie writes Peter PanWoman arrested in New York for smoking in public

orchestra in three movements orsections. Concertos are typicallywritten for violin or piano but there are

concerts for cello, trumpet, clarinet,oboe, etc.

Helen Keller graduates from college

1918 Prokofiev comes to AmericaWorld War 1 ends

Daylight savings time introduced1936 Peter and the Wolf written

Conservatory a school to study musicwith an emphasis on composition andperformance

Chamber Music music written for small

Franklin Roosevelt elected to second term as presidentAdolph Hitler wins 99% vote in GermanyGone With the Wind by Margaret MitchellHoover Dam is built

.

quartets, brass quintets, woodwindquintets. Chamber music is also writtenfor solo instruments especially piano

Joseph Stalin ruler of Russia diesDwight Eisenhower is elected presidentQueen Elizabeth of England is crownedKorean war endsSir Edmund Hillary climbs Mt Everest

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Activity 1a - Tone Color

Students will listen to the music of Peter and the Wolf with narration.

South CarolinaState Standards

Then, teacher will lead discussion on the use of tone color. Tone

color is the way in which a composer uses different instruments torepresent characters in a story according to the timbre of the

instruments. Brainstorm words and write on overhead. Photos of the

VI.B,C,D

VII.A

instruments can be displayed. Examples might include:

Peter/violin: playful, childlike

Wolf/french horn: reed sneak . ,

IX.A,B,C

Materials:

Bird/flute: fast, high

Grandfather/bassoon: strict, old, low

o mus c e er anthe Wolf with narration

Photos or flash cards ofinstruments

a c ar ne : smoo , wa ng

Duck/oboe: waddling, slow

Hunters/timpani: brave, loud

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Activity 1b - Writing, Graphing

Review tone color from previous day. Review the way in which


Prokofiev used tone color to illustrate the characters in the story. Now

ask students to choose the instrument from the story that bestrepresents them. Pass out an index card to each student and have

them write sentences that tell which instrument the icked and wh .

VI.B,C,DVII.A,BVIII.A,B,CIX.C

Then, have each student read their answers. As they read their

answers, record on a GRAPH the instrument they chose. After

recording entire classs responses on graph, discuss which

Correlations:Math I-6, 2-6, 3-6Language Arts 1-4, 1-5, 2-4, 2-5, 3-4, 3-4, 4-4, 4-5,

, , .

5-4, 5-5

Materials:Index cardsPencilsSmartboard, whiteboard orchalkboard

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Activity 2 - Sequencing

Read the story Peter and the Wolf. Pass out sentence strip handout


to each student (see Teacher Resources). At this point, students may

color the picture on back, if desired. Students will then cut out eachsentence strip on the dotted line and mix them up. Then they will

arran e stri s in the order of the stor . To check for success turn

I.BVI.DVIII.B

strips over. If picture on back is complete, they have arranged the

strips correctly. If picture is jumbled, have students try again. When

all students have arranged strips correctly, read sentences in unison.:

Language Arts 1-1, 1-3,1-6, 2-1, 2-3, 2-6, 3-1, 3-3,3-6, 4-1, 4-3, 4-6, 5-1, 5-3

a er a s:Book Peter and the WolfSentence Strips handout(see Teacher Resources)Cra ons/coloredpencils/thin markersScissors

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State Standards

General Music:II.A, B, C, E

Activity 3 - Sound Story

Students will create a Sound Story to Peter and the Wolf. After.

VI.B, C ,D ,E ,F ,GVII.CVIII.BIX.E

hearing the story and music, discuss the characters. Then, have

students choose instruments or found sounds from the classroom torepresent a character from the story. (Obviously, you can have more

than one of each character for this lesson. Remind them to think

Correlations:Science 1-5, 3-5

Materials:

about the tone color or the timbre of the instrument when matching it

to the character in the story. Then, re-read the story and students will

play their instruments or sounds at the appropriate times. Give

CD of Peter and the Wolfmusic

Peter and the Wolf book

.

To extend this activity, teacher may record the story and listen to the

performance as a class. Teacher may also burn a CD of the

performance for each student to take home.nstruments an oun

sounds

*software to record soundstory, CDs to burn story, if

es re .

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Activity 4 - Creative Movement

After listening to the music of Peter and the Wolf, put children into


groups each group will represent one character/instrument in the

story (or have them put themselves in groups, draw characters from a

hat, etc.) . This lesson works best if class is also divided into 2

VI.B, C, D, E, F, GVII.CVIII.B,CIX.E

audience. This is good practice for audience etiquette. Tell students

they are going to listen for pitch, dynamics, tempo, and/or tonality

(major/minor). Choose one of these concepts. They will use their

Correlations:Physical EducationGrades 1-2 Standards 1,2, 3, 5, 6; Grades 3-5

,

movements for dynamics, fast or slow movements for tempo, happy or

sad/solemn for tonality, as they listen to the music. Audience will

observe whether or not their movements match the concept. Then

Standards 2, 3, 5, 6

Materials:CD of Peter and Wolfmusic

ey w sw c sec ons an o e same. scuss w a ey we ,

as well as how they could improve upon their creative movements.

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State Standards

General Music:VIII.B,C

Activity 5 - Visual Art

After listening to story Peter and the Wolf, each student will choose.

Correlations:Visual Arts I.A, B, CII.A

one part of story to illustrate. It is helpful for younger students to have

illustrations to observe before drawing. On blank white paper,students will sketch their drawing lightly with a pencil. Then they will

carefull trace over outline all encil lines usin a black shar ie.. ,

V. A, BVI.B, C

Materials:

Crayons/ colored pencils/ thin markers may be used to complete the

illustration. Mount pictures on colored construction paper to frame

their work for display.Book Peter and the WolfBlank white paperPencils, black sharpies,crayons/colored pencils/

To extend this activity: Teacher may take a photo of each picture and

create a class Slide Show to accompany a reading of Peter and the

Wolf to music.

Colored construction paperGlue*Digital camera andsoftware for creating a

e ow

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State Standards

General Music:VIII.B, C

Activity 6A - Research and Presentation

Using classroom or online resources, students will explore wolves

Correlations:

Language Arts 2-2, 2-3, 2-4, 2-5, 2-6, 3-2, 3-3, 3-4,3-5, 3-6, 4-2, 4-3, 4-4, 4-5,

what they look like, where they live, what they eat, their shelter, their

habits, family care, etc. Using this information, students will takenotes and then create a poster to share information with class. This

4-6, 5-2, 5-3, 5-4, 5-5, 5-6Science 2-2, 3-2, 4-2, 5-2

Materials:Poster board or

.

-bookmaking suppliesPencils, crayons/coloredpencils/thin markersVenn Diagram handout

Using what students have learned about wolves from Peter and the

Wolf, in addition to what they already know or will learn about wolves,

Wolves

Resources:www.pbs.org/wgbh/nova/w

factual and fictional information about wolves.

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Activity 7 - Listening Map

Using Listening Map and Teacher Guide in Teacher Resources, lead


students through the music and listening map. With one copy on the

overhead projector and one copy for each student, students will makechoices and draw musical ideas as they hear the music. Teacher will

V.AVI.A, B, C, D, EVIII.A

response. Teacher may choose to complete listening map on

overhead in order for students to self-check their work.

:Language Arts 1-2, 1-6, 2-2, 2-6, 3-2, 3-6, 4-2, 4-6,5-2, 5-6

a er a s:CD of Peter and WolfmusicListening Map (SeeTeacher Resources

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State Standards

General Music:VI.C, D, E

Activity 8 - Matching Characters to Instruments

Make copies of Peter and the Wolf and Sergei Prokofiev handout in.

IX.A,C

Correlations:Language Arts 1-2, 1-3, 1-

Teacher Resources. Give handout to each student. Teacher-led or

student-led oral reading of handout. Following directions near bottomof page, listen to the narrated version of Peter and the Wolf. Match

6, 2-2, 2-3, 2-6, 3-2, 3-3,3-6, 4-2, 4-3, 4-6, 5-2, 5-3,5-6

Materials:

.

Students may self-check their papers.

handoutPencils

ResourcesPeter and the Wolf and

Sergei Prokofiev handout

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State Standards

General Music:VI.B,C,E,F

Activity 9 - A Russian Folk Tale Pantomime

(two - three day activity).

VIII.B,C

Correlations:Theatre Grades 1-2

Students will have heard the story Peter and the Wolf for this activity.

Divide class into two groups. Each group will be assigned Peter andthe Wolf, a Russian folktale, to perform as a pantomime. Everyone is

to have a vital art in the roduction of their la . Give them time andtan ar s , , , , ,

VI, VII, VIII, Grades 3-5Standards I, II, III, IV, V,

VI, VII, VIIILan ua e Arts 1-1 1-3 2-

direction during the first day(s) to prepare, practice, create, and gather

props for the performances. Playing the music during play can be

optional, but may help guide students in their pantomime. Give each

1, 2-3, 3-1, 3-3, 4-1, 4-3,5-1, 5-3

Materials:

reading through by the end of the class period.

On day of performance, videotape each performance and let students

watch during next class period. Other grade levels might also enjoy

studentsProps from classroomVideo Camera, ifrecording

watching the performance!

Resources:Book Peter and the Wolf

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Franz von Supp and The Beautiful Galatea

Franz von Supp(su-pay)

Born 1819

About the Composer

Like many great composers, von Supp studied music

Died 1895 Vienna, Austria

and began composing at an early age. As a teenager, he

studied flute and composition and his first composed

music was a Catholic Mass. He moved to Padua in Italy

to study law, which he was not happy doing. While in the

university he continued composing and studying music.

He was also an opera singer. He moved to Vienna where

he conducted at a theater and wrote operas. He was a

very popular composer during his life time.

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Von Supps Music

Although von Supp is known mainly for his

overtures, he wrote many operettas, ballets,

The Beautiful Galatea:

About the Music

von Su wrote his o eretta The

theater pieces, symphonies, religious music, and

others. His two overtures, Light Cavalry and Poetand Peasant are still very popular, especially as

Beautiful Galatea in 1865. It tells the

story of a statue, Galatea, created byPygmalion and brought to life by

.

has been used in movies, cartoons, and

advertisements. A few of his operas are still

performed in Europe.

.

that Pygmalion wishes she could be

turned back into a statue. The

overture to the operetta sets the mood

from the operetta which is regularly

performed.

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Vocabulary

Historical Connection

1819 von Supp is born

Operetta a small light opera. Usually

sung, sometimes with some dialogue.The story and music has a lighter

feelin than rand o era.

Alabama becomes a state

1865 von Supp writes The Beautiful Galatea

War Between the States Union army take Charleston

Overture a piece of music played

before an opera, play, or musical which

might contain melodies from the

Lewis Carroll writes Alice in Wonderland

1895 von Supp dies

First performance of Tchaikovskys Swan Lakepro uct on or m g t e p set t e moo

for the story. Some were written just to

give late comers time to find their seats

before the production began. Many

Marconi invents the telegraph

Babe Ruth is born

First professional football game is played

overtures are played in concerts as

separate compositions.

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State Standards

General Music:VI.B, C, D, E, F

Activity 10 - Poetry

After listening to The Beautiful Galatea, ask students to brainstorm. , ,

VIII. A, B, C

IX. A

Correlations:

words that describe the music. These words can describe the tone

color, the instruments, the picture it paints, etc. Write these words onwhiteboard or overhead. Pass out an index card or sheet of paper to

each student. Tell them the will write a haiku a Ja anese oem setanguage rts 2-4, 2-5, 2-

6, 3-4, 3-5, 3-6, 4-4, 4-5,4-6, 5-4, 5-5, 5-6

Materials:

in three lines with 5 syllables, 7 syllables and 5 syllables. Give them

time to create the haiku, its title and illustrate it, if they like. Have

students share their poems with the class, and then post them in a

CD of The BeautifulGalateaWhiteboard or overheadIndex cards or lined

.

PencilsCrayons/coloredpencils/markers, optional

http://en.wikipedia.org/wiki/Haiku

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Charleston Symphony Orchestra

On the following pages you will

eac er esources

find the following resources to

use in your classroom:

Sentence strips/picture for handout

Teacher Guide and Listening Mapo (Courtesy of the Cincinnati Symphony Orchestra)

Handout on Peter and the Wolfwith matching activity

Thank you letter template

oncer va ua on orm

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8. Look out! shouted Peter, and the bird immediately flew up into the tree. Teacher Prompt: Draw the bird flying up into the

tree.

9. The duck quacked angrily from the middle of the pond. Teacher Prompt: Draw a quacking duck in the pond.

10. The cat stalked around the tree and thought Is it worth climbing up so high? By the time I get there, the bird will have flownaway. Teacher Prompt: I hear the: cat bird duck (circle two).

. ran pa came out. e was angry ecause eter a gone to t e mea ow. t s a angerous p ace a wo s ou comeout of the forest, then what would you do? Teacher Prompt: The Grandpa sounds like the: bassoon flute (circle one).

12. Peter paid no attention to Grandfathers words. Boys like him are not afraid of wolves. Teacher Prompt: The music soundslike Peter is: afraid unafraid (circle one).

13. But Grandfather took Peter by the hand, led him home, and locked the gate. Teacher Prompt: Grandfathers music soundsas if he is: walking running (circle one).

14. No sooner had Peter gone when a big, gray wolf came out of the forest. Teacher Prompt: The wolf sounds like a: frenchhorn drum (circle one).

15. The cat climbed quickly up the tree. Teacher Prompt: Draw a line showing the cat climbing up the tree.

16. The duck quacked and in her excitement jumped out of the pond. Teacher Prompt: Draw the duck jumping out of the pond.

. u no ma er ow ar e uc r e o run, s e cou n escape e wo . e was ge ng nearernearerca c ng up

with herand thenhe got her. With one big gulp, he swallows her. Teacher Prompt: When the wolf chases the duck, themusic gets: faster slower (circle one).

18. And this is how things stood: the cat was sitting on one branch, the bird on another, not too close to the cat. Teacher.

19. The wolf walked around and around the tree looking at them with greedy eyes. Teacher Prompt: Listen carefully. I hear thewolf along with this percussion instrument: cymbal jingle bells (circle one).


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20. In the meantime, Peter, without the slightest fear, stood behind the closed gate watching all that was going on. TeacherPrompt: Draw Peters expression as he looks over the gate.

21. Peter ran home, took a strong rope and climbed up the high, stone wall. One of the braches of the tree around which thewolf was walking stretched out over the wall. Teacher Prompt: I can hear Peters actions played by the: violins french horns(circle one).

22. Grabbing a hold of the branch, Peter lightly climbed over onto the tree. Peter said to the bird, Fly down and circle aroundthe wolfs head. Take care that he doesnt catch you. Teacher Prompt: Draw a line showing the birds flight around the wolfshead.

23. The bird almost touched the wolfs head with her wings while the wolf snapped angrily at her from this side and that.Surprise! Teacher Prompt: Count the number of times the wolf snaps at the bird and write the number in panel 23. (any place

.

24. Gosh, the bird really worried the wolf. He wanted to catch her. The bird was clever and the wolf couldnt do anythingabout it. Meanwhile, Peter made a lasso and carefully lowered it down. He caught the wolf by its tail and pulled with all his

might. Teacher Prompt: What sounds represent the lasso? violin (strings) bassoon (woodwinds) (circle one).

25. Feeling himself get caught, the wolf began to jump wildly trying to get loose. Teacher Prompt: The music sounds: heavylight (circle one).

26. Peter tied the other end of the rope to the tree. The wolfs jumping only made the rope around his tail tighter. TeacherPrompt: Listen carefully. When the wolf jumps around, I hear the: flute snare drum (circle one).

27. Just then, the hunters came out of the woods following the wolfs trail and shooting as they went. Teacher prompt: Themusic sounds like the hunters are: running marching (circle one).

28. But Peter, sitting in the tree said, Dont shoot! Birdie and I have already caught the wolf. Now, help us take him to the. .


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29. Imagine the triumph and parade with Peter at the head. Teacher Prompt: The music sounds like Peter is: runningwalking (circle one).

. , .shook his head and said, Well! And if Peter hadnt caught the wolf, what then? Teacher Prompt: Circle each character asyou hear his music OR the instrument that that has played his theme during the story. (note: the actual character themesare not necessarily played at this point but the characters are represented by the various instruments.)

31. Above them birdie flew chir in merril M what fine ones Peter and I! Look what we have cau ht! Teacher Prom t:Draw a line showing the birds movements.

32. And if one would listen very carefully, he could hear the duck quacking in the wolfs belly because in his hurry, he hadswallowed her alive. Teacher Prompt: Draw the duck in the wolfs belly.

Teacher Guide Courtesy of the Cincinnati Symphony Orchestra

Cincinnati S m hon Orchestra Sound Discoveries: Sounds and Stories 2005-2006


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Russian composer Sergei Prokofiev is most famous for his musical work Peterand the Wolf. The story is about a little boy, Peter, who saves a bird. The

characters in the story are represented by specific instruments of the orchestraas the narrator takes the listener through the story.

Listen to Peter and the Wolf with narration. Then, using the characters inColumn A and the instruments in Column B, draw a line from the character tothe correct instrument(s).

Column A Column B

1. Peter

2. Bird

Drums

Clarinet

Bassoon.

4. Cat

5. Grandfather

Strings

Flute

French horns.

7. wolf oboe


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______________________

Dear __________________________

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Charleston Symphony Orchestra Peter and the WolfCONCERT EVALUATION

School Name _________________________________________________________________________________________

Teacher Name (optional)_____________________________ Teacher email (optional)________________________________

Subject(s) Taught__________________________________________ Number of years taught ________________________

Was there collaboration with classroom teachers using the Curriculum Guide?______ If so, please explain._______________

____________________________________________________________________________________________________

Please rate the following on a scale of 1 to 5, with 1=strongly disagree 2=disagree 3=not sure 4=agree 5=strongly agree

Was the Curriculum Guide helpful in preparing your students for the program? 1 2 3 4 5

Were your students reactions to the performance positive? 1 2 3 4 5

Was this a worthwhile ex erience for our students? 1 2 3 4 5

Are you likely to return to a Young Peoples Concert next year? 1 2 3 4 5

Additional comments regarding your experience with using the Curriculum Guide and/or the performance ________________

____________________________________________________________________________________________________

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Please check performance time that you prefer: 10:00 a.m._____ 11:30 a.m._____ does not matter_____

Please mail this form to:

Cindy Branch, Education Coordinator, Charleston Symphony Orchestra, 145 King Street, Suite 311, Charleston, SC 29401 orfax (843) 722-3463

cso-peterwolf cg 7-31-08

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