Beruflich Dokumente
Kultur Dokumente
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:
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
Session II
Session III
!
“Peter and the Wolf” and Friends
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
*Each slide indicates the Music CD Track Number for listening exercise.
“Peter and the Wolf” and Friends
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>
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
TeacherVision. <http://www.teachervision.fen.com/composers>
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.
10. The composer of Peter and the Wolf was born in which
country?
1. An orchestra is________________.
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 __________.
a) an opera c) a score
b) a symphony d) a ballet
a) Rimsky-Korsakov c) Prokofiev
b) Mussorgsky d) Glière
10. The composer of Peter and the Wolf was born in which
country?
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 __________.
a) an opera c) a score
b) a symphony d) a ballet
Woodwinds
Air vibratesthroughwoodwind
instrumentsin order to makea sound
Most use a reed- a strip of cane for
the air to vibrateagainst. The
flute and piccolodo not use
reeds. Air is blown acrossthe
openingin the mouthpiece.
Flute Oboe Clarinet
Brass
Sound is madethrough the
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instrumentsas well. In this
case,a player'slips make a Trombone
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Trumpel
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pitchesare createdusing Tuba
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Percussion
Percussioninstrumentsmakesound Snare
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characteristicswith other instrumentfamilies
they are differentenoughnot to be included.
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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?
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
. 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
1 2 3 4 l1 2 3 4 l 1 2 3 4 l 1 2 3 4 l 1 2 3 4 ll
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Wnrcx ANDLrsrEN
- Can youfindthe instrument familiesandthe various
instruments in them?
KruowWnnrYouAneNor i - Howmanydifferentinstrurnents can you hearand
PeRurreoro BRrNG J} identify?
-i
Neverbringthesethingsinto - ls the musicloud,soft,calmor excited?
a Symphonyconcert: - Can youtellwhatthe conductoris "telling"
the orchestra
- 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
\
a
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
t!/ .
.
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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?
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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?
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.
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?
______________________________________________________________________________________
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)
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
†
!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
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 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
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
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
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
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.
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
Reader #2
The duck follows Peter and goes for a swim in the pond.
The bird and the duck argue.
Reader #3
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
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.
___________________________________________
___________________________________________
_____________________________________________
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.
Characters: Peter,
Solution: Peter
Major Events/Sequence:
Beginning: Peter and his friends …
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
!
PETER!AND!THE!WOLF!AND!FRIENDS!
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
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)
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.
THE HUNTERS
& THE TYMPANI
THEIR GUNS
p o s e r
h e C o m
b o u t t
A
PETER AND THE WOLF PETER AND THE WOLF
AND FRIENDS AND FRIENDS
:"(;",&<()=)$"5
(SERgeh proKOfeeeff)
N)(#&T&?W@?&T&C=(2,#"
J,"3&T&?@A&T&X766,2&
<()=)$"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
Northwest Indiana Symphony Orchestra 2011 Concert Study Guide
PETER AND THE WOLF
PETER AND THE WOLF AND FRIENDS
AND FRIENDS
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
10. The composer of Peter and the Wolf was born in which
country?
10. The composer of Peter and the Wolf was born in which
country?
1. An orchestra is________________.
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 __________.
a) an opera c) a score
b) a symphony d) a ballet
a) Rimsky-Korsakov c) Prokofiev
b) Mussorgsky d) Glière
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 __________.
a) an opera c) a score
b) a symphony d) a ballet
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 .
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?
______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?
6. How did you learn about the 2011 Mary Elizabeth Hannah Children’s Concert? (Check all that apply.)
7. The Study Guide and Activities were made available as a PDF download via the Symphony website.
Was this helpful to you?
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