St. Louis Symphony

Education Concert Series 2019/2020

Peter and the Wolf Sensory-Friendly Education Concert Teacher’s Guide

Wednesday, November 6, 2019 10:00am & 11:45am

The Jewish Community Center 2 Millstone Campus Drive St. Louis, MO 63146

Stéphane Denève, Music Director Gemma New, Resident Conductor

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Table of Contents

Letter from the EDCP Team……………..……………..…………………………………...... 2

Contact Information…………………………..………………………………………………………………………………….………… 2 A Note of Thanks!...... 2 For Classroom Teachers………………….…………………………………………………………………………………….…………. 3 Concert Overview………………………………..……………….………….…….…………………………….……….……………….. 4 Lesson No. 1 – The Story …………..…..………..…….…………………………….………………………….…………………….. 5 Lesson No. 2 – Musical Characters…………………………...... 9 Lesson No. 3 – Identifying Instruments of the Orchestra...... 13 Lesson No. 4 – Music Tells a Story ……………….…...... 15 Lesson No. 5 – Character Composition …..……………………………….………..…..………………………………………. 19 About the Composer .………………………………………………….…………………………………………………………………. 23 Picture the Music ……………………………………………………………………………………………………………………………. 24 For Parents: Family Concerts……………………………………………………………………………………………………………. 25

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Dear Educators:

Welcome to the SLSO’s 140th season! This season we welcome Music Director, Stéphane Denève, to our SLSO family, and we have an exciting Education Concert Series planned for you. For our youngest audience, don’t miss the brand new SLSO Tiny Tunes Concert featuring The Tortoise and the Hare. We present the classic tale of Prokofiev’s Peter and the Wolf this Fall, including a special Sensory-Friendly production, and Beethoven’s New Groove this Spring for our elementary and younger middle school audience. And lastly, for our middle and high school friends, don’t miss the Education Team’s Top Picks, including Tchaikovsky’s Sleeping Beauty Suite, Ravel’s Bolero and music from living composers Aaron Jay Kernis, Guillaume Connesson, and John Adams. For a full list of SLSO Education Programs please visit slso.org/education.

Thank you for all you do to make music an important part of your students’ development and lives. Many musicians who are members of the SLSO credit the influence and mentorship of their school music educators with sparking their passion and dedication to music. The SLSO is devoted to supporting your work through educator-informed resources designed to help inspire your students to get involved and stay involved in music. From introducing students to their SLSO by attending education concerts at Powell Hall to joining us for music educator networking events that encourage idea sharing, we hope you will take advantage of many SLSO education resources in the coming year.

Sincerely,

- Your appreciative friends at the SLSO

Contact Information

The SLSO Education Team is available to answer questions or provide additional suggestions for learning activities. For questions about sensory-friendly education concert ticketing, please contact Paula Berner at [email protected].

Jessica Ingraham Paula Berner Director of Education Inclusion Coordinator 314-286-4407 [email protected] [email protected]

A Note of Thanks!

A very special thank you to Greg Heaney, Music Teacher at Southview School, Special School District of St. Louis County, Vicki Nelson, retired Special Education Teacher, Special School District of St. Louis County, Tammy Topp, Special Education Teacher, Special School District of St. Louis County for your guidance and assistance in adapting this Teacher’s Guide for all learners!

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For Classroom Teachers

Social Story Download the I Am Going to a Concert! social story to help prepare students for their SLSO Education Concert experience. See narrator Bobby Norfolk in action here: .com/watch?v=8hlg-sQmyfo.

Character Education Be cooperative, be patient, be kind, and be safe! By following these four-character traits everyone can find success at a sensory-friendly education concert. Use the Audience Etiquette Guide to help prepare students to have a safe and fun concert experience.

The social story and Audience Etiquette Guide can be downloaded at slso.org/classroom-resources.

Tickets Tickets are an important part of the community-based learning experience. Each student will receive their own concert ticket when they arrive at the concert. Upon entering the gymnasium for the performance, ticket takers will be available to tare students’ tickets and our concert hosts will show them to their seats.

Surveys

St. Louis University has partnered with the St. Louis Symphony Orchestra to conduct research on sensory-friendly education concerts. The goal is to inform the SLSO, other , and performance venues on strategies for creating inclusive and accessible performances for people with disabilities. A link will be emailed to you after the concert. Please take a few minutes to complete the survey and help us share the importance of safe, accessible concerts for all people.

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Concert Overview Join Peter and his animal friends on the symphonic adventure that has introduced generations to orchestra music: Prokofiev’s beloved work, Peter and the Wolf. Each character in this musical fairy tale is represented by a different instrument of the orchestra. Together we experience the beautiful tapestry of orchestral color that reflects our own unique voices and personalities.

Objectives Students will • Experience a live orchestra performance. • Aurally identify the instruments of the orchestra by instrumental timbre. • Connect musical themes with characters to experience how music can tell a story. Repertoire

Composer Piece YouTube Link PROKOFIEV Peter and the Wolf bit.ly/2qSxKnb

Additional Resources

• Visit slso.org/educationvisits for information on Powell Hall, the SLSO, and the instrument families of the orchestra. • For more ideas visit our SLSO Education Concerts 2019/20 Pinterest Board. • For additional recordings visit our Peter and the Wolf Spotify Playlist.

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Lesson No. 1 – The Story

Objectives Students will: • Become familiar with the story of Peter and the Wolf. • Identify emotions and character traits using context clues from the story.

Standards Missouri English Language Arts Learning Standards • R1A – Develop and apply skills to the reading process • R2A – Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry and drama from a variety of cultures and times

Illinois English Language Arts Learning Standards • RL.1-4.1-3 – Reading Standards for Literature K-5, grades 1-4, strands 1-3 • SL.1-2.2 – Speaking and Listening Standards K-5, grades 1-2, strand 2

Materials • Story of Peter and the Wolf (page 7) or use your favorite picture book • Character Map on page 12

Procedures • Read the story of Peter and the Wolf to the class. Use object representation in the telling of the story to allow students to feel the characters. We recommend: o Peter: cap or boy figurine o Grandfather: fabric sprayed with men’s cologne or a pipe cleaner bent into a cane o Cat: piece of fur or small stuffed cat o Duck: rubber ducky o Bird: father or toy bird o Wolf: plastic fangs (like the ones worn for Halloween) o Hunters: rope • Sample questions focused on social emotional learning for discussion during the read aloud: o How do you think Peter felt when he was trying to catch the wolf? o How do you think the wolf felt when the bird was teasing him? o How do you think the wolf felt when Peter caught him in his lasso? (What is a lasso?) o When the wolf eats the duck, how do you think Peter and his friends felt? o Should Peter have disobeyed his Grandfather? • Have students act out, retell, or storyboard the story in small groups or as a class. Use whatever resources are available: stuffed animals, finger puppets, felt boards, etc.

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• Start the Character Maps (page 12) as a class, in small groups, or individually. Students should use clues from the story to develop a list of character traits for each character. Write the traits in the box labeled “Character Traits.” If working individually or in small groups, allow time to share out.

Assessment • Observe students as they act out/retell the story in small groups or as a class. Students should have a basic understanding of the characters and the order of events.

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They Story of Peter and the Wolf

Early one morning a young boy named Peter took Peter by the hand, led him home, and opened the gate and went out into the big locked the gate behind them. green meadow. No sooner had Peter gone, then out of the On a branch of a big tree sat Peter’s friend, a forest came a great, grey wolf. In a flash the cat little bird. “All is safe, all is quiet” chirped the climbed up the tree. The duck quacked, but in bird merrily. her excitement, she jumped right out of the pond. No matter how fast the duck tried to run, Just then the duck came waddling over. She was she couldn’t run faster than the wolf. He was glad Peter had not closed the gate and decided getting closer and closer, catching up with her. to take a nice swim in the deep pond in the Until, the wolf caught her and with one big gulp, meadow. Seeing the duck, the little bird flew swallowed. down upon the grass, settled next to her, and shrugged his shoulders: So now, this is how things stood: The cat sat on one branch of the tree. The little bird on “What kind of bird are you if you can’t fly?” he another, but not too close to the cat. And the said. “What kind of bird are you,” replied the wolf paced round and round the tree looking up duck, “if you can’t swim?” and he dove into the at them with mischievous eyes. pond. In the meantime, Peter stood behind the closed They argued and argued, the duck swimming in gate watching all that was going on. He knew he the pond, the little bird hopping along the needed to help his friends, so he ran home, got shore. When suddenly, something caught a strong rope and climbed up the high stone Peter’s attention. He saw a cat prowling wall that surrounded his house. One of the through the tall green grass. The cat thought, branches of the tree, around which the wolf “The little bird is busy arguing, I’ll just grab was still pacing, stretched out over the wall. him….” Quietly, she crept towards him on her Grabbing hold of the branch, Peter lightly velvet paws. “Look out!” shouted Peter. The climbed over on to the tree. little bird immediately flew up into the tree while the duck quacked angrily at the cat from Peter said to the little bird: “Fly down and circle the middle of the pond. The cat walked around around the wolf’s head; but be careful that he the tree and thought to herself, “Is it worth doesn’t catch you.” But the bird got so close, he climbing up so high? By the time I get there the almost touched the wolf’s head with his wings. little bird will have flown away.” Startled, the wolf snapped at him from this side and that. Oh, how the little bird did tease the Just then Peter’s Grandfather came out. He was poor wolf! And oh, how the wolf wanted to angry because Peter had gone out into the catch the little bird! But the little bird was much meadow. “It is a very dangerous place,” he said. too quick and clever. And the wolf simply But Peter paid no attention to his Grandfather’s couldn’t do anything about it. words. Boys like him are not afraid. Grandfather

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Meanwhile, Peter made the rope into a lasso, And now, imagine the triumphant procession: and carefully letting it down, he caught the wolf Peter at the head, followed by the hunters by the tail and pulled with all his might. Feeling leading the wolf. And winding up the himself caught, the wolf began to jump wildly, procession, Grandfather and the cat. struggling to get loose. Peter tied the other end Grandfather unhappily shaking his head and of the rope to the tree, but the wolf’s jumping mumbling, “If Peter hadn’t caught the wolf, only made the rope around his tail tighter and what then?” And above them all flew the little tighter. Just then hunters came out of the bird. woods following the wolf’s trail. Just as the procession was leaving the meadow, Peter called down from the tree, “Wait! Stop! something caught their attention. Listen very The little bird and I have already caught the carefully. Can you hear it? Could it be? No… Yes. wolf. Will you help us take him to his new home Yes, it is! It’s Peter’s friend the Duck! He had at the Endangered Wolf Center?” been in hiding all along…

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Lesson No. 2 – Musical Characters

Objectives Students will: • Make predictions, using the elements of music, about the musical themes in Peter and the Wolf. • Make observations, using the elements of music, about the musical themes in Peter and the Wolf. • Compare and contrast predictions to observations made after listening to the musical themes. • Practice active listening skills.

Standards Missouri Music Learning Standards • MU:Re7B.1-5 – Perceive and analyze artistic work • MU:Re8A.1-5 – Interpret intent and meaning in artistic work

Missouri English Language Arts Learning Standards • R1A – Develop and apply skills to the reading process • SL2A – Listen for entertainment

Illinois Music Learning Standards • MU:Re7.1.1-4 – Perceive and analyze artistic work • MU:Re8.1.1-4 – Construct meaningful interpretations of artistic work

Illinois English Language Arts Learning Standards • RL.1-4.3 – Reading Standards for Literature K-5, grades 1-4, strand 3 • SL.1-3.2-3 – Speaking and Listening Standards K-5, grades 1-3, strands 2 and 3

Materials • Recording of Peter and the Wolf. The tracks and timings suggested in this lesson are taken from Spotify Playlist spoti.fi/2Ke2S9R, RCA Victor’s recording with , conductor, and , narrator • Peter and the Wolf Character Map on page 12 (use the character maps started in Lesson No. 1 – The Story)

Procedures • Revisit the story of Peter and the Wolf. • Explain to students that composer wrote music to accompany the story of Peter and the Wolf. Each character is represented by a different instrument of the orchestra and has their own musical theme or melody. Each instrument of the orchestra has a unique timbre or quality of sound that makes it recognizable to us, just like we each have a unique timbre to our voice that allows others to identify us just by listening.

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• Demonstrate timbre: Students should spread out around the room and sit in a spot with their eyes closed. The teacher will then walk around the room and tap one student on the shoulder. That student should say, sing, or use their communication device for the phrase, “I am going to the orchestra.” Then the other students will try to guess who said the phrase. Repeat. Ask students to explain how they were able to identify their classmates. • Refer to the Character Maps started in Lesson No. 1 – The Story. Prompt students to make predictions about what each character’s musical theme might sound like. Write down predictions in the boxes labeled “Musical Predictions.” Encourage students to use the elements of music and other musical vocabulary. If needed, give students choices in which to make their predictions from. Examples include: o Tempo: Largo (slow)/Moderato (moderate)/Allegro (fast) o Dynamics: Loud/Soft o Timbre/Pitch: high sounds (fast waves/vibrations)/low sounds (slow waves/vibrations) o Adjectives: playful/scary/serious • The teacher will then play each character’s theme, stopping in between and prompting students to write down their observations in the box labeled “Musical Observations” on their Character Map or share with the class. Students who are deaf or have hearing loss, may sit close to the speakers so they can feel the vibrations. The following timings are taken from RCA Victor’s recording with Eugene Ormandy, conductor, and David Bowie, narrator (spoti.fi/2Ke2S9R). o Track 1 ▪ Bird (0:17 – 0:30) – Played by the (woodwind family) ▪ Duck (0:33 – 0:50) – Played by the (woodwind family) ▪ Cat (0:53 – 1:12) – Played by the (woodwind family) ▪ Grandfather (1:17 – 1:40) – Played by the (woodwind family) ▪ Wolf (1:44 – 2:02) – Played by three French Horns (brass family) ▪ Peter (2:06 – 2:26) – Played by the , , and Basses (string family) ▪ Hunters (2:32 – 2:39) – Played by the (percussion family) • Discuss similarities and differences between the students’ predictions and observations. • Depending on prior knowledge of the instruments of the orchestra, you could tell students what instrument is playing which character’s theme or ask them to guess the instrument and the instrument family. Write the instrument(s) on the Character Map in the box labeled “Instrument.” • For younger students (or as an extension for older students) replace the writing with movement demonstrations. Older students can also write their ideas in the “Movement” box on the Peter and the Wolf Character Map.

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Assessment • Using a three-point rubric: o Student made musical predictions about the character’s themes using musical vocabulary and based those predictions off already established character traits (1 point) o Student demonstrated active listening and focused attention during listening prompts (1 point) o Student made observations about the musical themes using musical vocabulary (1 point)

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Musical Predictions Musical

Movement

Peter and Peter Wo the

Character Traits Character

Character

lf Character lf Map

Musical Observations Musical

Instrument

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Lesson No. 3 – Identifying Instruments of the Orchestra

Objectives Students will: • Visually and or aurally identify the instruments in Peter and the Wolf. • Connect locomotor movements to musical excerpts.

Standards Missouri Music Learning Standards • MU:R7A – Perceive and analyze artistic work

Missouri English Language Arts Learning Standards • SL2A – Listen for entertainment

Illinois Music Learning Standards • MU:Re7.1.1-4 – Perceive and analyze artistic work

Materials • Recording of Peter and the Wolf. The tracks and timings suggested in this lesson are taken from RCA Victor’s recording with Eugene Ormandy, conductor, and David Bowie, narrator (spoti.fi/2Ke2S9R) • Peter and the Wolf Instrument Guide • Instrument signs (Example: instrument cards) • Recordings of various orchestral instruments playing solo. We recommend DSO Kids resources provided by the Dallas Symphony Orchestra (optional) • Scarves (optional)

Procedures • How can we identify instruments? By sight or by sound (timbre) • Review the instruments of the orchestra and instrument families with students using the Instrument Guide (identify by sight). • Hang signs spaced out around the room, one for each instrument represented in Peter and the Wolf (, oboe, flute, clarinet, bassoon, , and timpani). • Instruct students to 1) listen to the sound clip 2) determine what instrument they hear 3) select a locomotor movement to match what they hear and move to the correct instrument sign, 4) freeze at the instrument sign when the music stops. (Optional: give each student a scarf to use as a movement prop.) • Use the Peter and the Wolf excerpts in Lesson No. 2 – Musical Characters. • After each clip, pause and ask students how they identified the instrument.

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• There are a handful of videos on YouTube with various sound (and sight) examples. These could be used in addition to the Peter and the Wolf excerpts. • As a class, listen to the complete recording of Peter and the Wolf. Instruct students to listen for the featured instruments and identify them when they hear them by moving to the correct instrument family card. Take it a step further and ask students to move as the character might move.

Assessment • Teacher observation of students’ abilities to recognize the instruments in Peter and the Wolf both visually and aurally.

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Lesson No. 4 – Music Tells a Story This lesson is recommended for older, independent students. Objectives Students will: • Synthesize knowledge of the story, characters, and musical themes to create movements that reflect the actions and emotions in the story. • Practice active listening skills.

Standards Missouri Music Learning Standards • MU:Pr4C – Select, analyze, and interpret artistic work for presentation • MU:Pr5A – Develop and refine artistic techniques and work for presentation • MU:Re8A – Interpret intent and meaning in artistic work

Missouri English Language Arts Learning Standards • R1A – Develop and apply skills to the reading process • SL2A – Listen for entertainment

Illinois Music Learning Standards • MU:PR4.1.1-5 – Select, analyze, and interpret artistic work for presentation • MU:PR5.1.1-5 – Develop and refine artistic techniques and work for presentation • MU:Re8.1.1-5 – Construct meaningful interpretations of artistic work

Illinois English Language Arts Learning Standards • RL.1-4.3 – Reading Standards for Literature K-5, grades 1-4, strand 3 • SL.1-2.2-3 – Speaking and Listening Standards K-5, grades 1-3, strands 2 and 3 • SL.1-5.5 – Speaking and Listening Standards K-5, grades 1-5, stand 5

Materials • Recording of Peter and the Wolf • Instrument signs/cards (Example: instrument cards)

Procedures • As a class, listen to the complete recording of Peter and the Wolf. Instruct students to listen for the featured instruments (violin, oboe, flute, clarinet, bassoon, French horn, and timpani) and identify them when they hear them. You can use a resource such as instrument cards or other manipulative. • At times, pause the music and discuss what is going on in the story and how the music reflects the mood and actions of the characters in the story.

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• Put students in small groups or work together as a class. Assign each group a scene, or each person a part to act out. Allow students a few minutes to create their movements. For students using communication devises, Boardmaker descriptions are available on pages 17 and 18. o Scenes may include: 1. The Meadow: Peter goes out in the big green meadow where he meets his friend the bird. The bird begins to argue with the duck just as the cat enters. The cat tries to catch the bird, but the bird flies up into the tree out of the cat’s reach. Grandfather, angry that Peter went out into the meadow, goes to get him and brings him home. 2. The Wolf: A wolf comes out of the forest. The cat climbs up into the tree, the duck quacks and accidently jumps out of the pond. After being chased by the wolf, the wolf catches her and swallows her in one gulp. The cat and the bird are both trapped in the tree, until Peter gets a rope and comes to their rescue. 3. The Capture: The bird distracts the wolf and Peter traps him in his rope. The hunters come out of the woods. Peter asks the hunters for help. Peter, the hunters, Grandfather, the bird, and the cat take the wolf to the zoo. The duck comes out of hiding! • Listen to the piece again, this time having each group act out their scene at the appropriate place in the music. You can use a recording of Peter and the Wolf with the narration, or one without (Spotify Playlist), where students must listen for musical cues to determine when their scene starts and ends. • Pause after each scene. If students are observing, have them give feedback to their classmates. Feedback can follow the Artful Thinking model: o I saw/heard… o I think/value… (What do you think about or value about what you saw/heard?) o I wonder… (What do you wonder about what you saw/heard?) • Allow students an opportunity to refine their ideas based on the peer and teacher feedback. • Present ideas again, this time without pausing between scenes. • At the end, provide students the opportunity to reflect on their performance and their peers, again using the Artful Thinking model.

Assessment • Student created vignettes (3 points) will include: o Student created actions that mirror the action/plot of the story (1 point) o Student created actions that illustrate appropriate emotions for each character (1 point) o Student created actions follow the musical cues (1 point)

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The Meadow

The Wolf

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The Capture

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Lesson No. 5 – Character Composition

Objectives Students will: • Create a new character for Peter and the Wolf. • Demonstrate their understanding of elemental phrase form. • Compose a theme that musically represents their character. • Perform an 8-beat rhythmic phrase. • Explain how the character they created influenced their musical choices.

Standards Missouri Music Learning Standards • MU:Cr2A – Organize and develop artistic ideas and work

Illinois Music Learning Standards • MU:Cr2.1.1-5 – Organize and develop artistic ideas and work

Materials • Character Worksheet on page 21 • Pencil and crayons/colored pencils • 2-beat building blocks (use examples provided or create your own) • Untuned percussion (UTP) instruments

Procedures • Individually, in small groups, or as a class, create a new character for Peter and the Wolf. Use the Character Worksheet to help guide students through the process. (If working together as a class, allow students to self-select which of the following parts they would like to help with.) o What is your character’s name? (Write answer in box 1.) o Draw your character’s portrait. What do they look like? (Write answer in box 2.) o Describe your character’s personality. (Write answer in box 3.) o What instrument will play their theme? (Write answer in box 4.) o How might your character move? (Write answer in box 5.) o What will your character do in the story? (write answer in box 6.) • Instruct students to create a theme for their character, using the following steps (write answers in box 7): o Select a tempo for your character’s theme: fast or slow or use tempo markings such as Allegro and Andante. o Select an elemental phrase form (a basic pattern that creates a musical phrase (e.g. aaab, abab, abba, abac). Write the phrase form in the small square boxes. If students

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are not familiar with composing in elemental phrase forms, select a phrase form for them to follow such as abac (where each letter represents a 2-beat building block.) o Below, are examples of four 2-beat building blocks. Use these or create your own. Students will create an 8-beat phrase uses some of the boxes and following their elemental phrase form. Teachers should review the building blocks with students before allowing them to choose.

Green mea-dow Litt - le bird

Catch him catch him Wolf

• Students then select a UTP instrument and perform their character’s theme for a small group or for the class. Ask students to share how the character they created influenced their musical choices. • If time allows, using xylophones or other pitched percussion/recorders, with a select group of notes, allow students to create melodies from their rhythmic phrases.

Assessment • Using a three-point rubric look for the following: o Student created or worked with their peers to create a character and integrated it into the plot of the story (1 point) o Student created an 8-beat phrase following an elemental phrase form (1 point) o Student described how their musical choices were influenced by their created character’s traits and integration into the plot (1 point)

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Character Worksheet

1. My character’s name:

3. Character traits: 2. Portrait:

5. Movement: 4. Instrument:

6. My character’s role in the story:

7. My character’s theme:

Tempo: ______

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2 Beat Building Blocks

Directions: Print and cut these cards out for students to use while composing phrases for Lesson No. 5 – Character Composition.

Green mea-dow Litt - le bird

Catch him catch him Wolf

Green mea-dow Litt - le bird

Catch him catch him Wolf

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About the Composer

Sergei Prokofiev (pronounced: sehr-gay pruh-“cough”-yehf) Born: April 27, 1891 in Sontsovka, Russia Died: March 5, 1953 in Moscow

Sergei Prokofiev was born in Russia. He was an only child. His mother was his first music teacher. She gave him piano lessons until he went off to a special music school called a conservatory when he was 13 years old. At the music school he studied piano, composition (or how to write music), and conducting. Sadly, Prokofiev’s father passed away while Prokofiev was still in school. Things got tough for Prokofiev and his mother, and Prokofiev had to provide for himself. Fortunately, his hard work began to pay off. During his final year of school, Prokofiev won the highest prize for a student pianist, the Anton Rubinstein Prize, with a performance of his own First Piano Concerto. At the age of 23 Prokofiev graduated from the conservatory and began to work as a pianist, conductor, and composer.

In 1918 Prokofiev chose to leave his home in Russia because of the civil war and instead went on a concert tour abroad. He traveled to places like Japan, the United States of America and Germany (to name a few), and eventually settled in Paris, France. In 1936 Prokofiev move back to Russia. While home in Russia the Moscow Children’s Theater asked him to compose a piece of music for children. He wrote Peter and the Wolf: a musical story that introduces children to the instruments of the orchestra, where each character of the story has their own melody played by a distinct instrument.

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Where will the music lead your students’ imaginations? Picture the Music is a FREE visual art competition that invites students in grades K-6 to discover orchestral music and respond with paintings and drawings that express creative thought and emotion. This season, students will explore Waltz from Khachaturian's Masquerade Suite.

For more information visit slso.org/picture.

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For Parents – SLSO Family Concerts

On Sunday afternoons at Powell Hall, our 3-concert Family Series offers a mix of fun thematic orchestra music to engage and entertain children ages 5-12 and their families. Each concert is 45 minutes in length showcasing a one-of-a-kind live musical experience to share and create magical memories together. Be sure to visit the Instrument Playground in the Wightman Grand Foyer prior to each concert to learn about and play the different orchestral instruments.

Tickets start at just $8! Visit slso.org/family or call 314-534-1700 for more information.

Music Without Boundaries Sunday, October 6, 2019 3:00pm

Music is a language spoken around the world, with unique regional dialects created through differences in rhythm, style, instrumentation and tradition. In partnership with the World Traveler Gallery at The Magic House, we will travel around the world exploring a variety of music from different cultures.

Peter and the Wolf Sunday, February 23, 2020 3:00pm

Join Peter and his animal friends on a symphonic adventure in Prokofiev’s beloved work Peter and the Wolf. Introducing generations to classical music, each character in this musical fairy tale is represented by a different instrument of the orchestra.

World of Water Sunday, April 19, 2020 3:00pm

From vast ocean landscapes to small babbling brooks, the enchanting world of water has been inspiring composers for centuries. In partnership with the St. Louis Aquarium at Union Station, join your SLSO as we dive into musical works for the entire family, inspired by water.

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