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Peter and the Wolf St. Louis Symphony Orchestra St. Louis Symphony Orchestra Education Concert Series 2019/2020 Peter and the Wolf Teacher’s Guide Tuesday, October 22, 2019 9:30am & 11:00am Wednesday, October 23, 2019 9:30am & 11:00am Stéphane Denève, Music Director Gemma New, Resident Conductor slso.org/education Table of Contents Letter from the EDCP Team……………..……………..…………………………………................................................ 2 Contact Information…………………………..………………………………………………………………………………….………… 2 Subsidized Tickets & Transportation…………………………………………………………………………………….…………. 3 Planning Your Visit………………………………………………………….……………………………………………..……….……….. 3 Concert Overview………………………………..……………….………….…….…………………………….……….……………….. 3 Lesson No. 1 – The Story …………..…..………..…….…………………………….………………………….…………………….. 4 Lesson No. 2 – Musical Characters…………………………............................................................................ 7 Lesson No. 3 – Identifying Instruments of the Orchestra...................................................................... 10 Lesson No. 4 – Music Tells a Story ……………….…................................................................................... 12 Lesson No. 5 – Character Composition …..……………………………….………..…..………………………………………. 14 About the Composers ………………………………………………….…………………………………………………………………. 17 Picture the Music ……………………………………………………………………………………………………………………………. 19 For Parents: Family Concerts……………………………………………………………………………………………………………. 20 slso.org/education 1 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 and Beethoven’s New Groove this Spring for our elementary and younger middle school audience. Beethoven’s New Groove shows us how meter and rhythm work together to create different styles of music. 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 St. Louis Symphony Orchestra 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. Jessica Ingraham Alex Chang Sarah Ruddy Director of Education Education Programs Coordinator Early Childhood Coordinator 314-286-4407 314-286-4460 314-286-4488 [email protected] [email protected] [email protected] For questions about education concert ticketing or invoices, please contact the SLSO Box Office at 314- 534-1700. slso.org/education 2 Subsidized Tickets & Transportation Limited financial assistance is available to offset the cost of education concert tickets and buses for underserved schools.* Financial assistance is awarded on a first-come, first-serve basis. The financial assistance request is located within the online ticket order form. *Underserved is defined as having a student population of 50% or more on free and reduced lunch. Planning Your Visit Information for planning your field trip to Powell Hall is available for download at slso.org/educationvisits. To ensure a successful trip for everyone, it is important that all bus drivers follow the bus unloading and loading procedures. Please make sure to clearly communicate the expectations laid out in the “Information for the Bus Company & Bus Driver” handout. 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. The lessons in this Teacher’s Guide should be easily adaptable for students in grades 1-5. Repertoire Composer Piece/Excerpt YouTube Link DUKAS Fanfare from La Péri bit.ly/2OduKzZ MOZART German Dances, K. 571, no. 6 bit.ly/2SyP0dY RAVEL Le Tombeau de Couperin, mvt. IV, Rigaudon bit.ly/2Yc0Gtg COPLAND Hoedown from Rodeo (for string orchestra) bit.ly/2MbTQwG 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. slso.org/education 3 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 found on page 5 or use your favorite picture book. (The story on page 5 is similar to the narration that will be used during the concert.) • Character Map on page 9 Procedures • Read the story of Peter and the Wolf to the class. Here are some 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. • Start the Character Maps (page 9) 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. slso.org/education 4 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.
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