Charleston Symphony Orchestra

&
MAGIC CIRCLE MIME COMPANY
presents

PETER and the WOLF

by
Curriculum Guide
developed by
Beth Heywood
y Sergei Prokofiev
and
Barry Goldsmith
for the CSO
© 2008
Dear Students,
It is with great pleasure that I get to share with you my enormous excitement about the Charleston
Symphony Orchestra Young People’s 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 confess,
f I have
h h d the
had h pleasure
l off performing
f i PETER with
i h them
h before.
b f Let
L me assure all
ll off
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 meaningful and enjoyable. I look forward to seeing all of you again.

Scott Terrell,
Resident Conductor
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-
committed itself to developing enduring relationships
with schools in the Greater Charleston area by providing
educational programs and services to students, teachers
and institutions. The Robert Bosch Corporation
underwrites The Bosch CSO In-School Visits that take
eight
i ht CSO ensembles
bl to
t 50 elementary
l t schools
h l
throughout Berkeley, Charleston and Dorchester
Counties each season.
The Young People’s Concerts and accompanying
curriculum gguide are planned
p byy the CSO Resident
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
suggestedd activities
i i i that
h are designed
d i d to prepare your
students for the Young People’s Concert.
The CSO would not be able to present the breadth of
affordable music education performances and
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
from the National Endowment for the Arts; Town of
Kiawah; Robert Bosch Corporation; The Beach
Company; Blue Cross/Blue Shield of SC; Gary W.
Dietrich Family Foundation; Publix Super Markets
Charities, Inc.; Henry & Sylvia Yaschik Foundation
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 the
magic
g of music. I would pparticularlyy like to recognize
g
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,
CSO Vice
Vi President
P id off Education
Ed i
Advisory Committee and co-author
of the curriculum guide.
Jan Newcomb, CEO
Charleston Symphony Orchestra
Program Support

“ Orchestras must be relevant and

of service to their communities

This performance is
funded in part by a grant

and to the people who live there from the Southern

ArtsFederation in
partnership with the
Nationsl Endowment for
the Arts andthe South
Carolina Arts

if they hope to find the Commission.

resources to survive.
”
The Search for Shining Eyes—Audiences, 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.
Table of Contents
Concert Opportunities…………………………………………… 6
How to Use This Curriculum Guide……………………………… 7
About the Conductor……………………………………………… 8
Performances You Won’t Want to Miss! ……………………… 9
Magic Circle Mime Company………………………………………
Company 10
Naxos of America Listing of Music……………………………… 11
Concert Etiquette…………………………………………………… 12
Sergei Prokofiev and Peter and The Wolf……………………… 13
• Activity
y 1A: Tone Color………………………………… 16
• Activity 1B: Writing, Graphing…………………………17
• Activity 2: Sequencing…………………………………. 18
• Activity 3: Sound Story………………………………… 19
• Activity 4: Creative Movement………………………… 20
• Activity 5: Visual Art…………………………………….. 21
• Activity 6A: Research and Presentation…………… 22
• Activity 6B: Venn diagram…………………………….. 22
• Activity 7: Listening Map……………………………… 23
• Activity
A ti it 88: M
Matching
t hi Characters
Ch t to
t Instruments……
I t t 24
• Activity 9: A Russian Folk Tale Pantomime………… 25
Franz von Suppé and The Beautiful Galatea…………………… 26
• Activity 10: Poetry………………………………………. 29
Teacher Resources………………………………………………… 30
Concert Opportunities
The Young People’s Concerts are offered In-School Ensembles are offered each
each year to public, private and home- year and showcase the families of the
schooled students from 1st through 8th orchestra – strings, woodwinds, brass
grade.
d ThiThis year’s
’ program “P
“Peter
t and
d th
the andd percussion.
i E
Eachh program llasts
t
Wolf” features the Magic Circle Mime around 30 minutes and includes
Company. The concerts are held at the demonstrations of the instruments, a mini
Gaillard Auditorium in Charleston. concert and a question/answer time. It is
not always possible to provide a
October 30 10:00 am and 11:30 am particular requested ensemble; requests
October 31 10:00 am are on a “first come – first served” basis.

Dates for In-School Ensemble Visits

Berkeley County: October 15, 16 2008
Please sign up for the date and time that works Dorchester County: November 18, 2008
best for your school
school. Seating is limited
limited. For y November 19, 2008,
Charleston County:
February 3, 10, 11,
reservations, contact Cindy Branch at 843-723-
12, & 24, 2009
7528, ext. 110 or cindy@charlestonsymphony.com

Page 6
How To Use This Curriculum Guide

This Curriculum Guide is organized around the Charleston Symphony Orchestra 2008 Young
People’s Concert “Peter and the Wolf” featuring the Magic Music Mime Company. You will find
information on the conductor,
conductor concert etiquette and other CSO performances
performances. You will also
find strategies for presenting the music of Prokofiev’s “Peter and the Wolf” with correlations to
language arts, math, science, social studies, technology and visual art in grades 1 through 5.
A CD containing all of the music for the program is included. A “Thank
Thank you
you” template is near
the back of the book for students who want to personally thank the Charleston Symphony
Orchestra for what they do.

Students will receive the maximum benefit from their concert experience if this Curriculum
Guide is used by the music teacher in a classroom setting. We welcome your comments and
questions. After using these materials and attending the concert, please take a moment to
complete the evaluation form at the back of this guide. Thank you!

Page 7
About the Conductor
Scott A. Terrell is compiling an impressive
reputation as a conductor of compelling
performances worldwide. He debuted with the
Charleston (SC) Symphony in 2005, and has been
named their Resident Conductor. With the
Charleston Symphony Orchestra this season, he
will lead dozens of programs including
Masterworks, Casual Classics, Young People’s
Concerts, Choral Series, Pops, and Handel’s
Messiah.
Mr. Terrell has led performances with prestigious
organizations including the Milwaukee Symphony,
Colorado Symphony, Amarillo Symphony,
Minnesota Opera, Opera Colorado, Richmond
Symphony, South Dakota Symphony, Sun River
Music Festival, Eugene Symphony, Kalamazoo
Symphony, Western New York Chamber Orchestra,
Minnesota Orchestra and the Aspen Music
Festival.
He debuted in 2003 with the Rotterdam
Philharmonic Orchestra, leading a two-week
Bernstein festival of orchestral performances, and
vocal recitals where he served as pianist. Mr.
Terrell debuted with Opera Colorado in 2002,
leading an acclaimed production of Humperdinck’s
Humperdinck s
Hansel and Gretel. He also led the Minnesota
Opera’s production of Le Nozze di Figaro. He
returned to Opera Colorado in 2006 to lead
Mozart’s Abduction from the Seraglio.
While Assistant Conductor of Minnesota
Orchestra from 1999-2003, Mr. Terrell made his
subscription debut in March 2002 when filling in
last minute for the ailing conductor Hans Vonk.
He conducted hundreds of the Minnesota
Orchestra’s concerts such as Casual Classics
Classics,
Pops, Family Concerts, Young People’s
Concerts, Composer’s Institute, and Sommerfest
Concerts. He led productions of Bernstein’s
Candide and Menotti’s Amahl and the Night
Visitors, as well as preparing numerous
casts/choruses for both operas and oratorios.
In 2000, Mr. Terrell was chosen as a fellowship
conductor for the American Academy of
Conducting at the Aspen Music Festival under
Music Director, David Zinman. At the conclusion
of that summer, he was awarded the Aspen
Conducting Prize, an honor only given by Mr.
Zinman for exemplary musicianship and promise.
Page 8
Charleston Symphony Orchestra Performances You Won’t Want to Miss!
Kinder Konzerts are performances that are short (20 – 25 minutes) in length and geared toward children ages
seven and under. Children will delight in this season’s “Three Fun Fables”. Concerts are free of charge.

Date Time Location

September 20, 2008 10:00 a.m., 11:30 a.m. City Gallery, 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 and
extended family. These performances introduce the audience to the orchestra
and are an hour in length
length. Ticket prices are $15/adult
$15/adult, $5/ages 2
2-16.
16

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. TBA

CSO Goes to the Olympics

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

Page 9
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
orchestra
h t with ith visual
i l th
theater,
t are consistently
i t tl
praised for imaginative and innovative content.
Magic Circle Mime Company performs with virtually
every major orchestra in North America and has
performed on numerous occasions with the
Symphony Orchestras of Atlanta, Detroit, Chicago,
Montreal, Saint Louis, Seattle and Toronto; the
Cleveland Orchestra, Minnesota Orchestra and
Philadelphia Orchestra; and on more than half a
dozen occasions at The Kennedy Center For The
Performing Arts with the National Symphony
Orchestra.
Magic Circle Mime Company also has a growing
reputation outside North America. In the Pacific
Rim and Far East they have performed at festivals
and with major orchestras in Australia, China,
Japan, Hong Kong, Malaysia, New Zealand,
Singapore and Taiwan. Appearances include the
Beijing Music Festival, Shanghai International
Child ' Festival,
Children's F ti l T Taiwan
i IInternational
t ti l Child
Children's
'
Festival, the Hong Kong Philharmonic (six times), the
Tokyo Philharmonic, the Taipei Symphony Orchestra,
the West Australia Symphony Orchestra and the
Singapore Symphony Orchestra.
Orchestra They made their
European debut with the Palau de la Música de
Valencia in April of 2007.
Magic Circle Mime Company is the creative
partnership off 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
newest production,
production "Orchestra
Orchestra from Planet X"
X,
explores the impact of the New World on the music of
the orchestra.
Page 10
Concert Program

Peter and the Wolf . . . . . . . . . . . . by Sergei Prokofiev

30 minutes

The Beautiful Galatea . . . . . . . . . . by Franz von Suppé

7 minutes
All excerpts
on the enclosed
CD are used
courtesy of
Peter and the Wolf by Sergei Prokofiev
Naxos of America
Performed by Slovak Radio Symphony
Ondrej Lenard, Conductor

The Beautiful Galatea by Franz von Suppé

Prformed by Slovak State Philharmonic
Alfred Walter, Conductor

Page 11
Concert Etiquette
A concert is not a concert without an audience – and you are the audience! Going to hear a
symphony 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
g is heard by
y the p
performers and other audience members. Here are a few
etiquette tips to make your symphony experience a great one:

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

The audience always applauds when the conductor enters the stage,
stage and then becomes very quiet
so the concert may begin.

It is acceptable (and expected!) for the audience to applaud the orchestra after the performance of
an 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.

Page 12
Sergei Prokofiev and Peter and The Wolf
Sergei Prokofiev
(ser-gay pro-ko-fee-eff)
Born – 1891 – Ukraine
Died – 1953 – Russia

About the Composer

Prokofiev showed great musical ability as early as age five. His
first piano composition was on all white keys since he did not
like to touch the black keys. At the age of nine he wrote his first
opera, “The Giant” as well as other smaller compositions. At the
age of eleven, he started taking composition lessons and at
thirteen entered the St. Petersburg Conservatory. In 1910 his
father died, but Prokofiev was starting to make a living from his
music. He traveled a great deal and when the Russian
Revolution happened in 1917, he decided that his kind of music
would not be tolerated so he came to the United States. He
was not successful and only stayed a year
year. He went to Paris
and continued to compose symphonies, concertos, and operas.
He eventually went back to Russia but had a difficult time
because of the dictator Stalin’s view of his music. He died in
1953, the same day that Stalin died.

Page 13
Sergei Prokofiev and Peter and The Wolf
Prokofiev’s Music Peter and the Wolf:
Sergei Prokofiev is considered one of the About the Music
greatest composers
g p of the 20th century.
y He Peter and the Wolf,, written in 1936,, is a
wrote many symphonies, concertos for piano children’s story with narration to introduce
and violin, operas, ballets, chamber music, and children to the instruments of the Orchestra.
choral works. His first symphony called the Prokofiev got the idea from attending a
Classical Symphony is written in the style of
“Classical” Moscow Children Theatre performance with
Haydn if he were composing music today. His his sons.
music is performed all over the world in opera In this story, the characters are represented
houses and concert halls. His ballets “Romeo by instruments of the orchestra:
and Juliet”
Juliet and “Cinderella”
Cinderella are popular with Peter – the Strings
ballet companies.
Grandfather – Bassoon
Duck – Oboe
Cat – Clarinet
Bird – Flute
Hunters – Tympani
Wolf – French Horn

Page 14
Sergei Prokofiev and Peter and The Wolf

Historical Connection Vocabulary

1891 Sergei Prokofiev born Opera a story set to music – usually
Conan Doyle writes “The Adventures of Sherlock Holmes” sung all the way through – with scenery
Th zipper
The i iis iinvented
t d and costumes
1904 Sergei enters the Conservatory Symphony a musical composition for
Theodore Roosevelt elected President orchestra in four movements. which
James Barrie writes ‘Peter Pan” follows a certain form
Woman arrested in New York for smoking in public
H l K
Helen Keller
ll graduates
d t ffrom college
ll Concerto a composition for soloist and
orchestra in three movements or
1918 Prokofiev comes to America sections. Concertos are typically
World War 1 ends written for violin or piano but there are
Daylight savings time introduced concerts for cello, trumpet, clarinet,
1936 “Peter
Peter and the Wolf”
Wolf written oboe,, etc.
Franklin Roosevelt elected to second term as president Conservatory a school to study music
Adolph Hitler wins 99% vote in Germany with an emphasis on composition and
“Gone With the Wind” by Margaret Mitchell performance
Hoover Dam is built
Chamber Music music written for small
1953 Prokofiev dies groups of instruments.
instruments Ex:string
Joseph Stalin – ruler of Russia dies quartets, brass quintets, woodwind
Dwight Eisenhower is elected president quintets. Chamber music is also written
Queen Elizabeth of England is crowned for solo instruments – especially piano
Korean war ends
Sir Edmund Hillary climbs Mt Everest

Page 15
Sergei Prokofiev and Peter and The Wolf

Activity 1a - Tone Color

Students will listen to the music of “Peter and the Wolf” with narration.
Then, teacher will lead discussion on the use of “tone color.” Tone
color is the way in which a composer uses different instruments to South Carolina
represent characters in a story according to the timbre of the State Standards
instruments. Brainstorm words and write on overhead. Photos of the General Music:
instruments can be displayed. Examples might include:
VI.B,C,D
Peter/violin: playful, childlike
VII.A
Wolf/french horn: g
greedy,
y, sneakyy VIII A B
VIII.A,B
Bird/flute: fast, high IX.A,B,C
Grandfather/bassoon: strict, old, low
Materials:
Cat/clarinet: smooth,
smooth walking CD off music
i “Peter
“P t and d
the Wolf” with narration
Duck/oboe: waddling, slow
Photos or flash cards of
Hunters/timpani: brave, loud instruments

Page 16
Sergei Prokofiev and Peter and The Wolf

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 best South Carolina
represents them. Pass out an index card to each student and have State Standards
them write sentences that tell which instrument they yppicked and why.y General Music:
Then, have each student read their answers. As they read their VI.B,C,D
answers, record on a GRAPH the instrument they chose. After VII.A,B
recording entire class’s responses on graph, discuss which VIII.A,B,C
IX.C
instruments were chosen the most,
most the least,
least or none at all
all.
Correlations:
Math I-6, 2-6, 3-6
Language Arts 1-4, 1-5, 2-
4, 2-5, 3-4, 3-4, 4-4, 4-5,
5-4, 5-5

Materials:
Index cards
Pencils
Smartboard, whiteboard or
chalkboard

Page 17
Sergei Prokofiev and Peter and The Wolf

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 each South Carolina
sentence strip on the dotted line and mix them up. Then they will State Standards
arrangeg strips
p in the order of the story.
y To check for success,, turn General Music:
strips over. If picture on back is complete, they have arranged the I.B
strips correctly. If picture is jumbled, have students try again. When VI.D
all students have arranged strips correctly, read sentences in unison. VIII.B

Correlations:
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

Materials:
M t i l
Book “Peter and the Wolf”
Sentence Strips handout
(see Teacher Resources)
Crayons/colored
y
pencils/thin markers
Scissors

Page 18
Sergei Prokofiev and Peter and The Wolf
South Carolina
State Standards
Activity 3 - Sound Story
General Music:
Students will create a Sound Story to “Peter and the Wolf”. After II.A, B, C, E
III D
III.D
hearing the story and music, discuss the characters. Then, have
VI.B, C ,D ,E ,F ,G
students choose instruments or found sounds from the classroom to VII.C
represent a character from the story. (Obviously, you can have more VIII.B
than one of each character for this lesson.)) Remind them to think IX.E
about the tone color or the timbre of the instrument when matching it Correlations:
to the character in the story. Then, re-read the story and students will Science 1-5, 3-5
play their instruments or sounds at the appropriate times. Give
Materials:
students time to discuss their performance
performance.
CD of “Peter and the Wolf”
To extend this activity, teacher may record the story and listen to the music
performance as a class. Teacher may also burn a CD of the
“Peter and the Wolf” book
performance for each student to take home.
IInstruments
t t and
d found
f d
sounds
*software to record sound
story, CDs to burn story, if
d i d
desired.

Page 19
Sergei Prokofiev and Peter and The Wolf

Activity 4 - Creative Movement

After listening
g to the music of “Peter and the Wolf”,, put
p children into
groups – each group will represent one character/instrument in the
story (or have them put themselves in groups, draw characters from a South Carolina
hat, etc.) . This lesson works best if class is also divided into 2 State Standards
sections: One section performs while the other section is the General Music:
audience. This is good practice for audience etiquette. Tell students VI.B, C, D, E, F, G
they are going to listen for pitch, dynamics, tempo, and/or tonality VII.C
(major/minor). Choose one of these concepts. They will use their VIII.B,C
IX.E
bodies to show high or low movements for pitch pitch, large or small
movements for dynamics, fast or slow movements for tempo, happy or Correlations:
sad/solemn for tonality, as they listen to the music. Audience will Physical Education
Grades 1-2 Standards 1,
observe whether or not their movements match the concept. Then
2, 3, 5, 6; Grades 3-5
they will switch sections and do the same
same. Discuss what they did wellwell, Standards 2, 3, 5, 6
as well as how they could improve upon their creative movements.
Materials:
CD of “Peter and Wolf”
music

Page 20
Sergei Prokofiev and Peter and The Wolf
South Carolina
State Standards
Activity 5 - Visual Art
General Music:
After listening to story “Peter and the Wolf”, each student will choose VIII.B,C
IX E
IX.E
one part of story to illustrate. It is helpful for younger students to have
illustrations to observe before drawing. On blank white paper, Correlations:
students will sketch their drawing lightly with a pencil. Then they will Visual Arts I.A, B, C
carefullyy trace over ((outline)) all p
pencil lines using
g a black sharpie.
p II.A
III A B
III.A,
Crayons/ colored pencils/ thin markers may be used to complete the V. A, B
illustration. Mount pictures on colored construction paper to “frame” VI.B, C
their work for display.
Materials:
To extend this activity: Teacher may take a photo of each picture and Book “Peter and the Wolf”
create a class Slide Show to accompany a reading of “Peter and the Blank white paper
Wolf” to music. Pencils, black sharpies,
crayons/colored pencils/
thin markers
Colored construction paper
Glue
*Digital camera and
software for creating a
Slid Sh
Slide Show

Page 21
Sergei Prokofiev and Peter and The Wolf
South Carolina
State Standards
Activity 6A - Research and Presentation
General Music:
VIII.B, C
Using
g classroom or online resources,, students will explore
p wolves –
what they look like, where they live, what they eat, their shelter, their Correlations:
habits, family care, etc. Using this information, students will take Language Arts 2-2, 2-3, 2-
notes and then create a poster to share information with class. This 4, 2-5, 2-6, 3-2, 3-3, 3-4,
3-5, 3-6, 4-2, 4-3, 4-4, 4-5,
would also be an interesting presentation for a Science Night or PTA.
46 5
4-6, 5-2,
2 55-3,
3 55-4,
4 55-5,
5 55-66
Science 2-2, 3-2, 4-2, 5-2

Materials:
Poster board or
Activity 6B - Venn Diagram bookmaking supplies
Pencils, crayons/colored
Using what students have learned about wolves from “Peter and the pencils/thin markers
Wolf”, in addition to what they already know or will learn about wolves, Venn Diagram handout
students will create a Venn Diagram comparing and contrasting Any references on
factual and fictional information about wolves. “Wolves”

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

Page 22
Sergei Prokofiev and Peter and The Wolf

Activity 7 - Listening Map

Usingg Listening
g Map
p 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 make South Carolina
choices and draw musical ideas as they hear the music. Teacher will State Standards
aid students at each panel by using the “teacher
teacher prompt
prompt” to elicit a General Music:
response. Teacher may choose to complete listening map on V.A
overhead in order for students to self-check their work. VI.A, B, C, D, E
VIII.A

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

Materials:
M t i l
CD of “Peter and Wolf”
music
Listening Map (See
Teacher Resources))

Page 23
Sergei Prokofiev and Peter and The Wolf
South Carolina
State Standards
Activity 8 - Matching Characters to Instruments
General Music:
VI.C, D, E
Make copies
p of “Peter and the Wolf” and Sergei
g Prokofiev handout in
VIII A
VIII.A
“Teacher Resources”. Give handout to each student. Teacher-led or IX.A,C
student-led oral reading of handout. Following directions near bottom
of page, listen to the narrated version of “Peter and the Wolf”. Match Correlations:
Language Arts 1-2, 1-3, 1-
the characters from Column A to the instruments in Column B.
6 2
6, 2-2,
2 22-3,
3 22-6,
6 33-2,
2 33-3,
3
Students may self-check their papers. 3-6, 4-2, 4-3, 4-6, 5-2, 5-3,
5-6

Materials:
handout
Pencils

Resources
“Peter and the Wolf” and
Sergei Prokofiev handout

Page 24
Sergei Prokofiev and Peter and The Wolf
South Carolina
State Standards
Activity 9 - A Russian Folk Tale Pantomime
General Music:
(two - three day activity) VI.B,C,E,F
VII C
VII.C
Students will have heard the story “Peter and the Wolf” for this activity.
VIII.B,C
Divide class into two groups. Each group will be assigned “Peter and
the Wolf”, a Russian folktale, to perform as a pantomime. Everyone is Correlations:
to have a vital p
part in the p
production of their p
play.
y Give them time and Theatre Grades 1-2
St d d I,
Standards I II,
II III,
III IV,
IV V,
V
direction during the first day(s) to prepare, practice, create, and gather
VI, VII, VIII, Grades 3-5
props for the performances. Playing the music during play can be Standards I, II, III, IV, V,
optional, but may help guide students in their pantomime. Give each VI, VII, VIII
student a copy of the story so they can begin assigning parts and Language
g g Arts 1-1,, 1-3,, 2-
reading through by the end of the class period. 1, 2-3, 3-1, 3-3, 4-1, 4-3,
5-1, 5-3
On day of performance, videotape each performance and let students
Materials:
watch during next class period. Other grade levels might also enjoy
Copies of story for
watching the performance! students
Props from classroom
Video Camera, if
recording

Resources:
Book “Peter and the Wolf”

Page 25
Franz von Suppé and The Beautiful Galatea
Franz von Suppé
(su-pay)
Born – 1819
Died – 1895 – Vienna, Austria

About the Composer

Like many great composers, von Suppé studied music
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.

Page 26
Franz von Suppé and The Beautiful Galatea
Von Suppé’s Music
Although von Suppé is known mainly for his
overtures,, he wrote manyy operettas,
p , ballets,,
theater pieces, symphonies, religious music, and
others. His two overtures, Light Cavalry and Poet
and Peasant are still very popular, especially as
opening works on a concert. Some of this music
has been used in movies, cartoons, and
advertisements. A few of his operas are still
performed in Europe.
The Beautiful Galatea:
About the Music
von Suppé
pp wrote his operetta
p The
Beautiful Galatea in 1865. It tells the
story of a statue, Galatea, created by
Pygmalion and brought to life by
Venus Galatea is so much trouble
Venus.
that Pygmalion wishes she could be
turned back into a statue. The
overture to the operetta sets the mood
for the story and is the only music
from the operetta which is regularly
performed.
Page 27
Franz von Suppé and The Beautiful Galatea

Historical Connection
1819 von Suppé is born
Vocabulary
US purchases Florida from Spain
Operetta a small light opera. Usually
Alabama becomes a state
sung, sometimes with some dialogue.
1865 von Suppé writes “The Beautiful Galatea” The story and music has a lighter
War Between the States – Union army take Charleston feeling
g than g
grand opera.
p

Lewis Carroll writes “Alice in Wonderland” Overture a piece of music played

1895 von Suppé dies before an opera, play, or musical which

First performance of Tchaikovsky’s “Swan Lake” might contain melodies from the

Marconi invents the telegraph production

d ti or might
i ht h
help
l sett th
the mood
d

Babe Ruth is born for the story. Some were written just to

First professional football game is played give late comers time to find their seats
before the production began. Many
overtures are played in concerts as
separate compositions.

Page 28
Franz von Suppé and The Beautiful Galatea
South Carolina
State Standards
Activity 10 - Poetry
General Music:
After listening to “The Beautiful Galatea”, ask students to brainstorm VI.B, C, D, E, F
VII A B,
VII.A, B
words that describe the music. These words can describe the tone
VIII. A, B, C
color, the instruments, the picture it paints, etc. Write these words on IX. A
whiteboard or overhead. Pass out an index card or sheet of paper to
each student. Tell them they y will write a “haiku”,, a Japanese
p poem
p set Correlations:
L
Language A
Arts
t 2-4,
24 2 2-5,
5 22-
in three lines with 5 syllables, 7 syllables and 5 syllables. Give them 6, 3-4, 3-5, 3-6, 4-4, 4-5,
time to create the haiku, its title and illustrate it, if they like. Have 4-6, 5-4, 5-5, 5-6
students share their poems with the class, and then post them in a
Materials:
display
display.
CD of “The Beautiful
Galatea”
Whiteboard or overhead
Index cards or lined
notebook paper
Pencils
Crayons/colored
pencils/markers, optional

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

Page 29
Charleston Symphony Orchestra
T h Resources
Teacher R
On the following pages you will
find the following resources to
use in your classroom:
• Sentence strips/picture for handout
• Teacher Guide and Listening Map
o (Courtesy of the Cincinnati Symphony Orchestra)
• Handout on Peter and the Wolf
with matching activity
• “Thank you” letter template
• Concert
C t Evaluation
E l ti F Form

Page 30
Peter went to visit his grandfather.
---------------------------------------------------------------------------------------------------
Peter went into the meadow and met a bird.
---------------------------------------------------------------------------------------------------
Peter and the bird met a duck.
---------------------------------------------------------------------------------------------------
A catt tried
t i d to
t eatt the
th bird.
bi d
---------------------------------------------------------------------------------------------------
The wolf came out of the woods and ate the duck.
---------------------------------------------------------------------------------------------------
Peter’s grandfather got angry at Peter for going into the meadow.
---------------------------------------------------------------------------------------------------
Peter caught the wolf.
---------------------------------------------------------------------------------------------------
Peter and the hunters brought the wolf to the zoo
zoo.
Teacher Guide: Listening Map for Peter and the Wolf

The following is the story of Peter and the Wolf. As you listen to the musical composition, read the “teacher prompts”
which correspond to the numbered panels on the Listening Map. Visual cues on the map relate to concepts found in the
music and/or narration. Where there are two choices, students should be asked to choose one and circle the picture
representing their choice. A “pencil” in the panel means students should draw a line representing the shape of the musical
idea they hear, such as a bird’s flight. The teacher should help students at each panel by using the “teacher prompt” to
elicit a response; you may even want to stop the CD occasionally as needed or even listen to sections more than once and
disc ss as a class what
discuss hat is heard (answers
(ans ers mamay vary
ar in some cases)
cases).

1. Early one morning, Peter opened the gate and went out into a big green meadow. (Peter’s theme) Teacher Prompt: The
music sounds like Peter is: skipping standing (circle one).

2. On the branch of a big tree sat a little bird, Peter’s

Peter s friend… “All
All is quiet
quiet” chirped the bird happily (bird theme). Teacher
Prompt: The bird sounds like the: flute tuba (circle one).

3. Soon a duck came waddling around. She was glad that Peter had not closed the gate. She decided to take a nice swim
in the deep pond in the meadow. (duck theme) Teacher Prompt: The duck sounds like the: violin oboe (circle one).

4. Seeing the duck, the little bird flew down upon the grass, settled next to the duck and shrugged her shoulders. “What
kind of bird are you if you can’t fly?” said she. To this, the duck replied “What kind of bird are you if you can’t swim?” and
dived into the pond. Teacher Prompt: Draw a line showing the movement of the duck. Draw another line showing the
movement of the bird.

5. They argued and argued – the duck swimming in the pond

5 pond, the bird hopping on the shore
shore. Teacher Prompt: Draw lines
showing the duck (oboe) and the bird (flute) having an argument.

6. Suddenly, something caught Peter’s attention. He noticed a cat crawling through the grass. Teacher Prompt: The cat
sounds like the: string bass clarinet (circle one).

7. The cat thought, “The bird is busy arguing…I’ll just grab her.” Stealthily, she crept toward the bird on her velvet paws.
Teacher Prompt: The sound of the creeping cat is: loud soft (circle one).
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 flown
away.” Teacher Prompt: I hear the: cat bird duck (circle two).

11. G
11 Grandpa
d came out. t H
He was angry bbecause P
Peter
t h had
d gone tto th
the meadow.
d “It iis a d
dangerous place…If
l If a wolf
lf should
h ld come
out 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 Grandfather’s words. Boys like him are not afraid of wolves. Teacher Prompt: The music sounds
like Peter is: afraid unafraid (circle one).

13. But Grandfather took Peter by the hand, led him home, and locked the gate. Teacher Prompt: Grandfather’s music sounds
as 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: french
horn 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.

17 But
17. B t no matter
tt hhow hhardd th
the d
duckk ttried
i d tto run, she
h couldn’t
ld ’t escape the
th wolf.
lf He
H was getting
tti nearer…nearer…catching
t hi up
with her…and then…he got her. With one big gulp, he swallows her. Teacher Prompt: When the wolf chases the duck, the
music 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
Prompt: I hear: trumpet clarinet flute (circle two)
two).

19. The wolf walked around and around the tree looking at them with greedy eyes. Teacher Prompt: Listen carefully. I hear the
wolf along with this percussion instrument: cymbal jingle bells (circle one).
20. In the meantime, Peter, without the slightest fear, stood behind the closed gate watching all that was going on. Teacher
Prompt: Draw Peter’s 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 the
wolf was walking stretched out over the wall. Teacher Prompt: I can hear Peter’s 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 around
the wolf’s head. Take care that he doesn’t catch you.” Teacher Prompt: Draw a line showing the bird’s flight around the wolf’s
head.

23. The bird almost touched the wolf’s 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
is fine).
fine)

24. Gosh, the bird really worried the wolf. He wanted to catch her. The bird was clever and the wolf couldn’t do anything
about 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: heavy
light (circle one).

26. Peter tied the other end of the rope to the tree. The wolf’s jumping only made the rope around his tail tighter. Teacher
Prompt: 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 wolf’s trail and shooting as they went. Teacher prompt: The
music sounds like the hunters are: running marching (circle one).

28. But Peter, sitting in the tree said, “Don’t shoot! Birdie and I have already caught the wolf. Now, help us take him to the
zoo ” Teacher Prompt: The music makes me feel like: ballet dancing stomping boots (circle one)
zoo. one).
29. Imagine the triumph and parade with Peter at the head. Teacher Prompt: The music sounds like Peter is: running
walking (circle one).

30. After Peter

30 Peter, the hunters are leading the wolf and winding up the parade is Grandfather and the cat
cat. The Grandfather
shook his head and said, “Well! And if Peter hadn’t caught the wolf, what then?” Teacher Prompt: Circle each character as
you hear his music OR the instrument that that has played his theme during the story. (note: the actual character themes
are not necessarily played at this point but the characters are represented by the various instruments.)

31. Above them, birdie flew chirping merrily “My,

My, what fine ones, Peter and I! Look what we have caught!”
caught! Teacher Prompt:
Draw a line showing the bird’s movements.

32. And if one would listen very carefully, he could hear the duck quacking in the wolf’s belly because in his hurry, he had
swallowed her alive. Teacher Prompt: Draw the duck in the wolf’s belly.

Teacher Guide Courtesy of the Cincinnati Symphony Orchestra

Cincinnati Symphony Orchestra, Sound Discoveries: Sounds and Stories, 2005-2006
2005 2006
Russian composer Sergei Prokofiev is most famous for his musical work “Peter
and 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 orchestra
as the narrator takes the listener through the story.

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

Column A Column B

1. Peter Drums

2. Bird Clarinet

3
3. Duck Bassoon

4. Cat Strings

5. Grandfather Flute

6. Hunters French horns

7. wolf oboe
 ______________________
Dear __________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________

______________________
 Charleston Symphony Orchestra “Peter and the Wolf”
CONCERT 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 experience for your students? 1 2 3 4 5
Are you likely to return to a Young People’s Concert next year? 1 2 3 4 5
Additional comments regarding your experience with using the Curriculum Guide and/or the performance ________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Please check performance time that you prefer: 10:00 a.m._____ 11:30 a.m._____ does not matter_____
Please mail this form to:
Cindyy Branch, Education Coordinator, Charleston Symphony
y p y Orchestra, 145 King
g Street, Suite 311, Charleston, SC 29401 or
fax (843) 722-3463