ALEX | Alabama Learning Exchange

Peter and the Wolf With Puppetry

Classroom Resource Information

Title:

Peter and the Wolf With Puppetry

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Peter_and_the_Wolf_with_Puppetry_KDavis.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will listen to the music and story of Peter and the Wolf by Sergei Prokofiev. They will identify the instruments of the orchestra that are presented in the music. They will use finger puppets to demonstrate the story while it is narrated.

Content Standard(s):

Arts Education
ARTS (2017)
Grade: K
Music: General

1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

Unpacked Content

Artistic Process: Creating

Anchor Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Imagine

Essential Questions:

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Concepts & Vocabulary:

Rhythm

Steady beat
Long/ Short
One and two sounds per beat
Silent beat

Melody

High and low
Pitch set: So, Mi
Musical alphabet

Harmony

Accompaniment/ no accompaniment

Form

Like and unlike phrases
Echo

Expression

Speak, sing, shout, whisper
Solo/ Group
Unpitched percussion
Flute, trumpet, violin, piano
Loud/ Soft
Fast/ Slow

Other

Age-appropriate audience and performer etiquette

Skill Examples:

Performing

Chant, move, play, and sing grade level skills.
Echo simple rhythmic patterns.
Echo a three-pitch melodic pattern using the correct syllables and hand signs.

Creating

Perform an improvised rhythmic pattern within a framework of four beats.
Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.

Reading/ Writing

Create a visual representation of sound.

Responding/ Evaluating

Respond to a musical call or question with an age- appropriate musical answer.
Evaluate peer performance to determine steady beat/no steady beat.

Arts Education
ARTS (2017)
Grade: 1
Music: General

8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

Unpacked Content

Artistic Process: Performing

Anchor Standards:

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Analyze

Essential Questions:

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Concepts & Vocabulary:

Rhythm

Quarter note, quarter rest, paired eighth notes
Strong/ weak beat
Steady beat/ rhythm
Allegro/ adagio

Melody

Pitch set: Mi, So, La
Steps/ skips/ repeated notes
Melodic direction
Modified staff
Line notes and space notes

Harmony/ texture

Rhythmic ostinati
Simple bordun

Form

AB, ABA

Expression

Legato, staccato
Piano (p), forte (f)
Classroom instrument classifications
Clarinet, trombone, cello, drum
Orchestral music: ballet
Non-Western music celebrations

Other

Proper singing posture
Age-appropriate pitch matching (C4 - C5)¹
Mallet/ drumming technique — hands together

Skill Examples:

Performing

Sing or play music with attention to expressive elements such as dynamics and articulation
Perform music from a variety of cultural traditions, focusing on holidays and special days.

Creating

Create new verses for familiar songs.
Use manipulatives or movement to inform melodic contour.

Reading/ Writing

Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
Identify expressive markings in printed music.

Responding/ Evaluating

Determine the appropriate dynamics and articulation for different types of music (ex.

Tags:

finger puppets, instruments, orchestra, Sergei Prokofiev

License Type:

Custom Permission Type
See Terms: http://www.keepingscore.org/sites/default/files/Terms%20of%20Use%20for%20Lesson%20Plan%20Library%20access.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

Connection to Pathways to Integration chart

This is a simplified version of Sergei Prokofiev’s Peter and the Wolf taught in a developmental delay program for special needs students and English language learners, ages 3 to 6 years. It can be adapted for kindergarten and first grade.

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Peter and the Wolf With Puppetry