Peter and the Wolf

PSO KinderKonzert

Support for PSO

Education Programs
provided by:
Elizabeth Ann Leach Foundation
Morton-Kelly Charitable Trust
The Virginia Hodgkins Somers Foundation

Woodwinds

Percussion

Brass
Strings
Table of Contents
Welcome!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

WOODWINDS: Peter and the Wolf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Peter and the Wolf Melodies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Song to Sing: Oh, A-Hunting We Will Go. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Important Musical Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Instrument Sounds: Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Woodwind Family Up Close. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Fun Facts About Woodwinds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Concert Activity: Be an Artist!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Concert Activity: Oh, A-Hunting We Will Go. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Woodwind Coloring Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Good Listener Certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Post-Concert Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Post-Concert Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The Portland Gazette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Meet the Narrator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Audience Responsibility.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
National Standards for the Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
KinderKonzert Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
KinderKonzert Underwriting Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Welcome!
Dear Parents and Educators,

Thank you for your interest in the Portland Symphony Orchestras KinderKonzerts. We are delighted
to see you in the audience!

Each year, we present exciting programs that feature the four families of instruments: woodwinds,
brass, strings, and percussion. KinderKonzerts often call for interactive components during the
concert, which may be explored in advance. Song lyrics are included in these materials, and during
the concert our narrator will encourage students to sing along.

WOODWINDS: Peter and the wolf

Children (and adults) are thrilled by the characters that come to life in this classic story. The PSO
Woodwind Quintet will perform familiar themes and introduce students to new friends the Bird, the Duck,
the Cat, Grandfather, Peter himself, and the Wolf.

These materials have been developed to help prepare and engage students in the KinderKonzert
experience. We encourage you to use our web site, www.portlandsymphony.org, where you will find
supporting materials for all our education and concert programs.

Your feedback is important to us! We have enclosed an evaluation form in this guide, and please let
us know if you have suggestions or ideas. If you would like more information on any of our education
events, contact us at (207) 773-6128 or email education@portlandsymphony.org.

Thank you for your support of PSO KinderKonzerts, and for the dedication you maintain each day to
bring the love of music to young people in our community!

Sincerely,

Heather Sumner
Education and Community Engagement Manager

1
 WOODWINDS: Peter and the Wolf
Early one morning, Peter opened the garden gate and walked out into the great, green meadow...
What happens when Peter and his woodland friends come face-to-face with the big, bad Wolf
in a very dark forest? Find out when the PSO Woodwind Quintet portrays Peters adventures
with his favorite friends, a bird, a cat, and a duck, in Prokofievs beloved classical musical tale.

Instruments you will see: Music you will hear:

Ugros from Five Ancient Dances by Ferenc Farkas
Peter and the Wolf with narration by Sergey Prokofiev

Song to sing:
A-Hunting We Will Go

Concepts to learn:
Quintet, melody, dynamics (forte and piano), tempo

Clarinet Oboe

French Horn

Bassoon Air must vibrate inside the instruments to make sound

Flute Some woodwind instruments use a reed
The smaller the instrument, the higher the pitch
The larger the instrument, the lower the pitch

2
 Peter and the Wolf Melodies
Birds Melody

Flute

Ducks Melody

Oboe

Cats Melody

Clarinet

Grandfathers Melody

Bassoon

Wolfs Melody

Horn

Peters Melody

Tutti

3
 Song to Sing: Oh, A-Hunting We Will Go

Oh, A-Hunting We Will Go

Moderato

Oh, a - hunt - ing we will go, A - hunt - ing we will

go; We'll catch a fox and put him in a box, And then we'll let him go!

Verse 1
A-hunting we will go, a-hunting we will go,
Well catch a fox and put him in a box,
And then well let him go!

Verse 2
A-hunting we will go, a-hunting we will go,
Well catch a fish and put him in a dish,
And then well let him go!

Verse 3
A-hunting we will go, a-hunting we will go,
Well catch a whale and put him in a pail,
And then well let him go!

Verse 4
A hunting we will go, a-hunting we will go,
Well catch a snake and put him in a cake,
And then well let him go!

4
Important Musical Concepts

Quintet
A quintet is music for five players. A quintet is not an orchestra but a small ensemble
that performs chamber music. The Portland Symphony Orchestra woodwind quintet
is composed of one flute, one clarinet, one oboe, one bassoon, and one horn.

Melody
A melody can be thought of as a note that is going for a walk. Melody is the singing
side of music, said Leonard Bernstein. While rhythm has been referred to as the
heartbeat of music, melody has been called the tune of the piece of music. Melody is
the horizontal line of music. What we like and dont like in music is probably based on
its melody. We can recognize different characters in Prokofievs Peter and the Wolf by
learning their melodies.

Tempo
The word tempo is Italian for time and means how fast or slow a piece of music is
performed. What is the tempo of this piece? is a way of asking How fast or how
slowly does the music go? The tempo of a piece of music is very important as it
affects the mood and difficulty of a piece. Normally a conductor keeps the tempo of
the music but in a quintet it is up to all five players to work together to keep a steady
tempo.

Dynamics
Dynamics are the loudness and softness of a sound or a note and are usually
indicated below the notes in music by dynamic marks. Music marked piano means
to play the music very soft; music marked forte means to play the music loud.

5
Instrument Sounds: Woodwinds
The woodwind instruments create sound when musicians blow air into the instrument. In the
case of the flute, which is made of metal, the air is blown over a hole in the mouthpiece. With
the other woodwinds, there is a reed or double reed that is attached to the mouthpiece. A
player blows air through the reed, the vibrating reed sets the air inside the instrument in motion
and this creates sound.

The flute is the highest pitched instrument in the woodwind family. It is held to the right side
of the face and the musician blows a column of air across a small opening near the top of the
instrument, much like blowing air over the top of a soda bottle. For many years the flute was
actually made of wood, but now most flutes are metallic: silver, gold or platinum.

The oboe belongs to the double reed part of the woodwind family because its reed is actu-
ally made of two small slips of cane held together by twine wound around one end. The oboe
is made of wood, perforated with many holes, and has a tapering conical tube approximately 25
inches long.

The clarinet is a single reed instrument somewhat close to the flute in its agility. Its tone
quality makes it well suited for rapid, fiery passages. It is basically a cylindrical tube with a bell
on one end which expands slightly more than the oboes.

The bassoon is the bass instrument of the woodwind

family and is also a double reed instrument. Its air
column is nearly ten feet long which allows it to
produce a unique, rich tone. The bassoon is
equally well suited to play the melody or
provide accompaniment.

You will see woodwind instruments in

symphony orchestras, marching bands,
jazz combos, and even in some rock
bands. Woodwind instruments often
play solos in big ensembles as their
sounds carry well and can be heard
when there are many other
instruments playing.

6
The Woodwind Family Up Close

Flute
threaded plug
or stopper
Oboe mouthpiece

double reed
tone hole
{ mouthpiece

head joint
staple body or middle joint

key

key

foot joint

bell

7
The Woodwind Family Up Close continued

Bassoon
Clarinet
bell

mouthpiece
{ metal ligature

barrel bell joint

crook or bocal

double reed

ring key long joint or

bass joint wing joint or
tenor joint

key key

Boot joint
bell

8
 Fun Facts About Woodwinds

u know? Did you kn

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Instrument makers get made from swan
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from the Mpingo or African
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The flute is considered a

Professional oboe
member of the woodwind
players usually make
family because it used to be
their own reeds out of
made out of wood
a piece of cane

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ou
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kn

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The bassoon has yo largest pitch range
of all woodwind
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12 or more keys that instruments

can be played only by The French Horn got
thumbs its name from the hunt-
ing horn that appeared
in France around 1650

9
 Concert Activity: Be an Artist!
The flute, oboe, clarinet and bassoon are featured in Peter and the Wolf.
In this orchestral fairy tale, adapted for woodwind quintet, the characters are
represented by different instruments. Draw the characters that match the
instruments. Make your selection from the characters below.

Oboe Clarinet

Bassoon Flute

10
Concert Activity: Oh, A-Hunting We Will Go

Teaching Rhyming Through Musical Verse

Overview
This lesson is most appropriate for second graders, but can be adapted for kindergarten or first graders.
The activity begins with the singing of the song A-Hunting We Will Go with its original verses and several
new verses that support rhyming concepts. Students brainstorm pairs of rhyming words and create
their own verses for the song. The activity culminates with the practice of rhyming skills using an online
interactive tool.

Publisher
ReadWriteThink (readwritethink.org)

Grade
K-2

Objectives
Students will identify rhyming words, brainstorm rhyming words, create song verses (as a group or
individually), practice rhyming words

Tools
Verse Frame handout (included)
Word Build & Bank interactive tool: http://www.readwritethink.org/materials/wordbuild/
Chart paper or overhead transparency
Computers with Internet access
Marker, paper and pencils

Preparation
Familiarize yourself with the melody and words to the song A-Hunting We Will Go. Prepare to instruct
students in accessing and using the Word Build & Bank interactive tool on the computer. Schedule time for
the class to use the computer lab.

11
Concert Activity: Oh, A-Hunting We Will Go cont.

Instruction and Activities

Session 1 Introducing rhyming words through music

1. Begin the lesson by teaching students to sing the song A-Hunting We Will Go.
A-hunting we will go, a-hunting we will go.
Well take a little fox and put it in a box
and then well let it go.

2. Ask students to identify the two words that sound the same in the song (fox and box). Continue to
sing the song with the following phrases to replace the second line. As you sing the song, pause
for the second rhyming word and allow students to sing the word they think rhymes. This should
be easy and fun for students.
Well take a little fish and put it on a dish
Well take a little whale and put it in a pail
Well take a little frog and put it on a log

3. Allow students to sing the song together several more times using both the original lyrics and the
three new verses.

4. Ask students to brainstorm other animals that could be used in the song. List these animals on
chart paper. Then ask students to think of words that rhyme with each animal name. For example:
snake: lake, cake, rake
bear: hair, dare, chair
cat: hat, mat

5. Model for students how these words can be used to create new verses of the song. For example:
Well take a little snake and put it in a lake
Well take a little bear and hug it if we dare
Well take a little cat and put it on a mat

6. Next, write the following verse frame on chart paper or an overhead transparency.
Oh, a-hunting we will go, a-hunting we will go.
Well take a little and put it in a
and then well let it go.

12
Concert Activity: Oh, A-Hunting We Will Go cont.

7. Invite students to choose one of the animal names from the brainstorming list and one of the
rhyming words. Write these words in the blanks of the verse frame.

8. For additional practice, instruct students to make their own lists of animal names and rhyming
words.

9. Provide each student with the Verse Frame handout. Ask each student to create two or three
verses to the song by writing pairs of rhyming words in the blanks.

10. Once they have completed their verses, gather the students together and allow them to share
them. Sing the verses together as a class.

Session 2 Practicing rhyming words

1. Take the students to the computer lab to continue practicing rhyming words.

2. Have students access the Word Build & Bank interactive tool.

3. After clicking on Begin, students will be prompted to select a word ending. Then a set of letters
and blends will appear on the screen. Students click on a letter that, when added to the word
ending, makes a word. By creating several words, students will make their own lists of rhyming
words. Be sure to draw students attention to the Word Bank where they can read and review their
word lists.
[Note: Some of the words on the lists do not rhyme. For example, oat and eat do not rhyme with cat, fat, and hat.
Take the opportunity to discuss with students why these words do not rhyme even though they have the same
ending letters.]

4. When students successfully create all possible words for a word ending, instruct them to print
their word lists. Students can then continue the game by selecting a different word ending and
creating another list of rhyming words.

5. Have students use their printed word lists to create new verses for other rhyming songs.

Extensions
Students are now ready to identify rhyming words in other popular songs. You might also wish to dis-
play the words to certain songs and ask students to underline the words that rhyme.

As a class, use other simple rhyming songs to continue practice with rhyming skills as students create
their own new verses. The Word Build & Bank interactive tool can be used to help students generate
rhyming words for the songs.
13
Concert Activity: Oh, A-Hunting We Will Go cont.

Fill in the blanks with rhyming words to complete each verse.

Oh, a-hunting we will go, a-hunting we will go.

Well take a and put it in a
and then well let it go.

Oh, a-hunting we will go, a-hunting we will go.

Well take a and put it in a
and then well let it go.

Oh, a-hunting we will go, a-hunting we will go.

Well take a and put it in a
and then well let it go.

14
 Woodwind Coloring Page
Most woodwind instruments are made of wood, but flutes can be made of metal. You play the
instrument by blowing into the tube.

FLUTE

CLARINET

OBOE

BASSOON

15
Good Listener Certificate

This is to certify that

(Name)

Was a good listener at the

Portland Symphony Orchestra KinderKonzert on

(Date)

(Teacher)

16
Post-Concert Questions
1. How many people are in a quintet?

2. Name the five instruments in the Woodwind quintet

3. Name the four instruments in the Brass quintet?

4. Name the four instruments in the String quintet

5. What makes a woodwind a woodwind?

6. Which instruments use reeds?

7. Which instruments use double reeds?

8. What is the highest instrument in the wind quintet?

9. What is the lowest instrument in the brass quintet?

10. Why is the flute a member of the woodwind family even though it is not made of
wood?

11. Which instrument is in both the Woodwind & Brass quintet?

12. Which string instruments use an end pin?

13. What do we call a person who writes music?

17
Post-Concert Answers
1. Five

2. Flute, Clarinet, Oboe, Bassoon, Horn

3. Trumpet, Trombone, Horn, Tuba

4. Violin, Viola, Cello, Double Bass

5. It is made out of wood, or was made out of wood in the past (as in the case of
the flute.)

6. Clarinet, Oboe, Bassoon

7. Oboe and Bassoon

8. Flute

9. Tuba

10. Originally it was made out of wood. Now it is made out of silver or gold usually.

11. Horn

12. Cello and Double Bass

13. Composer

18
The Portland Gazette
As a writer for the Portland Gazette, it is your job to review the KinderKonzert
held by the Portland Symphony Orchestra. Let the Gazettes readers know
what you think. What did you like about the concert and why? Did the PSO
give a good performance? What about the guest artists? Should your readers
attend this concert? Remember that it is a critics job to report both the positive
and negative events accurately. Have your teacher send us your reviews.
Remember, your opinion counts.

oncer t)
t
PSO a
n o f your c
i o
(locat

here)
name
(your
ev i ewed by:
R

19
Audience Responsibility
When you come to hear a PSO ensemble, its a fun and unique experience. As many
people are in the audience, there are some rules that we follow so that everyone
enjoys the concert.

First: When the host starts to talk, it is time to listen. Look with your eyes and listen
with your ears.

Second: Stay in your seat during the concert unless instructed otherwise by the host.
Getting in and out of your seat is a distraction for those sitting next to you. Use the
bathrooms before or after the concert. (Adults keep toddlers by your side for their safety.)

Third: Let music be your only treat...no gum or candy or food is allowed in the
performance spaces.

Fourth: Photos and video or audio recording is not allowed. Please turn off your cell
phone. Use the time at the concert to focus on the musical experience.

Fifth: Show your appreciation of the musicians by applause at the end of the music
selection. If you are not sure when that is, watch the host. She/he will turn around and
face the audience when the piece is over.

Teachers and Parents: If you have any comments or suggestions regarding the
KinderKonzerts, or would like additional information about our other education programs,
please feel free to contact me:

Heather SUMNER
Education and Community Engagement Manager
Portland Symphony Orchestra
PO Box 3573, Portland, ME 04104
hsumner@portlandsymphony.org
(207) 773-6128 ext. 308

20
National Standards for the Arts
The National Standard for the Arts were developed by the Consortium of National Arts
Education Associations. Several of the standards for music are addressed in varying
degrees through the concert, preparation, and pre/post exercises. This is a summary of
those standards and how they apply to your childs concert experience.

I. Students should be able to communicate at a basic level in the art form

Learning the vocabulary involved in music: instrument names, families, technical and
expressive terms, and understanding of basic structural forms. The glossary, suggested
resources and activities will help your students become comfortable with understanding
the musical language.

II. Students should be able to communicate proficiently in at least one art form
The bulk of the responsibility lies on the school and student. However, many people are
inspired to learn an instrument and play in a musical group by their early experiences
including hearing live music.

III . Students should be able to develop and present a basic analysis of a work of art
The process of preparation before a concert, the concert experience, and a reflection after-
wards will help students intelligently understand and evaluate the music they experience.

IV. Students should be able to demonstrate an informal acquaintance with

exemplary works of art from a variety of cultures and historical periods
The concerts are designed to highlight famous and significant works embracing several
hundred years of Western classical music as well as music of non-Western cultures.

V. Students should be able to relate to various types of arts knowledge and skills
within and across the arts
By integrating the study of music and related themes into the classroom, students discover
that music has many connections to other areas of learning. Because of the experiential
nature of music, often concepts and knowledge can be related to other subjects.

Info found at http://www.menc.org/resources/view/national-standards-for-music-education

21
Maine Learning Results:
Parameters for Essential Instruction
Below are MLR revised standards that are addressed in the
KinderKonzert Programs

A2 Students identify basic musical notation, symbols, and terminology of

dynamics

A3 Students listen to and identify qualities/elements of music including loud/soft,

fast/slow, high/low, meter, and long/short, steady beat/strong beat, and simple
form

E2 Students identify similar characteristics between and among arts and other
disciplines.

E3 Students identify characteristics that lead to success in the arts.

E4 Students identify the arts in life experiences.

a. Students identify the role and activities of a visual or performing artist.
b. Students describe common arts activities.
c. Students describe the way the arts make them feel.

E5 Students identify positive interpersonal skills that impact the quality of their art
and participation in the arts.
1. getting along with others
2. respecting differences
3. working as a team

Below are Proposed Revised MLR Standards for Visual Arts

A1 Students recognize a variety of purposes for making art, including telling a
story, communicating emotion, or beautifying functional objects.

22
KinderKonzert Evaluation
Your opinion is important to us. Your input helps us to better refine our programs
for future audiences and is greatly appreciated. Thank you!

KinderKonzert date: Children found the concert to be an enjoyable

KinderKonzert location: experience
Your name and title
1 2 3 4 5

disagree agree
1. The PSO has the following goals for the
KinderKonzert program:
Logistics of the concert were clearly communicated
to provide opportunities for children to hear live
to me (e.g., reservations, payment method,
orchestral ensembles introducing the four families
directions, and seating)
of instrument
learn how each instrument is played 1 2 3 4 5
recognize the instrument sounds
disagree agree
learn about various elements of music
discover that understanding music is a pathway to
3. Do you/your school have specific learning outcomes
creativity, self-discovery and self expression
for KinderKonzerts? Yes No
After attending this program, do you think we addressed
and met those goals? Yes No If so, how do you assess what the children have
learned?
Comments: Portfolio
Teacher observation
Projects/Investigations
Other

4. What would you suggest to improve this program?

2. Please indicate your opinion of the following
statements by circling the corresponding number.

Concert pieces were appropriate for audience and

(Please continue on the back if needed)
grade level

5. I am interested in contributing teaching ideas for

1 2 3 4 5 pre/post concert activities Yes No
disagree agree
Children felt a sense of involvement with the concert 6. I am interested in hosting a KinderKonzert at my
school Yes No

1 2 3 4 5

disagree agree
Narrator comments contributed to the overall under
Please return forms to:
standing of musical concepts Heather SUMNER
Education and Community
1 2 3 4 5 Engagement Manager
Portland Symphony Orchestra
disagree agree
PO Box 3573, Portland, ME 04104
or email hsumner@portlandsymphony.org
23
KinderKonzert Underwriting Credits
PSO KinderKonzert community visits are made possible in part by the
generous support of our donors.

SUPPORT FOR THE Brunswick LOCATION PROVIDED BY:

Bob & Marge Healing
Bob & Nan Morrell
CDR & Mrs. Charles A. Orem
Herbert & Harriet Parris
Pat & Bill Spock
David & Ann Swanson

SUPPORT FOR THE lEWISTON LOCATION PROVIDED BY:

Debby Hammond
H. Martyn Owen

SUPPORT FOR THE PORTLAND LOCATION PROVIDED BY:

Kathy & Bob Crispin
Phyllis & Bernard Givertz
Ward & Linda Graffam
Lenore & Norman Rapkin

SUPPORT FOR THE SACO LOCATION PROVIDED BY:

Jerry & Nancy Angier

24