Study Guide Activities

The
NORTHWEST INDIANA
SYMPHONY ORCHESTRA
NORTHWEST INDIANA YOUTH ORCHESTRA
and CONDUCTOR KIRK MUSPRATT
Mary Elizabeth Hannah
Education Concerts
PETER
AND THE WOLF
AND FRIENDS
October 18, 2011 9:25 & 10:50 AM
Star Plaza Theatre
Peter & Wolf & Friends 2011
61 songs, 53.9 minutes, 157.5 MB
Comments Name Time
Track 01 Rimsky-Korsakov: Procession of the Nobles from Mlada Suite 4:44
Track 02 Prokofiev Symphony 5: Mvt IV. AllegroGiocoso Excerpt 3:17
Track 03 Peter and the Wolf, Op. 67: I Am Going to Tell You a Story About Peter and the Wolf… 0:27
Track 04 Peter and the Wolf, Op. 67: The Bird By the Flute… 0:12
Track 05 Peter and the Wolf, Op. 67: The Duck By the Oboe… 0:21
Track 06 Peter and the Wolf, Op. 67: The Cat By the Clarinet… 0:17
Track 07 Peter and the Wolf, Op. 67: The Grandfather By the Bassoon… 0:17
Track 08 Peter and the Wolf, Op. 67: The Wolf By the Horns… 0:17
Track 09 Peter and the Wolf, Op. 67: The Gunshots By the Timpani and the Bass Drum 0:16
Track 10 Peter and the Wolf, Op. 67: Peter By the Strings of the Orchestra… 0:19
Track 11 Peter and the Wolf, Op. 67: Early One Morning Peter Opened the Gate… 1:06
Track 12 Peter and the Wolf, Op. 67: On a Branch of a Big Tree Sat a Little Bird… 1:42
Track 13 Peter and the Wolf, Op. 67: Just Then a Duck Came Waddling Round… 1:08
Track 14 Peter and the Wolf, Op. 67: Seeing the Duck, the Little Bird Flew Down Upon On the Grass… 0:18
Track 15 Peter and the Wolf, Op. 67: 'What Kind of Bird Are You If You Can't Fly?' Said He… 0:41
Track 16 Peter and the Wolf, Op. 67: They Argued and Argued… 0:21
Track 17 Peter and the Wolf, Op. 67: Suddenly, Something Caught Peter's Attention… 0:34
Track 18 Peter and the Wolf, Op. 67: The Cat Thought: 'The Bird Is Busy Arguing; I'll Just Grab Him.'… 0:29
Track 19 Peter and the Wolf, Op. 67: 'Look Out!' Shouted Peter… 0:16
Track 20 Peter and the Wolf, Op. 67: …while the Duck Quacked Angrily At the Cat… 0:09
Track 21 Peter and the Wolf, Op. 67: …from the Middle of the Pond 0:19
Track 22 Peter and the Wolf, Op. 67: The Cat Walked Around the Tree… 0:19
Track 23 Peter and the Wolf, Op. 67: Just Then Grandfather Came Out… 1:11
Track 24 Peter and the Wolf, Op. 67: But Peter Paid No Attention to His Grandfather's Words… 0:34
Track 25 Peter and the Wolf, Op. 67: But Grandfather Took Peter By the Hand… 0:41
Track 26 Peter and the Wolf, Op. 67: No Sooner Had Peter Gone Than a Big Grey Wolf Came Out of t… 1:16
Track 27 Peter and the Wolf, Op. 67: In a Twinkling the Cat Climbed Up Into the Tree… 0:28
Track 28 Peter and the Wolf, Op. 67: The Duck Quacked, and In Her Excitement Jumped Out of the P… 0:15
Track 29 Peter and the Wolf, Op. 67: But No Matter How Hard the Duck Tried to Run, She Couldn't E… 0:17
Track 30 Peter and the Wolf, Op. 67: And Then He Got Her, and With One Gulp, Swallowed Her… 1:00
Track 31 Peter and the Wolf, Op. 67: And Now, This Is How Things Stood: The Cat Was Sitting On O… 0:23
Track 32 Peter and the Wolf, Op. 67: …the Bird On Another… 0:09
Track 33 Peter and the Wolf, Op. 67: …not Too Close to the Cat 0:26
Track 34 Peter and the Wolf, Op. 67: And the Wolf Walked Round and Round the Tree, Looking At T… 0:49
Track 35 Peter and the Wolf, Op. 67: In the Meantime Peter without the slightest fear… 0:22
Track 36 Peter and the Wolf, Op. 67: He Ran Home, Got a Strong Rope and Climbed Up the High Sto… 0:12
Track 37 Peter and the Wolf, Op. 67: One of the Branches of the Tree Around Which… 0:22
Track 38 Peter and the Wolf, Op. 67: Grabbing Hold of the Branch… 0:13
Track 39 Peter and the Wolf, Op. 67: Peter Lightly Climbed Over On to the Tree… 0:13
Track 40 Peter and the Wolf, Op. 67: Peter Said to the Bird… 0:33
Track 41 Peter and the Wolf, Op. 67: The Bird Almost Touched the Wolf's Head With His Wings… 0:40
Track 42 Peter and the Wolf, Op. 67: How That Bird Teased the Wolf!… 0:28
Track 43 Peter and the Wolf, Op. 67: Meanwhile, Peter Made a Lasso… 0:23
Track 44 Peter and the Wolf, Op. 67: …caught the Wolf By the Tail and Pulled With All His Might 0:15
Track 45 Peter and the Wolf, Op. 67: Feeling Himself Caught, the Wolf Began to Jump Wildly… 0:38
Track 46 Peter and the Wolf, Op. 67: But Peter Tied the Other End of Rope to the Tree… 0:18
Track 47 Peter and the Wolf, Op. 67: …and the Wolf's Jumping Only Made the Rope Round His Tail T… 0:40
Track 48 Peter and the Wolf, Op. 67: Just Then,… 0:09
Track 49 Peter and the Wolf, Op. 67: …the Hunters Came Out of the Woods… 0:10
Track 50 Peter and the Wolf, Op. 67: …following the Wolf's Trail and Shooting As They Went… 1:16
Track 51 Peter and the Wolf, Op. 67: But Peter, Sitting In the Tree, Said… 0:50
Track 52 Peter and the Wolf, Op. 67: Now Just Imagine… 0:07
Track 53 Peter and the Wolf, Op. 67: …the Triumphant Procession… 0:16
Track 54 Peter and the Wolf, Op. 67: …Peter At the Head… 0:40
Track 55 Peter and the Wolf, Op. 67: …after Him the Hunters Leading the Wolf… 1:00
Track 56 Peter and the Wolf, Op. 67: …and Winding Up the Whole Procession Grandfather and the Cat 1:09
Track 57 Peter and the Wolf, Op. 67: Above Them Flew Birdie Chirping Merrily… 0:28
Track 58 Peter and the Wolf, Op. 67: And If One Would Listen Very Carefully… 0:56
Track 59 Glière: The Red Poppy: Act One: Dance Of The Soviet Sailors: Apple 3:35
Track 60 Prokofiev Symphony 5: IV> Allegro giocoso-complete movement 9:04
Track 61 Peter and the Wolf, Op. 67: Triumphant Procession Moderato - Poco Piu Mosso (Allegro M… 4:04
Page 1 of 1
August 30, 2011
Dear Educator:
Welcome back to school, to the May Elizabeth Hannah Education

Concerts and the NISO world of “Peter and the Wolf and Friends”.
Thank you for bringing the world of orchestral music to your
students.
Inside this packet you will find two CDs:

• Music CD contains recordings of the music that you will hear
at the Education Concert on October 18. Please note that
tracks 60 and 61 are bonus tracks:
! 60: Prokofiev Fifth Symphony – the entire 4th
movement.
! 61: Peter and the Wolf Triumphant March - without
narration.
• Study Guide CD contains
o “Listen and Choose” PDF Slides – each slide is marked
with the track number of the music CD.
o PDF Activity Pages: You may find some pages suitable for
printing in color on card stock for games to reinforce
lessons covered.
o NISO JEOPARDY Power Point game may be used to reinforce
lessons from the unit.
• Hard Copy Study Guide pages to copy for immediate use in your
classroom.
• The Table of Contents is structured so that you can see
immediately the grade-level appropriateness of each activity,
as well as the Indiana Standards for Music and Literacy the
activity addresses.
In order facilitate the evaluation of the effectiveness of our

Education Outreach program, we ask that you administer the Pre-Unit
Survey: “What Do You Know?” to your students prior to the study of
“Peter and the Wolf and Friends”.
After your students have seen the concert, we will ask you to
administer the Post-Concert Survey: What have you learned?
We hope that you will present your perception of the value of the
program by completing and returning the Post-Concert Evaluation.
THE UNIT
In this Unit, you will explore the world of music through the compositions of three
Russian composers - Nikolai Rimsky-Korsakov, Reinhold Glière and Sergei
Prokofiev – through the four orchestral pieces they wrote from late 1800s and into
the first half of the 20th century.
Your students will begin their exploration in the orchestra itself. The orchestra for this
concert is actually comprised of two entities: the Northwest Indiana Symphony, an
ensemble of professional musicians, and the Northwest Indiana Youth Orchestra
which is comprised of the high school musicians-in-training from the northwest
Indiana region.
Your students will learn to identify musical tone color, rhythms and Russian folk
melody as they examine the orchestral instruments via the symphonic tale of “Peter
and the Wolf” and as they listen for the themes and variations of folk melodies in the
music of Rimsky-Korsakov and Glière.
Your students will make connections across the curriculum by way of a Reader’s
Theater, creative and analytic writing prompts, artistic expression and a nature study
that includes a comparison of real wolves and fictional wolves.
They will learn about the composers, their lives and their works, and the means by
which they maintained artistic expression in the midst of social, political and
economic instability.
The Unit is presented in four themed “sessions” to assist you in incorporating the
material into your class instruction time. Each session includes hands-on activities
for students.
I hope you have fun exploring the world of “Peter and the Wolf and Friends”. I look
forward to meeting you on October 18th.
Belinda Potoma
Education Coordinator
“Peter and the Wolf” and Friends
TABLE OF CONTENTS
Grade Standards Activity

Level(s)
2 -8 Mus 9 CD Tracks – for MUSIC CD
reference Mus 9 About the Narrator
reference About the Albums
Please administer and Pre-Unit Surveys – What Do You Know?

return samples to NISO Grades 2 -5
Grades 5 -8
Answer Keys
Session I
2-6 M6 Meet the Instruments Families
2-4 M6, M Meet the Orchestra
RI.4, W.1, Meet the Conductor
2 -8 M5 Reflection Question
Conducting Patterns
Can you conduct in Common Time?
M6, M7 Make the Most of your Concert Experience: Concert Etiquette Guide
M6, M7 Musical Cues and Clues: Before the Concert
Session II
4 -8 RI.4, W.1 Meet the Composers

What is A Composer?
4 -8 RI.4, M9 Nikolai Rimsky-Korsakov

“Procession of the Nobles” from Mlada
4-8 Listening for tone color and form
M6, M8 Rimsky-Korsakov at the Piano
4-8 RI.4, M9 Rheinhold Glière

“Russian Sailors Dance” from The Red Poppy:
2-8 M1, M2, M5, Rhythm Activity
M6, M8
Session III
4 -8 RI.4,M9 Sergei Prokofiev

4-8 M5, M6 Fifth Symphony: Fourth Movement
Peter and the Wolf: A Symphonic Tale
2-8 M6 What Is Everyone Talking About?
W.1 Characters of “Peter and the Wolf
Instrument characters
!
TABLE OF CONTENTS
!
Grade Standards Activity
Level(s)
Peter and the Wolf:
Readers Theater Dramatization Activities -
2* - 8 RI.4 Prokofiev’s Story
2–4 M3*, M4* Readers Theater – Younger students
4-8 Readers Theater – Older students
W.1, W2, Writing and Vocabulary
2 -4 W3, M8 Peter and the Wolf Crossword (easy)
4–8 Quilt-A-Story Art Project
4–8 Research Project: The Lives of Real Wolves
1-5 Journal-Writing: Peter and the Wolf: The Sequel
Session IV
4-8 M5 Unit Wrap-Up Word Find
6-8 M5 Unit Wrap-Up Crossword (advanced)
2–8 W3, W8, M7 ☐ THANK YOU Note Template:
SEND FINAL DRAFT LETTERS TO MAESTRO!
2-5 M6 Unit Wrap-Up: The Match Game
2-8 W3, W8, M7 ☐ Post-Concert Unit Survey: What Did You Learn?
Please administer and return samples to NISO
☐ Teacher Evaluation
Sources for Further Study
Activities CD
2–8 M1, M2, M6 “Listen and Choose” Slide Show:
(PDF slide* to reinforce Instrument-Character-Melody Connection
NISO Jeopardy Game (Power Point Questions to reinforce lesson material)
Activity Book (PDF Pages to print)
*Each slide indicates the Music CD Track Number for listening exercise.
TABLE OF CONTENTS !
RESOURCES FOR PETER AND THE WOLF
Beek, Ian (1995). Peter & the Wolf. Atheneum Books for Young Readers. Large sized illustrations. Hardcover.
Brownell, David and Nancy Conkle. Peter and the Wolf, Bellerophon Books, 36 Anacapa Street, Santa
Barbara, CA 93101. Illustrations based on designs by Nicola Senois for a ballet production at La Scala.
Contains good information about the composer and the situation for artists in the USSR.
Chappell, Warren. Peter and the Wolf. (1940). Originally published by Alfred A. Knopf, Inc. Published in soft
cover by Schocken Books in 1981. This version is one found most often in school libraries. Illustrations
are small and often in black and white.
Cooney, Barbara (1986). Peter and the Wolf, Viking Penguin Inc. A delightfully engineered pop-up book with
the key scenes from the story.
<http://www.amazon.com/Peter-Wolf-Pop-up-Sergei-Prokofiev/dp/0670808490>
Vagin, Vladimir (2000). Peter and the Wolf. New York: Scholastic Press. This version has a concluding episode
about how the duck re-emerges. Also very clear notation of the main themes.
<http://www.amazon.com/Peter-Wolf-Vladimir-Vagin/dp/0590386085>
Audio and Video

A Prokofiev Fantasy. Video narrated by Sting, with the Chamber Orchestra of Europe. Includes Peter and the
Wolf, the Classical Symphony, and Overture on Hebrew Themes. Deutsche Gramophone Video, 440
073 201-3. Combines puppets and live actors.
YouTube: <!http://www.youtube.com/watch?v=P0Qc64z1jcQ>
Peter and the Wolf and Wolf Tracks (2003). A 20th century narrated composition is paired with the older work
to offer a sensitive, environmentally aware version of the story. PentaTone Classics 5186 012.
Russian National Orchestra. Wolf Tracks composer is Jean-Pascal Beintus. CD narrated by Mikhail
Gorbachev, Sophia Loren, and Bill Clinton.
Hear clips: <!http://www.amazon.com/Serge-Prokofiev-Jean-Pascal-Beintus-Tracks/dp/B0000C9JCU>
INTERNET RESOURCES
Dallas Symphony Orchestra. <http://www.dsokids.com/2001/rooms/musicroom.asp> Interactive site.
Lexington Philharmonic. http://www.lexphil.org/pdfs/curriculum-guide.pdf
Minnesota Orchestra. <http://www.minnesotaorchestra.org/education/peterandthewolf.cfm>
San Francisco Symphony. < www.sfskids.org> Interactive site.
TeacherVision. <http://www.teachervision.fen.com/composers>
The Prokofiev Page. <http://www.prokofiev.org>

About the narrator on the CD:
Lina Prokofiev, 91, Widow of the Composer

Published: January 05, 1989
Lina Prokofiev, a singer and the wife of the Russian composer Sergei Prokofiev,
died Tuesday in London. She was 91 years old and lived in London.
Born in Madrid, Mrs. Prokofiev, whose original name was Carlina Codina, spent her
childhood and went to high school in New York. A soprano, she made her debut in
Milan as Gilda in Rigoletto, and took the stage name of Lina Llubera. [NOTE: she
was part Russian.]
It was in New York where she first met Mr. Prokofiev, after one of his
performances in Carnegie Hall in 1918.
They were married in 1923 and lived in Paris through the 1920's and 1930's.
In 1936, they moved to Moscow with their two sons, Oleg and Svyatoslav.
Their marriage began to deteriorate within a few years after their move, and in
1941, Mr. Prokofiev left his wife for Myra Mendelson, a young Soviet writer.
In ''Prokofiev,'' a biography published by Funk & Wagnalls, the author Victor Seroff
said the separation and divorce was forced upon the composer by the Stalinist
government.
[NOTE: Since Lina’s country, Spain, had become Fascist under Franco, she was
considered a security risk to the Soviets. She had to remain in Moscow while
Prokofiev was evacuated to a farm for composers. When she asked to leave the
country in 1948, she was arrested and spent nine years in a labor camp.]
[NOTE – Wikipedia - On 20 February 1948, Prokofiev's wife Lina was arrested for
'espionage', as she tried to send money to her mother in Spain. She was
sentenced to 20 years, but was eventually released after Stalin's death in 1956
and in 1974 left the Soviet Union.
Lina Prokofieva outlived her estranged husband by many years, dying in London in
early 1989. Royalties from her late husband's music provided her with a modest
income. Their sons Sviatoslav (1924–2010), an architect, and Oleg (1928–1998),
an artist, painter, sculptor and poet, dedicated a large part of their lives to the
promotion of their father's life and work.
ABOUT&THE&RECORDINGS&
!
ALBUM:!Greatest!Hits!Marches:!!Philadelphia!Orchestra,!Philharmonia!Virtuosi!
Rimsky@Korsakov:!Procession!of!the!Nobles!from!Mlada%Suite;!!
John!Williams!(Composer,!Conductor),!Andrew!Davis!(Conductor),!The!Boston!Pops!
Orchestra!(Orchestra),!Eastman!Wind!Ensemble!(Orchestra),!Harmony!Military!Band!
(Orchestra)!!
Earlier!releases:!1960,!1961,!1967,!1969,!1971!SONY!BMG!Music!
Audio!CD!released:!1994!!
!
ALBUM:!Prokofiev:!!Symphony!No.!5!and!Bartók:!!Concerto!for!Orchestra!
George!Szell,!conductor!,!The!Cleveland!Orchestra!
1960,!1966!May!18,!1999!BMG!MUSIC!ENTERTAINMENT!
!
ALBUM:!Glière:!The!Red!Poppy:!Act!One:!Dance!Of!The!Soviet!Sailors:!Apple!
Andre!Anichanov!&!St!Petersburg!State!Symphony!Orchestra!
1995!Naxos!
!
ALBUM:!!Prokofiev:!Peter!and!the!Wolf/Cinderella!(excerpts):!!!
Neeme!Järvi,!conductor;!Lina!Prokofiev,!narrator,!Scottish!National!Orchestra!!
1987!Chandos!
!
Northwest Indiana Symphony Orchestra
What do you know? Pre-Unit Survey: Grades 2 - 5
Directions: For each item below, please CIRCLE the choice you
think is the most logical answer.
1. “The Triumphant Procession” is a part of which musical

composition?
a) the Fifth Symphony c) the opera Mlada
b) Peter and the Wolf d) the ballet The Red Poppy
2. Which orchestral instrument represents a cat in Peter

and the Wolf?
a) the flute c) the oboe
b) the tympani d) the clarinet
3. Which orchestral instrument represents a bird in Peter

and the Wolf?
a) the oboe c) the clarinet
b) the flute d) the French horns
4. Which orchestral instrument represents a wolf in Peter

and the Wolf?
a) the strings c) the bassoon
5. Which orchestral instrument represents a grandfather

in Peter and the Wolf?
a) the tympani c) the bassoon
b) the flute d) the strings

6. Which orchestral instrument represents a hunting
rifle in Peter and the Wolf?
b) the trumpet d) the strings
7. Which family of orchestral instruments represents a

young boy in Peter and the Wolf?
a) the woodwinds c) the percussion
b) the brass d) the strings
8. Which orchestral instrument represents a duck in Peter

and the Wolf?
a) the oboe c) the bass drum
9. Who composed Peter and the Wolf?
a) Rimsky-Korsakov c) Sergei Prokofiev
b) Modest Mussorgsky d) Reinhold Glière
10. The composer of Peter and the Wolf was born in which
country?
a) France c) The United States

b) Russia d) Canada
1. An orchestra is________________.
a) made of four families c) an instrument that uses a

of instruments: strings, double-reed
woodwinds, brass and
percussion
b) a person who sings a d) an ensemble of brass, guitar

story and percussion instruments
2. The person who leads a group of musicians and helps them

play the music is ________________.
a) the composer c) the conductor
b) the baton d) the symphony

3. The person who imagines a melody and uses it to create a
symphony is called ______________.
a) a baton c) a Russian Sailor

b) a composer d) a conductor
4. The wand that Maestro uses to mark beats in mid-air is

called ________________.
a) a baton c) a conductor
b) a ballet d) a flute
5. A book which contains thousands of the music notes,

which when played together by musicians, create music
that we like to listen to is called ________________.
a) an opera c) a score
b) a symphony d) a ballet
6. A large work for orchestra, written in classical form
and made up of three or four movements is __________.
7. Rimsky-Korsakov, Glière and Prokofiev are from which

country?

b) Russia d) Canada
8. “Peter and the Wolf” was a gift to children from______.
a) Rimsky-Korsakov c) Prokofiev
b) Mussorgsky d) Glière
9. Which is not true about the melody of “Russian Sailors

Dance”?
a) it is a folk song c) it is by Rimsky-Korsakov
b) it is played with d) it is played faster toward

variations the end
10. “Procession of the Nobles” is a part of which musical

composition?

ANSWER KEY

composition?

and the Wolf?

and the Wolf?

and the Wolf?


6. Which orchestral instrument represents the sound of a
hunting rifle in Peter and the Wolf?
7. Which orchestral family of instruments represents a


and the Wolf?
country?

b) Russia d) Canada
ANSWER KEY
1. An orchestra is________________.

percussion





called ________________.


country?

b) Russia d) Canada
a) Nikolai Rimsky- c) Sergei Prokofiev

Korsakov

Dance”?
a) it is a folk song c) it was composed by

Rimsky-Korsakov
variations the end

composition?

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Have you ever wondered who leads the entire orchestra? They are often holding a
thin, long baton that looks like a magic wand. They move their arms to the sounds of
the orchestra. That person has a very important job in the orchestra. He or she is the
conductor. Sometimes they are called maestro. The conductor of the Northwest
Indiana Symphony Orchestra is Maestro Kirk Muspratt. The conductor also leads
the orchestra during rehearsals when they practice for their concerts.
How much do they practice?
That depends. Our professional musicians practice, teach and perform up to 40

hours per week. As much as a full time job. Most have been studying their
instruments for 20 years or more. To prepare this concert, they rehearsed as an
ensemble with Maestro just once for 2-1/2 hours.
On the other hand, our Youth Orchestra musicians are high school students who have
played their instruments for 3 to 6 years. They are still in high school, so their
personal practice time is limited. They may perform in other ensembles, but most do
not teach. To prepare this concert, they rehearse with the Youth Orchestra conductor,
Maestro Philip Bauman for nearly three hours each week since September. They
have worked very hard to perform side-by-side with the Northwest Indiana Symphony
Orchestra.
When you see the conductor move his or her arms to the music, he is actually
directing and telling the orchestra - non-verbally - how to play the music. He is in
charge of keeping time so the ensemble can play together. This is called
conducting. A conductor must have a lot of knowledge about each musical piece
the musicians will play, know all about the instruments in orchestra and be able to
explain directions very clearly to all of the musicians. It’s an important and very
exciting job to be the conductor.
REFLECTION QUESTIONS BEFORE THE CONCERT:
. 1) Can you think of another job where you must have in-depth knowledge and be
able to lead or direct a large group of people?
__________________________________________________________________
__________________________________________________________________
. 2) Have you ever seen a conductor of an orchestra or a concert band, or a
marching band?
_________________________________________________________________
__________________________________________________________________
. 3) How would it feel to be in front of a whole orchestra? Would you be excited,

nervous, or maybe just curious?
_________________________________________________________________
__________________________________________________________________
. REFLECTION QUESTIONS AFTER THE CONCERT:

. 4) Why do you think the job of the conductor is important?
_________________________________________________________________
__________________________________________________________________
. 5) What did you think of our conductor and how he directed the orchestra?
_________________________________________________________________
__________________________________________________________________
. 6) Did he conduct with a baton? Why do you think a conductor holds a baton when
he or she conducts?
_________________________________________________________________
__________________________________________________________________
.
How does a conductor keep the orchestra together? He conducts - or moves his
arms - in patterns to point out each beat. The beats of music are placed at a different
point in mid-air. The musicians know when to play their notes when they watch the
directly carefully. Can you conduct some songs that you know?
Can you conduct some songs that you know these measures in C time?
C q q q q l w l q q q q l q q q q l h h ll
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- Cameras w henhe i s conducti ng?
- Tape recorders - Howdoesthe musicmakeyoufeel?
- Cellohones - Whatdo you thinkaboutwhenyou hearthe music?
- Videocameras - See the nextpagefor moreideasaboutactivelistening.
- Food,candyor drinks
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CxrtoReruwtru Spgctal Neeos
Expectations for concertetiquetteshouldbe observedto the bestof all students'abilities.lf
teachersanticipatethey have studentswho may have difficultiesunderstanding concert
etiquette,we recommendadditionalpreparationbe done that will increaseeveryone's
enjoymentof the concert. Beforethe concert,use recordedmusicto try to sirnulatethe
concertexperience and introducesomeof the behaviorpatternsdiscussedon this page. An
\ outburstin the middleof a concertcan be disruptiveto otherconcertgoers-lt may also be
ii unsettlingfor the conductorand orchestramemberswho aren'tawareof the reasonfor the
r}'
outburst. Pleasestaff aidesand chaperones appropriatelyand be surethey are trainedto
knowwhena studentmav needto be removedfromthe concert.
MusicalCues
a n dC l u e s
BeronerHEcoNcERT
What are the musiciansdoing to preparefor the concert?
. Playingpartso{ the musicto "warmup"

. Checking the sheetmusicon the stand
. Checking to be suretheyareworkingproperly
instruments
. Tuning(rightbelorethe concertbegins)- makingsureeveryone's areatthe samepitchon a
instruments
test note
What is the audiencedoing to preparefor the concert?
t!/ .
.
.
r
Findingseatswiththe helpof ushers
Watchingthe musiciansget ready
Leavingall outsidethoughtsoutside,
goodetiquette
Practicing
andthinkingaboutthe music
Dunrruc
rHEcoNcERT
Be an ACTIVE LISTENER! Everyone listens and experiences music a little differently. Here are
some things you might notice during the performance:
CONDUCTOR
. Howis the conductor helpingthe orchestrastaytogetherandinterpreting
the music?
. Howdoeshe indicatebeats,accents,or tempochanges?
. How does he help to bring out certainparts of the music,such as a big
N I
entrance,a changein dynamics, or a solo?
{SI
ORCHESTRAMUSICIANS
. Being able to see when and how the musiciansare playingwill help you understandhow the
instrumentsand musicallines{ittogether.
. Areinstruments takingturnsplayingcertainmelodiesor rhythms?
. Choosea sectionof the orchestrato watchand listento duringa five minuteperiod. Doeseveryonein
thissectionplayall of the time? Whenare instrumentsaddedor takenawayin the music?
THE MUSIC
. Whenyou heara soundyou reallylike,listenfor whatsoundsso goodto you. ls it the melody?The
rhythm?Thetempo? The instruments?
. Do certainmelodies get repeatedin the music?
. Whatdo you feel physicallywhen you listento the music? Can you feel the beatin your muscles?Do
you breatheJasterwhenthe musicis fast? (Musiccan evenaffectpeople'sheartrates!) Eventhough
youaresittingquietly,
can you imagineconducting or singingwiththe music?
. Can you imaginewhat it feels like to pull a bow acrossa violinstringor play one of the other
instruments?In manyconcerthalls,you can even feel the vibrationol the soundwavesduringthe
performance.
. Whatdo youfeelemotionally duringthe music?Doesit remindyouof certainpastexperiences?
,]
aD
e
A- *
: 1,
a
E
Meet the Composers
http://www.laphil.com/philpedia/piece-detail.cfm?id=1608
Nikolai Andreyevich Rheinhold Moritzevich
Procession of the Nobles from
Rimsky-Korsakov “Mlada” Glière
Nikolai Rimsky - Korsakov
1844 - 1908 1875 - 1956
ic?
r-gay pro-Ko-fee-ev) (1881-1953)

Russia before the Revolution. By
e St. Petersburg Conservatory at
mposed four operas, a symphony,
piano pieces. His music was
garde (radical and modern) for his
ed by driving rhythms, distinctive
sonance,
Composed: percussive piano
and a1889
liked to work with what he called !
ies."Length: 4 minutes
Orchestration: piccolo, 3 flutes, 2 oboes, English horn, 3
clarinets,
1918 because hebass clarinet,
could not reconcileSergei Prokofiev
3 bassoons, contrabassoon,
his creative 6 horns, 3
work with the
trumpets,
mmunist 3 trombones,
regime. He lived in tuba,
Paris, timpani, percussion
France until (bass
1932, then returned
drum, to
cymbal, snare drum, tambourine, triangle), 3 harps, and strings
1891 - 1953
eing to accept the restraints imposed by the Soviet government on its'
he was able to create
ser, Rimsky-Korsakov's Mladacomplex music that
, first produced in retained simplicity
1892, almost defiesof
Meet the Composers
What is a composer?
Do you remember a time when you made up a song or started whistling a tune you
had never heard before? When you invent your own songs it’s called composing.
An orchestral composer is a person who writes music for an orchestra to play.
First, the composer thinks of the sounds that they want to create, then they choose
their instruments and write down the notes and rhythms of the music. Sometimes it
takes a lot of time for a composer to write their piece exactly how they want it to
sound. People have been composing for hundreds of years. We can still hear people
perform music that was composed over 600 years ago.
So if you wonder where all of the music you hear comes from, you know that,
somewhere, a composer thought it up.
REFLECTION QUESTIONS BEFORE THE CONCERT:
1) Have you ever made up your own song? What was it about?
______________________________________________________________________________________
2) Do you know what written music notes look like? Can you describe them? Read them? Sing them?
______________________________________________________________________________________
3) Do you know any famous composers like Mozart, Beethoven or Sousa? Do you know any modern composers like John
Williams?
______________________________________________________________________________________
REFLECTION QUESTIONS AFTER THE CONCERT:
4) Do you remember any of the composers’ names from the “Peter and the Wolf” concert?
______________________________________________________________________________________
5) Which composer’s music did you like most? Why?
______________________________________________________________________________________
6) What kind of music would you compose if you wrote a song? Would it be cheerful? Spooky? Would it tell a story? Or paint
a picture in your mind? Would you prefer to write a piece to march to? To sing to? To dance to?
______________________________________________________________________________________
Nikolai Andreyevich Rimsky-Korsakov
(Russian: Никола́й Андре́евич Ри́мский-Ко́рсаков)
(b. 18 March 1844 Tikhvin, Russia
d. 21 June 1908 Luga, Russia)
Nikolai grew up in a world of amateur music. Both his

parents played the piano and his Uncle Peter, who lived
with them, had a passionate interest in folk music.
He once wrote that by age two, he could name all the !
tunes his mother sang to him. When he was four years
old, he was good at beating time on a drum to accompany his father’s piano playing. He
also began picking out tunes and harmonies on the piano, and once he learned the note
names, he could stand in an adjacent room and call them out as the notes were played.
He also enjoyed reading – especially history and literature from Russian folklore. He
also loved the sea “without ever having seen it.”
As an adolescent, he became increasingly of duty, he wrote the very first Russian

interested in joining the Russian navy. symphony*. Its slow movement was based
Following in the distinguished footsteps of on a Russian folk tune. In September 1865,
his brother Voin and his uncle, the Admiral he returned to St. Petersburg, and his First
Nikolai Rimsky-Korsakov, in 1856, at just 12 Symphony was premiered in December of
years of age, young Nikolai entered the the same year.
College of Naval Cadets in St. Petersburg.
By 1871, Rimsky-Korsakov had written and
While in St. Petersburg, he continued to premiered so many new pieces that the
study piano and came into the friendship of director of the St. Petersburg Conservatory
influential Russian composers, Balakirev, invited him to become a professor of
Cui and Mussorgsky. With them, began to composition and to take charge of the
practice composition. Rimsky-Korsakov orchestral class. This was quite an
believed, as did these fellow composers, in accomplishment for a young man whose
developing a nationalistic style of classical only musical training came from his piano
music. This style employed Russian folk teacher and his friendship with Balakirev.
song and lore along with exotic harmonic,
In 1872, he became the inspector of naval
melodic and rhythmic elements. This group
bands, and in 1875, the director of the Free
of like-minded composers became known
Music School where he began to study
as “The Mighty Five”.
music theory and composition as though he
In 1862, he had to leave the musical scene were a student.
in St. Petersburg to sail around the world on
the clipper ship Abnaz. He would be gone !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
*!symphony – a large musical structure for orchestra,
from Russia for three years. During his tour
usually having three or four movements.
In 1888, he re-examined a work for an national idioms. He also borrowed the
opera† called Mlada, which he had started whole-tone scale‡ and unusual meters
when he was still part of the “Mighty Five”. (ex. 7/4 and 11/4). But his fabulous
He finished the score by 1890, despite the orchestration shows its best in descriptive
serious illness of his wife, and the death of scenes of village life, landscapes due to
his mother and of his youngest child. It was their rich variety in tone colors, exotic
first performed on November 1, 1892. effects and lyrical melodies.
“Procession of the Nobles” is from a scene As a teacher, he had enormous influence on
in that opera. Its music depicts the arrival of younger European as well as Russian
the aristocrats in the midst of a celebration composers – Stravinsky and Prokofiev, just
in a village of Russia during the Middle to name two.
Ages.
Rimsky-Korsakov enjoyed writing operas

based on Russian folklore. You may have
heard “Flight of the Bumblebee” which is
from just such an opera, The Legend of
Tsar Saltan
By 1900, Rimsky-Korsakov was Russia’s
leading composer, and the most prolific of
the “nationalists”. He was a revered
professor at the St. Petersburg
Conservatory.
In 1905, however, a disastrous war broke
out with Japan. The political unrest that
accompanied it had incited the students at
the Conservatory to join in the protest. Rimsky-Korsakov as a naval cadet.
Rimsky-Korsakov sympathized with them.
For his, he was removed from his teaching
position. His music was banned until after
his death on April 23, 1908.
He leaves a legacy of musical language that
is a mixture of diatonic (real world) and
chromatic (fantasy world) with a powerful
Russian accent through folksong and
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
†
!Opera – a story that is sung and accompanied by an !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
orchestra ‡!A six-tone scale that has no half-steps.
Rimsky-Korsakov
at the piano
The drawing on the wall is Rimsky’s

hometown of Tikhvin. He drew his
impression of it when he returned from his
tour of duty.
1
Strings Procession of the Nobles
Woodwinds
Brass
Percussion
features the four families of orchestral instruments.
2 11
Strings Strings
Woodwinds Woodwinds
Brass 7 Brass
Percussion Percussion
Strings
3 Woodwinds 12
Brass
Strings Percussion Strings
Woodwinds Woodwinds
Brass 8 Brass
Strings
4 Woodwinds 13
Brass
Woodwinds Woodwinds
Brass 9 Brass
Strings
5 Woodwinds 14
Brass
Woodwinds Woodwinds
Brass 10 Brass
Strings
6
A Woodwinds
Brass
B 15 A
Woodwinds Woodwinds
Brass Brass
Rimsky-Korsakov used orchestral timbre, or tone color, as the basis for the form of
“Procession of the Nobles”.
Circle the family of instruments that you hear in each phrase of the first part;
in the second part; in the third part.
The repetition of melody and tone quality creates an ABA form as shown in the picture.
Ternary: having three parts describes ABA form.
Reinhold Morizevich Glière
(Russian: Рейнгольд Морицевич Глиэ́р)
(b. 11 January 1875 Kiev, Ukraine
d. 23 June 1956 Moscow, Russia)
He was the son of a maker of wind instruments and became an

accomplished violinist while he was still a child. His father's
house was a favorite rendezvous for musicians. As a boy he was
never without a small audience when played his earliest efforts
at composition.
He attended the Kiev School of Music before allows the performer to vary the main melody,
entering the Moscow Conservatory. He studied Glière also provides variations in rhythm,
violin and composition. His First Symphony melody and instrumentation throughout the
reveals clearly the great traditions of Russian song. It has an easy four-beat dance pattern
musical culture: emotional and profound, that gets faster toward the end. This song is
enriched with pleasing tone colors, melodies also a traditional tune in the Russian navy.
and rhythms.
When he turned thirty, Glière turned his
After graduation, he taught music at a School attention to the dramatic stage and to screen
of Music in Moscow. In 1907 he went to Berlin music. During this period, he wrote background
to study conducting. He became a conductor music for seven Russian plays and films.
of symphonic works.
He also composed more "social" – or, patriotic -
In 1913, he became the Director of the Kiev music. Under the Soviet system of rewards and
Conservatory. In 1920, he back moved to punishments for artistic activity, Glière was one
Moscow to teach composition at the Moscow of the most honored of Soviet composers. His
Conservatory. He remained there until the awards include the Order of the “Red Banner of
outbreak of World War II. Labor”, the “Order of Honor”, three “Orders of
Lenin” and three first-degree “Stalin Prizes”.
While in Kiev, he was urged by the Soviet
Government to study regional folklore and folk In 1948, when Stalin issued a major
music. He would later use the “national” music condemnation of prominent Russian
he learned for his ballet The Red Poppy, which composers, including Prokofiev, Glière,
premiered in 1926. escaped the criticism. Though he retired from
teaching due to poor health, he continued to
The “Russian Sailors Dance” is from that
compose until the end of his life.
ballet*. Also known as the “Dance of the
Soviet Sailors” the melody is a direct quote Gliere's greatest service to music was in his
from the Russian folk song “Yablochko” or work as a teacher of composition. He
“Little Apple.” Following folk tradition, which possessed a remarkable power of inspiring his
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! pupils and of drawing out their real genius.
*!ballet – a story that is danced to a musical Sergei Prokofiev is one of his brilliant students.!!
accompaniment.!
RHYTHMIC JEOPARDY
2
4
q q l e q e l e e q l e q el
q q l e q e l eeee l q q ll
“Russian Sailor Dance” from “The Red Poppy” by Russian

composer, Reinhold Glière.
Can you clap, sing or play these rhythm patterns?

Sergei Sergeyevich Prokofiev
(Russian: Серге́й Серге́евич Проко́фьев)
(b. 23 April 1891 Sontsovka, Ukraine ;
d. 5 March 1953 Moscow)
Sergei Prokofiev was born in 1891 in Sontsovka, a small village in
the Ukraine. He heard music even before he was born as his mother
played the piano for hours each day, especially Chopin and
Beethoven. It was with his mother that Prokofiev first began
studying music. As a child, he never wanted to be anything other
than a composer. After seeing Tchaikovsky’s The Sleeping Beauty,
at age nine, Sergei went home and wrote his first opera entitled The Giant.
After studying with his mother, Prokofiev Upon leaving the Ukraine, Prokofiev
took private lessons from Reinhold Glière, embarked on a round-the-world tour. In
and at age 13 he entered the St Petersburg England he worked as a concert pianist, and
Conservatory. Another of his teachers was lived in London for a while. From there, he
Nikolai Rimsky-Korsakov. moved on to Japan and the United States.
In 1919, in Chicago, he composed and
Prokofiev was a true enfant terrible: a
premiered his opera† The Love for Three
pianist of exceptional abilities, by nature he
Oranges. Prokofiev then moved to Paris.
had a propensity for iconoclasm. In his
During his stay in Paris, he married the
student days at Saint Petersburg he allied
opera singer, Lina Llubera. In Paris,
himself with the contemporary artistic
Prokofiev's popularity grew.
movement centered on the Evenings of
Contemporary Music, concerts given for and Upon his return to the Soviet Union in 1934,
by the Russian avant garde*. he was asked by the Central Children's
Theater in Moscow to write a musical
His early piano pieces had qualities hailed
symphony just for Soviet children. In just
as progressive by the modernists: they were
four days he wrote the score – the words
spikey, harshly percussive and had a wild
and the music - to Peter and the Wolf. In
virtuosity and a harmonic language of sharp
this “symphonic tale”, he demonstrates the
acidity.
various instruments of the orchestra as he
The year 1917 marked the start of the tells a story of good triumphing over terror.
Russian Revolution, and to escape the It made its debut on May 2, 1936 and
violence within his homeland, he took a Prokofiev was himself a narrator of that
voluntary – although temporary – exile from story. He called his work “a present not only
the newly established Communist regime. to the children of Moscow, but also to my
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
*!avant%garde!–!artist!interested!in!modern!and! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
experimental!projects! †!opera!–!a!story!that!is!sung!
own.” Children around the world have been Korsakov. His music is celebrated for its
introduced to classical music by way of robust sense of confidence and enormous
Peter and the Wolf ever since. vigor - traits that mirror his personality.
Life in Moscow was not easy for composers. Prokofiev himself analyzed his style as
In the 1930s with Stalin in power, the Soviet having several distinct components:
authorities sought to bring the arts under 1. His classical elements owe much to
the Beethoven sonatas that his mother
control and to curtail experimentalism in
played. The “Classical” Symphony is a
theater and music. Prokofiev, along with clear example;
Shostakovich, was one of the many victims 2. He liked “toccata-like” music that
of oppression by the Russian authorities. sounds light-footed as notes scurry
Authorities censured him for excessive across the keyboard.
'formalism', dissonant harmonies and a 3. There is a lyrical style in his later such
generally independent manner of as the Fifth Symphony.
4. His quest for novelty and powerful
composing. Like other Soviet composers,
language led him in the direction of
Prokofiev was encouraged to write music of complexity in harmony, rhythm and
an overtly patriotic nature. In his Fifth orchestration.
Symphony (1944) he seeks to express
Prokofiev was a hard worker: he could sit
sentiments of hope and resilience. He called
and compose for fourteen hours a day,
it “A symphony of the grandeur of the
stopping only to eat. He kept a diary and
human spirit.”
notebooks containing all his reviews.
Prokofiev slipped and fell after conducting Second only to playing music, he loved to
the premier of the Fifth Symphony in 1945 play chess, and he was good at it. He had a
and never completely recovered. In 1952, wolf-like dog, named Mendoza, and a cat
he won the Stalin Prize for his Symphony that liked to sleep in his favorite armchair.
No. 7 (1952). Chronically ill, he died the next
year on March 5, 1953, just three hours
before Joseph Stalin himself died.
In Prokofiev's music, we see a composer of
sharp wit and considerable melodic genius.
He was one of the first composers to return
to the forms and structures of the Classical
era, combining them with a modern sense of
harmony and texture. He was a master
melodist and had a wonderful gift for
sparkling orchestral textures, no doubt Commemorative Stamp for the 100th
passed on from his teacher Rimsky- birthday of Prokofiev
The FIFTH SYMPHONY
The SYMPHONY is a large CLASSICAL FORM
There are THREE or FOUR MOVEMENTS in a symphony.
PROKOFIEV’S FIFTH SYMPHONY has _______ movements:

Each movement has a label, usually written in Italian.
Mvt 1 slow walking tempo = _______________________________
Mvt 2 = quickly and with heavy accent _________________________
Mvt 3 = slowly = _______________________________________
You will hear an excerpt from the fourth movement which is labeled Allegro Giocoso
Allegro = _______________________________________
Giocoso = _______________________________________
Word Bank
Use these words to fill in the blanks above
Adagio Allegro Marcato Andante Four Playfully Quickly
Prokofiev at the piano

\R{
kofiev loved to play chess. He was an excellent player and even kept notes on
last opera, A Tale of a Real Man, was banned for political reasons in his own c
Stalin. Politics were also a factor in the delay of the announcement of Prokofi
Peter and the Wolf
ed of a stroke in 1953, his death was not revealed for one week because Stalin h
y.
narrated version of Peter and the Wolf. Identify the instruments, listed below,
the symphony.
ch character fromWhat Draw lines
is everyone talking the characters in Column A t
fromabout?
in Column B. Find a book about symphonies or Prokofiev to help you find the
50
49
READERS THEATERS ACTIVITIES
Here is Prokofiev’s story:
There once was an adventurous boy named Peter who lived with his grandfather
on a farm next to a green meadow near a deep, dark, Russian forest. Grandfather
warned Peter never to go alone to the meadow because a very fierce wolf lived in
the nearby forest. But Peter was not afraid of wolves.
One day, Peter decided to take a walk in the meadow. As he walked through the
gate, he forgot to close it. His friend the duck, seeing the open gate, followed
Peter into the meadow. She wanted to swim in the meadow pond. Out in the
meadow, Peter said hello to his friend the bird who chirped a happy greeting from
her perch in a tree. As Peter sat under the tree, the bird and the duck argued about
which one was the better bird.
“What kind of a bird are you,” said the bird, “if you can't fly?”
To this the duck replied “Well, what kind of a bird are you if you can't swim?” Back
and forth they quarreled. As they argued, something caught Peter’s eye; a cat
creeping through the tall grass, hoping to catch the bird unawares. Peter cried out
a warning just in time and the bird flew into the tree, escaping the cat.
Just then, grandfather stomped out of the farmyard, angry that Peter disobeyed.
He took Peter home and slammed the gate behind him.
Suddenly, a real wolf came out of the forest! The cat quickly climbed up the
nearest tree - not too near the bird. The duck quacked angrily, and in the
confusion, jumped out of the pond! The wolf chased her, getting nearer and nearer
until he caught her and swallowed her – ALIVE!
After all that, the wolf was still hungry, so he turned his attention to the bird and the
cat up in the tree. Peter, who watched from behind the fence, had an idea. He
found a length of rope, caught hold of a tree branch that stretched over the stone
wall. As he climbed the tree, he told birdie to fly around the wolf's head to distract
him. Peter made a loop in the rope and lowered it over the wolf's tail.
Pulling with all of his might, Peter caught the wolf by the tail. The wolf jumped
about, trying to get away, but this only made the rope tighter.
At that moment, hunters came out of the forest, following the wolf’s tracks.
“Don't shoot,” said Peter. “Birdie and I caught the wolf. Please help us take him to
the zoo." So off they marched. It was an interesting procession: first Peter, then the
bird, the cat, Grandfather, the hunters and the wolf – and finally the sound of the
duck as she quacked inside the wolf.
Readers Theater Script for Older Students
Directions: Divide the class into groups of five. Make sufficient copies of the text so that every
actor has a copy of the whole script. Have students find their parts and highlight them. The actors
should rehearse their reading before performing it expressively for the class.
Reader #2
Once upon a time, there was an adventurous boy named Peter. He lived with his
grandfather on a farm next to a green meadow near a deep, dark, Russian forest.
Grandfather warned Peter never to go alone to the meadow because a very fierce
wolf lived in the nearby forest. But Peter was not afraid of wolves.
Reader #4
One day, Peter decided to take a walk in the meadow. He walked through the gate,
and forgot to close it.
Reader #1
His friend the duck, seeing the open gate, followed Peter into the meadow. She
wanted to swim in the meadow pond.
Reader #5
Out in the meadow, Peter said hello to his friend the bird, who chirped a happy
greeting from her perch in a tree. As Peter sat under the tree, the bird and the duck
began to argue about which one was the better bird.
Reader #3
“What kind of a bird are you,” said the bird, “if you can't fly?” To this the duck
replied “Well, what kind of a bird are you if you can't swim?” Back and forth they
argued noisily.
Reader #5
As they argued, a cat came creeping through the tall grass, hoping to catch the
bird unawares. Peter saw the cat and cried out just in time. The bird flew into the
tree, away from the cat.
Reader #1
Just then, grandfather came stomping out of the farmyard, very angry at Peter for
leaving the yard and disobeying him. He took Peter home and slammed the gate
behind him.
Reader #4
Suddenly, a real wolf did come out of the forest! The cat quickly climbed up the
nearest tree - not too near the bird. The duck quacked angrily, and in the
confusion, she jumped out of the pond! The wolf began to chase her, getting
nearer and nearer until he caught her and swallowed her – ALIVE!
Reader #2
The wolf was still hungry, so he turned his attention to the bird and the cat up in
the tree. While the wolf was trying to figure out how to catch them, Peter was
planning a way to catch the wolf. He hurried home, got a rope, and came back to
the fence. Catching hold of a branch of a meadow tree that stretched over the
fence, Peter climbed the tree.
Reader #5
Peter told birdie to fly around the wolf's head to distract him. Then, making a loop
in the rope, he lowered it over the wolf's tale. Pulling with all of his might, Peter
caught the wolf by the tail. The wolf jumped about, trying to get away, but this only
made the rope tighter.
Reader #4
At that moment, hunters came out of the forest. They had been following the wolf.
“Don't shoot,” said Peter. “Birdie and I have just caught the wolf. Please help us
take him to the zoo." So off they went marching to the zoo. Peter led the triumphal
procession, followed by the bird, the cat, Grandfather, the hunters and the wolf.
Reader #3
And from far away, you can still hear the quack of the duck, alive inside the wolf.
Readers Theater Script for Younger Students
Directions: Divide the class into groups of five. Make sufficient copies of the text so that every
actor has a copy of the whole script. Have students find their parts and highlight them. The actors
should rehearse their reading before performing it expressively for the class.
Reader #1
It’s a beautiful day in the meadow.

Peter goes out into the meadow to see the bird.
Reader #2
The duck follows Peter and goes for a swim in the pond.
The bird and the duck argue.
Reader #3
A cat tries to catch the bird.

Angry Grandfather takes Peter back home.
He locks the gate.
Reader #4
A wolf appears!
Reader #5
The cat climbs the tree. The bird stays in the tree.
The duck jumps out of the pond and the wolf chases it.
He catches the duck.
Reader #6
Peter climbs a tree with a rope.

The bird flies around the wolf and Peter lowers a lasso.
The wolf is caught!
Reader #7
The hunters come out of the forest looking for the wolf.
Everyone marches to the zoo.
The End
51
Here are the answers to the crossword puzzle:
Across:
3. Clarinet
6. Oboe
7. Forest
9. Meadow
Down
1. Flute
2. Grandfather
4. Rope
5. Peter
8. Zoo
10. Drums
11. Wolf
_____________________________________________
QUILT-A-STORY
1. Choose a scene
from your Peter and
the Wolf.
2. Draw the scene in

the Quilt Square.
3. Color your scene.
4. On the lines that

surround the
square, write a
single complete
sentence to
describe the action
in your scene.
5. Putting the scenes

in order, quilt your
scene together with
those of your
classmates.
6. Tape your quilt

together to decorate
a wall or a bulletin
board.
___________________________________________
___________________________________________
_____________________________________________
The Real Lives of Wolves
Fact vs Fiction
Fill in the Diagram comparing real wolves * to wolves in fairy tales and fiction.
1. Research wolves and wolf behaviors: physical characteristics, behavioral habits, lifestyle
habits (i.e. pack? Solo? Hunting practices?)
2. Choose a fairy tale in which a wolf is a main character. (ex. Little Red Riding Hood)
3. Develop a list of attributes for fairy tale/fiction wolves based on the story you chose.
*
For further information on real wolves, visit Wolf Park, Indiana: http://www.wolfpark.org
The Sequel
The story ends with the parade on the way to the zoo. You might make the assumption that all
of the characters reach the zoo, and the ending is happy and thoroughly uncomplicated. Yet,
Prokofiev chooses to leave the story open-ended. Can you predict what will happen next?
Based on the following unwritten questions, how would you write The Sequel? Of particular
interest is the problem between the wolf and the duck. Will the duck ever escape from inside
the wolf's stomach? If so, how? Will something happen on the way to the zoo? Will any of the
characters even reach the zoo?
Use the Story Map and Sequence to chart the story as Prokofiev told it.
Then write your own sequel.
Setting: The story takes place
Characters: Peter,
Main Characters: Peter, bird, duck & wolf

Problem: A hungry wolf is
Solution: Peter
Major Events/Sequence:
Beginning: Peter and his friends …
Middle: When Peter and his grandfather leave …
Ending: Peter and the bird

The Sequel
PETER%AND%THE%WOLF%AND%FRIENDS%
WORDSEARCH%
C T E S R E H T A F D N A R G
E S T N Y D T Y M P A N I I S
S R A R T S E H C R O D D M B
X X R O E X N V O O H N K S O
T C R H L P I K N K U X W K R
E S A I L O R S D O N I M Y C
Y G N T A A A O U F T H L K F
G N E L B R L R C I E A S O F
V X O L L E C E T E R B B R K
M I B H M P R T O V S A X S C
V C O M P O S E R O C S F A U
E T U L F M V P I T F S I K D
P A D R I B Y S E L B O N O V
R S T R I N G S O H G O W V N
Z O P A J C E W B E C N A D J
BALLET FLUTE PROKOFIEV

BASS GLIERE RIMSKYKORSAKOV
BASSOON GRANDFATHER SAILORS
BATON HORNS SCORE
BIRD HUNTERS STRINGS
CAT NARRATE SYMPHONY
CELLO NOBLES TYMPANI
CLARINET OBOE VIOLA
COMPOSER OPERA VIOLIN
CONDUCTOR ORCHESTRA WOLF
DANCE PETER
DUCK PROCESSION
Northwest Indiana Symphony Orchestra 2011 Concert Study Guide

PETER!AND!THE!WOLF!AND!FRIENDS!
CROSSWORD!
!
CROSSWORD!
Across Down
2. - a high woodwind that is neither made of wood, nor uses a reed 1. - composer who used a Soviet folk song to create a hit tune in
3. - their "guns" are imitated in the percussion section his ballet "The Red Poppy"
4. - the largest and lowest-pitched stringed instrument 4. - a woodwind that can sound like Grandfather
5. - a high double-reed with a plaintive timbre depicts this animal 6. - a single-reed woodwind, also called "licorice stick"
7. - the hero of the Symphonic Tale of a composer in this unit 7. - composer who wrote a musical gift for Russian children
9. - a story that is sung 8. - a large musical form which usually has four movements
11. - a musical composition for dance 10. - a parade of pomp and pageantry
16. - composer who wrote the first Russian symphony while on a 12. – also known as kettledrums
tour of duty with the navy 13. - movement to music beat and rhythm
18. - a creative genius who arranges sounds into music 14. - your father's father
20. - to tell a story in words 15. - the written notes we see on a page, which when played by
21. - the section of the orchestra which produce sounds with skilled musicians, create music for our ears
vibrating strings 17. - a high woodwind that produces sound through a double-reed
22. - an animal who exists in fairy tales and in Nature 18. - a low single-reed woodwind plays this stalking animal
23. - the soprano voice of a string quartet 19. - members of a ship
24. - played brilliantly by the silver orchestral woodwind 25. - the alto voice of a string quartet
26. – these are played in the brass section of the orchestra 27. - aristocrats in a feudal society
28. - a wand used by Maestro to lead musicians in a performance 31. - an ensemble of musicians who play stringed instruments,
29. - the person who directs the musicians in an orchestral along with brass, woodwind and percussion instruments
performance
30. - the tenor voice of the stringed quartet
!
DRAFT
(Date)
Your Name
Your School
Your Teacher
Dear Maestro _____________________
Thank you for
My favorite activity before the concert was
My favorite part of the concert was
What I learned from studying “Peter and the Wolf” was
Thanks again!
Sincerely
SOLUTION
+ + E S R E H T A F D N A R G
+ + T N + + T Y M P A N I I +
+ + A R T S E H C R O + + M +
+ + R O E + N + O O H + + S +
+ C R H L P I + N K U + + K +
+ S A I L O R S D O N + + Y +
Y + N T A A A O U F T + + K +
+ N E L B R L R C I E A + O +
V + O L L E C E T E R B B R K
+ I B H + P R T O V S A + S C
V C O M P O S E R O C S + A U
E T U L F M + P I + F S I K D
+ + D R I B Y S E L B O N O +
+ S T R I N G S O + G O + V N
+ + + + + + + W + E C N A D +
Over,Down,Direction PROCESSION(6,5,SE)
DUCK(15,12,N) PROKOFIEV(10,2,S)
BALLET(5,8,N) FLUTE(5,12,W) RIMSKYKORSAKOV(14,1,S)
BASS(12,9,S) GLIERE(11,14,NW) SAILORS(2,6,E)
BASSOON(12,9,S) GRANDFATHER(15,1,W) SCORE(12,11,W)
BATON(13,9,NW) HORNS(4,5,N) STRINGS(2,14,E)
BIRD(6,13,W) HUNTERS(11,4,S) SYMPHONY(8,14,NW)
CAT(2,5,SE) NARRATE(3,7,N) TYMPANI(7,2,E)
CELLO(7,9,W) NOBLES(13,13,W) VIOLA(1,11,NE)
CLARINET(7,9,N) OBOE(3,11,N) VIOLIN(1,9,SE)
COMPOSER(2,11,E) OPERA(6,11,N) WOLF(8,15,NE)
CONDUCTOR(9,3,S) ORCHESTRA(11,3,W)
DANCE(14,15,W) PETER(8,12,N)

CROSSWORD!
Across Down
2. - FLUTE 1. - GLIERE
3. - HUNTERS 4. - BASSOON
4. - BASS 6. - CLARINET
5. - DUCK 7. - PROKOFIEV
7. - PETER 8. - SYMPHONY
9. - OPERA 10. - PROCESSION
11. - BALLET 12. - TYMPANI
16. - RIMSKYKORSAKOV 13. - MARCH
18. - COMPOSER 14. - GRANDFATHER
20. - NARRATE 15. - SCORE
21. - STRINGS 17. - OBOE
22. - WOLF 18. - CAT
23. - VIOLIN 19. - SAILORS
24. - BIRD 25. - VIOLA
26. - HORNS 27. - NOBLES
28. - BATON 31. - ORCHESTRA
29. - CONDUCTOR
30. - CELLO
!
!
Print and cut cards apart. Shuffle, distribute & match.
PETER AND THE WOLF PETER AND THE WOLF

AND FRIENDS AND FRIENDS
GRANDFATHER THE BASSOON

THE CAT THE CLARINET

THE BIRD THE FLUTE

THE DUCK THE OBOE

THE HUNTERS
& THE TYMPANI
THEIR GUNS

THE STRINGS PETER

THE HORNS THE WOLF
p o s e r
h e C o m
b o u t t
A
:"(;",&<()=)$"5
(SERgeh proKOfeeeff)
N)(#&T&?W@?&T&C=(2,#"
J,"3&T&?@A&T&X766,2&
<()=)$"5&6+)>"3&;("2%&*76,-28&2!,8,%9&26&"2(89&26&2;"&$5"0&&K,6&$(6%&/,2
THE TRIUMPHANT
SERGEI PROKOFIEV
was on all white keys since he did not like to touch the black keys. At t
PROCESSION
>()%"&+,6&$(6%&)/"(24&PI+"&V,2#%4S&26&>"88&26&)%+"(&6*288"(&-)*/)6,%,)#6
eleven, he started taking composition lessons and at thirteen entered the
PETER AND THE WOLF
PETER AND THE WOLF AND FRIENDS
AND FRIENDS
RUSSIAN SAILORS RHEINHOLD GLIÈRE

DANCE
PETER AND THE WOLF http://www.laphil.com/philpedia/piece-detail.c

AND FRIENDS PETER AND THE WOLF
AND FRIENDS
Procession of the Nobles from “Mlada”
-
Nikolai Rimsky - Korsakov
Composed: 1889
Length: 4NIKOLAI
minutes
PROCESSION RIMSKY_KORSAKOV
OF THE Orchestration: piccolo, 3 flutes, 2 oboes, E
NOBLES
clarinets, bass clarinet, 3 bassoons, contraba
trumpets, 3 trombones, tuba, timpani, percussi
cymbal, snare drum, tambourine, triangle), 3 h
Rimsky-Korsakov's Mlada, first produced in 189

Northwest Indiana Symphony Orchestra the Concert
2011 effort to describe
Study Guideit. In form it is half-
ballet, and its libretto is unbelievably compl
standards of opera librettos. Set a thousand y
What did you learn? Post-Concert Survey: Grades 2 - 5

composition?

and the Wolf?

and the Wolf?

and the Wolf?


6. Which orchestral instrument represents a hunting
rifle in Peter and the Wolf?
7. Which family of orchestral instruments represents a


and the Wolf?
country?

b) Russia d) Canada
ANSWER KEY

composition?

and the Wolf?

and the Wolf?

and the Wolf?


6. Which orchestral instrument represents the sound of a
hunting rifle in Peter and the Wolf?
7. Which orchestral family of instruments represents a


and the Wolf?
country?

b) Russia d) Canada
1. An orchestra is________________.

percussion





called ________________.


country?

b) Russia d) Canada
a) Rimsky-Korsakov c) Prokofiev
b) Mussorgsky d) Glière

Dance”?
a) it is a folk song c) it is by Rimsky-Korsakov

variations the end

composition?

ANSWER KEY
1. An orchestra is________________.

percussion





called ________________.


country?

b) Russia d) Canada
a) Nikolai Rimsky- c) Sergei Prokofiev

Korsakov

Dance”?
a) it is a folk song c) it was composed by

Rimsky-Korsakov
variations the end

composition?

Mary Elizabeth Hannah Children’s Concerts
2011 Post-Concert Evaluation
The information teachers/parents provide is a key element in planning future education concerts. It is also used for
reporting purposes to grant-making organizations. Your assistance in completing this form is vital to our ongoing
support and success. Please return the com pleted form to Northwest Indiana Sym phony, 1040 Ridge
Road, M unster, IN 46321 .
1. Which of the following best describes your role?
a. Classroom Teacher: Grade b. Music Teacher: Grade

c. Administrator d. Homeschool Parent/Organizer:
__Elementary __Secondary __Other Grade
2. Have you personally ever attended any of the following types of Northwest Indiana Concerts?
a. Classical Series
b. Pops series
c. South Shore Summer Music Festivals
d. Previous Mary Elizabeth Hanna Children’s Concerts
3. How many children did you bring to the “Peter and the Wolf” Education Concert on October 18,2011?
4. Which concert did you attend?
______9:25 AM ______10:50 AM
5. What percentage of the students you brought this year would you estimate have ever previously
attended a live symphony orchestra performance?
__0 – 25% __26-50% __51-75% __76-100%
6. How did you learn about the 2011 Mary Elizabeth Hannah Children’s Concert? (Check all that apply.)
__Education Brochure __Previous Concert __Referral of another __Event planned by

Experience teacher or staff administrator
member
__NISO Website __NISO e-mail __Other (explain)___________________________
7. The Study Guide and Activities were made available as a PDF download via the Symphony website.
Was this helpful to you?
__Yes __No Comment _______________________________________

8. Did you use the NISO Study Guide and Activities to prepare your students for the concert
performance?
__Yes __No Comment _______________________________________
9. Did you use the NISO music CD to prepare your students for the concert performance?
__Yes __No Comment _______________________________________
10. How far in advance of the concert did you begin to prepare your students using the Study
Guide/CD?
__one week __two weeks __three weeks __one month __ 5 or more weeks
11. If you used the Study Guide/CD, how was it helpful or useful for you?
a. Correlate Indiana Standards for __Music __Literacy __Other __________________________
b. Orchestra/Instrument Information
c. Composer Information/Activities
d. Information about music and related activities
e. Cross-curricular activities
f. Web links for further invesitgation
12. What will influence you to attend a future Children’s Concert?
a. I believe it is important for students to experience live classical music.
b. The programming/theme is appealing.
c. The school/district attends every year, regardless of programming.
d. The concert fits will into my curriculum.
e. Other:
13. If you plan to attend the next Children’s Concert, would a Teacher’s Summer Workshop for learning
about the program and teaching ideas in advance appeal to you?
__Yes __No Comment _______________________________________
14. If you wish to participate in a drawing to receive a voucher for two free tickets to an upcoming
Classical Series Concert, please provide us with your name and contact information.
NAME SCHOOL
ADDRESS
PHONE e-MAIL
15. Additional Com m ents:

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The

Welcome back to school, to the May Elizabeth Hannah Education

Inside this packet you will find two CDs:

In order facilitate the evaluation of the effectiveness of our

Grade Standards Activity

Please administer and Pre-Unit Surveys – What Do You Know?

4 -8 RI.4, W.1 Meet the Composers

4 -8 RI.4, M9 Nikolai Rimsky-Korsakov

4-8 RI.4, M9 Rheinhold Glière

4 -8 RI.4,M9 Sergei Prokofiev

NISO Jeopardy Game (Power Point Questions to reinforce lesson material)

Activity Book (PDF Pages to print)

Audio and Video

Minnesota Orchestra. <http://www.minnesotaorchestra.org/education/peterandthewolf.cfm>

San Francisco Symphony. < www.sfskids.org> Interactive site.

The Prokofiev Page. <http://www.prokofiev.org>

Lina Prokofiev, 91, Widow of the Composer

1. “The Triumphant Procession” is a part of which musical

a) the Fifth Symphony c) the opera Mlada

b) Peter and the Wolf d) the ballet The Red Poppy

2. Which orchestral instrument represents a cat in Peter

a) the flute c) the oboe

b) the tympani d) the clarinet

3. Which orchestral instrument represents a bird in Peter

a) the oboe c) the clarinet

b) the flute d) the French horns

4. Which orchestral instrument represents a wolf in Peter

a) the strings c) the bassoon

b) the flute d) the French horns

5. Which orchestral instrument represents a grandfather

a) the tympani c) the bassoon

b) the flute d) the strings

a) the tympani c) the bassoon

b) the trumpet d) the strings

7. Which family of orchestral instruments represents a

a) the woodwinds c) the percussion

b) the brass d) the strings

8. Which orchestral instrument represents a duck in Peter

a) the oboe c) the bass drum

b) the trumpet d) the strings

9. Who composed Peter and the Wolf?

a) Rimsky-Korsakov c) Sergei Prokofiev

b) Modest Mussorgsky d) Reinhold Glière

a) France c) The United States

a) made of four families c) an instrument that uses a

b) a person who sings a d) an ensemble of brass, guitar

2. The person who leads a group of musicians and helps them

a) the composer c) the conductor

b) the baton d) the symphony

a) a baton c) a Russian Sailor

4. The wand that Maestro uses to mark beats in mid-air is

5. A book which contains thousands of the music notes,

7. Rimsky-Korsakov, Glière and Prokofiev are from which

a) France c) The United States

8. “Peter and the Wolf” was a gift to children from______.

9. Which is not true about the melody of “Russian Sailors

a) it is a folk song c) it is by Rimsky-Korsakov

b) it is played with d) it is played faster toward

10. “Procession of the Nobles” is a part of which musical

a) the Fifth Symphony c) the opera Mlada

b) Peter and the Wolf d) the ballet The Red Poppy

1. “The Triumphant Procession” is a part of which musical

a) the Fifth Symphony c) the opera Mlada

b) Peter and the Wolf d) the ballet The Red Poppy