Multidisciplinary workshops: WHO S AFRAID OF THE BIG

Transcription

1 THE MUSICAL CHARACTERS: Listen to the narrator introduce the characters of the story Peter and the Wolf. Join them to the instruments that play each role. CHARACTERS INSTRUMENTS Peter the bassoon The Wolf three French horns Peter s Grandfather the string section of the orchestra The Hunters the timpani and the bass drum The Bird the clarinet The Duck the flute Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 1

2 The Cat the oboe 2

3 RHYTHMS: Experiment with the buttons to play Counting Music at for a while. Read the instructions and find out how to play all these rythms: Peter s theme Grandfather s theme The Wolf s theme The Duck s theme Look at each rhythm again to answer now: Which one has got triplets, ties and rests? Which one has only got two measures? Which one has got the longest notes? What sort of notes are they? How else is the Duck s theme different from the rest? Because of the number of measures or because of the time (i.e. number of beats that fit in each measure)? Which theme haven t you mentioned so far? Copy, at least, one of the rythms in the space provided above. Practice for a while. When you feel confident enough walk about to find a partner. Clap your rhythm to your Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 3

4 class mate/s. Did they guess your character? You can also try clicking your fingers, tapping them on a desk or on the board or in any other way it works but isn t too noisy! THE MUSICAL STORY: Read the story map and copy the captions where corresponding. Characters Main Characters Setting Solution Problem Ending Beginning Middle Story Map of Peter and the Wolf : The story takes place in the meadow surrounding Peter s house. Characters: Peter, bird, duck, wolf, cat, grandfather & hunters : Peter, bird, duck & wolf. : A hungry wolf is trying to catch the animals to eat them. : Peter makes a plan to catch the wolf. The bird distracts the wolf while Peter slips a rope around the wolf s tail and catches him. Peter and the hunters take the wolf to the zoo. Major Events / Sequence: : Peter and his friends (bird and duck) go into the meadow. The bird and duck play at the pond. A cat tries to grab the bird but fails. Grandfather warns Peter about the wolf, takes him home, and locks the gate. : As soon as Peter and his grandfather leave, the wolf comes out of the forest. The wolf catches the duck and swallows her. The wolf turns his attention to the cat and the bird, who are up in a tree. Peter watches all of this and makes a plan to capture the wolf. : Peter and the bird work together and catch the wolf with a rope. When the hunters arrive, Peter asks them to help take the wolf to the zoo. In celebration, everyone parades the wolf towards his new home. The duck is still alive and can be heard quacking inside the wolf. Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 4

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6 SINOPSIS: Use this page to put the scrambled sentences over the next page in the right order. When you are done, check your answers and later on write a summary of the story. Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 6

7 Scrambled sentences to be cut out: Multidisciplinary workshops: WHO S AFRAID OF THE BIG & Moral of the story: Beware for wolves come in many disguises. (unusually, at the beginning of the story It s a warning!) Peter quickly gets an idea and makes a noose at the end of a long length of rope. With the bird s help distracting and worrying the wolf, Peter loops the noose around the wolf s tail and hoists him up into the air, hanging from the tree branch. Suddenly, the hunters (kettle drums) arrive and Peter warns them not to shoot and tells them that he has already captured the wolf by himself. Peter (Strings) wanders into the meadow on a wonderful summer day and in turn he befriends a bird (flute), and encounters a cat (clarinet) who is clearly interested in both the bird and the duck. meets a swimming duck (oboe), warning Peter that the meadow is a very dangerous place. What if a wolf came along What would you do? After some playful moments, Peter s grandfather (bassoon) comes to bring Peter back into the house, His grandfather also arrives and is amazed, although still muttering that the meadow is a dangerous place. Shortly thereafter, Peter can no longer resist the lure of the meadow and his new found friends, so he slips back outside through a gate. Trouble soon ensues, when the wolf (three horns) makes his appearance, and trying to catch them, chases Peter and his friends into a tree. Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 7

8 With the wolf safely tied upside down to a branch, the entire group then leads a triumphant parade to the zoo, where the wolf will live out his days. & Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 8

9 Story Synopsis: Peter and the Wolf Moral of the story: Beware for wolves come in many disguises. (unusually, at the beginning of the story It s a warning!) Peter (Strings) wanders into 9

10 8 IDIOM REBUSES: Read the following sentences aloud. Think of the corresponding animal to complete the idioms in bold letters with. After that, try to choose their right meaning from the box and explain it. She looked untidy and badly dressed. It had no effect on him. He s very restless and nervous. You need to get up early in the morning. What s wrong with Gavin today? He s like a ca t on hot bricks. He s very restless and nervous. You need to be an early in order not to be late for school.. Grandfather had warned Peter about the dangers of the forest, but it was like water off a s back.. Cinderella couldn t go to the party like that! She looked like something the has dragged in! Suddenly, a good fairy appeared.. Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 10

11 DVD GALLERY: Who can you see? What can you see? Watch and number these captions matching the pictures in order of appearance on the DVD. MUSICIANS: 2 nd : The cellist 6 th and : The accordionist (Maurice Seezer) and 14 th : The clarinettist : The bassist : The banjo player BONO (the illustrator, wellknown singer of U2): 1 st : Bono painting the wolf : Bono painting a tree : Colourful Bono with Pussy and Birdie in the background : Bono and Maurice Seezer OTHER PICTURES: : The narrator (Gavin Friday) : At the recording studio : A rehearsal : The ensemble : The bass : Peter and the Wolf sheet music Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 11

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13 Now, discuss the right order with your class mate / group / class. I think that Bono painting the wolf first (=1 st ). was In my the narrator third (=3 rd ). Bono and Maurice Seezer were fifth (=5 th ). I agree. with that. with you. Me too. I disagree. Me too : I thi that Bono and Maurice Seezer were before that. after fourth (=4 th ). Check the ordinal numbers you wrote down at the top of the page. Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 13

14 BECOME ILLUSTRATORS AND NARRATORS: Bono is worldwide known as a singer but with the help of his daughters Jordan and Eve he also illustrated the story book accompanying a variation of Peter and the Wolf performed by Gavin Friday and the FridaySeezer Ensemble. Now have a look at a few more examples of illustrations of the same story on the Internet to draw your own comic stripe. Suggested virtual visits: Volksschule KremsLechenfeld. (Text in German, not in English!). Roca Puppenbühne. Peter und der Wolf Sinfonie der Marionetten. (Text in German not in English!). Grote Smurf. (Bilingual site, text available in Dutch and in English). You need: the story map on page 3 a sheet of white drawing paper a ruler a pencil, a rubber, a pencil sharpener art supplies for adding colour (coloured pencils, felttip pens and / or wax crayons, etc.) and / or old magazines, colourful leaflets and so on. Instructions 1) Make groups of three: Look at the story map on page 3 and decide who is going to be responsible for illustrating which part of the major events of the story: the beginning / the middle / the end. Make sure everybody s understood everything. Decide what technique or techniques you are going to use to illustrate the story: drawing? / painting? / collage? / a combination of techniques? Have a look at Anna Esteban s web at to help you make a good choice reached by consensus. Agree what the frames will be like. 2) Hands on individually now: Draw the number of frames required to express your part of the story in an artistic way (as many as sentences are the recommended number: three or four). Use the agreed technique to make your illustrations. 3) When you are ready: Ask within your group if you can help somebody finish. Rehearse taking turns to read your part of the text aloud to the others as you point to your corresponding pictures (until you learn it by heart, if possible). Help each other improve your pronunciation and intonation, if necessary. When you feel confident enough, act out as narrators of your own illustrations of Peter and the Wolf in front of the whole class. 14

15 PETER AND THE WOLF MIND MAP: Pay attention to the projection. Then try to fill in the gaps over the next page thoroughly. Use: PEOPLE ADJECTIVES ACTIONS Sergei Prokofiev musical respect Gavin Friday visual listen to Bono and his daughters play The FridaySeezer Ensemble conducts I myself learn feel When done, check your answers. 15

16 Fill in the blanks: is the the NARRATOR Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 16

17 writes tells, reads out is _ a SENSITIVE WHOLE HUMAN BEEING drew the are ILLUSTRATION a has is is also is is a + has some + acts as a find out has some (AUDIENCE) am perform + tells a + tell a listen to is an INTELLIGENT LEARNER _ a TEXT Peter and the Wolf a MUSICAL WORK AUDIBL composed wants to amuse + + introduce musical instruments to a CONDUCTOR is is a an a _ STORY MUSICAL ENSEMBLE(S) CHARACTER(S) Is a _ : sound + + represent some MUSICAL INSTRUMENT use their senses think try their best express themselves creatively learn _ _ each other arranged _ leads MUSICIANS (PERFORMERS ) Generalitat de Catalunya. Departament d Educació. Llicències C 2005/06. Gemma Trias 17