Learning Resource Type

Classroom Resource

Peter and the Wolf With Puppetry

Subject Area

Arts Education

Grade(s)

K, 1

Overview

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

    Arts Education (2017) Grade(s): KG - Music

    AE17.MU.K.1

    Explore and experience music concepts.

    Unpacked Content

    UP:AE17.MU.K.1

    Vocabulary

    Rhythm
    • Steady beat
    • Long/ Short
    • One and two sounds per beat
    • Silent beat
    Melody
    • High and low
    • Pitch set: So, Mi
    • Musical alphabet
    Harmony
    • Accompaniment/ no accompaniment
    Form
    • Like and unlike phrases
    • Echo
    Expression
    • Speak, sing, shout, whisper
    • Solo/ Group
    • Unpitched percussion
    • Flute, trumpet, violin, piano
    • Loud/ Soft
    • Fast/ Slow
    Other
    • Age-appropriate audience and performer etiquette

    Essential Questions

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

    Skills Examples

    Performing
    • Chant, move, play, and sing grade level skills.
    • Echo simple rhythmic patterns.
    • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
    Creating
    • Perform an improvised rhythmic pattern within a framework of four beats.
    • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
    • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
    • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
    Reading/ Writing
    • Create a visual representation of sound.
    Responding/ Evaluating
    • Respond to a musical call or question with an age- appropriate musical answer.
    • Evaluate peer performance to determine steady beat/no steady beat.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 1 - Music

    AE17.MU.1.8

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

    Unpacked Content

    UP:AE17.MU.1.8

    Vocabulary

    Rhythm
    • Quarter note, quarter rest, paired eighth notes
    • Strong/ weak beat
    • Steady beat/ rhythm
    • Allegro/ adagio
    Melody
    • Pitch set: Mi, So, La
    • Steps/ skips/ repeated notes
    • Melodic direction
    • Modified staff
    • Line notes and space notes
    Harmony/ texture
    • Rhythmic ostinati
    • Simple bordun
    Form
    • AB, ABA
    Expression
    • Legato, staccato
    • Piano (p), forte (f)
    • Classroom instrument classifications
    • Clarinet, trombone, cello, drum
    • Orchestral music: ballet
    • Non-Western music celebrations
    Other
    • Proper singing posture
    • Age-appropriate pitch matching (C4 - C5)1
    • Mallet/ drumming technique — hands together

    Essential Questions

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

    Skills Examples

    Performing
    • Sing or play music with attention to expressive elements such as dynamics and articulation
    • Perform music from a variety of cultural traditions, focusing on holidays and special days.
    Creating
    • Create new verses for familiar songs.
    • Use manipulatives or movement to inform melodic contour.
    Reading/ Writing
    • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
    • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
    • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
    • Identify expressive markings in printed music.
    Responding/ Evaluating
    • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).

    Anchor Standards

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

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    San Francisco Symphony
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
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