Hunters from Peter and the Wolf

Learning Objectives

• Identify the character of the Hunters from Peter and the Wolf through listening, focusing on their musical motifs.
• Explore and play percussion instruments to represent the Hunters’ rhythms and sounds.
• Develop basic rhythmic skills through clapping and percussion instrument patterns linked to the story.
• Collaborate in small groups to perform rhythms representing the Hunters, demonstrating understanding of rhythm, dynamics, and ensemble skills.

Aligned NSW Curriculum links:

• Content Descriptions: Use voice, body percussion and instruments to perform rhythm patterns and explore sound elements of music. Explore music from different cultures and contexts, recognising how music communicates ideas, emotions, and stories.

• Achievement Standard: By the end of Year 2, students describe where they experience music and demonstrate listening skills. They use the elements of music to improvise and/or compose music. They sing and play music in informal settings to communicate meaning.

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Lesson Duration: 60 minutes

Class size: 25 students

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Lesson Outline

1. Introduction & Listening (10 mins)

• Briefly explain Peter and the Wolf and the role of the Hunters portrayed by percussion instruments.
• Play the "Hunters" theme from Peter and the Wolf by Sergei Prokofiev.
• Engage students with active listening:
• Ask: What instruments do we hear? (Focus: percussion sounds – drums, cymbals, sticks)
• How do the sounds make you feel? (Encourage descriptive words: strong, marching, sharp)
• Show images or videos of percussion instruments featured in the piece.

2. Percussion Instrument Exploration (15 mins)

• Divide class into groups of 5.
• Provide a variety of percussion instruments per group, such as:
• Snare drum or other small drums
• Tambourine
• Woodblocks
• Triangle
• Claves or rhythm sticks
• Guide the students to explore the sounds of each instrument.
• Invite students to experiment playing sounds that might represent the Hunters:
• Strong beats like footsteps or gunshots
• Sharp, sudden sounds
• Teacher models simple rhythmic patterns inspired by the Hunters’ motifs.

3. Rhythm Practice (15 mins)

• Teach a simple rhythm pattern linked to the Hunters’ theme (e.g., a steady marching rhythm or staccato beats).
• Practice clapping and tapping this rhythm as a class.
• Use call-and-response method:
• Teacher claps a pattern.
• Students repeat.
• Transition to using percussion instruments to play the rhythm.
• Encourage dynamics: playing loud (forte) to represent the strength of hunters, and soft (piano) for quiet movements.

4. Small-Group Performance Preparation (15 mins)

• In their groups, students create a short performance using their percussion instrument sounds and the learned rhythm.
• Each group can decide how to represent the Hunters:
• Example: Group 1 uses drums to tap steady footsteps.
• Group 2 uses tambourine and sticks for sharp gunshot sounds.
• Teacher circulates providing support and encouraging creativity in dynamics and rhythm accuracy.

5. Group Performances & Reflection (5 mins)

• Each group performs their Hunters percussion piece for the class.
• After each performance, briefly discuss:
• What did you notice about the rhythms and sounds?
• How did the group work together?
• How did the sounds help tell the story of the Hunters?

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Teaching Tips and Differentiation

• Use visual aids showing icons of percussion instruments and their sounds for EAL/D learners.
• Provide more support with rhythm counting for students needing extra guidance.
• Challenge advanced students to create their own rhythms representing the Hunters’ movements or actions.
• Foster a safe and supportive environment to encourage creative expression.

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Assessment

• Formative: Observe students’ participation in instrument exploration, ability to replicate rhythm patterns, and cooperation during group work.
• Summative: Evaluate group performances for:
• Accurate use of learned rhythm.
• Appropriate dynamic contrasts (loud/soft).
• Demonstrated understanding of the Hunters’ character through percussion sounds.

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This lesson blends listening, exploration, and performance to engage Year 2 students in understanding musical storytelling through Peter and the Wolf. The focus on percussion instruments and rhythm links directly to NSW curriculum outcomes and nurtures both individual skills and collaborative music-making.

This thematic and active approach is designed for a specialist music teacher’s classroom, encouraging Project-Based Learning (PBL) as groups co-create rhythm performances inspired by classical music stories.