Lion King

Transcript

1 CONTENTS Introduction 1 Why The Lion King is an exciting learning resource 2 About Disney’s The Lion King 2 Introducing the story of The Lion King 3 The Lion King Singing Celebration 5 Simba dance activity (3-5 years old) 6 Simba music activity (6-7 years old) 8 Pumbaa composition and freeze frames activity (7-9 (7-9 years old) 10 Timon music activity (9-11 years old) 12 Preparing for a performance 14 Pick and mix activities across the curriculum 15 Hakuna Matata lyric sheet and music 18 Singing Celebration fun stuff 29 30 31 32 Bug buffet Activity sheet Colouring sheet The Lion King Singing Celebration schools’ competition How to enter  Teacher  Teacher declaration and letter Competition rules Competition terms and conditions Competition checklist 33 35 36 40 40 42 CONTENTS Introduction 1 Why The Lion King is an exciting learning resource 2 About Disney’s The Lion King 2 Introducing the story of The Lion King 3 The Lion King Singing Celebration 5 Simba dance activity (3-5 years old) 6 Simba music activity (6-7 years old) 8 Pumbaa composition and freeze frames activity (7-9 (7-9 years old) 10 Timon music activity (9-11 years old) 12 Preparing for a performance 14 Pick and mix activities across the curriculum 15 Hakuna Matata lyric sheet and music 18 Singing Celebration fun stuff 29 30 31 32 Bug buffet Activity sheet Colouring sheet The Lion King Singing Celebration schools’ competition How to enter  Teacher  Teacher declaration and letter Competition rules Competition terms and conditions Competition checklist 33 35 36 40 40 42 INTRODUCTION (teachers’ notes) Welcome to the wonderful world of Disney’ Disney ’s The Lion King and in particular the song Hakuna Matata. Matata. In this pack you will find a range of resources to support the primary curriculum through music, dance and enjoyment.  This pack is designed to be flexible and to be used used in whatever way is useful for for teaching and learning in your school, from stand-alone lessons to whole school assemblies, collapsed curriculum days or performances per formances for parents. In this pack you will find: • • notes on introducing the story and watching the film with your class detailed lesson plans with music at the centre, leading to a full school performance of the song Hakuna Matata • extension activities across the curriculum • song words and sheet music • • fun resources, such as colouring sheets, which can be included in lessons or taken t aken home to carry on the fun of learning Details on how to enter the Lion King Singing Celebration Schools’ Competition including competition rules, waiver and declaration forms Hakuna Matata is Matata is the song on which the lesson plans are based and we are offering a great opportunity for your school to video your class performance per formance and upload it to Disney’s website at www.disney.co.uk/lionkingschools www.disney.co.uk/lionkingschools to enter a competition.  The winning class will get a unique performance from members of The Lion King Musical cast for their entire school at their school’s assembly! For further details on how to video your class and how to enter the competition please see details at the end of the pack or online at www.disney.co.uk/lionkingschools www.disney.co.uk/lionkingschools 1 WHY THE LION KING IS AN EXCITING LEARNING RESOURCE  The story story of of The Lion Lion King was develo developed ped as a new idea for the 1994 1994 film, film, but The Lion Lion King King is drawn from several classical sources: The Epic of Sundiata, which tells the story of the origins of the Mali Empire, the Bible stories of Joseph and Moses and elements of Shakespeare’s Hamlet. It follows a classic narrative structure including journeying, coming of age, and triumph of good over evil.  The music and dance opportunities are are highly accessible accessible and rooted rooted in both both European European and African influenced tradition. The subject matter lends itself to exploration of the animal kingdom, African culture, friendship, confidence and bravery and much, much more. Using this popular film will help build a bridge between children’s experience of enjoying a cultural artifact outside school, and their learning in school, thereby raising engagement levels and achievement. ABOUT DISNEY’S THE LION KING In October 2011, Disney released a new 3D version in cinemas followed by a new DVD and 3D Blu-ray in November 2011 for a new generation to enjoy. Many of today’s today’s primary school children may only now be becoming aware of it, although others may already know it well.  The soundtrack won Academy Academy Awards® for for best original score and best original original song for Can You Feel The Love Tonight and Tonight and is the biggest selling soundtrack for an animated movie ever. ever.  The lyrics were written by by Tim Rice and the music by by Elton John, from original compositions compositions by Hans Zimmer.  The awardaward-winnin winning g stage stage adaptation adaptation of The Lion King opened opened in New York in 1997 and and has has since played in 15 different countries, been performed in 8 languages, won over 70 international theatre awards and been seen by over 60 million people. In London’s London’s West End the show is now in its 12th year and has been seen by nearly 10 million people and remains one of the West End’s most popular productions; on the 13th of September 2011, Disney celebrated the 5000th performance at The London Lyceum. Disney’s The Lion King is the highest-grossing hand-drawn animated film in history. 2 INTRODUCING THE STORY OF THE LION KING Watching the film or reading the story of The Lion King is the best way to learn the story and meet the characters. You could divide your viewing or reading into shorter sessions. You can use the scene selections on the DVD or pause regularly to check for focus and understanding. If you are going to watch the film in one sitting, with older children, talk through the questions beforehand and revisit them at the end. Here are some suggestions for discussion during or after the film, they could also be used as prompts for individual writing: • The Circle of Life is the opening song. What is it about? • What do you notice about the sunrise? What colours are used? • What do you feel when you hear the music? • • • What party or religious event do you know about, with which your family celebrates the arrival of a new baby? Did you notice the cave painting which Rafiki the baboon makes? What sort of character is Rafiki? What do you think his part in the story will be? Simba sings I Just Can’t Wait to be King. Pause the film after this song and ask: what do we think of his attitude? Will this thinking make him a good leader? (This could lead into a PSHE discussion on rights and responsibilities with year 5 or year 6.) • When Simba puts his paw into Mufasa’s larger paw print, what does it make you think about? • “Being brave doesn’t mean you go looking for trouble” – talk about what being brave means. • Scar’s song: how does he impress the hyenas? 3 • • • • •  The death of Mufasa. How does Simba feel? If you could give Simba a bit of advice at this moment, what would you say to him? How does it make you feel? “What’s a motto?” Does anyone know? Does the school have a motto? Watch the next section, Hakuna Matata, extra carefully because this is the song that you will be learning. Later, when the three friends are looking at the stars, notice what Pumbaa says about them. Is he right? Do you think Timon has judged him unfairly? Is Simba right to try to leave the past behind him? Do you agree or disagree with Rafiki when he says: “the past – you can either run from it or you can learn from it”? • What do you notice about the colours of the pridelands when Simba returns? • How is the atmosphere created by the use of weather and music? • How does the ending make you feel? Further ideas for follow-up: 1. On the interactive whiteboard create a thought cloud of the story and its themes which the children add to themselves. This could be done during another activity, for example while they are colouring in Lion King fun sheets or mask making. 2. y5/y6 Making a news report of a moment in the film (e.g. the birth of Simba – written or oral). 3. y3/y4 Make a presentation in the form of a mini-documentary (written/oral/powerpoint) on a day in the life of Timon and Pumbaa. 4 THE LION KING SINGING CELEBRATION We have created four flexible lesson plans to build up to a whole school performance: • Simba dance activity is aimed at early years/foundation stage & year 1 (4-6 year olds) • Simba music activity is aimed at year 2 (6-7 year olds) • Pumbaa composition and freeze frames activity is aimed at years 3 and 4 (7-9 year olds) • Timon music activity is aimed at years 5 and 6 (9 -11 year olds) We have also included a page on preparing for a performance which applies across all age groups plus a whole range of extension activities for cross-curricular learning. Don’t forget to video your performance to enter The Lion King Singing Celebration competition. Full details of how to enter are available on page 32 of this pack and information on how to upload your video is available at www.disney.co.uk/lionkingschools Please make sure you have parental permission to video the children and to upload the film where it may be viewed publically on the internet. A Disney-approved waiver form is attached on page 37 of this pack and must be signed by the parent of each child appearing in the video. 5 SIMBA DANCE ACTIVITY (age 4 - 6 years) Children will learn to perform or create a dance/movement piece to accompany the Bridge Walk section of the song Hakuna Matata. Lesson objectives • To find the pulse in the song Hakuna Matata • To perform a marching dance to accompany the song Hakuna Matata • Practise, rehearse and present a performance based around the song Hakuna Matata Preparation Claves or similar to keep the beat. Songwords projected or printed, Lion King pictures, DVD clip. This lesson is suitable for use on an interactive whiteboard. Lesson introduction • • • Introduce the song Hakuna Matata – have it playing as the children come in. Ask them to sit and clap along on knees to the song in order to get a sense of the pulse. After the song has finished, pose some questions. Who has heard the song before? Who knows what film the song is from? What type of animals are they? What sounds do they make? How do they move or sit? Can you make a face like  Timon or Pumbaa? What do the words mean? What language is it? Where do they speak that? Where is that on the globe? (See Pick and Mix section for more on this.) Ask children to practise saying the phrase Hakuna Matata to their neighbour.  Activity  • Play the Bridge Walk section of the song with the children marching along in time – this will help them to find the pulse. • Children to practise a vocal ostinato (a repeating rhythmic pattern) by whispering the phrase “Hakuna Matata” in time to a steady pulse. Children need to be aware of where the pulse falls within the phrase: Ha-KU-na Ma-TA-ta Ha-KU-na Ma-TA-ta 1 2 1 2 • The children should be encouraged to tap the pulse on their knees, while whispering the phrase over the top. 6 SIMBA DANCE ACTIVITY (age 4 - 6 years)  Activity continued  • Keeping a steady beat by clapping or using claves, then ask the children to march around the room keeping to the beat (still whispering). • Ask them to repeat the activity, this time chanting the phrase “Hakuna Matata” as they go. • Once they are able to do this with some confidence, ask for movement ideas and suggestions, which could be added to the marching and the chanting, to reflect Simba growing up as he goes on his journey with Timon and Pumbaa. Some ideas could be: i) All the children marching in a line or semi circle; one child representing Simba could begin by crawling in front at one end and then get higher and higher as he reaches the other end. ii) The whole class could start by kneeling/sitting on the floor and tapping the pulse on their knees; as Simba grows up the children could kneel up, then crouch, then stoop, then stand tall, clapping above their heads to symbolise Simba getting physically bigger. iii) One child representing Simba following two others, representing Timon and Pumbaa, who encourage him to follow them and then being joined by more and more children as he “grows”. The lead child could change the movement and the others copy, constantly swapping the leads. iv) Three children representing Simba, Timon and Pumbaa at one end of a line of children representing “trees” or “obstacles”. Simba, Timon and Pumbaa could weave in and out as the children chant the rhythm of Hakuna Matata.  Timon and Pumbaa guide Simba through his journey with them. v) Allow time to try out different ideas and allow the children time to develop their suggestions. vi) Practise keeping in time with the bridge section from the DVD clip. vii) The children should include DYNAMICS in the performance. The ostinato should begin as a whisper and grow into a chant (mirroring what happens in the clip). The children must be careful not to speed up and to keep the TEMPO steady. Plenary  Try to record the “final” class performance with a video recorder and allow the children to evaluate their performance. If working towards the assembly performance, children can suggest ways to improve the piece before they perform with the rest of the school. Curriculum links PE: 1a, 1b, 2a, 3c, 6a - d 7 SIMBA MUSIC ACTIVITY (age 6 -7 years) Children will learn to create sound patterns with different textures to accompany the Bridge Walk section of the song Hakuna Matata. Lesson objectives •  To find the pulse in the song Hakuna Matata. •  To perform a vocal ostinato chanting pattern to accompany the song Hakuna Matata. •  To use untuned junk instruments (see Preparing for Performance). • Practise, rehearse and present a performance based around the song Hakuna Matata. Preparation • Collect /make various untuned percussion instruments (see Preparing for a Performance). • Songwords (printed or projected), Lion King pictures, DVD clip. •  This lesson is suitable for use on an interactive whiteboard. Lesson introduction • Introduce the song Hakuna Matata – have it playing as the class comes in. Ask the children to sit and clap along to the song in order to get a sense of the pulse. • After the song has finished, pose some questions. Who has heard the song before? Who knows what film the song is from? What do the words mean? What language is it? Where do they speak that? Where is it on a map/globe? (see Pick and Mix resources.)  Activity  • Children to practise a vocal ostinato (a repeating rhythmic pattern) by whispering the phrase “Hakuna Matata” in time to a steady pulse. Children need to be aware of where the pulse falls within the phrase Ha-KU-na Ma-TA-ta Ha-KU-na Ma-TA-ta 1 2 1 2 •  The children should be encouraged to tap the pulse on their knees whilst whispering the phrase over the top. 8 SIMBA MUSIC ACTIVITY (age 6 -7 years)  Activity continued  • Divide the class and ask half the class to whisper the ostinato while the other half keep the pulse, then swap. Reinforce the importance of listening while they’re performing! • Practise keeping in time with the bridge section from the DVD clip. • Ask 8-10 children who are confident at keeping the beat, to pick up an instrument. Ask them to tap the shakers against their hand or use water bottle drums to keep the pulse. This will add another sound layer to and change the TEXTURE of the piece. Practise to get the children in time with the clip. • •  The children should include DYNAMICS in the performance. The ostinato should begin as a whisper and grow into a chant (mirroring what happens in the clip). The children must be careful not to speed up and to keep the TEMPO steady. When the pattern is established, swap the instruments so that everyone has a turn. Plenary  Try to record the “final” class performance with an audio or video recorder and allow the children to evaluate their performance. Children can suggest ways to improve the piece before they perform for the rest of the school. This group can operate as an orchestra to the younger group who have been working on the SIMBA 1 lesson plan. Curriculum links Music: 1a, 1b, 1c, 2a, 3b, 4b, 4c, 5c 9 PUMBAA COMPOSITION AND FREEZE FRAMES ACTIVITY (age 7 - 9 years) Based on the song Hakuna Matata. Children will learn to: • Create different sounds on percussion instruments to accompany the song. • Create ‘freeze frames’ to represent key moments from the song.  The activities can be rotated in a carousel to take place within one lesson or can be split into separate sessions. Lesson objectives •  To compose rhythmic sound-scapes. •  To create visual ‘freeze frames’. Preparation Collect /make various untuned percussion instruments*, Lion King masks**, songwords (printed or projected), Lion King pictures, DVD clip. This lesson is suitable for use on an interactive whiteboard. *See Preparing for a Performance. **See Pick and Mix resources. Lesson introduction • Introduce the song Hakuna Matata – have it playing as the children arrive. Ask the children to sit and clap along to the song in order to get a sense of the pulse. • After the song has finished, pose some questions. Who has heard the song before? Who knows what film the song is from? What do the words mean? What language is it? Where do they speak that? (See Pick and Mix resources.)  Activity  • Using the song words, ask all children to sing along to the clip to get a sense of the shape of the song. • Outline the tasks. i) Half the class will be creating some rhythms and sounds to accompany the song. ii) Half the class will create freeze frames for key moments in the song. • Divide the class and create a composition and a freeze frame group. • Allow time for practising and refining their ideas. 10 PUMBAA COMPOSITION AND FREEZE FRAMES ACTIVITY (age 7 - 9 years)  Activity continued    COMPOSITION  • Children should create a simple accompaniment for the chorus. •  The children need to be aware of where the pulse falls within the song and should practise keeping in time with each other and the song clip. •  The children should work together to select and choose different kinds of untuned percussion instruments (e.g. scrapers/shakers/woodblocks/junk percussion) and create sounds that work well together and fit with the music. FREEZE FRAMES • Children should choose 3 or 4 key moments from the song to represent with tableaux or freeze frames. Here are some suggestions: i) Timon and Pumbaa welcome Simba to the savannah ii) Pumbaa singing about how sad he used to feel iii) Encouraging Simba to try the bugs iv) The saying of the phrase Hakuna Matata v) The three friends happy together Plenary  Try to record the “final” class performances focusing on the work of both groups with a video recorder and allow the children to evaluate their performance. If working towards the assembly performance, children can suggest ways to improve the piece before they perform for the rest of the school. Still photographs of the final freeze frames could be projected as a slideshow back drop to the final per formance. Extension – for the final, whole school performance you will need to cast three actors from this group to perform the spoken section of Hakuna Matata. See Preparing for Performance for tips for actors. Curriculum links Music: 1a, 1b, 2a, 2b, 3b, 4b, 5a, 5c Drama: 4a - d 11 TIMON MUSIC ACTIVITY (age 9 - 11 years) • Children will learn to sing the songs Hakuna Matata  and Circle of Life. • Look at the messages conveyed in the two songs. • Compare and contrast the songs focusing on the performance styles. • Sing the songs confidently with a view to performing them in a whole school assembly.  This session could be divided into two lessons. Lesson objectives •  To understand the messages in the two songs. •  To compare the song styles. • Perform the songs with confidence. Preparation Song words (could be projected), sheet music, DVD clips of the songs. This lesson is suitable for use on an interactive whiteboard. Lesson introduction • Introduce the songs Hakuna Matata and Circle of Life. • After the songs have finished, pose some questions. Who has heard the songs before? Who knows what film the songs are from? What do the words in Hakuna Matata mean? What are the main messages within the songs? Are there any similarities in the songs or do they have a contrasting message? (The class may notice that they both have repeated vocal ostinato sections.)  Activity  • Begin by warming up the voices – see the www.singup.org for more details on the warm-ups listed below: i) Rhythmic chants: sing chants to warm up at the beginning of a lesson e.g. Bananas of the World Unite. ii) Also use short rhythmic words, e.g. zip zop na na. Teacher or child says the words and the class echo. Practise, focusing on both pulse and rhythm.   iii) Vocal warm-ups: 1, 121, 12321 and Senwa dedende. 12 TIMON MUSIC ACTIVITY (age 9 -11 years)  Activity continued  • Begin with Hakuna Matata. Using song sheet provided, ask all children to follow the words as the clip plays, to get a sense of the shape of the song. They will be singing the main body of the song, up to the spoken section. Divide the class into Timon, Pumbaa and Simba groups, following the colour coding of the song sheet. Then using “my turn, your turn” technique, teach the song a section at a time. • Once the children are familiar with the song, look at the key singing skills. Focus on: i) POSTURE – encourage good posture by asking children to stand tall, k nees loose and feet apart. Everyone should breathe together through their mouths. Encourage low breathing (that is, without breathing into the chest and without raising the shoulders) by asking the children to take a drink of air that goes right down low, “as if your tummy is a tank of air”. To stop the shoulders rising, children should imagine carrying heavy objects in each hand. ii) THE SINGING FACE – encourage the children to lift the face by smiling. To help them project the sound, use a follow-my-leader activity. Humming phrases of songs will also encourage an unforced, well blended sound.   iii) BREATHING – thinking of the diaphragm during the long notes, encourage the children to place a hand just above their tummy button, to use the diaphragm to let the air go slowly.   iv) REHEARSAL – focusing on the per formance of the songs and the context of the scenes in the two songs. v) PERFORMANCE – thinking about the songs in the context of the rest of the story. Plenary  Once confident with the two songs, revisit Hakuna Matata and divide into parts for the final chorus. Remind the children to focus on their own part while being aware of the others.  Try to record the“final” class performances focusing on the work of the whole class singing both songs: Circle of Life in unison followed by Hakuna Matata in parts. Try to capture both songs with a video or sound recorder and allow the children to evaluate their performance. If working towards the assembly performance, children can suggest ways to improve the piece before they perform for the rest of the school. Curriculum links Music: 1a, 1c, 3c, 4a, 4b, 4d, 5a, 5c, 5e 13 PREPARING FOR A PERFORMANCE Planning As a whole class, create a timeline of all the jobs which will need to be done before the performance is ready; encourage the children to suggest what needs to be included: e.g. learning the song and rehearsing, mask making, backdrop painting, poster design for the show, checking that the video camera is ready and creating invitations for parents. Making junk instruments Simple shakers can be made by half-filling plastic food containers with rice or dry lentils – snap the lid on and tape round it, in case curious fingers open it! Empty water containers from water coolers make excellent drums – experiment with using the flat of a palm, soft-headed beaters or hard drum sticks to make different sounds. Play on the base of the container, with it lying horizontally across the knee. Elastic bands over yoghurt pots can be effective to create a  pizzicato effect, but you will need quite a few, playing in unison to compete with the louder sounds. Rehearsing Make sure rehearsals are broken down into manageable chunks of time appropriate to the year group and keep feedback positive. Explore ways of including the dance and freeze frame elements form the lesson plans. Decide how many times you will run through the song, extend the ostinato section or repeat the chorus to enable each group a chance to show their work. Encourage children to offer feedback – use the two stars and one wish pattern (two things we thought were very good and one thing we could improve on). Tips for actors  The ability to change from singing to speaking voice while staying in character is a classic technique from musical theatre. Watch closely how Timon does it. Warm up speaking voices with tongue twisters. Remind actors that they will need to take deep breaths to reach the back of the hall with their voices, as the audience will be accustomed to the volume of the singers and percussion musicians. Performing Be aware that some children are genuinely very nervous of performing. Explain that professional actors and singers get nervous too, it is a very natural reaction and gives performers the buzz they need to give a great show! You can even link this to Science and explain that it’s part of the adrenalin reaction, flight or fight. We don’t need to run away, there is no real danger, so, like Simba, we can meet the challenge and give the show our best fighting energy! Singing together  You will find that all the children, whatever age, will be keen to sing the song, so make sure that your performance ends with a reprise of the chorus of ‘Hakuna Matata, what a wonderful phrase’, in which they can all join in. 14  PICK AND MIX ACTIVITIES ACROSS THE CURRICULUM Lyric writing Hakuna Matata – no worries! is Timon and Pumbaa’s song which sums up how they feel about life. Can the class come up with a new verse, which could be their own theme song? Brainstorm the positive qualities they think their class has (brave, hard-working, welcoming, kind, fun, friendly). The trick is to find a phrase that fits the same rhythm as Hakuna Matata. Make sure you are aware of where the pulse falls within that phrase.   e.g.Year Five is Amazing, Hard-work ing, Trail-blazing! Pupils will have to think hard about syllables and rhythms. If you are preparing for a school Hakuna Matata assembly, this will give each class the chance to sing their theme song as an extended chorus.  Art and design Create a backdrop to the performance – using either: • a collage/mural of African art and flags which could be created in different classes and then put together by y5 or y6. • a landscape of the African savannah. Research the shapes and colours of grasses and trees that might be found there. • using diluted poster paints, create a colour wash reflecting the colours of the film. Explore how the colours change from the warm, happy savannah to the monochrome world of the pridelands after Scar’s hyenas have decimated the herds. • backdrops can be painted onto sheeting, or use inexpensive lining paper. • if you are lucky enough to have stage lights in your school, explore how using different coloured gels can change the mood of the scene. Mask making • Simple masks can be made by copying the image of Simba’s face to scale (or Timon or Pumbaa), asking children to colour it in and then sticking the face onto a paper plate, making eye holes and attaching elastic. • Hand draw/paint masks onto paper plates, adding tissue paper or a collage of fabric to create texture, fur, manes etc. • Create masks from scratch, made to measure for each child straight onto their faces. Use gummed strips, soaked in water – MAKE SURE CHILDREN APPLY A THIN LAYER OF VASELINE TO THE SKIN FIRST AND PLEASE CHECK FOR ALLERGIES. • In pairs, over-layer the strips onto the child’s face, leaving a nose, mouth and eye holes. When complete and just beginning to dry, lift very carefully off and place on newspaper to dry overnight. The next day masks can be painted. Costume and set design • Explore the block printing techniques of African textile design. • Dress up in bright colours, use coloured chiffon scarves to make the grass and rivers. 15  PICK AND MIX ACTIVITIES ACROSS THE CURRICULUM continued  Dance and movement Explore traditional African dances and design a welcome dance that fits in with the Hakuna Matata pattern. The movement of animals Watch the opening sequence and The Circle of Life. Assign each child an animal to watch. Explain that the animators of the film watched real animal movement to get the drawings right. Explore how each animal stands, walks, travels across the space. Choreograph a dance to The Circle of Life, which evokes the sense of the animals migrating. The pouncing lesson Revisit the film (at approximately 09.48 minutes). The whole class could play a version of grandmother’s footsteps, where they are all lion cubs practising pouncing. If Zazu, the hornbill, catches them moving he will send them back to the beginning.  They need to move like lion cubs, so they should think about how domestic cats move when they are getting ready to pounce. One version of this game includes a ribbon tucked into the belt of the ‘grandmother’ – in this case, it could represent Zazu’s tail feather, which is stolen by the successful Simba, who then becomes the new Zazu. History and citizenship • AFRICAN HISTORY – Research the history of the Mali Empire, founded by Sundiata, who was at first denied his rightful place as heir. • SONS AS HEIRS – What has recently been in the news about the British royal family? Geography  Ask if the children know where The Lion King is set. Use a large world map or project onto the whiteboard. Can they show you where Africa is? Do they know which language the words Hakuna Matata come from? (Kiswahili, as it is officially called, but also known as Swahili). Does anyone know in which countries in Africa it is spoken? Did you notice other points in the film when Swahili is spoken? Swahili is the official language of Tanzania, Kenya, Uganda and the Democratic Republic of Congo but it is also spoken by communities in the following countries: Burundi, Comoros, Malawi, Mauritius, Mozambique, Oman, Rwanda, Seychelles, Somalia, Southern Sudan. Can you find the flags of these countries? These could be painted and added to a backdrop for the performance or added to a display. Mark, or point to, on the map any countries which people in the class have visited or where they have family. If you are using a paper map link up all the points with ribbon or coloured thread to show we are all par t of one world family. 16  PICK AND MIX ACTIVITIES ACROSS THE CURRICULUM continued  Did you know?  • Several character names are based on words in Swahili • Simba means Lion or courageous warrior • Nala means gift • Mufasa means king • Pumbaa means lazy or careless – is that a fair description of him? • When Rafiki sings: “Asante sana squashed banana, Wewe nugu mimi hapana” – Simba asks him what it means. “Asante sana” means “thank you very much” – the rest means “you’re a baboon and I’m not” – just as Rafiki says. It is a nonsense rhyme sung by children. Why not practise saying “asante sana” and then research all the different ways of saying “thank you” that children and staff in school might know. Science – animals Research task: using the school library or the internet, find out about African lions. Try: • www.bbc.co.uk/nature/life/Lion • animals.nationalgeographic.com/animals/mammals/african-lion/ Here are a few research questions to get started: •  Trace or print a map of Africa – colour in where African lions live • What do they eat? • What is their habitat like? • How far do they roam? • Can you find three facts about their family life? PSHE (Personal, Social and Health Education) DEALING WITH BEREAVEMENT  For some children in your class, bereavement will be a reality, whether it is the loss of a parent or grandparent, another family member or even a pet. If you watch the whole film, Simba’s story may trigger sad feelings. This is a normal and healthy response and will give the child an opportunity to share. Thank the child for telling you about what has happened and remind everyone that it is very important to share our feelings. 17 ESSENTIAL RESOURCES HAKUNA MATATA LYRIC SHEET AND MUSIC 18 Simba Hakuna Matata! What a wonderful phrase Hakuna Matata! Ain’t no passing craze It means no worries for the rest of your days It’s our problem-free philosophy Hakuna Matata! Hakuna Matata? Yeah. It’s our motto! What’s a motto? Nothing. What’s a-motto with you? Those two words will solve all your problems That’s right. Take Pumbaa here Why, when he was a young warthog... When I was a young wart hog Very nice Thanks He found his aroma lacked a certain appeal He could clear the savannah after every meal Timon Pumbaa I’m a sensitive soul though I seem thick-skinned And it hurt that my friends never stood downwind And oh, the shame He was ashamed Thought of changin’ my name Oh! What’s in a name? And I got downhearted How did ya feel? Everytime that I... Hey! Pumbaa! Not in front of the kids! Oh. Sorry Hakuna Matata! What a wonderful phrase Hakuna Matata! Ain’t no passing craze It means no worries for the rest of your days It’s our problem-free philosophy Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna Matata! Hakuna! It means no worries for the rest of your days It’s our problem-free philosophy Hakuna Matata! (repeats) I say “Hakuna” I say “Matata” Ha-kuuu-na Matata Hakuna Matata (repeat while fading loud to soft) Music by Elton John, lyrics by Tim Rice  Join in the fun at www.disney.co.uk/lionking 19 20 21 22 23 24 25 26 27 28 THE LION KING SINGING CELEBRATION MORE FUN STUFF 29 © 2011 Disney 30 31 32 THE LION KING SINGING CELEBRATION SCHOOLS’ COMPETITION 33 THE LION KING SINGING CELEBRATION SCHOOLS COMPETITION  To celebrate the creation of The Lion King Singing Celebration School Pack, Disney is giving schools the chance to enter a unique competition. Designed to get your school singing, all you have to do is video your class, year, music group, choir or group of your choice, singing Hakuna Matata from Disney’s The Lion King. Once you have made your video and uploaded it via the website at www.disney.co.uk/lionkingschools your video will be entered into a competition to win a unique performance from members of The Lion King Musical at your school’s assembly. Hakuna Matata is a great song to sing and The Lion King Singing Celebration School Pack is full of great ways for you and your students to learn the music and pull together a performance to remember. Read on to find out more about how to enter and also make sure to visit www.disney.co.uk/lionkingschools to upload your video and be in with a chance to win a magical and memorable prize for your school to enjoy. 34 35 Teacher Name: ________________________________ Class Name: ___________________________________ School Name: ________________________________ School ID Number: ______________________________ THE LION KING SINGING CELEBRATION – SCHOOLS’ COMPETITION TEACHER DECLARATION I _________________________________________(teacher name) at  __________________________________________________(school name). do hereby DECLARE AND UNDERTAKE as follows: 1. I am a head/music teacher at the above mentioned school. 2. I have prior authorisation from the head teacher at the above mentioned school for my class to take part in The Lion King Singing Celebration Schools’ Competition. 3. That I have informed the parent or legal guardian of each child appearing in the competition entry video and have their consent for their child to appear in the video, which will be posted on www.disney.co.uk/lionkingschools and therefore will be publically available on the internet. A copy of the letter which was sent to each parent is attached at Appendix A. 4.  No child whose legal guardian or parent has not consented to their child taking part in the competition appears in the competition video. 5. A list of the children whose legal guardian or parent has consented to appear in the video is attached in Appendix B. 6. That I have read and agree to the full terms and conditions of the competition as set out on the Disney website and in T he Lion King Singing Celebration Schools’ Pack. ACKNOWLEDGED AND AGREED BY SIGNED _________________________ DATE ___________________________ (Please sign and return this to The Walt Disney Company Limited, The Lion King Singing Celebration – Schools’ Competition, 3 Queen Caroline Street, Hammersmith, London W6 9PE. Your class video will only be eligible to be entered into the competition and published on the website once Disney is in receipt of this signed declaration) 36 Teacher Name: ________________________________ Class Name: ___________________________________ School Name: ________________________________ School ID Number: ______________________________ Appendix A Example letter to send to parents for consent NOTICE: THE LION KING SINGING CELEBRATION – SCHOOLS’ COMPETITION The Lion King Singing Celebration School Pack is a set of themed lesson plans created by The Walt Disney Company, for use in UK primary schools. As music is a mandatory part of the primary school curriculum The Walt Disney Company aims to support schools to inspire and build on the real enthusiasm for music through these The Lion King themed lesson plans. By taking part in The Lion King Singing Celebration each music class will have the opportunity to enter into a competition, for a chance to win a unique performance from The Lion King Musical cast for their entire school. In order to enter the competition we will be videoing your child’s class performing Hakuna Matata. The competition entry will be uploaded to Disney’s The Lion King website www.disney.co.uk/lionkingschools where it will be judged by a panel of judges based on ‘best  performance’ of the song. The performance will take place at the winning school during morning assembly. If you do not wish your child to take part in the competition element of The Lion King Singing Celebration please either contact the school or complete the attached slip below. If you have any questions please contact me directly. Kind regards. [teacher name] [teacher contact details] ----------------------------------------------------------------------------------------------------------------------------Return slip Legal Guardian/Parent name: ________________________________________________ Child Name: _____________________________________________________________ □  I do not consent to my child taking part in The Lion King Singing Celebration Competition 37 Teacher Name: ________________________________ Class Name: ___________________________________ School Name: ________________________________ School ID Number: ______________________________ Appendix B List of children appearing in video and confirmation that consent obtained PRINT CHILD’S NAME PARENT/GUARDIAN CONSENT OBTAINED (please tick) 38 Teacher Name: ________________________________ Class Name: ___________________________________ School Name: ________________________________ School ID Number: ______________________________ PRINT CHILD’S NAME PARENT/GUARDIAN CONSENT OBTAINED (please tick) 39  Disney Competition Rules One winning class will win a performance from members of The Lion King Musical cast for their entire school at their school’s assembly. ‘You’ means the authorised teacher responsible for entering the competition in accordance with these rules.  How to enter : You can enter online at www.disney.co.uk/lionkingschools . You must register your school details with Disney and create a schools’ account to enter. Further instructions are set out on the website. Video your class singing along to Hakuna Matata from The Lion King, upload the video to the site and your class could win a unique performance from members of The Lion King Musical for your entire school. Get some handy tips by reading our Video Tips Guide! General video upload rules • • • Video must be of your school class only. You must have prior consent from a legal guardian/parent of each child featured in the video. Videos should be no longer than 10 minutes. Please do not wear clothes with visible logos or brand names (display of school badges is fine). The winning class will be selected by a panel of judges who will select the entry demonstrating the ‘best performance’ of the song, your class is encouraged to have fun and sing with gusto! Start date: December 12th, 2011 Closing date for entries: April 15th, 2012 at 16h00  Entry restrictions: Only valid for schools registered in the United Kingdom. Valid entry must be submitted by either a head teacher, music or class teacher. The teacher must obtain the permission from each parent whose child appears in the video. The teacher must submit and return a declaration (provided in The Lion King Singing Celebration Schools’ Pack) to Disney at the address below.  Prize details: One winning class will win a performance from The Lion King Musical cast for their entire school at their school’s assembly. The performance date must take place by June 30, 2012. Disney will work with the winning school to select a mutually suitable date for the performance. The teacher of the winning class will be notified by Disney by May 5th, 2012. General terms & conditions The Promoter is The Walt Disney Company Limited, 3 Queen Caroline Street, London W6 9PE (“Disney”). If you have any questions please contact Customer Services at [email protected] or write to The Lion King Singing Celebration – Schools’ Competition, The Walt Disney Company, 3 Queen Caroline Street, London W6 9PE. By participating you agree to the requirements set out in all promotional materials and the following general terms and conditions. 1. Eligibility. a. You must register your school details and have an active schools’ account to enter.  b. Maximum one entry per class. Schools may enter more than one class. c. Only online entries via the competition website will be accepted. Entries must be completed online by the closing date. 40 2. Personal Information. To enter we will ask you to register your school details with us. Your details and information will be used to administer the competition. We will ask you to provide a list of the names of the pupils appearing in the video together with confirmation that each legal guardian/parent has permitted their child to participate. Once the competition has ended all personal information will be destroyed. 3. Winner Selection. a) Disney will moderate all entries and reserves the right not to accept entries which are technically unacceptable, contain inappropriate material or breach any of these terms and conditions. Disney reserves the right to choose a short-list of entries and publish these finalists on the competition website. Publication of any entry does not mean that your class has won.  b) Competition entries and/or shortlisted entries will be reviewed by a panel of judges and a winner will be selected according to the judging criteria set out on the competition entry  page. The judges shall have the s ole and absolute discretion to de cide on the award of each  prize. 4. Disney’s Liability. a. For online entries: Disney cannot guarantee continuous, uninterrupted or secure access to the website and is not responsible for any disruption to the competition or the website due to technical problems or otherwise due to events outside of its reasonable control. 5. Disney has arranged this competition in good faith but, to the fullest extent allowed by law, accepts no responsibility for loss or damages as a result of anyone participating in the competition or any aspect of any prize awarded. 6. Prize Confirmation & Acceptance.  If your class wins and either you are not contactable or your school declines to accept the prize, Disney reserves the right to withdraw prize entitlement and award the prize to a substitute winner chosen at the same time as the first winning class was selected or judged to be a winner. 7. Prize Fulfilment. No cash or other alternative prizes are available, except that in the event of circumstances outside of its control Disney reserves the right to substitute a similar prize of equal or greater value. Unless otherwise stated in the prize description. Disney reserves the right to ask the winning class (or the legal guardians/parents of the children featuring in the entry video) to sign a written release before awarding any prize. Disney reserves the right to request proof of identity or to verify eligibility conditions and to award any prize to the winning school in person. 8. Cancellation or Disqualification. a. Disney reserves the right to disqualify late, misdirected, incomplete, corrupted, lost, illegible or invalid entries.  b. Disney reserves the right to modify, suspend, cancel or terminate the competition or extend or resume the entry period or disqualify any participant at any time without giving advance notice and will do so if it cannot be guaranteed that the competition can be carried out fairly or correctly for technical, legal or other reasons or if Disney suspects that any person has been manipulating entries or the results, or has provided false information or has acted unethically in any other way. 9. Email safety. In the event that Disney wishes to contact you in connection with your classes’ entry we will do so via an email ending in 'disney.com' or by phone with a follow up e-mail. Any email which appears to come from Disney but using a different ending (e.g. hotmail.com, yahoo.com etc) should be treated with suspicion and forwarded to Customer Services. DO NOT respond or act on any e-mail if you are not sure that it comes from Disney. If you are in any doubt please contact Customer Services. 10. Publicity. The winning video will be published on www.disney.co.uk   . Winning class may be required to participate in reasonable related publicity without further payment or permission. You agree that Disney may publish school name, class name, town/city. 11. Winners' details.  For information regarding the name of the winning school (and, if applicable, their winning entry) go to the Disney Winners' Gallery or send a stamped and addressed envelope to the Customer Services address on the competition entry page quoting “Winners List”: The Lion King Singing Celebration – Schools, Competition. 12.  No purchase necessary . 13. Disney's decision to select any winner is final and we reserve the right not to correspond on any matter. 14. The laws of England apply and any disputes will be dealt with in the English courts only. © Disney 41 THE LION KING SINGING CELEBRATION COMPETITION ENTRY CHECK LIST Have you collected waiver forms for each child that appears in your Hakuna Matata performance? Have you completed The Lion King Singing Celebration Teacher Declaration form (including both Appendix A and B) to accompany your entry? Have you posted your completed declaration form and appendices to The Walt Disney Company Limited, The Lion King Singing Celebration Schools Competition, 3 Queen Caroline Street, Hammersmith, London, W6 9PE Have you visited the website www.disney.co.uk/lionkingschools and checked you are able to upload your video? Have you made a video of your class giving their performance of Hakuna Matata? Have you uploaded your video at www.disney.co.uk/lionkingschools? (remember it can take a few days for your video to appear in the gallery so do keep checking back). Watch your video as a class and also check out how other schools have performed. Share your performance with parents and colleagues and encourage them to “like” the performance at www.disney.co.uk/lionkingschools. Keep singing! The Lion King Singing Celebration is all about your school celebrating this majestic story through the music, so keep the celebration going and keep singing. 42