Letting Out Your Wild Side

• Kayleigh Parker
• Posted 7/10/25
• 0 comments

My journey with Carnival of the Animals started when I was in elementary school. My general music teacher taught it to us and I thought it would be a great idea to teach it to my class. My general music teacher would read the poem and we would listen or move to the music. We would get through at least three pieces during class time. For me, I focus just on one piece per class and focus on the music concept. I do like to include movement and worksheets to help last the full thirty minutes. Having MusicPlay Online is also a great resource for Carnival of the Animals. 

The activities outlined below are not only developmentally appropriate for young learners but also align perfectly with National Core Arts Standards, creating meaningful musical experiences that engage students’ natural love of movement, storytelling, and imaginative play. 

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding 

I read the poems before we listen to the music. I like to analyze the poem so students can review what a rhyme is since that is something they do in their classroom. There are some words that are new to students and we go over what those words mean. I also ask questions about the animal so students can figure out how the music will sound before we hear it. I always recommend movement because students at this age are tactile learners. I would also make sure that the movements that are added match with the music so they can connect movement to the music concept of the song. 

Historical Dance Connection 
In “The Tortoise,” Saint-Saëns took the melody of the can-can and slowed it down. Teachers can talk about what the can-can is and teach the students the can-can dance. You can attempt to do the dance in a slow tempo and then try it at the regular speed. 

The can-can is a very fast dance. I would recommend breaking it down and doing the steps slowly to ensure students can master it, then you can speed up. I would also recommend providing adequate space between students so nobody gets kicked.  

How I teach it:  

1. Start with one knee up going across the body 
2. Bring the knee down with the foot returning to the ground 
3. Kick with the same leg 
4. Return the foot back down to the ground 
5. Repeat these movements on the other leg 

Anchor Standard 1: Generate and conceptualize artistic ideas and work 

Introduction: Free-Form Scarf Movement 
The opening “Introduction” provides the perfect canvas for student-created movement. Using colorful scarves, students can explore how music and movement connect organically. 

1. Demonstrate basic scarf movements: zigzag patterns, circles, up-and-down motions 
2. Listen to the “Introduction” together, discussing the musical elements you hear 
3. Explain the movement guidelines:  
   • Slow movements for slower musical passages 
   • Quick movements when the music speeds up 
   • Small, gentle movements during soft sections 
   • Large, expansive movements during loud sections 
4. Allow students to practice and create their own movement sequences 
5. Encourage students to share their movements with partners or the class 

In my experience, students enjoy moving the scarves to create their own movement. The important thing is to make sure that you have rules to make sure that everyone stays safe. Two rules that I use are the scarf can’t go on your head and you can’t hit anyone else with your scarf. I would also show them some movements that they can do and also move a scarf with them. Some students will copy your movements while others will be creative and do something completely different. 

Animal-Specific Movement Activities 
You could also create other movements and activities with Carnival of the Animals. 

The more movement that matches the sounds to the music, the better. Students love moving around. I usually have moves that I pick for them to make sure I keep structure in the classroom. For the “Elephants,” you can ask students what pattern they would like to create after doing a couple of patterns with the class. Some will be more eager than others and I would make sure that everyone who wants a turn gets one. Students who don’t get a turn will get upset and you can use their creative movements as an assessment without students knowing it. 

“Roosters and Hens” – Staccato and Legato  
Exploration Using scarves, students create sharp, detached movements during staccato passages and smooth, flowing movements during legato sections.  

“Elephants” – Triple Meter Patterns  
Since this movement is written in triple meter, students can create three-beat movement patterns with emphasis on the strong first beat. Example pattern: stomp (strong beat), clap, clap.  

“Kangaroos” – Contrasting Musical Textures  
Students jump energetically during the staccato sections that represent kangaroo hops, then transition to contrasting movements during legato passages—perhaps looking around curiously or resting quietly. 

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation 

“The Lion” Rhythm Stick Routine 
This activity combines beat-keeping with dynamic expression, helping students develop steady beat while experiencing crescendo and decrescendo. 

1. Distribute rhythm sticks to each student 
2. Practice finding and keeping a steady beat with the sticks 
3. Introduce dynamic concepts: 
   • Loud music = sticks farther apart, stronger taps 
   • Soft music = sticks closer together, gentler taps 
4. Listen to “The Lion” and practice following the tempo changes 
5. During the lion’s roar section: 
   • Lift sticks high in the air for crescendo (getting louder) 
   • Lower sticks gradually for decrescendo (getting softer) 
6. Practice the complete routine several times, emphasizing careful listening 

Before passing out any instruments, I talk about the rules of the instrument and how we can play them. Since I have carpet in my room, students can hit the floor along with tapping and scraping the instruments. Students can play them as I’m passing them out. If a stick leaves a student’s hand or hits another student, it is an automatic take away and students can use finger sticks. I do let students trade if they wish but once I give the signal to stop playing, students give me two clicks and playing/trading stops. I always recommend that you do the routine with the students so they can stay together. For students who are not following directions during the activity, I usually give a warning and then take away the instrument. 

These activities with Carnival of the Animals create rich, multisensory learning experiences that engage students’ natural creativity while building essential musical skills. Through movement, students internalize concepts like tempo, dynamics, articulation, and meter in ways that traditional instruction alone cannot achieve. 

Carnival of the Animals is a great piece to introduce students to program music. You can use the pieces to reinforce rhymes and music concepts. Adding participation while listening to the music helps the students to get involved in the music and to become active learners.  

The beauty of Saint-Saëns’ composition lies not just in its musical sophistication, but in its accessibility to young learners. By encouraging students to embody the music through movement and creative expression, we help them develop a lifelong appreciation for classical music while building fundamental musical understanding. 

Musicplayonline. (n.d.). https://www.musicplayonline.com