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T E A C H E R G U I D E

THIS BOOKLET BELONGS TO:

Table of Contents

Introduction

Teacher Resources

About the Music and Composers . . . . . . . . . . . . . . . . . . . . . Page 2

Peter and the Wolf and The Four Seasons . . . . . . . . . . . . . Pages 3-4

ELA/Music Curriculum Connections

Grades 3-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 4-6

Vocabulary Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7

Letter-writing Worksheet . . . . . . . . . . . . . . . . . . . . . . . . Page 8

Developed by . . . and

Support for production of these materials is provided, in part, by the Arkansas Arts Council, an agency of the Arkansas

Department of Parks, Heritage, and Tourism, and the National Endowment for the Arts.

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Dear Teachers: The Arkansas Symphony Orchestra presents Peter and the Wolf this year to Arkansas students. The

purpose of integrating the experience into their learning process is to connect the music with their everyday

life. These materials provided will allow you to integrate the concert experience with what you are teaching

in your classroom. (These materials are not just for the Music Teacher!)

ABOUT THE CONTENT: Peter and the Wolf is combined with The Four Seasons, both written to express

written texts through music. Students will be able to connections to ELA and fine arts learning standards

through preparation and participation in the live-streamed concert.

ABOUT THE MATERIALS: Each teacher receives a Teacher’s Guide that contains information about the

compositions and various activities that link the music experience into classroom lesson plans. Each student

receives a Student Journal for you to distribute to the students. You may wish to collect them between

usage if that seems appropriate. The blank square on page one is for students to draw their own

representation of the concert. Electronic copies with live hyperlinks can be found at: https://www.arkansassymphony.org/ Education/Community/Children's Concert tab, and https://www.symphonyguild.org/ Education/Children’s Concert tab

BEFORE THE CONCERT:

1) Connect the musical program to the ELA curriculum in regular classrooms using the curriculum connections

in this teacher guide. The music teacher can support the preparation by reviewing information about the

instruments, composers and elements of the music. Art teachers can review the artwork in the student

journals and facilitate students creating their own artwork for the journal cover.

2) Prepare the students in advance of the concert by playing the following YouTube performances.

PETER AND THE WOLF BY SERGEI PROKOFIEV (Disney cartoon set to the music)

https://www.youtube.com/watch?v=_4Qjog8Q6Lc&ab_channel=Fructuous

THE FOUR SEASONS BY ANTONIO VIVALDI

Spring https://www.youtube.com/watch?v=TKthRw4KjEg&ab_channel=Nodame2006

Summer https://www.youtube.com/watch?v=g65oWFMSoK0&ab_channel=MariSamuelsen

Autumn https://www.youtube.com/watch?v=Z21_VpNipfg&ab_channel=FrederiekeSaeijs

Winter https://www.youtube.com/watch?v=ZPdk5GaIDjo&ab_channel=VoicesofMusic

3) The entire composition, The Four Seasons, is quite long, so you might play no more than one “season” at a

time. Playing a piece at two different times provides reinforcement and recognition.

4) Discuss appropriate etiquette (Music, Dance or Social Studies teacher) – Some teachers have given a

grade for conduct.

IMMEDIATELY AFTER THE CONCERT: Have the students complete the “After the Concert” writing

exercise on page 8 of the Student Journal. Please send us a sample of their work.

These materials have been prepared in collaboration with Arkansas Learning Through The Arts. The

materials are copyrighted but may be used and copied for non-commercial and educational purposes. In-

service training can be scheduled for teachers to facilitate the incorporation and integration of the materials

into the lesson plans.

For further information, contact either:

Martha Smither, HS/HSV Symphony Guild Barbara Burroughs, ASO Education Director

P.O. Box 8354, HSV 71909, 501-922-2743. P.O. Box 7328, Little Rock 72217 501-666-1761

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Information Text from Student Journal regarding Peter and the Wolf

Sergei Prokofiev was born on April 23, 1891, in a rural part of Russia. He began playing the piano at age six, and by the time

he was eight, he had written several musical compositions. His mother was his first piano teacher. Then he studied with

tutors in his small home town, and finally when he was thirteen, he went to St. Petersburg to study music.

At the end of World War I (in 1918), Prokofiev left Russia and lived and worked in Europe. He returned to Russia in 1936,

just before the start of World War II. Over the course of his career, he wrote many, many musical works. Some of the

most well-known are Peter and the Wolf, Romeo and Juliet, and Cinderella.

Prokofiev visited Los Angeles in 1938 and met Walt Disney. The composer performed the piano version of Peter and the

Wolf for Mr. Disney who was impressed, and considered adding a cartoon version of Peter and the Wolf to Fantasia,

which was to be released in 1940. Due to World War II, these plans fell through, and it was not until 1946 that Disney

released his adaptation of Peter and the Wolf narrated by Sterling Holloway. It was later reissued as a cartoon,

accompanying Fantasia (as a short subject before the film), then separately on home video in the 1990s which is on

YouTube: https://www.youtube.com/watch?v=_4Qjog8Q6Lc&ab_channel=Fructuous. This version makes several changes to the original story.

For example:

As the cartoon begins, Peter and his friends already know there is a wolf nearby and are preparing to catch him.

Peter daydreams of hunting and catching the wolf, and for that purpose exits the garden carrying a wooden pop gun.

The wolf is shown chasing the cat, who hides in an old tree's hollow trunk. The wolf attacks out of view and returns in view with some

of her feathers in his mouth, licking his jaws. Peter, Ivan, and Sasha assume Sonia has been eaten. After the wolf has been caught,

the cat comes out of the tree trunk alive.

In 1957, for one of his television programs, Disney recalled how Prokofiev himself visited the Disney studio, eventually inspiring the making of

this cartoon version.

A text version of Peter and the Wolf is included in the Student Journal.

Information Text from Student Journal regarding The Four Seasons

THE FOUR SEASONS

Stories can be told orally or through poetry, music and paintings. Composers often write music

to tell a story using sound (without words).

Vivaldi composed The Four Seasons based on landscape paintings by Italian artist, Marco

Ricci. The composition consists of four pieces (Spring, Summer, Autumn, and Winter), each

one containing three movements with tempos in the following order: fast-slow-fast.

When composers write a musical narrative set to a line of text, a poem, or any other form of

writing, that is called program music. Vivaldi's Four Seasons is one of the earliest examples of

program music. Listen to the music on YouTube at:

Spring https://www.youtube.com/watch?v=TKthRw4KjEg&ab_channel=Nodame2006

Summer https://www.youtube.com/watch?v=g65oWFMSoK0&ab_channel=MariSamuelsen

Autumn https://www.youtube.com/watch?v=Z21_VpNipfg&ab_channel=FrederiekeSaeijs

Winter https://www.youtube.com/watch?v=ZPdk5GaIDjo&ab_channel=VoicesofMusic

Antonio Lucio Vivaldi was born in 1678, in Venice, Italy. His father was a professional violinist who taught his young

son to play as well. Through his father, Vivaldi met and learned to play the violin from some of the finest musicians

and composers in Venice at the time.

At the age of 15, Vivaldi began studying to become a priest. Vivaldi's career as a priest was short because health

problems prevented him from delivering mass.

At the age of 25, Antonio Vivaldi was named master of violin at the Devout Hospital of Mercy in Venice. He

composed most of his major works in this position over three decades. In 1716, he was promoted to music director.

In addition to his regular employment, Vivaldi accepted a number of short-term positions funded by patrons in

Mantua and Rome. It was during his term in Mantua, from around 1717 to 1721, that he wrote his four-part

masterpiece, The Four Seasons. Vivaldi wrote four sonnets to go with the music. A sonnet is a poem of fourteen

lines. Each line is usually ten syllables.

In the music, each "Season" consists of a three-movement concerto. The first movement is fast, the second slow and

the third fast. A translation of the original Italian is provided below. (Some, but not all lines in the English version

are ten syllables.)

Vivaldi’s Sonnets on the next page are included in the Student Journal as well.

Anonymous portrait in oils is generally believed to be of

Vivaldi

Landscape Paintings by Marco Ricci

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Connections to Arkansas Literacy and Music Frameworks

Grade 3 RL. 3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 3 Sample Lesson I: Introduce the unit by asking students if they have family stories they love to tell. Allow

students to share favorite family stories for a few minutes. Read and watch the YouTube version of Peter and the

Wolf. Ask them to examine Peter as a character. You might post these leading questions and discuss their meaning by having your students ask you the questions as their new teacher:

How would you describe Peter?

What are his character traits?

Why does he do what he does?

Tell students to cite evidence from the text as they answer the questions. Read the story aloud to the students as they follow along, encouraging as much independent reading as possible. Continue to focus on character traits and motivation. As students finish this book, allow them to choose to move to other character stories. This provides the opportunity to compare and contrast books and/or characters by different authors.

(RL.3.3, SL.3.6, SL.3.1b, SL.3.4, RL.3.9)

La Primavera (Spring)

I. Allegro--

Festive Spring has arrived,

The birds salute it with their happy song.

And the brooks, caressed by little Zephyrs,

Flow with a sweet murmur.

The sky is covered with a black mantle,

And thunder, and lightning, announce a storm.

When they are silent, the birds

Return to sing their lovely song.

II. Largo e pianissimo sempre--

And in the meadow, rich with flowers,

To the sweet murmur of leaves and plants,

The goatherd sleeps, with his faithful dog at his side.

III. Danza pastorale. Allegro--

To the festive sound of pastoral bagpipes,

Dance nymphs and shepherds,

At Spring's brilliant appearance.

L'Estate (Summer)

I. Allegro non molto—(Fast)

Under the heat of the burning summer sun,

Languish man and flock; the pine is parched.

The cuckoo finds its voice, and suddenly,

The turtledove and goldfinch sing.

A gentle breeze blows,

But suddenly, the north wind appears.

The shepherd weeps because, overhead,

Lies the fierce storm, and his destiny.

II. Adagio (Slow)

His tired limbs are deprived of rest

By his fear of lightning and fierce thunder,

And by furious swarms of flies and hornets.

III. Presto—(Very Fast)

Alas, how just are his fears,

Thunder and lightening fill the Heavens, and the hail

Slices the tops of the corn and other grain.

L'Autunno (Autumn)

I. Allegro—(fast)

The peasants celebrate with dance and song,

The joy of a rich harvest.

And, full of Bacchus's liquor,

They finish their celebration with sleep.

II. Adagio molto—(slow)

Each peasant ceases his dance and song.

The mild air gives pleasure,

And the season invites many

To enjoy a sweet slumber.

III. Allegro—(fast)

The hunters, at the break of dawn, go to the hunt.

With horns, guns, and dogs they are off,

The beast flees, and they follow its trail.

Already fearful and exhausted by the great noise,

Of guns and dogs, and wounded,

The exhausted beast tries to flee, but dies

L'Inverno (Winter)

I. Allegro non molto—(fast)

Frozen and trembling in the icy snow,

In the severe blast of the horrible wind,

As we run, we constantly stamp our feet,

And our teeth chatter in the cold.

II. Largo—(slow)

To spend happy and quiet days near the fire,

While, outside, the rain soaks hundreds.

III. Allegro—(fast)

We walk on the ice with slow steps,

And tread carefully, for fear of falling.

Symphony, If we go quickly, we slip and fall to the ground.

Again we run on the ice,

Until it cracks and opens.

We hear, from closed doors,

Sirocco, Boreas, and all the winds in battle.

This is winter, but it brings joy.

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Grade 3 Continued W. 3.2: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Grade 3 Sample Lesson II: Instruct students to tell a story about their experience during a season of the year

inspired by listening to Vivaldi’s The Four Seasons. Save the story by drawing pictures of important events or by recording it digitally. Use the story you draw or record to write a narrative. This writing project should be worked on over an extended period of time, focusing on elaboration, revision, and editing, using the standards as

guidance. Perform the story to the appropriate music from The Four Seasons. (W.3.3, W.3.4, W.3.5, L.3.1, L.3.2, L.3.2f, L.3.3)

Grade 4 RL. 4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Grade 4 Sample Lesson I: As a class, read and chart the story of Peter and the Wolf. As the chart is filled in,

use the information to talk about what we learned from the story.

Title and author Type of literature (story or poem) Main character(s) Setting (geography, season, and/or weather) Summary (using the “Somebody-Wanted-But-So” strategy)

Have students write their own response on a sticky note, whiteboard, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.4a, RF.4.4b, RL.4.1, RL.4.2, RL.4.3, RL.4.5, L.4.5a

W. 4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Grade 4 Sample Lesson II: Write a journal entry from the perspective of an animal living during one of

The Four Seasons, being sure to give the animal human characteristics. Trade your journal entry with a

partner to see if they can figure out your animal from your effort to “personify” it while still maintaining its unique animal characteristics. (W.4.9a, W.4.9b, W.4.4, W.4.3)

Grade 5

RL. 5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Grade 5 Sample Lesson I: As a class, chart the story of Peter and the Wolf:

Setting Main character who undergoes a change, and adjectives that describe him/her Obstacles faced by the main character Climax (where the main character resolves the conflict) Resolution (how the story ends; what the character learns) (RL.5.2, RL.5.3)

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W. 5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

G.10.5.1: Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward expansion)

Grade 5 Sample Lesson II: After reading Peter and the Wolf and listening to The Four Seasons, write your

own historical narrative that is set in Arkansas in the early 1800’s, then known by early settlers as the ‘Bear State’

due to the number of bears who lived in the area. Include a fictional character with a conflict with nature to grow

from during a particular season of the year, and incorporate authentic facts, photos, or artwork. Talk through your

ideas with a partner before starting your first draft. You will have the opportunity to edit and revise your narrative

with a partner, so that your final product is of the highest quality. (W.5.3; W.5.4, W.5.9a, W.5.9b, SL.5.5,

L.5.1a,b,c,d; L.5.2a,b,c)

Grade 6 RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Grade 6 Sample Lesson I: Choose one of the Sonnets that Vivaldi wrote as a basis for his musical rendition of

The Four Seasons. Compare the music to the poetry and choose key words from each line that describe the

music you hear. Use some of those words to create your own four lines of poetry about the same season as the

sonnet you chose. Extra Credit: Write a full sonnet of 14 lines with ten syllables in each line.

W 6.1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

Grade 6 Sample Lesson II: Reflect on the character of Peter in Peter and the Wolf. Does courage always require

overt acts of bravery? What are other ways of thinking about courageous characters? Write your responses to the

questions in your journal and share them with a partner. Then, work with classmates to create your own class blog about

unrecognized courageous characters, either in literature or real life. (RI.6.8, W.6.4, W.6.9a,b)

Music Gr. 3 - 6 CN.11 Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. ESSENTIAL QUES TION How do the other arts disciplines, contexts, and daily life inform creating, performing, and responding to music?

Grades 3-5: identify multiple connections between art forms and subjects. experience different cultures through listening, singing, moving, and playing. experience different periods of history through listening, singing, moving, and playing. identify career opportunities in music.

Grade 6: Identify in-depth connections between art forms and subjects . Explore events from a variety of cultures through listening, singing, moving, and playing. Research career opportunities in music.

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Concepts and Vocabulary: Categories and Labels Read these words from the journal and think about them. Group the words together in columns below in a way that makes sense to you. Ask yourself which words would logically go together. After you group the words, give each group a label. Be ready to explain or justify the rationale behind your groups and labels.

Words: Grandfather duck violin wolf

Peter Italy concerto Russia

story poem bird Baroque

YouTube composition tree meadow

brave clarinet twinkling narrative

oboe angrily program music sonnet

wildly procession forest season

Group 1 Label: Group 2 Label: Group 3 Label: Group 4 Label:

Group 1 Words: Group 2 Words: Group 3 Words: Group 4 Words:

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Write a letter to one of the characters in Peter and the Wolf. Explain why you chose the character, what you like about him or her, and ask the character a question. Use proper punctuation and form. Dear ,

Sincerely,