L E S S O N P L A N 6

One of the strongest features of ‘The Lion King’ is the music – from vibrant African tribal beats to memorable haunting airs. Through its own language, the music helps to convey much of the meaning in the play and adds to the appearance, actions and words from the actors. Students will learn how music can be used to convey meaning in this lesson.

The language of music

LEARNING OBJECTIVES

• Explore the relationship between music and characterisation• Write to explain how musical performance represents a chosen character• Perform through singing and playing instruments to convey meaning

Lesson outline

Remind students that the musical score of ‘The Lion King’ includes many African percussion instruments, which convey a wide variety of emotions, atmosphere and locations. Explain that they will be using instruments to depict different characters from ‘The Lion King’.

Play extracts from ‘Peter and the Wolf’ and/or ‘Carnival of the Animals’ to illustrate the idea.

Distribute the project sheets to students. They should work in pairs to assign a percussion instrument to each character listed on the sheet. (Choose from instruments available or which can be replicated on the synthesiser). Explain that they should consider the personality of the character, the way they move, the qualities they exhibit – dignity, wisdom, craftiness. They should write reasons for their choice, and how it should be played – fast, slow, loud, smoothly.

Having completed the sheet, students then decide which of the pair is to play the instrument and who will provide the movement for each character. Pairs should be given time to rehearse before the class comes together to perform.

If some students play other instruments, e.g. string or wind, encourage them to bring them in (the tuba could suit Pumbaa, for example). You could experiment with adding background music to the percussion (e.g. Vivaldi’s

‘The Four Seasons’ or Dvorak’s ‘New World Symphony’).

To develop the performances, two pairs could be combined to express a meeting between two characters: Simba and Nala; Scar and Mufasa; Timon and Pumbaa. How do their instruments merge or conflict?

Plenary

Discuss what has been learned from the interpretations. Which characters are easiest to represent? Which most difficult? Why? What props would have helped?

Extension activity

Groups of students prepare and perform readings of poems, with mixed high/low voices, as call-and-response, with percussion accompaniment. Choose poems according to the ability of the group, from Lewis Carroll’s ‘You are old, Father William’ to William Blake’s ‘The Tiger’.

PREPARATION

Photocopy the project sheet (Secondary 6) for each student. Have ready as many percussion instruments as possible, and recordings of ‘Peter and the Wolf’ and/or ‘Carnival of the Animals’ to play to the class.

Simba

DISNEY’s ‘the Lion King’ SECONDARY SCHOOL teaching Resource

CURRICULUM LINKS

ENGLANDMusic KS3 Music a-f English KS3 Writing c,d KS3 Grammar and vocabulary b KS3 Spoken English a-d KS4 Writing b,d

WALESEnglishKS3 Writing a-e KS4 Writing a-c

NORTHERN IRELANDLanguage & Literacy 11-16Developing knowledge, understanding & skills g Developing as individuals a

SCOTLANDExpressive Arts 3-18 Levels 3 & 4 Music a-g

To learn more viewThe Lion KingBehind The ScenesEPISODE 3 - MEET THE CHARACTERSEPISODE 9 - MAKING THE MUSIC

© Disney

The language of musicYou are going to assign a percussion instrument to represent nine characters from ‘The Lion King’.

Think about:•Availability of instruments •Personality of the character •How they move

•Their qualities (dignity, playfulness, craftiness, kindness, wisdom, etc.)

In what manner should the instruments be played for each character??For example: fast, slow, loud, choppily, smoothly, softly.

education programmeSecondary 6

Simba

mufasa

sarabi

zazu

scar

nala

rafiki

timon

pumbaa

instrument WHy ? played how ?

Lesson PLAN 6 - The LANGUAGE OF MUSIC ENGLAND

MUSICKEY STAGE 3Pupils should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness, and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles. Pupils should be taught to: a) play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. b) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. c) use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. d) identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. e) listen with increasing discrimination to a wide range of music from great composers and musicians. f) develop a deepening understanding of the music that they perform and to which they listen, and its history. ENGLISHKEY STAGE 3Writing c) Write accurately, fluently, effectively and at length for pleasure and information through notes and polished scripts for talks and presentations. d) Write accurately, fluently, effectively and at length for pleasure and information through summarising and organising material, and supporting ideas and arguments with any necessary factual detail. Grammar and vocabularyConsolidate and build on their knowledge of grammar and vocabulary through: b) using Standard English confidently in their own writing and speech. Spoken English Speak confidently and effectively, including through: a) giving short speeches and presentations, expressing their own

ideas and keeping to the point. b) participating in formal debates and structured discussions, summarising and/or building on what has been said. c) improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. d) using Standard English confidently in a range of formal and informal contexts, including classroom discussion. KEY STAGE 4Writing Write accurately, fluently, effectively and at length for pleasure and information through: b) selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis. d) make notes, draft and write, including using information provided by others. WALES

ENGLISHKEY STAGE 3 Writing a) Level 1: Learners’ writing communicates meaning through simple words and phrases. b) Level 2: Learners’ writing communicates meaning in both creative and factual forms, using appropriate and interesting vocabulary, and showing some awareness of form and the reader. c) Levels 3-5: The main features of different forms of writing are used appropriately. d) Levels 6-7: They present information for various purposes and express opinions, developing some points in support of a point of view. e) Level 8: Learners’ writing shows the selection of specific features or expressions to convey particular effects and to interest the reader.

KEY STAGE 4 Writing Organising ideas and information a) Year 10 and 11: Meaning, purposes, readers - show control, coherence and sense of personal style when writing in continuous and non-continuous forms to achieve particular effects and firmly sustain the readers’ interest. b) Year 10: Structures and organisation - organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections. c) Year 11: Structures and organisation Use a wide range of peer- and self-assessment strategies to effectively evaluate and improve the text.

SCOTLAND

EXPRESSIVE ARTS 3-18Music a) Be creative and experience inspiration and enjoyment. b) Perform and create music. c) Develop vocal and instrumental skills. d) Explore sounds and musical concepts. e) Listen to musical performances and comment on them. f) Use musical instruments to improvise or compose with melody, rhythm, harmony, timbre and structure EXA 3-17a. g) Use chosen vocal and/or instrumental skills to improvise and compose, showing developing style and sophistication EXA 4-17a.

NORTHERN IRELAND

ENGLISHLANGUAGE AND LITERACY 11-16Developing pupils’ Knowledge, Understanding and Skills Pupils should have opportunities to become critical, creative and effective communicators by: g) using a range of techniques, forms and media to convey information creatively and appropriately. Developing pupils as individuals Pupils should have opportunities to: a) Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.

CURRICULUM LINKS

DISNEY’s ‘the Lion King’ SECONDARY SCHOOL TEACHING RESOURCE