The Lion King – Primary · characters, themes, music and story of Disney’s ‘The Lion King’. Combined with a visit to the show, ... class goes to see ‘The Lion King’,

TEACHING RESOURCE PACKPrimary School Edition

Supports Curriculum Key Stages 1/2 (Pupils aged 5-11)

EDUCATION PROGRAMME

© Disney

Rafiki

DISNEY’s ‘the Lion King’ Primary Resource pack 3

CONTENTS

5

6

7

8

9

10

11

12

13

14

16

18

20

22

INTRODUCTION

BEFORE SEEING THE SHOW

ACTIVITY SHEET 1: Animal Antics

ACTIVITY SHEET 2: The Circle of Life

AFTER SEEING THE SHOW

DISCUSSION TOPICS

FASCINATING FACTS

ACTIVITY SHEET 3: Recycling for Fun

ACTIVITY SHEET 4: The Circle of Friendship

ACTIVITY SHEET 5: My Circle of Life

ACTIVITY SHEET 6: Puppet Making

ACTIVITY SHEET 7: Mask Making

ACTIVITY SHEET 8: Making Music

THE STORY

CAST OF CHARACTERS

CURRICULUM LINKS

Copyright of this resource belongs to Disney. However, clearance is granted to UK schools to copy the materials foreducational use. Please note that material from the National Curricula for England, Wales, Northern Ireland and Scotlandis Crown copyright and is reproduced by permission of the Stationery Office.

Zazu

Young Simba

Rafiki

DISNEY’s the Lion King’ Primary Resource pack 5

Dear Teacher,

Welcome to the Primary School Teaching Resource Packfor Disney’s ‘The Lion King’.

This resource is designed for pupils aged 5–11. There are eight activities based on thecharacters, themes, music and story of Disney’s ‘The Lion King’. Combined with a visit tothe show, which will captivate children, the lessons will provide a unique and inspiringlearning experience for all pupils.

Our educational programme aims to help pupils learn about, and gainan appreciation of, the wonderful world of live theatre.

Created by teachers, for teachers, the classroom activities are linked to curriculumrequirements for England, Wales, Scotland and Northern Ireland. Lessons will meetlearning objectives for English, PSHE, Art and Music.

These supportive teacher notes are accompanied by photocopiable activity sheets that will support the learning experience.

Structured in two sections, the first part of this booklet outlines the lessons and includesdetails on preparation, learning objectives, lesson outlines and plenary concepts, withsuggestions for extending or adapting the activities for pupils of different ages andabilities. Each lesson also includes a brief summary of curriculum links, which are thendetailed further on pages 20 and 21. Two lessons are proposed for use before yourclass goes to see ‘The Lion King’, to help prepare them for the experience, and sixactivities are for use following your class visit. The second part provides you withsupporting information about the story and the characters of ‘The Lion King’ that will helpyou and your class get the most from the project activities.

For further details of the show, please visit our website at www.TheLionKing.co.uk

Disney’s award-winning musical ‘The Lion King’ will engage pupils and act as a splendidcatalyst to learning. Introducing spectacular music and lyrics by Elton John, Tim Rice,Lebo M and others, the show features wonderful characters – from the proud Mufasa to the wicked Scar – with stunning costumes and breathtaking set designs.

We hope you and your class enjoy the lessons and activity ideas that support the showand that your visit to ‘The Lion King’ is an unforgettable experience.

Curtain up!

This Teaching Resource Pack has now been updated to include links to the exclusive new Educational Resource, ‘THE LION KING’ – BEHIND THE SCENES. This complimentary DVD, created exclusively for schools, includes 10 episodes eachfocusing on a different element of the show, all designed to give your pupils a“Virtual Backstage Tour” of THE LION KING. Accompanying this DVD are curriculumlinks for Primary and Secondary and comprehension questionnaires, all available todownload at www.lionkingeducation.co.uk

For your copy of the DVD please speak to your group booking agent.

A C T I V I T Y S H E E T 1

Learning objectives

• Identify the characteristics of fictional characters

• Identify the characteristics of real animals and consider how they can be used to create a fictional counterpart

Lesson outline

Begin by asking children to take it inturns to act like different animals, fromthe familiar (cats, dogs, foxes, cows) tothe more exotic species featured in theplay, such as lions, baboons, elephants,giraffes and warthogs (pigs). Ask pupilsto discuss how they think these animalsact and how they could translate this intohuman characteristics.

Next encourage children to think ofdifferences between how animals reallyare and how they are depicted in stories.Start by asking for the names of somefamous stories or films about animals(‘Finding Nemo’, ‘Mickey Mouse’,‘Stuart Little’, ‘Tom and Jerry’, ‘ChickenRun’ etc). Now ask pupils to suggestwords that describe the leading animalcharacters. Encourage them to considerwhether that’s what those animals arelike in real life. For example, do fishspeak English? Can chickens knit?

Ask the class to write a description ofone of the characters they have justdiscussed. They should then writedescriptions of the real animalsunderneath their fictional counterpartsand compare the similarities anddifferences between the real animalsand their fictional characters.

Now ask pupils to think about theanimals in ‘The Lion King’. Can theyname any of the characters?

Hand out the activity sheet. It shows theanimals that appear in the show: lion,

warthog (wild pig), hornbill (parrot),mandrill (baboon), meerkat, hyena,elephant and giraffe. Children shouldwrite a word to describe each animal,even if they haven’t heard of them before.

Plenary

After completing the activity sheet, thepupils’ next task is to decide whichcharacteristics are ‘real’ and which theyhave learned from stories. Discuss whythey have chosen these characteristics.Did they come from some factualknowledge they have from readingbooks or watching a programme? Didthey choose that characteristic becauseof something a character did in afictional story or a film they have seen?Sort the characteristics into two sets –‘real’ and ‘from stories’. Keep these listssafe so that you can refer back to themand add any new characteristics afteryour visit to ‘The Lion King’.

Extension activity

After seeing ‘The Lion King’, pupils canrevisit their list of characteristics. Did thecreators of the musical use some of these characteristics in developing thecharacters? Ask them to add anotherdescriptive word for each character andexplain how their view of that animalhas changed, perhaps, since seeing theshow. They can then write a descriptionof a character from ‘The Lion King’ andanother of the real animal underneath,and compare the descriptions.

This fun activity will switch on children’s imaginations and stimulate their curiosity about theatre in general, and Disney’s ‘The Lion King’ in particular.

Animal Antics

PREPARATION

Photocopy the activity sheet (Primary 1) for each child. Youmay also find it useful to enlarge pictures of each animalindividually to use as a visual stimulus.

ENGLANDEnglish KS1 Group discussion and interaction 3a, 3b, 3c, 3d, 3eKS2 Listening 2a, 2b, 2c, 2d, 2e

WALESEnglish KS1 Oracy, Range 3KS2 Oracy, Range 1

NORTHERN IRELANDEnglishKS1 Talking and listening PurposeKS2 Talking and listening Purpose

SCOTLANDEnglish Language 5-14Listening in groups Levels A, B and CTalking in groups Levels A, B and CReading for information Levels A, B and CImaginative writing Levels A, B and C

CURRICULUM LINKS

Ed

To learn more viewThe Lion KingBehind The ScenesEPISODE 3 - MEET THE CHARACTERS

DISNEY’s ‘the Lion King’ Primary Resource pack6



Learning objectives

• Understand the concept of a life cycle

• Introduce the importance of recycling

Lesson outline

‘The Lion King’ starts and ends with acircle, the Circle of Life. To introduce thisconcept to the class, draw a circle onthe board and ask what it means tothem. It might remind them of the sun, awheel, a face or a ring. Look around theclassroom for examples of circles andlist them.

Explain that there are other types ofcircles, or cycles. The life of a plant, forexample, comes full circle when, havinggrown from a seed, it in turn drops seedsto the ground to grow into new plants,thus renewing the cycle. Older pupilsmight understand that we breathe inoxygen and breathe out carbon dioxideand that plants breathe in carbondioxide and exhale oxygen, completinga harmonious circle beneficial to all. Askif they can describe some othercircles/cycles, e.g. the seasons, dayand night, even birth and death.

If something breaks the circle, everythingis thrown into chaos.

The earth gives us food, air and light inthe endless Circle of Life. Ask childrenwhat we can give in return. For a start,we can give respect: for each other, foranimals and for the environment. Pointout that, in nature, there is no such thingas rubbish. Dead leaves give nutritionback to the earth; a tree that has fallendown provides a habitat for insects andlichen. Only humans create rubbish thatscars the landscape and pollutes thewaterways.

What should we do with unwanteditems? Are the children aware that the

symbol for recycling is a circle? Askthem why they think that is and why it isgood to recycle. What will happen if weare wasteful with resources? You couldalso discuss other ways of showingrespect for the environment, such as notdropping litter, wrapping used chewinggum and placing it in a bin, respectingthe home environment by helping tokeep it clean, tidy and pleasant for theothers living there, cleaning up afterpets, and so on.

The Circle of Life is not just about lookingafter the earth, we also need to look aftereach other. Discuss ways we can do this.Respect for each other is a key issue andchildren should discuss ways in whichthey can show respect for each other.

Show pupils the activity sheet, and askthem to name some of the things theearth gives them, and to describe waysin which they can give back to the earthand give to other people.

Plenary

With children sitting in a circle, take it inturns to talk about the issue they thoughtwas the most important when givingthings back. Identify the most commonissues and discuss the reasons for this.

Extension activity

Ask the children to design their ownposters encouraging everyone inschool/at home to recycle and look afterthe earth.

This activity shows children that we are all part of a Circle of Life, encouraging pupils to think about how wecan protect our circle and make our world a better place.

The Circle of life

PREPARATION

Photocopy the activity sheet (Primary 2) for each child.

ENGLANDPSHEKS1 Developing confidence and 1a, 1b, 1c, 1d, 1eresponsibility and making the most of their abilitiesKS2 Developing confidence and 1a, 1b, 1c, 1dresponsibility and making the most of their abilities


NORTHERN IRELANDEnglish KS1 Talking and listening PurposeKS2 Talking and listening Purpose

SCOTLANDEnglish Language 5-14Listening in groups Levels A, B and CTalking in groups Levels A, B and CReading for information Levels A, B and CImaginative writing Levels A, B and C

CURRICULUM LINKS

Rafiki

Simba

To learn more viewThe Lion KingBehind The ScenesEPISODE 2 - BEHIND THE STORY

Before launching into the remaining lesson plans, start by returning to the first activity, Animal Antics. Discuss thedifferent animals the children have seen in ‘The Lion King’and identify the different characteristics that were displayed and observed.

AFTER SEEING THE SHOW

• Who was your favourite character and why?

• Which were your favourite parts of the musical? Why?

• Did you look more at the animals, or at the people controlling them?

• What was it like, being able to see the people who were operating the puppets?

• What were your favourite puppets and why?

• Would you change any of the puppets? How? Why?

• When Scar told Simba about the Elephant Graveyard, what could he have said to Scar rather than deciding to go there?

• How did some of the animals move? Show me!

• What was your favourite song?

• What was Simba’s relationship with his father like?

• Why was what Scar did wrong?

• What could he have done instead?

• What do you think Rafiki would have said to Nala if she had asked her what she should do?

• What lessons does Simba learn?

• What is Rafiki’s role in the community?

DISCUSSION TOPICS

You will also want to give your pupils an opportunity totalk about their theatrical experience. A few discussionpoints are suggested here...

Rafiki – original costume sketchMufasa


Fascinating Facts about ‘the Lion King’

• There are 106 ants on the Ant Hill Lady.

• 27kg of grass were used for the Grasslands headdresses.

• There are 27 kite birds.

• The longest animal is the elephant: 4 metres long, 3.5 metres high, 2.75 metres wide. It collapses to 86cm wide.

• It took 37,000 hours to build the puppets and masks.

• Nearly 700 lighting instruments were used to create the lighting plot.

• There are more than 232 puppets in the show, including rod puppets, shadow puppets and full-sized puppets.

• The tallest animals are the 5.5 metre giraffes in the song ‘I Just Can’t Wait to be King’. The tiniest animal in the show is the 13cm trick mouse at the end of Scar’s cane.

• The sun in ‘The Lion King’ is constructed from 30 aluminium ribs attached to each other with silk strips. As the circle is lifted up by the wires, it gives the impression of the sun coming up over the horizon.

• More than 340kg of silicone were used to make the masks. The Timon puppet weighs 6.8kg.

• There are 25 kinds of animals, birds, fish and insects represented in the play.

Use these fascinating facts to impress your pupils as you discuss their theatre experience.

Alternatively use them as a fun thinking skills activity to developchildren’s creative thinking skills, for example:

• Show the children a picture of the Ant Hill Lady and ask them to estimate how many ants there are on her costume.

• If it took 37,000 hours to build the puppets and masks, how manydays/weeks/months/years is that?

• There are 25 kinds of animals, birds, fish and insects represented in the play. How many can you name?



LEARNING OBJECTIVES

• Understanding why we recycle some of our rubbish

• Finding ways of recycling common household rubbish

Lesson outline

Remind the children of their work onActivity Sheet 2, about respecting theCircle of Life by helping the environment.Point out that recycling isn’t all aboutbeing sensible and responsible, it can becreative and fun, too.

Seat the children in a circle and emptyyour box of ‘useful rubbish’ on the floor.Ask the children what they think it is andwhat you could do with it. The objectiveis to help them realise that what somepeople consider rubbish can still havemany uses. Replace the items in the boxand hand out the activity sheets. Pupilswrite down the names of as many of theitems as they can remember. They thenselect three of these items and describeways in which they could be re-used.

Next, each child has a ‘lucky dip’ for anitem for which they must find a new use.

If you wish, the children could pool theiritems and work as a group, swap itemswith each other and ask each other forsuggestions. Visit each group in turn,offering suggestions where needed. Forexample, a margarine container canbecome a moneybox, cardboard tubescan become penholders, a washing-upliquid bottle can become a space rocket:the possibilities are endless. When their

masterpieces are complete, they couldbe displayed on a table under a sign‘Putting waste to good use’.

Adapting the activityfor older pupils

The activity could be further developedwith older pupils by asking them to planwhat they will do with their lucky dipitems. They could produce a labelleddiagram of what they intend to makeand list the materials/equipment theywill use. Once they have recycled theiritem into something new they couldevaluate their finished product anddiscuss ways of improving their design.

Plenary

Ask pupils to show their objects to therest of the class and discuss which itemsfrom the box are easiest to recycle.Which items are more difficult torecycle? Why?

Extension activity

For a more adventurous project, childrencould glue discarded objects together tocreate a sculpture; perhaps of a lion?

In ‘The Lion King’, Mufasa describes The Cirle of Life as adelicate balance, a cycle of birth, death and rebirth that helpsthe animals survive and thrive. When Scar breaks that circle by overhunting, the Pridelands fall into ruins. This activity shows some fun and practical ways to recycle common items.

Recycling for fun

PREPARATION

Photocopy the activity sheet (Primary 3) for each pupil. Youwill need to collect a box filled with ‘useful rubbish’ suitablefor use in crafts such as empty washing-up liquid bottles,cardboard tubes, egg cartons, magazines, margarine tubs,yoghurt pots, cereal boxes etc. Paints, non-toxic glue,coloured paper, stencils, glitter, pieces of fabric, string andadhesive tape would also be useful.




SCOTLANDEnglish Language 5–14Listening in groups Levels A, B and CTalking in groups Levels A, B and CReading for information Levels A, B and CImaginative writing Levels A, B and C

CURRICULUM LINKS

Young Nala




Learning objectives

• Understanding that our actions affect others

• Recognising that friends are important

Lesson outline

Have the pupils stand in a circle,holding hands. Point out to them thatthey are now all connected in the circle.Tell one child to sit down, while stillholding hands; everyone is affected bythis action, with some children having to lean or stoop, or shuffle their feet to find a new balance. This exercisedemonstrates to your pupils that we areall connected to one another and that anaction can affect many more people.

Ask one child for an example of this. Asimple example would be that if Kylie,Caitlin and Myra are friends, then ifsomeone hurts Kylie, the other two girlswill also be upset – to say nothing oftheir parents, grandparents, brothersand sisters. Ask another child for anexample, maybe one that shows howkindness spreads around. Someone whohas been treated kindly is more likely tobe kind to the next person, and so on.Continue until each child has given anexample, either imaginary or from theirown experience.

Hand out copies of the activity sheet and split the children into groups ofthree or four.

Ask each child to draw pictures of himor herself, using a mirror, if you wish.They fill in their name, age, favouriteanimal, food, colour and hobby, andthen pass the sheet to the child on theirright in their group. Each child fills in acomment under the heading ‘Thingspeople like about me’. Explain that theidea is to be kind and encouraging. Itmight be useful to remind the childrenthat they should not write anything aboutanyone else which they would not like to

read about themselves. Comments couldrange from ‘she is good at sport’, to ‘hehas nice eyes’ or ‘she tells funny jokes’.

When each child in the group has addedtheir comment, the sheet is placed facedown in the middle of the circle. Whenall the children have finished, collect thesheets (this way you can make sure no-one has written any hurtful comments). Ifany negative comments have beenwritten, you will need to decide whetherit is appropriate to address these issueseither with the individuals concerned orthe whole class.

Plenary

Read the children’s responses out to theclass, drawing attention to any newinformation that arises. For example:‘Did anyone else know that Peter spentlast Saturday weeding his Grandma’slawn. That was very kind of him, wasn’tit?’. When you have finished, draw thechildren’s attention to the fact that we allknow more about each other now –because of the actions of individuals. Ithas affected their place in the circle. Askthem if writing nice things about eachother, as well as hearing nice thingsabout themselves, made them feel good.If appropriate, return the sheets to theiroriginal owners.

Extension activity

Pupils write a description of a friend theyhave in the class without naming thatperson. Read these out to the class andask them to guess who is beingdescribed. What are the best clues?

In the course of the play, the actions of everyone affect everyoneelse: when Scar kills Mufasa, he drives Simba into exile, whichaffects not only Simba, but his mother and friends, too. Scar’s badact leads to other bad acts, in particular the devastation of theland. This activity will help to demonstrate how our deeds andwords affect far more people than just the person to whom theyare directed.

PREPARATION

Photocopy the activity sheet (Primary 4) for each pupil.

THE CIRCLE OF FRIENDSHIP





CURRICULUM LINKS

Mufasa and Zazu

Simba

To learn more viewThe Lion KingBehind The ScenesEPISODE 2 - BEHIND THE STORYEPISODE 3 - MEET THE CHARACTERS


LEARNING OBJECTIVES

• Identify who and what is important to us

• Recognise why these people/objects are important

• Explore how people and objects can be linked together

Lesson outlineHand out the activity sheet, which asksthe children to list some of the people whoare important to Simba (Mufasa, Zazu,Nala, Timon and Pumbaa, Sarabi, Rafiki)and why. Talk about the people who areimportant to Simba and the reasons whythey are important. Work together tocomplete the first section of the worksheet, modelling how you would like thechildren to complete the task.

Pupils now make their own Circles ofLife, showing where they stand inrelation to the important people andthings in their lives. Ask them tocomplete the sections about the peopleand things that are important to them,and to say why.

Next, distribute sheets of drawing paperto the class and have them draw a largecircle; they could draw around a paperplate to do this. Provide them withdrawing materials, paper glue andmagazines from which to cut pictures.Pupils then draw pictures or cut out imagesto make a collage of their own Circle ofLife, using the people and items they listedon the activity sheet to inspire them. Asthey do this, ask them to think about theconnections between the differentpeople/things and themselves, and whattheir own place is within the circle. Forexample, if there is a drawing of a cousinand a picture of a piano, which the childlikes to play, the connection could be thatthe cousin likes to hear the child play thepiano, or maybe she plays it, too.

PlenaryWhen the collages are finished, havethe children first discuss and then writelists of different connections that theyhave noticed. The finished collagescould then be displayed on the wallalongside the children’s writing underthe heading ‘Our Circles of Life’.

Extension activityCreate a Circle of Life showing theconnections between children in theclass or adults within school and addthis to the display. How do differentchildren make connections between thesame people in the Circle of Life? Whatare the similarities and differences?

My Circle of life

PREPARATION

Photocopy the activity sheet (Primary 5) for each child, youmay also find it useful to produce an enlarged copy for yourown use. Collect drawing materials, paper glue andmagazines from which to cut pictures.





CURRICULUM LINKS

This activity is based on Simba’s central challenge: to understand who he is and to take his place in the Circle of Life. To do this, he had to find out about himself and the things that really matter to him and then accept his rightful place and the responsibilities that go with it. The children are asked to consider who and what is important to them and why.

Young Simba andYoung Nala

Young Simba and Mufasa

To learn more viewThe Lion KingBehind The ScenesEPISODE 2 - BEHIND THE STORYEPISODE 3 - MEET THE CHARACTERS


DISNEY’s ‘the Lion KinG’ Primary Resource pack 13


LEARNING OBJECTIVES

• Understanding that there are different types of puppets

• Realising that puppets are made up of different parts

• Recognising that ideas for their own designs can be developed by looking at a selection of puppets

• Identifying simple design criteria

Lesson outline

Decide with the children which storytheir shadow play will tell; either a re-creation of a scene from ‘The Lion King’or a myth or story which you arecurrently reading with them.

Before beginning work on their puppets,children need to plan their charactersusing the prompts on the activity sheet.Once they have identified the maincharacteristics and function of theircharacter, they should draw roughsketches of their planned puppet.

Remind them that the audience will onlybe seeing the outline of the character’sshape and no other details, so they willneed to make it very clear who thecharacter is. The character only has oneposture too, so they need to think hardabout what it will be doing or saying.The features will need to be quiteexaggerated to work in shadow form.

When pupils are happy with theirdesigns, they copy them onto thecardboard. Alternatively, you couldphotocopy their designs onto cardboardor glue them to the cardboard. Usingsafe scissors, the children carefully cutout their shapes and glue each to its ownstick. They paint the puppets black. Toperform the show, turn off the lights andaim the flashlight at the large sheet ofpaper, which can be attached to adoorway or held by two children. Thepupils grip their puppets by the sticksand hold them between the paper and

the light source. Point out that the closerthey hold the puppet to the paper, thedarker it appears on the other side.

The children can also cut out and paintblack items of scenery, which can besecured or manipulated by a puppeteer.For example, to create a field of grassblowing in the wind, the child operatingthe grass would move it from side to side.Similarly, a cut-out of water can be tiltedup and down to suggest choppiness.

Adapting the activity for older pupils

Older children can attach arms and legsto the body using brass paper fasteners.Each arm and leg is then attached to athin stick. Working as a team, one childcontrols the body and anothermanipulates the limbs.

Plenary

Ask children to show their puppet to therest of the class. Who is it? What kind ofcharacter is it? How does their charactermove? Do they think their puppet iseffective? How could it be improved?

Extension activity

Pupils work in small groups to plan,write and perform their own puppetshow. Invite parents or other classesalong to watch their performance.

More than 232 puppets feature in ‘The Lion King’ including someinspired by Japanese Banraku puppetry and shadow puppetry. In this activity, the children make their very own shadow theatre.Pupils will need to think carefully about how to create their puppet and will gain an appreciation of some of the skills involved in the production.

Puppet making

PREPARATION

Photocopy the activity sheet (Primary 6) for each child. Youwill also need: sheets of hard cardboard, scissors, glue, blackpaint, flashlight, flat sticks (lolly sticks are fine), large sheetof white paper (this will be your ‘screen’).

ENGLANDArt & DesignKS1 Breadth of study 5a, 5b, 5c, 5dKS2 Breadth of study 5a, 5b, 5c, 5d

WALESArtKS1 Investigating 1KS2 Investigating 1

NORTHERN IRELANDArt & DesignKS1 Investigating and realising in art and design a, cKS2 Investigating and realising in art and design a, b

SCOTLANDExpressive Arts: Art and DesignInvestigating visually and recording Levels A, B and CUsing media Levels A, B and C

CURRICULUM LINKS

Zazu

To learn more viewThe Lion KingBehind The ScenesEPISODE 6 - MASKS AND PUPPETS


Having seen ‘The Lion King’, children will be keen to makefantastic masks of their own. This activity gives them thatchance. The mask making could have an African theme, ananimal theme, or a seasonal theme, depending on when youuse this lesson.

MASK making

LEARNING OBJECTIVES

• Recognising that there are different types of masks

• Realising that ideas for their own designs can be developed by looking at a selection of masks

• Identifying simple design criteria

Lesson outline

Talk about the masks from theperformance of ‘The Lion King’. Whatdid pupils like and dislike about themasks? What do they think could beimproved or changed? Explain that theyare going to make their own masks anddiscuss their ideas.

Hand out the activity sheet for children toplan their creations. It shows a basicmask template, with holes to cut out forthe eyes, and to attach elastic. Show thechildren the materials that are availableand demonstrate how they could be used:a cotton reel can be a nose, string orwool can be hair, ears and noses can bemade from fabric or cardboard.Decorations can be used for all sorts offabulous effects: sequins around the eyes,feathers on tips of ears, stripes of glitteracross the cheeks... anything they candream of, the more fantastic the better.

When they are happy with their designs,children should glue them firmly to a pieceof flexible cardboard. Help them to cut outthe eye-holes and the holes where they willattach elastic to hold their masks in place.

Plenary

Once they have made their masks, havethe children sit in a circle and take it inturns to demonstrate their mask in thecentre of the circle. Explain that they areto act out the character of the mask and,perhaps, give their character a name.Time permitting, the children can returnto the centre of the circle in pairs to findout how their masked personas react toeach other.

Extension activity

Children could use their masks as a leadinto a literacy activity where they weartheir masks and write in the persona ofthe mask. They could write a descriptionof the person they become when wearingtheir mask. Alternatively, children couldwork in pairs or small groups and writethe dialogue which occurs between theirdifferent characters.

ENGLANDArt & DesignKS1 Breadth of study 5a, 5b, 5c, 5dKS2 Breadth of study 5a, 5b, 5c, 5d

WALESArtKS1 Investigating 1KS2 Investigating 1

NORTHERN IRELANDArt & DesignKS1 Investigating and realising in art and design a, cKS2 Investigating and realising in art and design a, b

SCOTLANDExpressive Arts: Art and DesignInvestigating visually and recording Levels A, B and CUsing media Levels A, B and C

CURRICULUM LINKS

PREPARATION

Photocopy the activity sheet (Primary 7) for each child. Forthis activity you will need: aprons, cardboard, non-toxic glue,elastics, paints and brushes, string or wool, scraps of fabricand trimmings, cotton reels, glitter, sequins, feathers andother decorations.

Mufasa original costume design

To learn more viewThe Lion KingBehind The ScenesEPISODE 1 - FROM SCREEN TO STAGEEPISODE 6 - MASKS AND PUPPETS



BACKGROUND INFORMATION: AFRICAN MASKS

In Africa, masks are functional works of art. They aremeant to be used and perform a social purpose. Seen on awall or a table, a mask may seem dull and static, but whenused in storytelling or a ceremony, the mask takes on a life.

As in ‘The Lion King’ many African masks are made to be worn over the head insteadof just the face. They serve many ceremonial purposes: accepting a young man intomanhood; exorcising evil spirits; capturing invisible supernatural forces.

African masks are sometimes referred to as ‘spirit traps’. From a purely theatrical pointof view too, the mask could be said to trap a spirit.

Scar and Mufasa

Sarabi original costume design

Mask for Mufasa

Julie Taymor

LEARNING OBJECTIVES

• Controlling pulse and rhythm

• Developing a physical response to music

• Using known songs to develop control of pulse and rhythm

• Playing a variety of percussion instruments

Background information: the music

In Africa, life is permeated with music.It has a function in society beyondsimple entertainment: songs are alsowritten to teach, encourage, mourn andheal. Music serves a social function;helping to strengthen the circle of society. The music from ‘The LionKing’ has a strong link to traditionalAfrican music. Encourage your pupils to listen out for the following traits that are common to all African musical traditions.

Repetition: A repeated pattern ofsound and rhythm.

Polyphony: Two or more melody lines played simultaneously, workingtogether into a greater whole.

Polyrhythms: Two or more rhythmpatterns playing at the same time.

Call and response: The leader singsor speaks a line, which is echoed andperhaps added to, by the larger group.Call and response can also workbetween two groups.

Lesson outline

Familiarise children with a basic 4/4beat: count one, two, three, four, clappingwith each count and placing an extraemphasis on the ‘one’. This is the first beat

of the bar. Get the children to join you.Split the class so that one half is clapping‘one, two’ and the other ‘three, four’.

Continue by introducing a half-beat:one-and two-and three-and four-and,with the children still clapping on thenumber. Once they have got used tothis, instruct one half to clap thenumbers, and the other half to clap theands. Use your finger or a stick toconduct, pointing at each group in itsturn. After that, have one group clap‘one-and two-and’ and the other group‘three-and four-and’, making eight claps(or half-beats) in all per bar.

Distribute the percussion instruments soeach child has something to play. Getthem to strike their instruments as youclap out the ‘one two three four’ beat.Once they’ve got into the rhythm, startsinging ‘Row, row, row your boat’ intime to the beat, while still conducting tokeep them in time.

Split the class into three groups. Twogroups will be singing (you might needan additional adult to help here). Askthem to sing ‘Row, row, row your boat’ asa round song. Continue to clap the beatyourself until they’ve got into a flow, theninvite your third group – the musicians –to beat out the four beats for you.

Identify two or three children who seemto have a strong sense of beat and makethem the official rhythm section. Theirjob is to keep the 4/4 beat going. The


The dramatic combination of live instruments and voices in ‘The Lion King’ sets the mood of the scenes and helps to conveythe wide range of emotions of the characters – wonder andgrief, anger and pride. The music from the show draws fromtraditional African music and this lesson will help pupils learnabout the common characteristics of these musical traditions.

making music

PREPARATION

Photocopy the activity sheet (Primary 8) for each child. Youwill also need to assemble a collection of percussioninstruments: drums, tambourines, chime bars, anything willdo, and the more the merrier.

ENGLANDMusicKS1 Controlling sounds through 1a, 1b, 1csinging and playing - performing skillsKS2 Controlling sounds through 1a, 1b, 1csinging and playing - performing skills

WALESMusicKS1 Performing 1KS2 Performing 2

NORTHERN IRELANDMusicKS1 Performing a, cKS2 Performing a, b

SCOTLANDMusicInvestigating: exploring sound Levels A, B and CUsing the voice Levels A, B and CUsing instruments Levels A, B and C

CURRICULUM LINKS

Simba

To learn more viewThe Lion KingBehind The ScenesEPISODE 9 - MAKING THE MUSIC



other children can now start to improvisetheir rhythms. Remind them to keep the 4/4 beat going in their heads,tapping their feet or nodding their headsto help them, with the emphasis alwayson the ‘one’.

Count your rhythm section in (one, two,three, four...), then start the song withhalf the singers when they havecompleted the first bar (four beats).When you have completed the first line‘Row, row, row your boat’ the othersingers repeat it, while your groupmoves on to ‘gently down the stream’. Ata given signal, the percussion sectioncan start doing their thing.

Make sure that you rotate your groupsso that every child has a go at each ofthe three roles.

If you have an opportunity to perform foranother class or the children’s parentsyou might like to arrange the children ina big circle, with the singers and therhythm sections grouped together, allwearing the masks that they made withActivity Sheet 7 (Mask Making).

Hand out the activity sheet. The childrenwrite and draw the instrument that theyplayed and name some of the otherinstruments that were used. The activitysheet also shows the words to ‘Row, row,row’, with space underneath for pupilsto make up their own words foradditional verses. This is in itself anexercise in rhythm. Depending on thechildren’s age and ability, encouragethem to make the second and fourth lines rhyme.

While you keep the beat on a drum, thechildren take it in turns to sing theirverses with a partner singing theresponse. If there isn’t enough time for

everyone to have a turn, they canalways perform their verses in the nextmusic class.

Adapting this activityfor older pupils

If you are working with older or moreable pupils you may wish to divide thechildren into more groups: metalinstruments (triangles, cymbals), struckinstruments (drums, bongos) and rattles,for example, and allot them differentroles, following your voice. Forexample, ‘Row, row, row’ might beaccompanied by rattles, ‘boat’ might bea clash of the cymbals, etc. Write theinstructions on the board where all cansee it. Include the beat.

Plenary

Pupils talk about their roles in theperformance. Which role was theeasiest/most difficult to undertake?Why? Which instruments did they likebest? Which other instruments could

they use for the activity? How could theyimprove their performance?

Extension activities

Try other round songs, such as London’sBurning (which has three beats to thebar like a waltz, not four) and see howthat affects the children’s use of thepercussion instruments.

You could also ask the children to designand make their own African instrumentsto use to accompany their song. A simpleshaker can be made by taking the top offa washing-up liquid bottle, quarter fillingwith lentils or dried beans, replacing thetop and decorating. Bongos of differenttones can be made by removing bothends from a number of tin cans, tapingthem all together in a tube and toppingthem off with a can that has retained itsbottom. This is the striking surface.Different numbers of cans will createdifferent pitches. The instruments canthen be decorated with brightly colouredwrapping paper or paints.

1 2 3 4

rattles rattles rattles cymbals

ROW ROW ROW YOUR BOAT

1 2 3 4

triangles triangles drums

GENTLY DOWN THE STREAM

1 2 3 4

drums rattles drums rattles

MERRILY MERRILY MERRILY MERRILY

1 2 3 4

triangles rattles cymbals

LIFE IS BUT A DREAM

Simba grows into an adventurous youngcub, as Mufasa tries to instil in him theresponsibilities of leadership, and hisbelief that everything exists together in adelicate balance called the Circle of Life.

Scar plays on Simba’s curiosity by tellinghim about the Elephant Graveyardbeyond the borders of the Pridelands,where Simba is forbidden to go. Simbacannot resist exploring, taking with himhis best friend, the young lioness Nala,and evading their chaperone, thehornbill Zazu, Mufasa’s major domo. ButScar has laid a trap and the young pairare attacked by three hungry hyenas,and only Mufasa’s arrival saves them.

Mufasa is disappointed in Simba andtries to explain to him the real meaningof bravery and maturity.

Scar continues to plot the downfall ofMufasa. He lures Simba into a gorgeand has the hyenas start a stampede ofwildebeests which threatens to killSimba. Mufasa arrives in time to savehim but is wounded and clingsdesperately to the cliff by his claws. Scarshows no mercy to his brother, throwingMufasa back down under the hoofs ofthe wildebeests. He makes Simbabelieve that Mufasa’s death was his faultand persuades him to leave thePridelands, never to return.

The rest of the pride, grieving Mufasa’sdeath and believing Simba to be dead,must accept Scar as their new king. Alazy and inefficient king, he invites thehyenas into the Pridelands, and thedevastation of the countryside begins.

Simba runs a long way from thePridelands before collapsing exhausted,almost becoming a meal for buzzards.He is rescued by Timon, a wisecrackingmeerkat, and Pumbaa, a big–heartedwarthog. They befriend Simba andteach him their philosophy of life,Hakuna Matata – which means ‘noworries’. Simba grows from a cub into ayoung lion.

THE Story

ACT 1: It is sunrise over Pride Rock, overlooking thesavannah. Rafiki, the wise old baboon, calls the animals towitness as Mufasa, the ‘Lion King’, and his queen, Sarabi,present their newborn son, Simba. All the animals aredelighted, except Mufasa’s brother, Scar, who resents thenew prince and the cub’s place as next in line to the King.

For further details of the storyof ‘The Lion King’ please visit www.thelionking.co.uk

Scar


DISNEY’s ‘the Lion KiNG’ Primary Resource pack 19

Simba has grown restless, and ratherreckless.

He leaps over a river, daring Timon tofollow. When the meerkat tries, he fallsinto the river, almost plunging over thewaterfall into the jaws of crocodiles whowait below. Simba rescues him but isashamed at his own folly. As they lielooking up at the stars, Simba

remembers his father and hispromise always to be there for

him. As Simba sings ‘EndlessNight’, back in the

Pridelands old Rafiki hears thesong on the wind and conjures

Simba’s image on a tree trunk,with the mane of an adult lion. Sherealises he is alive.

Pumbaa is chased by a lioness.When Simba intervenes toprotect him, he recognises hisold friend Nala, who isshocked to find him alive. Thetwo young lions realise thedepth of their affection for each

other, but still Simba is tooashamed to do what Nala asks,

to go back to the ‘Pridelands’ andreclaim the throne.

Simba steals away into the jungle, butmeets old Rafiki who tells him his fatheris alive – in him.

The stars seem to come together to formMufasa’s face. The apparition of Mufasatells his son that he must take his place inthe great Circle of Life. Simba is resolved,and sets off back to the Pridelands, withNala, Timon and Pumbaa.

They arrive to find the land dry and bare,and Scar assaulting Sarabi, Simba’smother, because she advises that theyleave Pride Rock. Simba confronts Scarbut is forced by Scar to admit that hebelieves that he caused his father’s death.

As Scar backs Simba to the edge of a cliff,in a moment of foolish arrogance, hewhispers the truth that he killed Mufasa.

This gives Simba the strength to retaliateand conquer Scar, who is made to repeatthe truth to everyone, though he tries toblame everything on the hyenas. Simbaspares his life, but banishes him. Scarattacks Simba again, but Simba managesto flip his uncle over the cliff, down to thehungry hyenas, waiting below.

Simba is proclaimed the new king, andall the animals celebrate. The Circle ofLife continues as Rafiki raises aloft theson of the new Lion King for all to see.

ACT 2: Scar, haunted by the memory of Mufasa, wishes tosecure his immortality by having children. He tries to force hisattentions on Nala, Simba’s childhood friend, now grown intoa beautiful young lioness. She rejects him, and runs awayfrom the Pridelands, vowing, like Simba, never to return.

Simba and Nala

Simba

Like any child, Simba’s view of the worldand his role in it is rather simplified. Tohim, growing up to be ‘The Lion King’means getting to tell the other animalswhat to do. Simba’s mischievousness istempered by his adoration of Mufasa,his father. What the little lion cub reallywants is to be just like his father.Mufasa’s death leaves Simba unsureabout whom he really is as he growsinto adulthood. Then Rafiki shows Simbahis reflection in a pool and the sleekyoung male begins to understand thathis father’s courage and wisdom are apart of him, too.

Rafiki

The baboon shaman Rafiki takes on thetask of narrator and spirit guide. Rafikitravels her own road, sings her ownsongs and knows what she knows.Appearing the first time to anointnewborn Simba, Rafiki wanders on hermystical way. When the time is right, shereturns again to guide Simba back to thepath he is meant to follow. Rafiki is theteacher in ‘The Lion King’, based on theSangoma, the South African herbalist,healer and truthteller. The Sangoma isalmost always a woman and thetraditions have been passed down frommother to daughter for generations. ASangoma’s job is to interpret messagesfrom the spirits, use herbs to heal anddivine the future.

Mufasa

With a voice as golden as hismagnificent mane, Mufasa guides andteaches his son, Simba. As ready to playas to instruct, Mufasa knows when tochide Simba for his mischief and whento chuckle at it. Strong, brave and wise,Mufasa is a true leader whose couragecomes from a great, calm certaintyabout who he is and how he fits into theCircle of Life.

Zazu

Mufasa’s most trusted advisor, Zazu is aprim and proper Hornbill bird with asense of personal dignity. AlthoughZazu’s feathers can be ruffled, he isdedicated to Mufasa. The honourablehornbill would give his right wing for‘The Lion King’, and stays with the pridethrough good times and bad.

Scar

Lean, sardonic Scar makes up for hislack of physical prowess with deviouscunning. Obsessed with the need topossess the throne, Scar is Simba’s andMufasa’s implacable enemy, a fact thatthe great-hearted Mufasa realises toolate. Scar may leave most of the dirtywork to his henchmen hyenas, but he’scapable of great cruelty himself. Aselfish, greedy ruler, Scar nearlydestroys not only the pride, but also theland in which they live.

Nala

Every bit as courageous and inquisitiveas Simba, Nala, a lioness cub, is readyto go wherever he goes and dowhatever he does. But time changes allthings and when Nala and Simba meetagain, her lively cuteness has ripenedinto sleek, tawny beauty, her childlikebravado has become true courage andtheir friendship deepens into love.

Timon and Pumbaa

Brenda Chapman, the story head for themovie ‘The Lion King’, first heard theSwahili phrase – Hakuna Matata whichmeans ‘no worries’ – when she travelledto Kenya in 1991. This became themotto of ‘The Lion King’s’ two clowns,Timon and Pumbaa. Sympathetic andwarm-hearted, Pumbaa is ready to trustanyone, even a carnivore like Simba.Pumbaa may have more brawn thanbrains, but his size includes anoversized heart. And when Simbaconfronts his destiny, the loyal warthogis the first to follow. The self-proclaimed‘brains of the outfit’, Timon is ahyperactive meerkat with a motormouth.Whether he’s making good-naturedjokes at Pumbaa’s expense, droolingover a plate of delicious bugs, orpitching his freewheeling lifestyle toSimba, Timon always has a fast line. But behind the patter is a loyal little guy who’d give his last wisecrack tohelp a friend.

For further details of the characters from ‘The Lion King’ please visitwww.thelionking.co.uk

cast of characters


DISNEy’s the Lion King’ Primary Resource pack 21

Timon, Young Simba and Pumbaa

Simba- Rafiki Mufasa

Zazu Scar Nala

ENGLAND

ENGLISHKEY STAGE 1Group discussion and interaction3. To join in as members of a group,

pupils should be taught to:a) take turns in speakingb) relate their contributions to what

has gone on beforec) take different views into accountd) extend their ideas in the light

of discussione) give reasons for opinions

and actions

KEY STAGE 2Listening2. To listen, understand and respond

appropriately to others, pupils should be taught to:a) identify the gist of an account or key

points in a discussion and evaluate what they hear

b) ask relevant questions to clarify, extend and follow up ideas

c) recall and represent important features of an argument, talk, reading, radio or television programme, film

d) identify features of language used for a specific purpose [for example, to persuade, instruct or entertain]

e) respond to others appropriately, taking into account what they say

PSHEKEY STAGE 1Developing confidence andresponsibility and making the most of their abilities1. Pupils should be taught:

a) to recognise what they like and dislike, what is fair and unfair, and what is right and wrong

b) to share their opinions on things that matter to them and explain their views

c) to recognise, name and deal withtheir feelings in a positive way

d) to think about themselves, learn from their experiences and recognise what they are good at

e) how to set simple goals

KEY STAGE 2Developing confidence andresponsibility and making the most of their abilities1. Pupils should be taught:

a) to talk and write about their opinions, and explain their views, on issues that affect themselves and society

b) to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals

c) to face new challenges positively bycollecting information, looking for help, making responsible choices,

and taking actiond) to recognise, as they approach

puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way

MUSICKEY STAGE 1Controlling sounds through singingand playing – performing skills1. Pupils should be taught how to:

a) use their voices expressively by singing songs and speaking chants and rhymes

b) play tuned and untuned instrumentsc) rehearse and perform with others

[for example, starting and finishing together, keeping to a steady pulse]

KEY STAGE 21. Pupils should be taught how to:

a) sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression

b) play tuned and untuned instruments with control and rhythmic accuracy

c) practise, rehearse and present performances with an awareness of the audience

WALES

ENGLISHKEY STAGE 1Oracy, Range3. Listen carefully and show their

understanding of what they see and hear by:a) Making relevant commentsb) Remembering specific points that

interested themc) Listening to others’ reactions

KEY STAGE 2Oracy, Range1. Talk for a range of purposes,

including:a) Exploring, developing and

explaining ideasb) Planning, predicting and

investigating

ARTKEY STAGE 1InvestigatingPupils should be taught to:1. Record from observation and

experience the natural and made environments, and the world of their imagination

KEY STAGE 2InvestigatingPupils should be taught to:1. Select and record from observation,

experience and imagination to investigate the natural and made environment and the world of their imagination, using a variety of methods

MUSICKEY STAGE 1PerformingPupils should be taught to:1. Sing a variety of simple songs with

some control of breathing, posture, diction, dynamics and pitch

KEY STAGE 2PerformingPupils should be taught to:2. Play a widening range of

instruments using appropriate playing techniques and with increasing dexterity and control of sound

NORTHERN IRELAND

ENGLISHKEY STAGE 1Talking and listening: Purpose Pupils should engage in talking andlistening for a variety of purposes,including:

a) Taking part in conversations and discussions

b) Telling stories and talking about events

c) Asking and answering questions and drawing conclusions

d) Expressing thoughts, feelings and opinions

KEY STAGE 2Talking and listening: PurposePupils should engage in talking andlistening for a variety of purposes,including:

a) Taking part in conversations and discussions

b) Discussing topics involving attitudes,opinions and beliefs

ART AND DESIGNKEY STAGE 1Investigating and realising in art and designPupils should have opportunities to:

a) Explore and respond to direct sensory experiences, and to memory and imagination

b) Experiment with and use a range of materials, tools and processes

KEY STAGE 2Investigating and realising in art and designPupils should have opportunities to:

a) Explore and respond to direct sensory experiences, and to memory and imagination

b) Observe and record aspects of the natural and made environments, using a variety of materials, tools and processes

MUSICKEY STAGE 1PerformingPupils should have opportunities to:

a) Join in singing rhymes and simple songs

CURRICULUM LINKS



‘The Lion King’ and Speaking, Listening and Learning: working with children in Key Stages 1 and 2‘The Lion King’ resource also helps meet teaching objectives for Speaking and Listening, as outlined in the following tables. Linked objectives from the National Literacy Strategy are given in brackets.

b) Play simple instruments on their own and to accompany singing

KEY STAGE 2Performing

a) Sing a variety of songs with increasing control and confidence and develop awareness of singing in parts

b) Play simple accompaniments to songs

SCOTLAND

ENGLISH LANGUAGE 5–14Listening in groupsLevel A: Listen to others in group orone-to-one activities in order to establishrelationships and respond by contributing,with support, to the purpose of the activityLevel B: Listen to others in group or one-to-one activities, and respond bymaking a relevant commentLevel C: Listen to others in group or one-to-one activities and respond bymaking relevant comments and offeringan opinion

Talking in groupsLevel A: Talk to others in a group led by a known adult or in one-to-oneactivities and with support contribute to the purpose of the activityLevel B: Talk to others in a group led by a known adult, or in one-to-one activityand contribute appropriately to thepurpose of the activity by respondingwhen prompted by the adultLevel C: Talk to others in a group or one-to-one activity and contributeappropriately to the purpose of theactivity by asking and answeringquestions

Reading for informationLevel A: Find, with teacher support, anitem of information from an informationalor reference textLevel B: Find and use, with teachersupport, information specific to theirneeds from a range of informational and reference sourcesLevel C: Find and use informationspecific to their needs from a range ofinformational and reference sources

Imaginative writingLevel A: Write a brief, imaginative storyLevel B: Write a brief, imaginative story,poem or dialogue, with discernibleorganisation and using adequatevocabularyLevel C: Write a brief, imaginative story,poem or play, using appropriateorganisation and vocabulary

ART AND DESIGNInvestigating visually and recordingLevel A: Observe and record fromselected sources of the environment, withsupport; draw, paint, model and constructfrom observed objectsLevel B: Observe and record from givensources by drawing, painting andsketching; model and construct fromobserved objectsLevel C: With guidance, attempt detail,

using a given number of ways of recording

Using mediaLevel A: Experiment and explore agiven range of media in a free andspontaneous wayLevel B: Select from a given range ofmedia and use in a free and spontaneousway, but with evidence of organisationand controlLevel C: Experiment with a given range of media, demonstrating basicunderstanding of the uses and limitationsof these

MUSICInvestigating: exploring soundAll levels: Explore and experimentwith a wide variety of sound sourcesLevel A: Investigate sounds using voices,instruments and everyday objects,recognising differences and contrastsbetween musical sounds and noiseLevel B: Explore sound quality andbecome familiar with the ways in whichsounds are made and producedLevel C: Experiment with differentcombinations and qualities of sound torepresent contrasting moods and effects

Using the voiceAll levels: Sing a wide repertoire ofsongs representing a variety of styles inwhich the language is comprehensibleand appealing to the age groupLevel A: Demonstrate some control in pitch and rhythm; show ability tomemorise simple songs containingrepetitive melodic and rhythmic patternsLevel B: Show a greater ability to singin tune with others; fit words to themelody where this is obvious; controlrhythm, speed and leaps in melodyLevel C: Sing together confidently inunison, with some awareness ofdynamics, phrasing and expression;sustain a simple harmonic part

Using instrumentsAll levels: Individually and in groups,play a range of pitched and non-pitchedinstruments, applying a variety ofappropriate techniques

Level A: Demonstrate abilities in suchbasic playing techniques as shaking andtapping, keeping the beat while music is played and repeating simple rhythmpatternsLevel B: Play simple melodic and rhythmparts, showing some control over speedand volume, and respond to simple signals of direction in performanceLevel C: Display two-handed co-ordination in playing straightforwardmelodies and rhythms, sometimes using aform of written notation, paying attentionto expression and contrasts in the music

Project Editors: Fay Wolftree, Giles Woodrow, Judith Bloor. Teaching Contributors: Nicola Farquhar, Susan White Study Guide Contributing Author: Peter Royston. Education Consultants: Rapport Learning

Photo credits: All production photography byCatherine Ashmore, from Original LondonCompany unless otherwise noted. Page 2Brown Lindiwe Kkhize as ‘Rafiki’; Page 3 Geoff Hoyleas ‘Zazu’ from the Original Broadway Company(Photograph by Per Breiehagen); Page 4 Photo ofLondon Company by Johan Persson; Page 5Tsidii LeLoka as ‘Rafiki’ from the Original Broadway Company(Photograph by Per Breiehagen); Page 6 ChristopherHolt as ‘Ed’, David Christopher and Yaa as ‘Zebras’;Page 7 Roger Wright as ‘Simba’, Brown LindiweMkhize as ‘Rafiki’ (2004 London Company); Page 8Ako Mitchell as ‘Mufasa’ (2004 London Company);Original Costume Design sketch by Julie Taymor; Page 9Rob Edwards as ‘Scar’; Page 10 Dominique Moore as‘Young Nala’; Page 11 Roger Wright as ‘Simba’,Cornell John as ‘Mufasa’; Page 12 Luke Youngblood as‘Young Simba’, Dominique Moore as ‘Young Nala’ with“Boaz Dopemu as ‘Young Simba’, Freya Karlettis as‘Young Nala (2010 London Company – Photo by JohanPersson) Page 15 Photograph of Julie Taymor byKenneth Van Sickle; Original Costume Design sketch byJulie Taymor; Rob Edwards as ‘Scar’ and Cornell John as‘Mufasa’; Original Costume Design sketch by JulieTaymor; Page 16 Roger Wright as ‘Simba’; Page 17Original Dutch Company (Photograph by Deen VanMeer); Page 18 James Simmons as ‘Scar’; Page 19Roger Wright as ‘Simba’ and Paulette Ivory as ‘Nala’;Page 21 Martyn Ellis as ‘Pumbaa’, Luke Youngblood as‘Young Simba’ and Simon Gregor as ‘Timon’, RogerWright as ‘Simba’, Brown Lindiwe Mkhize as ‘Rafiki’ andAko Mitchell as ‘Mufasa’ (both 2004 London Company),Gregory Gudgeon as ‘Zazu’, George Asprey as ‘Scar’(2008 London Company – Photo by Johan Persson),Alexia Khadime as ‘Nala’ (2003 London Company). Allimages © Disney-

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Year Group Term 1 Term 2 Term 31 1[Text 5 and 9], 2 5 [Text 4 and 5], 7 11

2 14, 15 17 [Text 7], 18 24

3 25, 28 31, 32 35 [Text 5]4 38, 40 42, to develop 44

scripts based on improvisation

[Text 21 and 22]5 576 61

www.lionkingeducation.co.uk © Disney

Documents

The Lion King – Primary · characters, themes, music and story of Disney’s ‘The Lion King’. Combined with a visit to the show, ... class goes to see ‘The Lion King’,