Peter & the Wolf live

HOUSE:ED 2013Peter &the Wolf LiveTeachers’ ResourcesStages1,2&3

INTRODUCTIONThese teachers’ notes have been designed to assist you with classroom preparation in relationto the performance of Peter & the Wolf Live. We hope that this resource will assist yourstudents to further enjoy and enhance their performing arts experience back in the classroom.The activities are designed for students from Years 1 - 6.The activities included in this resource, provide opportunities for students to explore theinstruments of the orchestra, with their characters, as well as narrative, through theorchestral work of Peter and the Wolf.NSW Board of Studies Syllabi has been used as guides for the planning of these activities. Youshould adapt the activities to suit the student age and stage of your class and the curriculumfoci and outcomes used in your school.Some websites are suggested throughout this resource. It is recommended that you first visitthe sites and assess the suitability of the content for your particular school environmentbefore setting the activities based on these.PERFORMANCE DESCRIPTION AND SYNOPSISPeter is a determined boy with a thirst for adventure. He wants to stare into the eyes of thething that scares him the most – but what will happen when he does?Since its premier in Moscow in 1936, Prokofiev’s orchestral parable has become one of themost enduring works of music education. Peter & the Wolf Live is now a compelling stageproduction encapsulating the Oscar-winning animation, Peter & The Wolf, by Break ThruFilms, with live performance of the original score by the renowned Sydney Youth Orchestra.A special guest narrator will bring this iconic tale to life.This is a sensitive and imaginative retelling of this classic story in a contemporary landscape,using state-of-the-art HD technology. It introduces modern twists and environmental themes,while retaining all the educational and musical genius at the pieces’ core.CLASSROOM CONTEXT & CURRICULUM LINKSThis performance provides the classroom teacher with opportunities for learning activitiesthat link to the following curriculum areas:CREATIVE ARTS, MUSICENGLISHMusical Genres: 20 th Century Orchestral Music; Tone Colour;Instruments of the Orchestra; Instrumental MusicLiterary Texts; Narrative; Visual Literacy; Non-verbalCommunication

PETER & THE WOLFSTAGE 1:OUTCOMES AND INDICATORSENGLISHCREATIVE ARTSRS1.7INDICATORSMUS 1.1INDICATORSUnderstands that texts areconstructed by people andidentifies ways in whichtexts differ according totheir purpose, audience andsubject matter.WS1.9Plans, reviews and producesa small range of simpleliterary and factual texts fora variety of purposes onfamiliar topics for knownreaders.TS1.1Communicates with anincreasing range of peoplefor a variety of purposes onboth familiar andintroduced topics inspontaneous and structuredclassroom activities.• retells and comments on incidents from a children’s storybook or short children’s film, with attention to plotelements such as setting, character, conflict and resolution• makes inferences and expresses an opinion about acharacter’s actions, qualities, characteristics and motivesin texts read or viewed and speculates on own behaviourin a similar situationINDICATORS• writes a simple statement or short text for differentpurposes• chooses appropriate words to label things such asdrawings and objects• begins to explore less familiar topics as a basis for writingactivitiesINDICATORS• expresses a point of view about texts read, heard orviewed• recounts real or imagined events in a logical sequence• uses a comment or a question to expand on an idea in adiscussion• listens to and shows respect for the contribution ofanother in group and class discussionsSings, plays and moves to arange of music,demonstrating anawareness of musicalconcepts.MUS 1.2Explores, creates, selectsand organises sound insimple structures.• sings songs developing a sense of beat, pitch, tone colour andstructure• moves to music maintaining a constant beat, identifyingstructure, identifying changes in pitch• plays music using body percussion, percussion instruments andself-made sound sources to explore the concepts of duration,dynamics, tone colour and structure• explores simple aspects of musical concepts in their singing,playing and moving activities, e.g. changing the dynamics,changing the tempo, the effects of changing instruments,arranging musical material in a different order.INDICATORS• creates simple musical compositions, with a sense ofspontaneity, that are variations on known material and materialthat is new• explores ways of making different sounds on instruments orsound sources• organises own musical ideas into simple pieces, e.g. by creating,exploring and selecting materials to form soundscapes, creatingsimple musical structures using repeated sections and sectionsthat are variations on known material.TS1.2INDICATORSMUS 1.3INDICATORSInteracts in more extendedways with less teacherintervention, makesincreasingly confident oralpresentations and generallylistens attentively.• listens and contributes frequently to small-groupinteraction• listens and contributes to class discussions on varioustopicsUses symbol systems torepresent sounds.MUS 1.4Responds to a range ofmusic, expressing likes anddislikes and the reasons forthese choices.• begins to use simple representations leading to theunderstanding of graphic notationINDICATORS• begins to use simple representations leading to theunderstanding of graphic notation.

PETER & THE WOLFSTAGE 2:OUTCOMES AND INDICATORSENGLISHCREATIVE ARTSRS2.7INDICATORSMUS 2.1INDICATORSDiscusses how writers relate totheir readers in different ways,how they create a variety ofworlds through language andhow they use language toachieve a wide range ofpurposes.• recognises and describes the purpose of a narrative,recount, procedure, information report• identifies in stories main elements of structure such asorientation, complication and resolution• recognises recurring character types and their traits• identifies symbolic use of music, sound effects andvoice style• makes comparisons and identifies differences betweentext produced in different mediaSings, plays and moves to arange of music,demonstrating a basicknowledge of musicalconcepts.• moves to music maintaining a constant beat, identifyingstructure, identifying changes in pitch, elements of duration anddynamics• plays music using body percussion, percussion instruments andother sound sources to explore and demonstrate the concepts ofduration, tone colour, pitch, dynamics and structureWS2.9INDICATORSMUS 2.2INDICATORSDrafts, revises, proofreads andpublishes well- structured textsthat are more demanding interms of topic, audience andwritten language features.TS2.1Communicates in informal andformal classroom activities inschool and social situations foran increasing range of purposeson a variety of topics across thecurriculum.• writes fuller descriptions of people, animals, objects,places• writes more involved recounts• expresses a point of view in writing with somesupporting argumentsINDICATORS• justifies a point of view with supporting evidence• discusses and reflects upon a variety of responses andviews• participates in class discussions on a variety of topics• engages in improvisation or role-play based on textsread, heard or viewedImprovises musical phrases,organises sounds andexplains reasons for choices.• improvises and explores musical ideas based on rhythmic ormelodic patterns and incorporates these into own compositions• explores ways of varying musical material, e.g. changing beat,metre, rhythm and tempo, exploring the pitch possibilities ofinstruments and voices, exploring tone colours and soundproduction methods of various instruments, exploring dynamicsand dynamic contrasts, exploring ways of varying structures orinventing new structures• organises own musical ideas into simple compositions, e.g. byimprovising, creating, exploring and selecting materials to formcompositions, and giving reasons for making these choices• recognises and discusses the intentions behind own work, e.g. ‘Ichose this instrument because …’, ‘I wanted to get louder here soit would become more exciting’.MUS 2.3INDICATORSTS2.2Interacts effectively in groupsand pairs, adopting a range ofroles, uses a variety of mediaand uses various listeningstrategies for differentsituations.INDICATORS• retells the gist of a conversation• responds to different viewpoints in a discussion• performs, giving some consideration to use of voiceand gesture, e.g. in poetry, drama, improvisation,Readers TheatreUses commonly understoodsymbols to represent ownwork.MUS 2.4Identifies the use of musicalconcepts and musicalsymbols in a range ofrepertoire.• Devises symbols to represent sounds for use in graphic notationINDICATORS• identifies basic musical features of the music that is performedand listened to, e.g. rhythm, tempo, pitch, structure, dynamics,tone colour• listens to a range of repertoire and discuss features of the musicand the differences between different repertoire.

PETER & THE WOLFSTAGE 3:OUTCOMES AND INDICATORSENGLISHCREATIVE ARTSRS3.7Critically analyses techniquesused by writers to createcertain effects, to use languagecreatively, to position thereader in various ways and toconstruct differentinterpretations of experience.WS3.9Produces a wide range of wellstructuredand well-presentedliterary and factual texts for awide variety of purposes andaudiences using increasinglychallenging topics, ideas, issuesand written language features.TS3.1INDICATORS• identifies typical structures used in different text types,such as narrative and exposition• considers how change to aspects of a text can alterpeople’s interpretation of meaning, such as reversingthe roles of males and females in a novel, poem or play• justifies own preferences for a particularinterpretation of a text, referring to text details andown knowledge and experience• justifies opinions about the motives and feelings ofcharacters in literary textsINDICATORS• discusses the similarities and differences betweenspoken and written language• works with different text types using different channelsof communication, e.g. poetry, dramatic performance• uses diagrams, charts, maps, graphs, illustrationsrelevant to textINDICATORSMUS3.1Sings, plays and moves to arange of music, individuallyand in groups,demonstrating a knowledgeof musical concepts.MUS3.2Improvises, experiments,selects, combines andorders sound using musicalconcepts.INDICATORS• moves to a variety of music, individually and in groups, to gainunderstanding of musical concepts and as a form of selfexpression• plays a variety of music, individually and in groups, using arange of vocal and instrumental sound sources to exploremusical conceptsINDICATORS• improvises and explores musical ideas based on rhythmic andmelodic patterns and incorporates these into own compositionsand as variations on others’ compositions• explores ways of varying musical material, e.g. exploring metrechanges, rhythm changes, tempo changes and gradations,dynamic changes and gradation, pitch changes and changes inpitch register, exploring structures, incorporating variations intone colour and sound production methods• organises musical ideas into compositions demonstratingcompositional intentions, e.g. by improvising, creating,exploring, and selecting and combining musical materials andvarying others’ musical materialsCommunicates effectively for arange of purposes and with avariety of audiences to expresswell developed, well-organisedideas dealing with morechallenging topics.TS3.2Interacts productively and withautonomy in pairs and groupsof various sizes andcomposition, uses effective oralpresentation skills andstrategies and listensattentively.• listens to and gives detailed descriptions of a range ofsettings, people, places, objects• identifies the main idea and supporting details of aspoken text and summarises it for others• explores ideas and topics in a group set up by teacheror peer• rehearses and tells a story to peers or younger childrenusing approaches designed to engage the listenerINDICATORS• listens in group discussions and records key issues• uses group interaction strategies to workcollaboratively• uses a range of strategies to participate cooperativelyin small-group discussions, e.g. taking turns, askingquestions to gain more information, adding to thegroup’s ideasMUS3.3Notates and discusses ownwork and the work ofothers.MUS3.4Identifies the use of musicalconcepts and symbols in arange of musical styles.INDICATORS• devises graphic symbols to represent sound, as a means ofrecording and communicating own musical ideas• discusses own compositions and the compositions of others,using the musical concepts as a guideINDICATORS• identifies the use of musical concepts and changes that occur inrelation to music that they perform, compose and listen to, e.g.rhythm, tempo, pitch, structure, dynamics, tone colour and thechanges that occur within the music

LESSON TEACHING AND LEARNING ACTIVITIES RESOURCES REGISTERPRE-SHOW ACTIVITIES1 ENGLISH ACTIVITIES: The Story of Peter & the WolfNARRATIVE• Go through the STRUCTURE and sequence of a Narrative - Orientation; Complication (series of events that lead tothe problem being solved); Resolution (the problem being solved). Also can be sequenced as BEGINNING, MIDDLEand END. NB. Stage one may need to have this outline created for them.THE STORY• Read the story of ‘Peter and the Wolf’’ (Appendix 1) without the music and discuss.• ORIENTATION: Setting (the story takes place in the meadow surroundings Peter’s house); Characters (Peter, Bird,Duck, Wolf, Cat, Grandfather, hunters)• COMPLICATION / PROBLEM (A wolf is on the hunt to eat animals)• RESOLUTION (Peter plans to catch the Wolf. Peter catches the wolf after the bird distracts it).EXTENSION ACTIVITYThe story is open-ended, students can create their own ending. Some questions could be: Will something happen on theway to the zoo? Will they all reach the zoo? Was Peter’s grandfather still be angry with him?2 THE ORCHESTRA / INSTRUMENTS OF THE ORCHESTRAINTRODUCTION TO THE ORCHESTRA• Refer to www.sfskids.org and the PowerPoint for diagram of a typical orchestra, print out each or display on aninteractive whiteboard.• Introduce or revise these terms: Families of the Orchestra (an orchestra is divided into four sections: STRINGS;WOODWIND; BRASS; PERCUSSION); Conductor (Leader of the orchestra) and Baton (what the conductor holds toindicate timing and for when the musicians need to play).INSTRUMENTAL FAMILIES OF THE ORCHESTRA• Refer to www.sfskids.org and briefly go through each family of the orchestra and the general sound of eachinstrument. Describe each instrument.• Ask the students if anyone know how these instruments are played. Ask students to mime how you would play eachinstrument. If they don’t know, you can lead them here to mimic the teacher.• Go through a typical orchestral seating arrangement using Worksheet 1: Orchestral Seating• Refer to www.dsokids.com/visit-the-symphony/orchestra-seating-chart.aspx‘Peter and the Wolf’PowerPointAppendix 1: Story of‘Peter and the Wolf’‘Peter and the Wolf’PowerPointwww.sfskids.orgWorksheet 1: OrchestralSeatingwww.dsokids.com/visitthesymphony/orchestraseating-chart.aspx

INSTRUMENTS AND THEIR REGISTERS• In music we have high, medium and low sounds. Some instruments can have high, medium and low sounds on theone instrument, this is called REGISTER.• In Peter and the Wolf, registers are used to portray certain characters, for example, the low register of the clarinet,and high register of the flute.• Play to the class various instruments that play in a high, middle or low register and indicate this through movement.High = hands stretched in the air; Medium = arms crossed and Low = crouch on the ground.• Students can also experiment with high, medium and low registers of classroom instruments.• Can refer to the excerpts at www.dsokids.com/listen/by-instrument/.aspx3 PETER AND THE WOLFTHE COMPOSER• Explain that Peter and the Wolf is an orchestral piece of music, to a narrated story by the Russian composer SERGEIPROKOFIEV in 1936. Explain what a composer is.INTRODUCTION TO THE CHARACTERS & INSTRUMENTS (After the story has been read in Lesson One)a) The Characters• List the characters in the story: PETER; BIRD; DUCK; CAT; GRANDFATHER; WOLF and HUNTERS and ask studentsto describe their personalities. NB: Stages 1-2 will need to be led with descriptions; Stage 3 can create their ownadjectives.• Adjective ideas: Peter (brave, adventurous, playful, light, carefree); Bird (brave, confident, fast, small, quick, light);Duck (waddling, slow, innocent, steady); Cat (smooth, steady, sly); Grandfather (stern, grumpy, worried, protective,strict, heavy, slow); Wolf (scary, low, heavy, big, sniffing the air and licking lips, broad); Hunters (brave, quiet, slow,alert, violent, strong).b) The Instruments• Show a picture and listen (interactive whiteboard, or print Worksheet 2) then describe each of the followinginstruments: Strings; Flute; Oboe; Clarinet; Bassoon; French Horn; Timpani and Bass Drum.c) Matching characters with their instruments• Listen to each instrument while looking at the list of characters and pictures (interactive whiteboard or Worksheet3) with their descriptions from the class, and match the instrument that would suit each character. NB: Descriptionsand matching can vary with level.(Answers: Bird = flute, Duck = oboe, Cat = clarinet, Grandfather = bassoon, Wolf = French Horn, Hunters = timpani /bass drum, Peter = violin / strings)• Do you think the characters suit their instruments, why?www.dsokids.com/listen/by-instrument/.aspx‘Peter and the Wolf’PowerPointWorksheet 2 – theinstrumentsWorksheet 3 – Matchingcharacter and instrument

d) The Story• Listen to the full version of Peter and the Wolf and describe the music through the musical concepts. NB. Descriptionscan vary with level, though encourage musical responses that include all of the concepts of music.DURATION: characteristic rhythm for each theme; mainly some parts speed up.PITCH: Peters theme mainly ascending (getting higher) in pitch; Wolf and hunters theme set lower to create emphasis;high strings and notes clashing when the duck is caught by the wolf.DYNAMICS: moderate volume throughout though wolf and hunters theme (drums and horns) louder in volume.TONE COLOUR: Every family of the orchestra heard, all introduced separately; combination of high/medium and lowinstruments and registers.STRUCTURE: Every character has a musical theme; Narrator and musical excerpt make up the piece, mainly separately.• Complete Story Strip exercise (Worksheet 4)• Cloze passage exercise (Worksheet 5)e) Musical Themesi. RHYTHM & BEAT• Play the first part of the piece with Peter’s theme, and ask students to march around the room to the beat.• Clap the rhythm of Peter’s theme for the students to copy or can try and pick up the rhythm first.ii. MOVEMENT• Ask students to imitate each character around the room.• Play a recording of Peter and the Wolf and imitate each character when it is heard in the story• Stages 1-2 may like to repeat this activity using puppets if available, or class could create their own.f) Composition• Divide the students into 7 groups, each to represent a character.• Each group is to compose their own short motif for each character. Don’t need to restrict students to a correcttiming, though do emphasize to keep it short. Stages 1-2 can use untuned percussion instruments or anyinstrument, make sure they are all different sounds that have similar qualities to the instruments in the work, andstage 3 can use tuned percussion instruments that have been altered (e.g. Xylophone bars removed) to create thepentatonic scale. (The pentatonic scale is a five note scale where no key knowledge or blending of notes is needed).Instrument suggestions (untuned/tuned): Peter (shakers/ metallophone); Bird (Triangle/ Glockenspiel); Duck(Kazoo or castanets); Cat (cabasa or bells); Grandfather (Drum/ bass xylophone); Wolf (Low Drum); Hunters (Drumor tambour). Can use table as a guide for selecting instruments for the characters:High Instruments Medium register instruments Low InstrumentsBirdPeterDuckCatGrandfatherWolfHuntersRecording of Peter andthe Wolf (see resourcesfor suggestions)Worksheet 4 – StoryStripWorksheet 5 – Clozepassage

• Read the story of ‘Peter and the Wolf’ and pause after a character name for the groups to play their short theme theyhave composed. Note that earlier stages may like to just play the instrument when the character is heard and laterstages can create their own musical theme.• After the students have performed for the class, each group can comment on the other groups musical themes. (canvary this activity if students have only played an instrument randomly in the pauses to represent the characters)EXTENSION ACTIVITYStudents can draw their melody using lines and shapes, for example, if the melody is mainly ascending (getting higher)then the lines (or notation) will be mainly getting higher. These groups (or individuals) can show their graphic notationscores to the class before and after they perform for the class.POST-SHOW ACTIVITIES4 POST- SHOW DISCUSSION• Students to discuss the performance and what aspects they enjoyed the most• Ask students what part of the performance they remembered the most• Name and discuss all of the instruments you saw and heard. Draw two of these instruments.• Stage 3 can list the instruments in order that they were heard with the characters from the story.5 COMPOSITION• Stage 1-2: choose any short story with main characters and ask students to choose an instrument for each character.• Stage 3: In groups or individually, write a short story with four characters that are all different, emphasizing to thestudents that the story must have a beginning, middle and an end. Choose a classroom musical instrument thatrepresents each character.• Perform the story for the class. The narrator can be a student (perhaps from memory or written down) or theteacher.• Students to reflect musically on each performance.6 CLIPS (LET’S WATCH SOMETHING)• Watch one, two or three versions of clips of Peter and the Wolf - a Disney version, a puppet version and an animatedshort film. NB: The animated short film is not as ‘light’ as the other versions therefore perhaps stages 1-2 can begin at5’42”• Discuss all versions and compare with the original story and also the concert that the students saw.‘Peter and the Wolf’PowerPoint‘Peter and the Wolf’PowerPointShort story withapproximately four maincharacters‘Peter and the Wolf’PowerPointAnimated DisneyVersion:www.youtube.com/watch?v=zr25umYkxe4

Answers may include:Animated Disney Version Puppet Show version Animated short film• Animated story with added wordto engage students• The animals have names: Sashathe bird; Sonia the duck; Ívanand the hunters.• The duck is not eaten by the wolf• Same story and music, someadded at the beginning to createthe setting.• Instruments come alive to linkthe characters with theirinstruments.• Puppets as characters• Actual instruments shown howeach are played, with musicianswearing face masks of theanimals the instruments isrepresenting.• No narrator• Movie like sequence• Set in the city at the beginningrather than the woods the entirestory• Added features such as theballoon• Peter lets the wolf go back intothe woods at the end rather thanto the zoo• The pond is ice rather than waterfor the duck.Puppet Show versionby The ChamberOrchestra of Europe byClaudio Abbado andnarrated by Sting:www.youtube.com/watch?v=jzjIlni8_qgPeter and the Wolfanimated short film:www.youtube.com/watch?v=o15im2LRlngTEACHER’S OVERVIEW AND UNIT EVALUATION

REFERENCES AND RESOURCESGENERAL:PowerPoint file with main activity outlines: http://snk.to/f-cd1cfhhrLESSON 1:English ActivitiesStory Script (Appendix 1)LESSON 2: Instruments of the Orchestrawww.sfskids.org for diagram and sounds of the orchestra as a whole, and individuallywww.dsokids.comWorksheet 1: Orchestral SeatingLESSON 3:Recordings‘Peter and the Wolf’YouTube clip - Peter and the Wolf by the Vancouver Symphony Orchestra:http://www.youtube.com/watch?v=MfM7Y9PcdzwAustralian versions (from the ABC bookshop): Carnival of the Animals – a parade of kidsclassics; Peter and the Wolf, narrated by Dame Edna Everage and performed by the MelbourneSymphony Orchestra.Story Script (see Appendix 1)Sequence of events of the story (see Appendix 2)Worksheet 2 – Picture of InstrumentsWorksheet 3 – Matching Character & Instrument (NB: The characters and instruments arejumbled)Worksheet 4 – Story StripWorksheet 5 – Cloze PassageLESSON 6ClipsAnimated version by Disney, with original music, narrated by Sterling Holloway:www.youtube.com/watch?v=zr25umYkxe4Puppet Show version by The Chamber Orchestra of Europe by Claudio Abbado and narrated bySting: www.youtube.com/watch?v=jzjIlni8_qgPeter and the Wolf animated short film: www.youtube.com/watch?v=o15im2LRlngActivities & resources written by Helene Galettis

(Source: www.sfskids.org)WORKSHEET 1: ORCHESTRAL SEATING

WORKSHEET 2: THE INSTRUMENTSInstrumentStringsPictureSound DescriptionsuggestionsSmooth, light, playful.FluteOboeClarinetBassoonHigh, light.Nasal, reedy, closedsound.Mellow, thick, smooth,open sound.Low, thick, closedsound.FrenchHornThick, mellow, smooth,open sound, brassy.Timpaniand BassDrumLow, deep, thick, loud,brash.Picture References:Stringshttp://blog.mymusictheory.com/2011/the-mymusictheory-guide-to-orchestral-instruments-Timpani and Bass Drumpart-6-%E2%80%93-the-strings/string-family/Flute; Oboe; Clarinet; Bassoon and French Hornwww.mymusictheory.com/grade5/lessons/15-instruments-of-the-orchestra.htmlorchestra.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/music/bdrum.html#c1

WORKSHEET 3: MATCHING CHARACTER AND INSTRUMENTNAME:TASK:__________________________________________________________________________________Match the character with the instrument from Peter and the Wolf.PeterGrandfatherHunterBirdCatDuckWolf

WORKSHEET 4: STORY STRIPPeter and the Wolf Story Strips: Cut out each strip and ask students to put them in orderPeters goes into the meadow and meets a bird.A cat sneaks up and tries to eat the bird.Peter and the bird meet a duck.Peter’s grandfather gets angry with Peter and takes him home.The wolf comes out of the forest and eats the duck.Peter climbs the stone wall and onto a limb of the tree.Peter catches the wolf by the tail with a rope.Peter and the hunters take the wolf to the zoo.

WORKSHEET 5: CLOZE PASSAGEPeter and the WolfPeter lived in a small house in the woods with his grandfather.One morning Peter went to the pond to feed the _____________.A hungry ____________ was waiting in the tree for some crumbs. There was also a __________ hidingin the tall grass. When the _______ flew down, the _________ ran to catch him. Peter scared the___________ away and the ____________ was saved.Grandfather called Peter to come inside, then a ____________ came out of the woods.The ____________ and the ____________ knew what to do. They went up high in a tree.The _____________ could not get away. The _________ swallowed her whole. Peter knew the___________ also wanted the ____________ and the __________.He climbed on the wall and caught the _____________with a rope lasso. Some hunters helped Petertake it to the zoo.Word bank: cat, bird, duck, wolfNB: Stage 3 may not need the wordbank(Source:http://kidslink.scuole.bo.it/sanlazzaro1/PDF%20E%20FILE/mat%20musica/prog%20clil%20Covino.pdf)

THE STORY OF ‘PETER AND THE WOLF’APPENDIX 1: THE STORYOne morning, a young boy named Peter opened his gate and walked out into the big greenmeadow that was beyond it.On a branch of a big tree in the meadow sat a little bird that was Peter's friend. "All is quiet!"the bird chirped.A duck came waddling around. She was glad that Peter had not closed the gate and, seeing thatit was open, decided to take a nice swim in the deep pond in the meadow.The little bird saw the duck and flew down upon on the grass. The bird settled next to her andshrugged his shoulders. "What kind of bird are you if you can't fly?" said the bird. The duckreplied, "What kind of bird are you if you can't swim?" and dove into the pond.The bird and the duck kept arguing, and the duck swam around the pond while the little birdhopped along the edge of the pond. Suddenly, something caught Peter's attention. He lookedaround and noticed a sly cat crawling through the grass.The cat thought; "That little bird is busy arguing with the duck, I'll just grab him while he isbusy!” Very carefully, on her little velvet paws, she crept towards him."Look out!" shouted Peter and the little bird flew up into the tree for safety, while the duckquacked as loud as he could at the cat, from the middle of the pond.The cat walked around the tree and thought, "Is it worth using up so much energy and climbingup so high into the tree? By the time I get there the bird will have flown away."Just then, Peter’s grandfather came out of their house. He was upset because Peter had gone inthe meadow without his permission. "The meadow is a dangerous place! If a wolf should comeout of the forest, then what would you do? You would be in great danger!"But Peter paid no attention to his grandfather's words. Boys like him are not afraid of wolves.Grandfather took Peter by the hand, locked the gate and led him home.No sooner had Peter gone back into his house, than a big gray wolf came out of the forest.In a second, the cat climbed up the tree.The duck quacked, and leapt out of the pond. But no matter how hard the duck tried to run, shejust couldn't outrun the wolf. He was getting closer and closer and catching up with her! Then,he grabbed her with his teeth and with one gulp, swallowed her.And now, this is how things stood: the cat was sitting on one branch, the bird on another, nottoo close to the cat.And the wolf walked around and around the tree, looking at the cat and the bird with veryhungry eyes.

In the meantime, Peter, without the slightest fear, stood behind the closed gate and watchedeverything that was happening.He ran home, got a strong rope, and climbed up the high stone wall that divided his yard fromthe meadow.One of the branches of the tree around which the wolf was walking stretched out way beyondthe stone wall.Grabbing hold of the branch, Peter carefully and quietly climbed onto the tree.Peter said to the bird: "Fly down and circle over the wolf's head. Try to distract him! But, becareful that he doesn't catch you."The bird flew around the wolf and almost touched the wolf's head with his wings while the wolfsnapped angrily at him with his jaws, from this side and that.Oh, how the bird annoyed the wolf — how he wanted to catch him! But the bird was clever andvery quick, and the wolf simply couldn't do anything about it.Meanwhile, Peter made a lasso with the rope and carefully let it down from the tree, catchingthe wolf by the tail. Peter pulled on the rope with all his might!Feeling himself caught by the rope, the wolf began to jump wildly trying to get loose.But Peter tied the other end of rope to the strong tree, and the wolf's jumping only made therope round his tail tighter.Just then, two hunters came out of the woods, following the wolf's trail and shooting their gunsas they went.But Peter, sitting in the tree, said: "Don't shoot! Birdie and I have caught the wolf. Now help ustake him to the zoo."Then came the triumphant procession.Peter was at the head.After him came the two hunters leading the wolf.And winding up the procession were Grandfather and the cat. Grandfather shook his headdiscontentedly. "Well, what would have happened if Peter hadn't caught the wolf? What then?"Above them flew Birdie chirping merrily. "My, what brave fellows we are,Peter and I! Look what we have caught! A giant wolf!"And perhaps, if you listen very carefully, you will hear the duck quacking inside the wolf,because the wolf, in his hurry to eat her, had swallowed her alive.(Source: www.dsokids.com)

APPENDIX 2: SEQUENCE OF EVENTSSergei Prokofiev, Peter and The Wolf• Peter in the Meadow• The Bird• The Duck• The Cat• Grandfather• Peter Does Not Listen• Grandfather Takes Peter Home• The Wolf• The Cat Climbs the Tree• The Duck Jumps Out of the Pond• The Wolf Swallows the Duck• The Cat and the Bird in the Trees• The Wolf Prowls in Wait• Peter Takes a Rope and Climbs the Tree• He Tells the Bird to Distract the Wolf• Peter Catches the Wolf With a Lasso• The Wolf Tries to Escape• The Hunters Approach With their Guns• Peter Suggest that They all Take the Wolf to the Zoo• They All March Together• And After them Grandfather and the Cat(Source: www.dsokids.com)