The fairy tale of Princess Turandot

between text, theater and music

    School sections
    • Pre-primary
    • Primary
    • Lower secondary school
    Educational subjects
    • Instrumental practice
    • Music, Rhythm and movement
    • Aural skills (Ear training)
    • Composition
    • Theatre/music
    • Music and technologies
    • Vocalism

The fairy tale of Princess Turandot

The project “The fairy tale of Princess Turandot between text, theater and music” was developed according to a vertical dimension, involving teachers and students of the nursery school, primary school and lower secondary school of the Comprehensive Institute in Loreto Aprutino. It was developed with the aim to lead the students to acquire interdisciplinary competences, in particular musical competences, in order to express feelings, emotions, moods, that the listening and reading of a fairy tale, a narration, a story, arouse in them. Therefore, it is a linguistic-expressive path in which the students become the narrators of the story, transforming the narration into a performance with original scenery and pieces of music, playing with words, sounds, images, enhancing their vocabulary and interpreting each single scene of the fairy tale, through music and in an expressive way, thus harmonizing different languages.

Work tools

The nursery school students were divided into groups, and used the listening and conversation area where they listened to the narration of the various scenes of the fairy tale.

In the area dedicated to music, they created the pre-recorded accompaniment of the acted part with simple Orff instruments, paying attention to rhythm and music expressiveness.

In the area dedicated to art, the students drew the environments and characters of the fairy tale on posters.

The primary school students were divided into groups, and each group chose a part of the fairy tale, acting it and then creating a simple musical score of the scene represented, with simple instruments (triangles, tambourines, maracas, xylophones, keyboards).

The lower secondary school students used the musical atelier to compose the background music that constituted the basis of the dramatization of the fairy tale.

The students had specific positions where they had the possibility to use digital instruments, for example their tablets, to compose and read the musical scores, as well as the parts to be acted.

Educational purposes

The skills, goals and training objectives selected by the teacher for this experience are shown below.

    • Sound perception
    • Interpretation
    • Analysis
    • Comprehension
    • Execution
    • Composition
    Reading and Writing
    • Use of unconventional analogic music notation
    • Use of conventional analogic music notation
    • Learning to listen to oneself and to the others
    • Identify the constitutive elements of a simple piece of music
    • Listening, interpreting and describing pieces of music of different genres
    • Exploring, identifying and elaborating sound phenomena on the basis of quality, space and source
    • Exploring different expressive capacities of voice, musical objects and musical instruments
    • Producing timbre, melodic and rhythmic combinations applying basic schemes; executing them with the voice, the body and instruments (including IT tools).
    • Improvising freely and creatively gradually learning to master techniques and materials
    • Playing, alone or in group, simple vocal or instrumental pieces of music belonging to different genres and cultures, using also didactic instruments and self-made tools.
    Reading and Writing
    • Using analog and codified notation
    Lower secondary school
    • Understands and evaluates events, materials, and musical works recognising their meanings, also in relation to his/her own musical experience and the different historical/sociological context.
    • Actively participating in music experiences through the execution and the interpretation of vocal and instrumental music pieces belonging to different genres and cultures.
    • Capacity to conceive and create music and multimedia messages, also though improvisation or collective elaboration processes, using also IT tools, in critical confrontation with models belonging to the musical heritage
    Reading and Writing
    • Using different notation systems functional to reading, analysis and reproduction of pieces of music
    • Integrating one’s own music experience with other knowledge and practices using appropriate codes and codification systems
    Myself and the others - Production
    • They can manage their first generalizations of the past, present and future and they are more and more independent in the space that is familiar to them, by progressively changing their voices and movements with respect to other children and in accordance with shared rules.
    Body and movement - Production
    • They can control their gestures; they can correctly evaluate risks and interact with other children with movement games, music, dancing, and other forms of expressive communication.
    Body and movement - Reading and Writing
    • He/she recognises signals and rhythms of his/her body
    Images, sounds, colours - Listening
    • They are able to assist with curiosity and pleasure to various representations (such as theatre, musicals, visual and animation shows…); they develop an interest in listening to music, and enjoy works of art.
    • They discover the space of sound through musical perception and production by using their voice, their body as well as various objects.
    Images, sounds, colours - Production
    • The child communicates, expresses emotions and tells, using the various possibilities that the body language allows.
    • He/she invents stories and knows how to express them through dramatization, drawing, painting and other manipulative activities; he/she uses materials and tools, expressive and creative techniques; explores the potential offered by technologies.
    • He/she experiments and combines basic musical elements, producing simple sound and music sequences
    Images, sounds, colours - Reading and Writing
    • He/she explores the first music alphabets using symbols of an informal notation to codify perceived sounds and reproduce them
    Words and speeches - Listening
    • He/she listens and understands stories
    • looks for analogies and similarities between sounds and meanings
    Words and speeches - Production
    • They recognise and experience language plurality
    • They can express and communicate their emotions, feelings and opinions by using verbal language in different situations of communication.
    • They can tell and invent stories
    Words and speeches - Reading and Writing
    • communication through writing, also experiencing digital technology and new media
    World’s knowledge - Listening
    • They are able to identify objects and people’s positions in space, by using terms such as “in front of/ behind”; “over/under”; “right/left”, etc.
    World’s knowledge - Production
    • he/she follows correctly a path based on verbal indications
Educational targets

The students learned how to:

- cooperate in a working group.
- explore different expressive possibilities of the voice and musical instruments learning how to listen to themselves and others.
- participate actively in the realization of musical experiences through the performance and interpretation of instrumental and vocal pieces connected to a narrated story.
- develop timbre, rhythmic and melodic combinations, applying basic schemes and performing them with the voice, body and instruments.
- express emotions and moods, using the voice and instruments expressively.


Commenti inseriti
Slide "The fairy tale of Princess Turandot "
Presentazione della buona pratica Download
Materiali finalizzati all'azione didattica
Copione dello spettacolo "La fiaba della Principessa Turandot tra testo teatro e musica" Download
Reading musicale ispirato al libro “Preghiera del mare” di Khaled Hosseini Download
Bibliografia Download