1213 Peter and the Wolf Guide

Peter and the Wolf PSO KinderKonzert  Support for PSO Education Programs Programs provided by:

Elizabeth Ann Leach Foundation Morton-Kelly Charitable Trust  Trust  The Virginia Hodgkins Somers Foundation

nds  Wood w i in

Per cussio ion n

Br ass

Strings

Table of Contents Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 WOODWINDS: Peter and the Wolf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Peter and the Wolf Melodies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Song to Sing: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Important Musical Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Instrument Sounds: Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Woodwind Family Up Close. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Fun Facts About Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Concert Activity: Be an Artist!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Concert Activity: “Oh, A-Hunting We Will Go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Woodwind Coloring Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Good Li Listener Ce Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Post-Concert Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Post-Concert An Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 The Portland Gazette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Meet the Narrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Audience Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 National Standards for the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 KinderKonzert Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 KinderKonzert Underwriting Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Welcome! Dear Parents and Educators, Thank you for your interest in the Portland Symphony Orchestra’s KinderKonzerts. We are delighted to see you in the audience! Each year, we present exciting programs that feature the four families of instruments: woodwinds, brass, strings, and percussion. KinderKonzerts often call for interactive components during the concert, which may be explored in advance. Song lyrics are included in these materials, and during the concert our narrator will encourage students to sing along. WOODWINDS: PETER AND THE WOLF Children (and adults) are thrilled by the characters that come to life in this classic story. The PSO Woodwind Quintet will perform familiar themes and introduce students to new friends – the Bird, the Duck, the Cat, Grandfather, Peter himself, and the Wolf.

These materials have been developed to help prepare and engage students in the KinderKonzert experience. We encourage you to use our web site, www.portlandsymphony.org, where you will find supporting materials for all our education and concert programs. Your feedback is important to us! We have enclosed an evaluation form in this guide, and please let us know if you have suggestions or ideas. If you would like more information on any of our education events, contact us at (207) 773-6128 or email [email protected]. Thank you for your support of PSO KinderKonzerts, and for the dedication you maintain each day to bring the love of music to young people in our community! Sincerely,

Heather Sumner Education and Community Engagement Manager

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WOODWINDS: Peter and the Wolf  “Early one morning, Peter opened the garden gate and walked out into the great, green meadow...”  What happens when Peter and his woodland friends come face-to-face with the big, bad Wolf in a very dark forest? Find out when the PSO Woodwind Quintet portrays Peter’s adventures with his favorite friends, a bird, a cat, and a duck, in Prokofiev’s beloved classical musical tale.

INSTRUMENTS YOU WILL SEE:

MUSIC YOU WILL HEAR: “Ugros” from Five Ancient Dances by Ferenc Farkas Peter and the Wolf  with narration by Sergey Prokofiev

SONG TO SING: “A-Hunting We Will Go”

CONCEPTS TO LEARN: Quintet, melody, dynamics (forte and piano), tempo

CLARINET

OBOE

FRENCH HORN

BASSOON FLUTE

• • • •

Air must vibrate inside the instruments to make sound Some woodwind instruments use a reed The smaller the instrument, the higher the pitch The larger the instrument, the lower the pitch

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Peter and the Wolf Melodies BIRD’S MELODY

FLUTE

DUCK’S MELODY OBOE

CAT’S MELODY CLARINET

GRANDFATHER’S MELODY BASSOON

WOLF’S MELODY HORN

PETER’S MELODY TUTTI

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Song to Sing: “Oh, A-Hunting We Will Go” Moderato

Oh,

a - hunt - ing

we

will

go,

A - hunt - ing

we

will

6 

go;

We'll

catch

a

fox

and

 put him in

a

box, And

then we'll

let

him

go!

Verse 1

A-hunting we will go, a-hunting we will go, We’ll catch a fox and put him in a box, And then we’ll let him go!

Verse 2

A-hunting we will go, a-hunting we will go, We’ll catch a fish and put him in a dish, And then we’ll let him go!

Verse 3

A-hunting we will go, a-hunting we will go, We’ll catch a whale and put him in a pail, And then we’ll let him go!

Verse 4

A hunting we will go, a-hunting we will go, We’ll catch a snake and put him in a cake, And then we’ll let him go!

4

Important Musical Concepts QUINTET A quintet is music for five players. A quintet is not an orchestra but a small ensemble that performs chamber music. The Portland Symphony Orchestra woodwind quintet is composed of one flute, one clarinet, one oboe, one bassoon, and one horn.

MELODY A melody can be thought of as a note that is going for a walk. “Melody is the singing side of music,” said Leonard Bernstein. While rhythm has been referred to as the heartbeat of music, melody has been called the tune of the piece of music. Melody is the horizontal line of music. What we like and don’t like in music is probably based on its melody. We can recognize different characters in Prokofiev’s Peter and the Wolf  by learning their melodies.

TEMPO The word tempo is Italian for “time” and means how fast or slow a piece of music is performed. “What is the tempo of this piece?” is a way of asking “How fast or how slowly does the music go?” The tempo of a piece of music is very important as it affects the mood and difficulty of a piece. Normally a conductor keeps the tempo of the music but in a quintet it is up to all five players to work together to keep a steady tempo.

DYNAMICS Dynamics are the loudness and softness of a sound or a note and are usually indicated below the notes in music by “dynamic marks.” Music marked “piano” means to play the music very soft; music marked “forte” means to play the music loud.

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Instrument Sounds: Woodwinds The woodwind instruments create sound when musicians blow air into the instrument. In the case of the flute, which is made of metal, the air is blown over a hole in the mouthpiece. With the other woodwinds, there is a reed or double reed that is attached to the mouthpiece. A player blows air through the reed, the vibrating reed sets the air inside the instrument in motion and this creates sound.

The FLUTE is the highest pitched instrument in the woodwind family. It is held to the right side of the face and the musician blows a column of air across a small opening near the top of the instrument, much like blowing air over the top of a soda bottle. For many years the flute was actually made of wood, but now most flutes are metallic: silver, gold or platinum. The OBOE belongs to the “double reed” part of the woodwind family because its reed is actually made of two small slips of cane held together by twine wound around one end. The oboe is made of wood, perforated with many holes, and has a tapering conical tube approximately 25 inches long. The CLARINET is a single reed instrument somewhat close to the flute in its agility. Its tone quality makes it well suited for rapid, fiery passages. It is basically a cylindrical tube with a bell on one end which expands slightly more than the oboe’s. The BASSOON is the bass instrument of the woodwind family and is also a double reed instrument. Its air column is nearly ten feet long which allows it to produce a unique, rich tone. The bassoon is equally well suited to play the melody or provide accompaniment.

You will see woodwind instruments in symphony orchestras, marching bands,  jazz combos, and even in some rock bands. Woodwind instruments often play solos in big ensembles as their sounds carry well and can be heard when there are many other instruments playing.

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The Woodwind Family Up Close FLUTE threaded plug or stopper

OBOE

mouthpiece double reed tone hole

   �mouthpiece

head joint body or middle joint

staple

key key

foot joint

bell

7

The Woodwind Family Up Close continued BASSOON CLARINET mouthpiece

�

bell metal ligature barrel

bell joint crook or bocal double reed

ring key

long joint or bass joint

key

bell

wing joint or tenor joint key

Boot joint

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Fun Facts About Woodwinds   D id

 u k now ? 

  y o   d    i     D

w   

?      

 The earliest known flutes were made from swan bones

 D i d yo u  k n o   w   

now ? 

  u  k    o

  y

n  

o  

Instrument makers get their wood for clarinets from the Mpingo or African Blackwood tree

    i  d     D

y ou     k  

?    

 The flute is considered a member of the woodwind family because it used to be made out of wood

Professional oboe players usually make their own reeds out of a piece of cane

  D id

D i d 

y ou     k  

n  

o  

 y  o  

w   

?      

u  

k   

n   

o    

w    

 The bassoon has 12 or more keys that can be played only by thumbs

?         

now ?    u  k 

  y  o

    i  d     D

 The clarinet has the largest pitch range of all woodwind instruments

 The French Horn got its name from the hunting horn that appeared in France around 1650

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Concert Activity: Be an Artist! The flute, oboe, clarinet and bassoon are featured in Peter and the Wolf . In this orchestral fairy tale, adapted for woodwind quintet, the characters are represented by different instruments. Draw the characters that match the instruments. Make your selection from the characters below.

OBOE

BASSOON

CLARINET

FLUTE

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Concert Activity: “Oh, A-Hunting We Will Go” TEACHING RHYMING THROUGH MUSICAL VERSE OVERVIEW

This lesson is most appropriate for second graders, but can be adapted for kindergarten or first graders. The activity begins with the singing of the song “A-Hunting We Will Go” with its original verses and several new verses that support rhyming concepts. Students brainstorm pairs of rhyming words and create their own verses for the song. The activity culminates with the practice of rhyming skills using an online interactive tool.

PUBLISHER

ReadWriteThink (readwritethink.org)

GRADE

K-2

OBJECTIVES

Students will identify rhyming words, brainstorm rhyming words, create song verses (as a group or individually), practice rhyming words

TOOLS

Verse Frame handout (included) Word Build & Bank interactive tool: http://www.readwritethink.org/materials/wordbuild /  Chart paper or overhead transparency Computers with Internet access Marker, paper and pencils

PREPARATION

Familiarize yourself with the melody and words to the song “A-Hunting We Will Go.” Prepare to instruct students in accessing and using the Word Build & Bank interactive tool on the computer. Schedule time for the class to use the computer lab.

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Concert Activity: “Oh, A-Hunting We Will Go” con’t. INSTRUCTION AND ACTIVITIES

1.

Session 1– Introducing rhyming words through music Begin the lesson by teaching students to sing the song “A-Hunting We Will Go.”  A-hunting we will go, a-hunting we will go. We’ll take a little fox and put it in a box  and then we’ll let it go.

2.

Ask students to identify the two words that sound the same in the song (fox and box). Continue to sing the song with the following phrases to replace the second line. As you sing the song, pause for the second rhyming word and allow students to sing the word they think rhymes. This should be easy and fun for students. We’ll take a little fish and put it on a dish We’ll take a little whale and put it in a pail  We’ll take a little frog and put it on a log

3.

Allow students to sing the song together several more times using both the original lyrics and the three new verses.

 4.

Ask students to brainstorm other animals that could be used in the song. List these animals on chart paper. Then ask students to think of words that rhyme with each animal name. For example: snake: lake, cake, rake bear: hair, dare, chair cat: hat, mat

5.

Model for students how these words can be used to create new verses of the song. For example: We’ll take a little snake and put it in a lake We’ll take a little bear and hug it if we dare We’ll take a little cat and put it on a mat

6.

Next, write the following verse frame on chart paper or an overhead transparency. Oh, a-hunting we will go, a-hunting we will go. and put it in a We’ll take a little and then we’ll let it go.

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Concert Activity: “Oh, A-Hunting We Will Go” con’t. 7.

Invite students to choose one of the animal names from the brainstorming list and one of the rhyming words. Write these words in the blanks of the verse frame.

8.

For additional practice, instruct students to make their own lists of animal names and rhyming words.

9.

Provide each student with the Verse Frame handout. Ask each student to create two or three verses to the song by writing pairs of rhyming words in the blanks.

10. Once they have completed their verses, gather the students together and allow them to share them. Sing the verses together as a class.

1.

Session 2 – Practicing rhyming words Take the students to the computer lab to continue practicing rhyming words.

2.

Have students access the Word Build & Bank interactive tool.

3.

After clicking on “Begin,” students will be prompted to select a word ending. Then a set of letters and blends will appear on the screen. Students click on a letter that, when added to the word ending, makes a word. By creating several words, students will make their own lists of rhyming words. Be sure to draw students’ attention to the Word Bank where they can read and review their word lists. [Note: Some of the words on the lists do not rhyme. For example, oat and eat do not rhyme with cat, fat, and hat. Take the opportunity to discuss with students why these words do not rhyme even though they have the same ending letters.]

4.

When students successfully create all possible words for a word ending, instruct them to print their word lists. Students can then continue the game by selecting a different word ending and creating another list of rhyming words.

5.

Have students use their printed word lists to create new verses for other rhyming songs.

EXTENSIONS

Students are now ready to identify rhyming words in other popular songs. You might also wish to display the words to certain songs and ask students to underline the words that rhyme. As a class, use other simple rhyming songs to continue practice with rhyming skills as students create their own new verses. The Word Build & Bank interactive tool can be used to help students generate rhyming words for the songs.

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Concert Activity: “Oh, A-Hunting We Will Go” con’t. FILL IN THE BLANKS WITH RHYMING WORDS TO COMPLETE EACH VERSE.

Oh, a-hunting we will go, a-hunting we will go. We’ll take a

and put it in a

and then we’ll let it go.

Oh, a-hunting we will go, a-hunting we will go. We’ll take a

and put it in a

and then we’ll let it go.

Oh, a-hunting we will go, a-hunting we will go. We’ll take a

and put it in a

and then we’ll let it go.

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Woodwind Coloring Page Most woodwind instruments are made of wood, but flutes can be made of metal. You play the instrument by blowing into the tube.

FLUTE

CLARINET

OBOE BASSOON

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Good Listener Certificate

This is to certify that

(Name)

Was a good listener at the Portland Symphony Orchestra KinderKonzert on

(Date)

(Teacher)

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Post-Concert Questions 1.

How many people are in a quintet?

2.

Name the five instruments in the Woodwind quintet

3.

Name the four instruments in the Brass quintet?

4.

Name the four instruments in the String quintet

5.

What makes a woodwind a woodwind?

6.

Which instruments use reeds?

7.

Which instruments use double reeds?

8.

What is the highest instrument in the wind quintet?

9.

What is the lowest instrument in the brass quintet?

10. Why is the flute a member of the woodwind family even though it is not made of  wood? 11. Which instrument is in both the Woodwind & Brass quintet? 12. Which string instruments use an end pin? 13. What do we call a person who writes music?

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Post-Concert Answers 1.

Five

2.

Flute, Clarinet, Oboe, Bassoon, Horn

3.

Trumpet, Trombone, Horn, Tuba

4.

Violin, Viola, Cello, Double Bass

5.

It is made out of wood, or was made out of wood in the past (as in the case of the flute.)

6.

Clarinet, Oboe, Bassoon

7.

Oboe and Bassoon

8.

Flute

9.

Tuba

10. Originally it was made out of wood. Now it is made out of silver or gold usually. 11. Horn 12. Cello and Double Bass 13. Composer

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The Portland Gazette As a writer for the Portland Gazette, it is your job to review the KinderKonzert held by the Portland Symphony Orchestra. Let the Gazette’s readers know what you think. What did you like about the concert and why? Did the PSO give a good performance? What about the guest artists? Should your readers attend this concert? Remember that it is a critic’s job to report both the positive and negative events accurately. Have your teacher send us your reviews. Remember, your opinion counts.

 t  a  O  S  P  b y :  d  e  w   e  i  R e v

 n c e r t )  o  c  r  u  o  n o f y  l o c a t  io  (   r e )  m e h e  a  n  r  u  y o  ( 

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Audience Responsibility When you come to hear a PSO ensemble, it’s a fun and unique experience. As many people are in the audience, there are some rules that we follow so that everyone enjoys the concert. FIRST: When the host starts to talk, it is time to listen. Look with your eyes and listen with your ears. SECOND: Stay in your seat during the concert unless instructed otherwise by the host. Getting in and out of your seat is a distraction for those sitting next to you. Use the bathrooms before or after the concer t. (Adults keep toddlers by your side for their safety.) THIRD: Let music be your only treat...no gum or candy or food is allowed in the performance spaces. FOURTH: Photos and video or audio recording is not allowed. Please turn off your cell phone. Use the time at the concert to focus on the musical experience. FIFTH: Show your appreciation of the musicians by applause at the end of the music selection. If you are not sure when that is, watch the host. She/he will turn around and face the audience when the piece is over. TEACHERS AND PARENTS: If you have any comments or suggestions regarding the KinderKonzerts, or would like additional information about our other education programs, please feel free to contact me:

HEATHER SUMNER Education and Community Engagement Manager Portland Symphony Orchestra PO Box 3573, Portland, ME 04104 [email protected] (207) 773-6128 ext. 308

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National Standards for the Arts The National Standard for the Arts were developed by the Consortium of National Arts Education Associations. Several of the standards for music are addressed in varying degrees through the concert, preparation, and pre/post exercises. This is a summary of those standards and how they apply to your child’s concert experience. I. Students should be able to communicate at a basic level in the art form Learning the vocabulary involved in music: instrument names, families, technical and expressive terms, and understanding of basic structural forms. The glossary, suggested resources and activities will help your students become comfortable with understanding the musical language. II. Students should be able to communicate proficiently in at least one art form The bulk of the responsibility lies on the school and student. However, many people are inspired to learn an instrument and play in a musical group by their early experiences including hearing live music. III . Students should be able to develop and present a basic analysis of a work of art The process of preparation before a concert, the concert experience, and a reflection afterwards will help students intelligently understand and evaluate the music they experience. IV. Students should be able to demonstrate an informal acquaintance with exemplary works of art from a variety of cultures and historical periods The concerts are designed to highlight famous and significant works embracing several hundred years of Western classical music as well as music of non-Western cultures. V. Students should be able to relate to various types of arts knowledge and skills within and across the arts By integrating the study of music and related themes into the classroom, students discover that music has many connections to other areas of learning. Because of the experiential nature of music, often concepts and knowledge can be related to other subjects.

Info found at http://www.menc.org/resources/view/national-standards-for-music-education

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Maine Learning Results: Parameters for Essential Instruction BELOW ARE MLR REVISED STANDARDS THAT ARE ADDRESSED IN THE KINDERKONZERT PROGRAMS A2

Students identify basic musical notation, symbols, and terminology of dynamics

A3

Students listen to and identify qualities/elements of music including loud/soft, fast/slow, high/low, meter, and long/short, steady beat/strong beat, and simple form

E2

Students identify similar characteristics between and among arts and other disciplines.

E3

Students identify characteristics that lead to success in the arts.

E4

Students identify the arts in life experiences. a. Students identify the role and activities of a visual or performing artist. b. Students describe common arts activities. c. Students describe the way the arts make them feel.

E5

Students identify positive interpersonal skills that impact the quality of their art and participation in the arts. 1. getting along with others 2. respecting differences 3. working as a team

BELOW ARE PROPOSED REVISED MLR STANDARDS FOR VISUAL ARTS A1

Students recognize a variety of purposes for making art, including telling a story, communicating emotion, or beautifying functional objects.

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KinderKonzert Evaluation Your opinion is important to us. Your input helps us to better refine our programs for future audiences and is greatly appreciated. Thank you! KinderKonzert date: KinderKonzert location: Your name and title

Children found the concert to be an enjoyable experience

1

2

3

4

disagree

1.

The PSO has the following goals for the KinderKonzert program: to provide opportunities for children to hear live orchestral ensembles introducing the four families of instrument learn how each instrument is played recognize the instrument sounds learn about various elements of music discover that understanding music is a pathway to creativity, self-discovery and self expression

1

• •

2

3

disagree

•

4

5 agree

3. Do you/your school have specific learning outcomes for KinderKonzer ts? Yes No

After attending this program, do you think we addressed and met those goals? Yes No  

Comments:

agree

Logistics of the concer t were clearly communicated to me (e.g., reservations, payment method, directions, and seating)

•

•

5

If so, how do you assess what the children have learned? Portfolio Teacher observation Projects/Investigations Other

4. What would you suggest to improve this program? 2. Please indicate your opinion of the following statements by circling the corresponding number. Concert pieces were appropriate for audience and grade level

1

2

3

4

disagree

5

2

3

4

disagree

agree

disagree

2

3

4

6. I am interested in hosting a KinderKonzert at my school Yes No

5

Narrator comments contributed to the overall under standing of musical concepts

1

5. I am interested in contributing teaching ideas for pre/post concert activities Yes No

agree

Children felt a sense of involvement with the concert

1

(Please continue on the back if needed)

5 agree

Please return forms to: HEATHER SUMNER Education and Community Engagement Manager Portland Symphony Orchestra PO Box 3573, Portland, ME 04104 or email [email protected]

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KinderKonzert Underwriting Credits PSO KinderKonzert community visits are made possible in part by the generous support of our donors.

SUPPORT FOR THE BRUNSWICK LOCATION PROVIDED BY: Bob & Marge Healing Bob & Nan Morrell CDR & Mrs. Charles A. Orem Herbert & Harriet Parris Pat & Bill Spock David & Ann Swanson

SUPPORT FOR THE LEWISTON LOCATION PROVIDED BY: Debby Hammond H. Martyn Owen

SUPPORT FOR THE PORTLAND LOCATION PROVIDED BY: Kathy & Bob Crispin Phyllis & Bernard Givertz Ward & Linda Graffam Lenore & Norman Rapkin

SUPPORT FOR THE SACO LOCATION PROVIDED BY: Jerry & Nancy Angier

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