Contrasting Character Study

Unit Context

This lesson is Lesson 4 of 9 in the Year 2 unit Exploring Peter and the Wolf. It focuses on listening to and embodying the contrasting characters of the Duck and Cat through their musical themes composed by Sergei Prokofiev. This lesson supports the unit’s overall objectives of developing students' abilities to listen, respond, and move expressively to music, helping them understand how music communicates character and emotion.

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Learning Objectives (NSW Curriculum aligned)

By the end of this 60-minute lesson, students will:

• Music Understanding and Skills
• Identify and describe the contrasting musical themes representing the Duck and the Cat using element terms such as tempo, pitch, dynamics, and mood - Demonstrate how music can express different emotions and personalities through movement and vocal expression - Create and perform simple movements associated with the musical characters of the Duck and the Cat, showing an understanding of the contrasting personalities - Critical and Creative Thinking
• Compare and contrast two musical themes through guided discussion and movement responses - Use imagination to create expressive movement sequences reflecting the characters’ personalities and moods - Personal and Social Capability
• Collaborate with peers to perform group movements safely and respectfully (SEL integration)

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Lesson Overview

Time	Activity	Description
0–5 minutes	Introduction and Warm-up	Brief discussion: “Who are the Duck and the Cat in Peter and the Wolf?” Play short excerpts; ask students to listen for differences.
5–15 minutes	Listening Activity: Duck Theme	Play Duck’s musical theme. Guide students to notice tempo (quick/delicate), dynamics (soft), mood (playful). Ask them to describe it.
15–25 minutes	Movement Exploration: Duck	Prompt students to create movements to show the Duck’s characteristics — waddling, fluttering, light steps. Use space and levels.
25–35 minutes	Listening Activity: Cat Theme	Play the Cat’s musical theme. Guide students to notice tempo (smooth, sly), dynamics (varied), use of quiet/pouncing sounds.
35–45 minutes	Movement Exploration: Cat	Students explore cat-like movements — sneaky, sweeping, stalking. Discuss contrast with Duck’s movements.
45–55 minutes	Compare and Contrast Movement	In pairs or small groups, students create short contrasting movement phrases — one representing the Duck, one the Cat. Perform to the class.
55–60 minutes	Reflection and Cool-down	Group discussion: How did the music make you feel? How did your movements show the characters’ personalities? Journaling or drawing character emotions optional as a quiet activity.

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Teaching and Learning Activities Details

1. Introduction and Warm-up (5 minutes)

• Show images or puppets of the Duck and the Cat from the story.
• Play brief excerpts (8–10 seconds each) of their musical themes.
• Ask the students if the music sounds different — How? What might this tell us about the characters?
• Emphasise the idea that music “tells a story” about the character through sounds.

2. Listening: Duck Theme (10 minutes)

• Play the full theme for the Duck (approx. 30 seconds).
• Prompt careful listening: Is it fast or slow? Loud or soft? What other sounds do you hear?
• Ask for descriptive words: fluttery, soft, light, playful.
• Discuss how the music might match the Duck’s movements and personality.

3. Movement: Duck (10 minutes)

• Guide students to experiment with duck-like movements:
• Waddle slowly and quickly.
• Use arms like wings for gentle flapping.
• Hop or sway lightly.
• Encourage exploration of space: moving forward, backward, and at different levels (low to the ground to standing tall).
• Emphasise safety and respect for personal boundaries.

4. Listening: Cat Theme (10 minutes)

• Play the Cat’s theme (approx. 30 seconds).
• Ask students to listen for different qualities: smooth, sneaky, soft then louder, possibly more mysterious.
• Discuss descriptive words: sly, smooth, stalking, quiet.
• Highlight differences from the Duck theme.

5. Movement: Cat (10 minutes)

• Invite students to show cat-like movements:
• Prowling quietly.
• Stretching and smooth arm movements.
• Sudden small jumps or pounces.
• Play the Cat’s musical theme again while students improvise.
• Compare these movements to the Duck’s earlier ones.

6. Compare and Contrast (10 minutes)

• In pairs or small groups, students create short sequences:
• One movement phrase for the Duck.
• One for the Cat.
• Encourage clear contrast in movement style, tempo, and mood.
• Groups perform their sequences for the class.

7. Reflection and Cool-down (5 minutes)

• Engage students in a circle discussion or journal/drawing response:
• How did the music feel?
• How did your movements show the Duck or Cat’s personality?
• Optionally, students draw a quick “emotion face” for each character.

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Learning Resources and Materials

• Audio recordings of Peter and the Wolf (Duck and Cat themes)
• Listening devices or speakers
• Images or puppets of the Duck and the Cat characters
• Open space for movement
• Drawing materials for reflection (optional)

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Assessment and Success Criteria

Formative Assessment

• Observation of student participation in movement activities demonstrating contrast (Duck vs Cat)
• Student responses in discussions showing understanding of musical differences and character personalities
• Group movement performances showcasing clear expressive contrasts

Success Criteria

• Students describe mood and character traits of Duck and Cat through music vocabulary and movement
• Students create and perform contrasting character movements safely and expressively
• Students reflect on how music shapes feelings and stories

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Alignment With NSW Curriculum (The Arts: Music and Dance)

• Content Descriptions:

• AC9M2M05: Explore the expressive possibilities of music through recognising and responding to sound and movement patterns.

• AC9M2M06: Use voice, musical instruments, body percussion, sounds, and silence to compose and perform music expressing ideas, moods, and experiences.

• AC9M2M07: Respond personally and interpretively to music and movement, communicating ideas and feelings.

• This lesson also integrates elements of Dance curriculum for movement creation and expression relevant for Years 1 and 2.

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Teacher Notes and Tips

• Encourage imagination and personal expression, reassuring students that movements don’t have to be “right” but should communicate character feelings.
• Use clear signals for safe movement space and group sharing.
• Reinforce listening skills by repeating themes and asking guiding questions.
• Link this lesson to previous ones by recalling the theme for Peter or other animals as musical “characters.”
• Use props or simple costume elements if possible to enhance engagement.
• For quieter or reflective students, the drawing or journaling task offers alternative creative expression.

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This lesson blends listening, movement, and creative thinking around the musical storytelling elements of Peter and the Wolf, specifically portraying the Duck and Cat's contrasting characters. It is tailored for Year 2 students in NSW in line with the curriculum focus on expressive arts, personal and social capabilities, and cognitive skills development through thematic project-based learning.