activityguide( by( kathleen(pelley(

Kathleen Pelley Storytelling Activity Guide

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Activity Guide by

Kathleen Pelley


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One of the many things I love about good stories is that they can provide a space in our hectic busy lives to simply PAUSE and PONDER some truth, some beauty, or some new way of looking at the world.

Each month I will invite you to join me as I PAUSE and PONDER upon the story I have just read.

Mole Music Written and illustrated by David McPhail

PAUSE and PONDER … Why I love this story?

Mole Music is a perfect example of what storyteller, John Shea, maintains:

“One tells a story not to educate or indoctrinate, but to illuminate, to enchant the readers into the world of the story, in the hope that when they emerge from the story, they do so, with an enhanced view of the possibilities of their lives.”

After listening to a man playing a violin on the television, Mole is inspired to send away for a violin of his own. At first, he can only make horrid, screeching noises, but he “keeps at it,” and soon he is making beautiful music. Sometimes, he imagines that his music could “reach into people’s hearts and melt away their anger and sadness.” Then he laughs at himself and falls asleep dreaming beautiful, peaceful dreams.

What is not to love about an endearing Mole who “keeps at it?” What a lovely example of tenacity and hope – an opportunity to give readers an “enhanced view of the possibilities of their lives.” As children listen to the words of this story, they see another story unfolding above ground in the illustrations, as David McPhail shows the reader just how Mole’s music IS indeed changing the world, only Mole cannot see these changes from his underground home.

Aha – is that not a familiar experience for us all? How often do we fret about the “value” of our work, or doubt our dreams? We do not always see the fruit of our labor, but this tender tale encourages us all to “keep at it” – that is – keep living and loving and giving of yourself, and we will make the world a better place with our own “music.”

This tale of HOPE is one that you can share with people of ALL ages as a way to mark significant milestones, or to celebrate and acknowledge their work in the world – be they musicians or monks, bakers or bankers, scientists or storytellers, for truly we do all have the same job – making the world a better place!

Souvenirs from the story – a dollop of HOPE!


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Emotional/Universal Truth What is an emotional truth?

Any editor will tell you that a common weakness of many picture book manuscripts is that they are “too trite.” In other words, they will not withstand multiple readings, because they are too one dimensional and lack a universal, emotional truth. It is NOT a lesson, a moral, or a message! Rather it is a simple truth, woven seamlessly throughout the story -‐some truth about love, hope, pain, joy, or home that a child can understand and connect with. I like to think of it as that whiff of wonder, that bolt of beauty that lingers with you, long after the last page is turned or the final word uttered.

Why should this universal truth matter so much to the read-‐aloud quality of a picture book?

“The storytellers go back and back, to a clearing in the forest where a great fire burns, and the old shamans dance and sing, for our heritage of stories began in fire, magic, the spirit world. And that is where it is held, today.” Doris Lessing

Truth connects us to one another, to our ancestors, and to the world around us. Good books and stories are all about connections. When we read a story aloud to a child – a story that truly touches us at the very core of our being with its beauty and its truth, then, we will naturally breathe our own life and love into those words as we read them aloud. (Notice how life and spirit, breath and voice are all connected). In turn, those words will seep into the little listener’s heart, making her or him feel brave or bold, calm or kind, happy or hopeful.

“Adult books maintain lives; children’s books change lives.” Yolen

The “truth” of this story: Music (or indeed any kind of beauty or goodness) can change the world and melt away people’s sadness and anger.

What souvenir and what “truth” I wonder, will you and your children take from this story?

The following discussion questions and activities are designed for use either with a parent and a child, or with a teacher and her class or a small group. Most of the discussion questions are suited for children ages 6-‐8 but could be adapted for use with younger and older children too.

-‐ Kathleen Pelley Children’s Author, Storyteller, and Speaker

www.kathleenpelley.com


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Discussion Questions 1. Where did Mole live?

2. Why did Mole want to make beautiful music?

3. Have you ever been inspired like that? (note to teacher – you may want to define the word inspire – to breath life into and have students think about what breathes life into them)

4. What is the most beautiful music you have ever heard?

5. How did it make you feel? Discuss.

6. How long did it take for Mole’s violin to arrive?

7. Have you ever had to wait a long time for something you wanted?

8. What does the author mean when he says Mole “kept at it?”

9. Have you ever had to “keep at” something? Discuss.

10. What story unfolds in the pictures that we do not read in the words?

11. Why do you think the author does that?


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Discussion Questions (cont.)

12. What did Mole imagine his music might do? Did it?

13. What do you like to imagine? Discuss

14. What is your favorite musical instrument to play or to listen to?

15. Playing his violin made Mole happy – what activity makes you happy?

16. How did this story make you feel?


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Character Comparison

On chart paper, draw two overlapping circles and label them MOLE and ME.

Have students compare themselves to Mole. Direct them to think about physical characteristics and personality.

Record answers in the circles.

Explain to students that descriptions matching both them and Mole will be written in area where circles overlap and that descriptions matching only Mole will be in Mole circle and description matching only ME will be in ME circle.

See example below:

Discuss and display around the class.

ME MOLE Boy Blond hair Funny Curly hair Plays piano Plays baseball Lives in a house Goes to school

Digs tunnels Lives underground Plays violin Likes music Wears glasses sometimes

Male Hardworking Determined Likes to dream Imagines Wants to make people happy Watches tv


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OUR PASSIONS

Depending on ages of your children – conduct a discussion around this quote (author unknown) “Our addictions diminish us, our passions enlarge us.” You may want to discuss how Mole’s passion for music enlarged him – made him happier and more content, and enlarged the world – made other people happy too and inspired them to stop fighting.

Now invite students to think of their passions – be sure to explain that a passion is NOT just doing something you like – such as eating ice cream or watching video games – it has to be something that “enlarges” you and the world. Now have children draw an outline of their hand on colored construcion paper, cut out the shape, and inside draw or write what their passion is. Display around the class. You might want to put Mole’s paw print in the center of the display with his passion – making music! MAKING MUSIC Over a period of a week or longer, share different pieces of music with children – perhaps divide into categories – stringed instruments:violin – cello – viola – guitar. Introduce different “mood” pieces – happy, sad, exciting etc. Have them discuss what their favorite is and why. Consider using favorites as a backdrop to particular class activities – quite time – have music conducive to thinking, for entering or leaving class, use marching music, or for celebrations-‐ happy music etc…

Research groups – have groups of students research famous musicians – Mozart, Bach etc. Come together to share their findings. Invite students to practice a piece of music (a song, piano piece or other musical instrument that they play) and then perform for the class. Have students draw pictures of how each piece of music made them feel. Consider inviting some “guest musicians” into the class to share their passion. Perhaps parents or other teachers or older brothers or sisters/grandparents etc. Or invited guests can come and share their favorite piece of music with the class and discuss how it has inspired them.


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DRAMA/POETRY /ORCHESTRA/RECITAL

The following activity was one that I learned to do with my class when I was a young student teacher in Scotland. They were 9-‐10 year olds and it became a classroom favorite-‐ they LOVED doing this. I am not sure how well this will work so many decades later and in the American culture – will have to let you teachers be the judge of that.

THE CEREMONIAL BAND (unknown author)

Before sharing the following poem with your students, you may want to expose them to different instruments mentioined therein – fiddles, flutes, drum, fife, trumpet, bass, and let them listen to orchestral music to see if they can pick out what instrument is playing. You may want to see if you can let them try making the sounds of these instruments while miming playing them. Once you have done this, read the following poem together as a class. Then divide students into flutes, drums, fiddles etc. Have them practice making those instrument sounds. Let them practice over a couple of days in their groups and have them memorize a verse of a poem each day/week. You will see that it is a cumulative poem and so quite easy for children to memorize. Finally, bring everyone together, seat them orchestra style. Recite poem together and for each different instrument, have that group of students stand up and mime playing their instrument while making its sound , then sit down fast, so next group can take their turn.

Once they get the hang of this, students enjoy the fun of miming, memorizing, and hearing sounds of various instruments. You could record their recital so they can hear how it all sounds together. If their performance warrants it – invite other classes/parents to come and listen.


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THE CERMONIAL BAND (Whole Class )The old king of Dorchester, He had a little orchestra, And never did you hear such a ceremonial band. Flutes “Tootle-‐too,” (whole class) said the flute, (fiddle) “Deed –a-‐reedle,” (whole class) said the fiddle, For the fiddles and the flutes were the finest in the land. (for rest of poem – whole class recites everything EXCEPT the sound of musical instrument, and each instrument group stands up and makes that instrument’s sound) The old king of Dorchester, He had a little orchestra, And never did you hear such a ceremonial band, “Pump-‐a-‐rum,” said the drum, “Tootle-‐too,” said the flute, “Deed-‐a-‐reedle,” said the fiddle, For the fiddles and the flutes were the finest in the land. The old king of Dorchester, He had a little orchestra, And never did you hear such a ceremonial band, “Pickle-‐pee,” said the fife, “Pump-‐a-‐rum,” said the drum, “Tottle-‐too,” said the flute, “Deed-‐a-‐reedle,” said the fiddle, For the fiddles and the flutes were the finest in the land. The old king of Dorchester, He had a little orchestra, And never did you hear such a ceremonial band, “Zooombba-‐zoom,” said the bass, “Pickle-‐pee,” said the fife,


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THE CERMONIAL BAND (cont.) “Pump-‐a-‐rum,” said the drum, “Tottle-‐too,” said the flute, “Deed-‐a-‐reedle,” said the fiddle, For the fiddles and the flutes were the finest in the land. The old king of Dorchester, He had a little orchestra, And never did you hear such a ceremonial band, “Pah-‐pa-‐rah,” said the trumpet, “Zooombba-‐zoom,” said the bass, “Pickle-‐pee,” said the fife, “Pump-‐a-‐rum,” said the drum, “Tottle-‐too,” said the flute, “Deed-‐a-‐reedle,” said the fiddle, For the fiddles and the flutes were the finest in the land. Oh, the fiddles and the flutes were the finest in the land.


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HAPPINESS

Fill in the blanks –(adapt and change names of persons to suit each individual) Making music makes Mole happy. ______________________________________________________________________

______________________________________________________________________

___________________________________ makes me happy.

______________________________________________________________________

______________________________________________________________________

___________________________________makes my mom happy.

______________________________________________________________________

______________________________________________________________________

_________________________________makes my dad happy.

______________________________________________________________________

______________________________________________________________________

_______________________________makes my friend happy.


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HAPPINESS (cont.)

______________________________________________________________________

______________________________________________________________________

________________________________makes my dog happy.

______________________________________________________________________

______________________________________________________________________

________________________ makes my brother happy.

______________________________________________________________________

______________________________________________________________________

_____________________________makes my sister happy.

______________________________________________________________________

______________________________________________________________________

______________________________makes my teacher happy.


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HAPPINESS (cont.)

Inside the Happy Face below – write all the happy words you know.


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CRISS-‐CROSS WORDS Read the story words in the Word Box

Read each set of clues. Fill in the spaces in each puzzle. Use the words in the word box.

tunnels music bow

note scales practice

strings imagine


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CRISS CROSS #1

Across Down 1. Mole liked to dig these. 2. A violin has these.

1

2


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CRISS CROSS #2

Across Down 1. If you want to do something well, 2. Mole liked to do this. you must do this.

1

2


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CRISS CROSS #3

Across Down 1. Mole made this. 2. You have to learn these to play an instrument.

1

2


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CRISS CROSS #4

Across Down 2. A letter or a sound in music. 1. You need one of these to play the violin.

1

2


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UNDERGROUND ANIMALS Mole liked to dig tunnels underground. Can you unscramble the following words to find some other animals who like to dig or burrow underground. OFX ________________ DILLOARMA ________________ TIBBAR ________________ KEERMAT ________________ RETFER ________________ PIHCKNUM ________________ HOUNDGGRO ________________ GERBAD ________________


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Answer Key Discussion Questions

1. Underground.

2. He heard a man playing the violin on the television.

3. No right answer.

4. No right answer

5. No right answer.

6. Three weeks.

7. No right answer.

8. He practiced and practiced over and over without giving up.

9. No right answer.

10. We see how people above the ground heard Mole’s music and how it changed their behaviour – soldiers stopped fighting, people came together to listen and they were happy.

11. He wants to show that sometimes we cannot see the effect our work has on

others.

12. He imagined it might melt away sadness and anger. Yes.

13. No right answer.





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Answer Key (cont.) Criss Cross #1

1. t u n n e l 2. s

t

r

i

n

g

s

Across Down 1. Tunnel 2. Strings


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1. p r a c t 2. i c e

m

a

g

i

n

e

Across Down 1. Practice 2. Imagine


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1. m u 2. s i c

c

a

l

e

s

Across Down 1. Music 2. Scales


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1. b

2. n o t e

w

Across Down 2. Note 1. Bow Underground Animals FOX ARMADILLO RABBIT MEERKAT FERRET CHIPMUNK GROUNDHOG BADGER

activityguide( by( kathleen(pelley(

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