Learning objectives

• Writing about and demonstrating the different purposes of masks in real life and in drama• Exploring characters and learning presentational techniques through speaking and listening• Exploring functions of masks from different historical and cultural contexts

Lesson outline

Begin the lesson by introducing the idea of masks and their range of uses to the class. For example, some are for protection or for disguise, decoration, ceremonial or ritual purposes. Discuss examples of masks in real life: the surgeon, welder, cyclist and in fiction, ‘Batman’, ‘The Phantom of the Opera’, Jim Carrey’s character in the film ‘The Mask’. Encourage students to come up with their own examples.

Next explain the tribal and ceremonial functions of masks. When a spiritual leader puts on a mask they cease to be themselves and become the embodiment of the spirit represented by the mask, taking on special gifts such as being able to heal or curse. The use of masks in ritual and theatre are often for similar purposes. They help to focus attention in particular directions, engage emotions and imagination, and have the power to transform participants.

Put on one of the masks and demonstrate how your whole being, posture, attitude and movement can change to match the mask.

Show students the other masks you have collected and choose students to try each one and take on a character to fit the mask. As a class, talk about how the wearer acts and moves and how this relates to the mask.

Distribute the project sheet. Students choose a number of different types of masks, from those they have seen or talked about (or any others they can think of), to describe the purpose of each.

Plenary

Talk about the different masks and purposes students have mentioned. Revisit the introduction to the lesson about the different uses of masks. Discuss briefly the students’ preconceptions of ‘The Lion King’ – many will be familiar with the animation film version – and prepare them for the idea of actors portraying the characters partly through costumes and masks.

L E S S O N P L A N 1

Much of the splendour of ‘The Lion King’ derives from the striking and innovative use of masks. This lesson will prepare students for the impact of the masks in the show, and for their own extended work on masks in the classroom.

What’s behind the mask?

PREPARATION

Photocopy the project sheet (Secondary 1) for each student. Collect a selection of masks, the more the better. Suggestions for masks include Halloween, animal, famous person, robber’s stocking, surgeon, scuba diver, plus cyclist’s pollution filter, and you’ll need heavy make-up suitable for geishas and clowns.

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

CURRICULUM LINKS

ENGLANDEnglish KS3 Writing a,b KS3 Grammar & vocabulary a,b KS3 Spoken English a,b KS4 Reading a,b KS4 Writing a-d Art & Design KS3 Art a-e

WALESEnglishKS3 Oracy a KS3 Writing a-e KS4 Oracy a-e KS4 Writing a-c

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

SCOTLANDLiteracy 3-18Levels 3 & 4 Writing a-d Expressive Arts 3-18 Levels 3 & 4 Drama a-h

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

Secondary 1 education programme© Disney

WHAT iS BEHIND THE MASK?Choose five different types of mask (e.g. from different cultures

or time periods, ritual, disguise, practical, social, protection). For each, describe its purpose. One example has been done for you.

Type of mask

Cyclist’s To filter out pollution from the surrounding traffic.

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Lesson PLAN 1 - What’s behind the mask? ENGLAND

ENGLISHKEY STAGE 3Writing a) Writing for a wide range of purposes and audiences - stories, scripts, poetry and other imaginative writing. b) Writing for a wide range of purposes and audiences - notes and polished scripts for talks and presentations.Grammar and vocabularyConsolidate and build on their knowledge of grammar and vocabulary through: a) knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English. 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.

KEY STAGE 4Reading Understand and critically evaluate texts through: a) drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation. b) identifying and interpreting themes, ideas and information. Writing Write accurately, fluently, effectively and at length for pleasure and information through: a) adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue. b) selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis. c) selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate. d) make notes, draft and write, including using information provided by others.

ART AND DESIGNKEY STAGE 3Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work. a) to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas. b) to use a range of techniques and media, including painting. c) to increase their proficiency in the handling of different materials. d) to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. e) about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

WALES

ENGLISHKEY STAGE 3Oracy a) Levels 3-8: Learners talk and listen confidently in different contexts, exploring and communicating ideas. 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 4Oracy Developing and presenting information and ideas Speaking Aspect a) Year 10 and 11: use formal and informal languages, structuring their talk and non-verbal features to meet the demands of a range of contexts and purposes; make appropriate and effective use of standard English vocabulary and grammar. b) Year 10 and 11: confidently organise and extend their spoken language using varied syntax and adventurous vocabulary precisely (including terminology) to make sustained, well thought-out

contributions that engage listener interest. Listening aspect c) respond to the ideas of others in thoughtful and considerate ways, seeking clarification through appropriate questioning. d) listen to a range of information and ideas from different viewpoints, identifying how different speakers present specific points of view. Collaboration and discussion aspect e) develop and support their own and others’ ideas with evidence; engage and respond in thoughtful ways to increasingly challenging topics and written texts. 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

ENGLISH LITERACY 3-18Writing a) Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life LIT 3-20a/LIT 4-20a. b) Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning LIT3-21a/22a/23a/24a, LIT4-21a/22a/23a/24a. c) Organising and using information – considering texts to help create short and extended texts for different purposes LIT 3-25a/26a, LIT 4-25a/26a. d) Creating texts – applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary LIT 3-28a/29a, LIT 4-28a/29a. EXPRESSIVE ARTS 3-18Drama a) Be creative and experience inspiration and enjoyment. b) Creating and presenting. c) Participate in scripted or improvised drama. d) Explore real and imaginary situations.

CURRICULUM LINKS

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

e) Develop capacity to enjoy drama and their knowledge and understanding through evaluating technical aspects and scripts. f) Commenting in their work and work of others. g) Create, develop and sustain a realistic or stylised character through the use of voice, movement and language EXA 3-12a. h) In response to a variety of stimuli, use understanding of characterisation to create characters using different approaches, making use of voice, movement and language EXA 4-13a.

NORTHERN IRELAND

ENGLISH LANGUAGE AND LITERACY 11-16 Developing pupils’ Knowledge, Understanding and Skills Pupils should have opportunities to become critical, creative and effective communicators by: a) expressing meaning, feelings and viewpoints. b) listening actively and reporting back. c) writing and presenting in different media and for different audiences and purposes. d) participating in a range of drama activities. e) interpreting visual stimuli including the moving image. f) developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created. 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. b) explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion. c) develop the ability to use language (including body language) effectively in communicating with and relating to others (Key Element: Mutual Understanding). d) explore the use of language and imagery in conveying and evoking a variety of powerful feelings (Key Element: Spiritual Awareness). Developing pupils as Contributors to Society Pupils should have opportunities to: a) explore the power of a range of communication techniques to inform, entertain, influence and persuade.

CURRICULUM LINKS

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