Community Arts Learning Grant
Community Arts Learning Grant
Peter and the Wolf in the classroom
Adam Guggemos: graphic designer, art events promoter; Michelle Ronning: jewelry designer and maker; Tara Makinen: Executive Director of Itasca Orchestra and Strings, musician; Moira Villiard: visual artist, Cultural Programming Coordinator at American Indian Community Housing Organization; Jeanne Doty: Retired Associate Professor UMD Music, pianist; Amber Burns: choreographer, dancer, actor, middle school art teacher; Margaret Holmes: visual artist, poet, and former Children's Theatre employee; Tammy Mattonen: visual artists, co-founder of Crescendo Youth Orchestra; Kayla Schubert: Native American craft artist, writer, employee at MacRostie Art Center.
Moira Villiard: visual artist and Cultural Program Coordinator at American Indian Community Housing Organization; Amber Burns: choreographer, dancer, actor, middle school art teacher; Kayla Schubert: Native American craft artist, writer, employee at MacRostie Art Center; Adam Guggemos: graphic designer, art events promoter; Kathy Neff: musician, Director, Fine Arts Academy at the University of Minnesota-Duluth; Richard Hansen: Executive Director, Duluth Superior Film Festival; David Dobbs: visual artist, Education Coordinator at MacRostie Art Center; Christine Marcotte: writer and community historian, retired socialworker.
ACHF Arts Access ACHF Arts Education ACHF Cultural Heritage
The goal of this project is to introduce elementary school students to the orchestra and its instruments using curriculum developed by Minnesota Orchestra and designed for K-6 grade levels. Following the lesson, students will be able to do these things: 1) Identify elements of a story and the order of events, 2) Distinguish musical sounds and timbres to identify instrument type and relate it to a specific character recognize musical melodies to also relate to a specific character, 3) Transfer/retain knowledge to better enjoy and identify all elements of the lesson at a live performance of the MSO. Students will complete three worksheets designed by the Minnesota Orchestra, working alone or in small groups. Teachers will collect the worksheets and share them with the teaching artist and musicians. The project director, a retired teacher, will assess the degree to which the outcomes have been met, in consultation with the cooperating classroom teacher. The success of students in meeting the measurable outcomes will be used to improve the lesson for the next class.
Following the lesson, students were expected to be able to do these things: • recognize the instruments featured in Peter and the Wolf, and classify them as belonging to the woodwind, brass, strings, or percussion family. • identify the instrument representing each character in the story, and discuss why that instrument was chosen by the composer. • apply what they have learned to another character and story. • put the events of the story in their proper sequence and connect the events with what they hear in the music. Most students could recognize individual instruments; nearly as many could group them into families. The composer’s reasons for using particular instruments for particular characters wasn’t discussed, but students recognized who was portrayed by what instrument. The sequence of events in the story wasn’t taught in the course of the visits. But students who had been prepared beforehand knew it.
Other,local or private