Conventions: Making & Responding: Suggested links sound and with Music, colour by identifying, using and Peter and the Wolf Line Story Science, Language having them interpreting line Tell the children how Sergei Prokofiev used lots of different Arts - Telling a individually Practices: instruments to tell a story about Peter and the Wolf. Explain Story, Language complete the skills: that just as Kandinsky created some of his paintings in Arts - Research, Colour ‘What engaging critically response to music, they will be listening to all the different parts Sequencing. Does it of and the Wolf’ to make their own art work. ‘Peter Sound Like?’ describing, explaining, Play a of music that represents each character and have sheet. Lesson based on: the children paint a line from one side of their paper to the other interpreting recognising that represents each person or animal. At this point allow the What Colour the meaning of studio children to use black paint only. Does it for visual and Sound Like adopting appropriate Characters and the instrument used behaviour in the Counter position refers to the recording of Peter and the Wolf studio as a listed in the resources column. specialised space, for Bird: flute (0:13) example, cleaning up, Duck: oboe (0:28) organising , naming work and exhibiting Cat: clarinet (0:42) work. Grandfather: bassoon (0:55) Viewpoints: Contexts - recognising Wolf: French horns (1:10) artworks from different Peter: string instruments (including violin, viola, cello, and times bass) (1:27) Hunters: woodwind theme, with gunshots on kettle and bass drum (1:50) (http://en.wikipedia.org/wiki/Peter_and_the_Wolf) Once the black paint has dried, (perhaps the children could listen to more of the story whilst the paint is drying) go back and replay the sections in the same order to allow the children to add a colour for each person/animal by painting the area between their lines using tempera paint.
Conventions: identifying, using and interpreting line Practices: skills: engaging critically describing, explaining, interpreting recognising the meaning of studio for visual and adopting appropriate behaviour in the studio as a specialised space, for example, cleaning up, organising , naming work and exhibiting work. Viewpoints: Contexts - recognising artworks from different times Making & Responding: Peter and the Wolf Line Story Tell the children how Sergei Prokofiev used lots of different instruments to tell a story about Peter and the Wolf. Explain that just as Kandinsky created some of his paintings in response to music, they will be listening to all the different parts of ‘Peter and the Wolf’ to make their own art work. Play a of music that represents each character and have the children paint a line from one side of their paper to the other that represents each person or animal. At this point allow the children to use black paint only. Characters and the instrument used Counter position refers to the recording of Peter and the Wolf listed in the resources column. Bird: flute (0:13) Duck: oboe (0:28) Cat: clarinet (0:42) Grandfather: bassoon (0:55) Wolf: French horns (1:10) Peter: string instruments (including violin, viola, cello, and bass) (1:27) Hunters: woodwind theme, with gunshots on kettle and bass drum (1:50) (http://en.wikipedia.org/wiki/Peter_and_the_Wolf) Once the black paint has dried, (perhaps the children could listen to more of the story whilst the paint is drying) go back and replay the sections in the same order to allow the children to add a colour for each person/animal by painting the area between their lines using tempera paint. Suggested links with Music, Science, Language Arts - Telling a Story, Language Arts - Research, Sequencing. Lesson based on: sound and colour by having them individually complete the ‘What Colour Does it Sound Like?’ sheet. What Colour Does it Sound Like