School Assembly


Conductor – this is a teacher


King Vlan

Prince Caprice

Princess Fantasia 

Rest of the actors to be the musicians/orchestra – they will each need to have decorated one of the cut out instruments that can be found in lessons 2, 6 & 10, and also all of them to decorate the flute (see lesson 12).

NB: untuned instruments will be used in this concert



Music Plays

[The curtain rises to reveal the conductor who is standing in front of a crowd of musicians, all holding their cut out instruments they have designed (lessons 2,6,10). King Vlan and Prince Caprice and standing on either side of the conductor. The conductor has one of each of the cut out instruments on the floor next to him (except the violin of which he has three). The conductor is holding a baton and as the music plays, he waves his baton at the orchestra who start ‘playing’ their instruments. The music stops and the conductor spreads his arms wide and low on either side of his body – this is to direct the musicians to stop moving and sit down on the floor. The conductor then turns to face the audience]

Conductor: Here is our royal orchestra; they’ve come to play a tune. Their favourite piece of music is called ‘Voyage to the Moon’. We’re at a royal party and King Vlan has invited them to play [points at King Vlan]. The party is for his son Prince Caprice [points at Prince Caprice] and we will hear his tale today.

Conductor: King Vlan removes his golden crown from the top of his head [King Vlan takes off his crown]. He holds it out towards his son; [King Vlan extends the crown towards Prince Caprice] he wants him to be the king instead!

[The conductor turns back to the musicians and gasps. The musicians also all gasp in shock. The conductor turns back to the audience]

Conductor: Prince Caprice was very scared; this was the last thing he expected.

Prince Caprice: [Shouts] No, no, no!

Conductor: He had come to tell his father about a new life plan he had selected.

[The conductor turns and beckons to Prince Caprice who starts walking towards King Vlan and stops in front of the conductor. The conductor turns back towards the musicians and holds up the cut out French Horn. The music starts and the conductor speaks the next part timed to the music before the chorus]


Conductor: The French Horns got ready to play [anyone who is holding a cut out of a French Horn holds it up] as Prince Caprice revealed his idea. He wanted to go to the moon and it was time for his father to hear. [The conductor puts down the cut out and so do the horn players so that everyone can sing and perform the actions of the chorus together. All of the musicians stand up. Prince Caprice and King Vlan turn and face the audience]  

Everyone: Can you see up in Space?

Twinkling stars are all over the place

Moonlight beams down on me

I will find a Princess there – you’ll see!

[The music stops. The musicians sit down and the conductor turns back to face the audience]

Conductor: King Vlan wondered what he should say, and in the end decided to laugh

King Vlan: HA HA HA 

Conductor: But our prince refused to let his father tear his dreams apart. The King approached his son [King Vlan walks up to Prince Caprice] and handed him his crown [King Vlan hands Prince Caprice his crown]. The Prince threw it across the floor in anger and made the King stamp his feet and frown

[Prince Caprice throws the crown across the stage angrily and the King stamps his feet and frowns. The conductor turns towards the musicians and gasps – they copy him. He picks up the three cut out of the violin and bow and hands two of them to each the Prince and the King. He then returns to face the musicians and holds his cut out in the air. The musicians with violins and bows copy him

Conductor: Such commotion and excitement – we need music to match this din! Let’s play high-pitched, quick sounds – [waving the violin in the air] what’s this instrument?

Everyone: The violin!

[The music plays and everyone holding a cut-out of the violin and bow ‘play’ along with the conductor. Those without a violin mime the actions with their hands. As the music is about to get louder/crescendo the conductor shouts…] 

Conductor: The music is getting gradually louder…this is called a…

Everyone: Crescendo! 

[The music stops and everyone holds their hands high in the air]

Conductor: And now we’ll stop our playing to see where the prince and king go.

[Everyone lowers their arms. The conductor collects the cut outs from the Prince and King and places them on the floor. The King gives Prince Caprice a hug. The conductor turns to face the audience]

Conductor: Vlan has now accepted that Caprice is not ready to be king. He wants to hear the plan again, so as the French Horns play we will all sing.

[The king and prince break apart and face the audience. The conductor turns back to face the musicians and the music plays.]

Everyone: Can you see up in Space?

Twinkling stars are all over the place

Moonlight beams down on me

I will find a Princess there – you’ll see!

[The music stops. Prince Caprice and King Vlan move to the far left side of the stage and sit on the floor. The conductor brings two of the musicians to the front and has them stand in the positions of becoming a cellist and a cello facing the audience (see video below for instructions). Everyone freezes as the conductor faces the audience]

Conductor: And so it was decided that the Prince would go and explore space. Now all that was needed was to design a mode of travel that was safe. The king was worried – see this was in the 1800’s and space travel was yet to be made real. Meet our cello [points at the ‘cello’] and our cellist [points at the cellist] – their anxious minor music tells us how the king does feel.

[The music plays and the conductor instructs the musicians to put their fingers on their lips and then conducts the movements of the cello and cellist. The music stops and the cello and cellist return to their place in the orchestra]

Conductor: As the cello’s worrying music began to hit a brighter note, we discover that travel methods had been put to a vote. And so the prince was to be shot to the sky in an extremely large shell. We’ll play happy music for Prince Caprice as the busy builders get their tools and build well.

[The music plays and teachers come on stage to hand out untuned instruments (and take the cut out ones in) to each of the musicians, the conductor and the Prince and King. As soon as a musician receives an instrument he should start moving around the stage in three beats (can dance) playing it along with the conductor who is shouting the number of beats (1-2-3, 1-2-3), quietly and then with a crescendo as the crescendo plays. As the crescendo finishes and the music quietens to a stop, everyone should freeze. The prince exits the stage]

Conductor: Everyone look up at the sky! [Pointing up at the sky and the musicians copy him]. The shell is on its’ way, let’s wave and shout ‘goodbye’!

Everyone: [Waving at the sky] goodbye Prince Caprice!

[The Conductor gets everyone to move to the back of the stage and sit down in a crowd with King Vlan at the front. Teachers come and collect the untuned instruments and give each child and the conductor a rolled up flute. The conductor faces the audience.]

 Conductor: We watched the prince’s shell fly through the air. Let’s sing with the oboe to hope he gets there!

[The conductor turns back to face the musicians and the music starts]


Everyone: Can you see?

There’s the moon

Prince Caprice will reach there very soon [Enter Prince Caprice]

Adventure starts

As he’s seen

Princess Fantasia [Enter Princess Fantasia who walks up to the prince and they hold hands and face the audience]

She’ll be his queen!

[The music stops and the conductor holds up his flute]

Conductor: Everyone please hold up your flutes [musicians hold up their flutes] let’s move them to the side, and blow small breaths in the mouthpiece to make our flute sounds glide. For Prince Caprice has landed safely and Princess Fantasia has become his friend. We’ll play our beautiful music, wishing them a lovely life and a happy end.

[The music plays and everyone ‘plays’ their flutes whilst the prince and princess dance around the stage. The music stops and everyone stands up and takes a bow]





Recommended Music


Recommended pieces of music

The links below will take you to recommended pieces of music that can be played during colouring activities, or set as the YouTube Class activity. You must have a link to the Internet to play these pieces and clicking on a link will redirect you to YouTube. They are pieces played by instruments learned in class and are listed in alphabetical order. Whilst they are playing in class, the teacher will ask questions relating to the tempo, dynamics and mood of the music (did it make the children feel happy or sad). They can also ask visual questions e.g. how many instruments can you see in the video, or what colour is the instrument. The title of each piece is above the video and the answers for class questions are below each video link on this page. You can also play the music and have the children dance around the room at the correct tempo and mood (fast dancing, happy faces, stomping for angry music) Tell the children to change their dancing as the music changes. They can also dance around pretending to play the subject instrument. NB: if you would like more recommended music, please contact the SymbolSmash team via email (found in the support section)


Suite for Solo Cello no.1 in G major by J.S. Bach

Mood: Happy

Tempo: Fast

Number of Instruments: 1 cello

Colour: Brown 


Antonio Vivaldi’s ‘Winter’ mixed with ‘Let It Go’ from Disney’s ‘Frozen’

This is a good song to play a few times and concentrate on mood or tempo in each playing

Mood: Alternates between sad and happy, sometimes excited

Tempo: Fast with some slow parts 

Number of Instruments: 1 cello and 1 piano

Colour: White



Niccolo Paganini’s Caprice No.24


Mood: Worried

Tempo: Fast 

Number of Instruments: 1 flute

Colour: Silver


The Flower Duet from Leo Delibes’ ‘Lakme’

Mood: Happy, dreamy and peaceful 

Tempo: Slow

Number of Instruments: 2 flutes and a piano

Colour: Silver flutes


French Horn

Beethoven’s Sonata Op.17 Allegro Moderato

The French Horn starts and then the piano has a solo: ask the class to raise their hands when the French Horn starts playing again

Mood: Happy and peaceful, it then gets excited later on.

Tempo: Moderately fast with some slower parts

Number of Instruments: one French Horn and a piano

Colour: Gold French Horn


Pavane by Maurice Ravel

Mood: Happy and thoughtful

Tempo: Slow

Number of Instruments: one French Horn 

Colour: Gold French Horn



Oboe Concerto by Vincenzo Bellini

The string orchestra plays first – ask the class when they hear the oboe joins in – you can do this each time the oboe stops playing

Mood: Happy, it gets excited in the middle section

Tempo: Medium fast with alternating fast and slow sections

Number of Instruments: one Oboe and a string orchestra of violins and cellos

Colour: Black Oboe and brown string instruments


Romance No. 2 for Oboe and Piano by Robert Schumann

Mood: Happy, then sad, then happy – thoughtful throughout, slightly angry at around 1:17,

Tempo: Moderately slow

Number of Instruments: one Oboe and a piano

Colour: Black Oboe 





Schubert – Serenade


Colours: Brown

No. of Violins: 1 (there are others shown in the orchestra but they are not being played)

Tempo: Slow

Mood: Dreamy, Sad, Thoughtful


At SymbolSmash Ltd, we aim to inspire young modern children with a love for classical music in a fun, stimulating environment. Based on our iPad app-venture, “Voyage to the Moon”, we have produced a 12-week lesson pack with many cross-curricular learning opportunities (EYFS). The Voyage to the Moon music follows the story of the enchanting Prince Caprice, and his dream to leave his dull palace life and journey into unknown adventures on the moon. Pupils will be introduced to basic musical symbols and notation as they follow Prince Caprice, Crescendo Croc, Cedric Cello on their journey to space. The SymbolSmash Lesson Packs encourage children to become more confident and build on skills that will help them in all areas of future learning in every subject, and in the home. During the lessons, students will be encouraged to:

  • Concentrate, communicate and coordinate
  • Think creatively
  • Work well with others
  • Use literacy and math skills
  • Question ideas and build on stock of knowledge
  • The lessons are for teachers of 2 1/2 to 5-year-olds in England. This content is flexible, allowing for differentiation


As a teacher, there is no need for a background in musical education to teach or understand the content within the lessons. They can be taught to classes both small and large – from 3-20 kids or more! A selection of the lessons can employ the use of a box of untuned instruments – this includes drums, bells, shakers etc. but if they are not accessible, this will not hinder the lesson. If tuned instruments are available, they are welcome but not necessary. The lesson resources (pictures) can either be printed or displayed on an interactive whiteboard. 


Each lesson (20-30 mins) addresses multiple skill areas of the EYFS curriculum and assesses these skills while focusing on one aspect from the music – be it a symbol, instrument, storyline or person. You may choose to run the lessons over any given period of time, whether they are consecutive days, weekly etc. They can also be administered during rainy recess or after school. Teachers can read through the packs beforehand and decide which lessons to use and also which features within the lessons to use. In each lesson Overview & Preparation section, there is a list of Curriculum links that advise how that lesson is linked to other subjects. The teacher can find more information on these by going to the Curriculum section on the navigation bar, and these will also provide great additional information to bring extra colour to the classes. Whilst the children are colouring activity sheets, visit the recommended music section and play some of the music to the class – this will help them to focus and concentrate whilst they are colouring. 


This pack provides:

  • 12 lesson plans, with links to the curriculum, in-class activities and homework
  • Resources – images and activity sheets to be photocopied as well as video clips to aid teacher preparation and music in MP3 format to be used within the lessons
  • Email contacts to ask for support from directors at SymbolSmash Ltd

The lessons are structured as follows:



 Thank you and we hope you enjoy using SymbolSmash!


Lesson 11 – Lesson Resources

Lesson 12 Picture 1Lesson 7 Picture 2The OrchestraLesson 11 Picture 3 & 5conductor

Lesson 12 – Lesson Resources


Lesson 3 – Lesson Resources

Lesson 12 Picture 1Violet the ViolinLesson 3 Picture 3Story page 1 Story Page 2 Story Page 3 Story Page 4Lesson 1 picture 3Story page 7 Story page 9Crescendo

Lesson 4 – Lesson Resources

The Orchestra Cello-TP Violet the ViolinLesson 3 Picture 3Story page 1Page. 9 Amend copy 2 Page. 10 Amend copy Page. 11 Amend copyLesson 12 Picture 1Cardboard Cut Out - Violin & BowCello

Lesson 5 – Lesson Resources

Lesson 12 Picture 1Violet the Violin Cello-TPLesson 5 Picture 2 Lesson 5 Picture 3 Lesson 5 Picture 4 Lesson 5 Picture 5 Lesson 5 Picture 6 Lesson 5 Picture 7Cardboard Cut Out - Violin & BowViolin Teachers Pack France Teachers Pack Composer Cello Strings Composer

Lesson 6 – Lesson Resources

The OrchestraLesson 6 Picture 4 & 5Lesson 6 Picture 2Story Page 4Lesson 12 Picture 1French Horn Cut-out

Lesson 7 – Lesson Resources

Lesson 12 Picture 1Lesson 7 Picture 2Lesson 7 Picture 4beats-2