sunjata kamalenya - popejoy schooltime...

POPEJOY SCHOOLTIME SERIES TEACHING GUIDE GRADES: K - 6

D C EE TM H SR A RA C

Dreamcatchers Teaching Guides align with the National Standards and the New Mexico State Standards.

Sunjata Kamalenya

Sunjata Kamalenya FRI | NOV 15 | 2019 TEACHING GUIDE DREAMCATCHERS 2

If you are in the room, you are in the show! Sunjata Kamalenya (translated: Sunjata

for Youth), is a completely interactive production which celebrates the real-life hero

of West African legend, Sunjata Keita, the first Mansa (King) of the ancient Empire

of Mali. It takes place in a magical world filled with sorcery and enchantment. A

wandering hunter comes to the village of Farrakoro and makes the prediction that

a disabled boy and his outcast mother will overcome all odds to deliver their nation

from a cruel sorcerer warlord. What follows are their struggles and the strength they

derive from their faith in one another. Authentic music, costumes, and scenery invite

you to a modern Mandé village where the djeli (storyteller) guides us on our journey

through narrative, song, and dance.

Over the course of the play audience members are taught some of the songs, and are

invited to sing or dance along with the performers. There are also dozens of Bambara

language phrases and words interspersed throughout the play, many of which are

translated, and audience members are invited to say aloud with the cast, including

“naamu,” a word of affirmation akin to amen or “I agree.” When a djeli tells the story

of Sunjata in Mali, Guinea, or the surrounding areas, there is also a “naamu-sayer,” who

serves as a supporter for the djeli, declaring “naamu” in varying tones according to his

emotional response to the story being told.

Today the story, and the people whose ancestors it celebrates, are as alive as ever.

This production brings the tradition and majesty of this ancient story and storytelling

tradition to many Americans for the first time.

Synopsis‘‘Standards Addressed By Attending the Performance

NMCASTH:Re9.1

CCSS ELA-Literacy.CCRA.SL.2

Curriculum Connections

Performing & Visual Arts/Theatre, Music, Dance; Social

Studies/History, World Cultures; Emotional and Social

Learning

Believe in yourself and there will come a day when others will have no choice but to believe with you.”

— MUFASA, DISNEY’S THE LION KING

http://www.nationalartsstandards.org/sites/default/files/Theatre%20at%20a%20Glance%20-%20new%20copyright%20info.pdf


Vocabularyamina-amen — “I agree,” a form of affirmation often given by the namu-sayer

ancestor — someone who lived in the past

bara muso — the favorite wife

griot — poets, musicians, and storytellers who maintain a tradition of oral history in parts of West Africa

jeli — male storyteller/entertainer, usually sings a good portion of their tales

jelimuso — female storyteller

kamalenya — the Mandinka word, for youth

Mali empire — established by Sunjata when he defeated Sumaworo, the Soso King

mandé — used to describe people, traditions, and beliefs of Manden

mandinka — native language of the Mande’ people living in Mali and Northeastern Guinea.

mansa — translates to chief/leader/ruler

manden or manding — refers to the people, language or society of those who live in Western African

naamu-sayer — “It’s true,” “You’re right,” “I hear you”

naamu — person or people who accompany a jeli or jelimuso

sabu — woman who is responsible for the success of a man, usually a sister or mother

tunya — “I agree”, another form of affirmation, often given by the naamu-sayer

Fun Facts for Students• The title Sunjata Kamalenya is a combination of the hero character Sunjata’s name with a Mandinka word, Kamalenya, which means “youth.”

• His nickname was the “Lion King of Mali.”

• Many say this story inspired Disney’s The Lion King, but Disney claims it was inspired by the lives of Joseph and Moses from the Bible, and by William Shakespeare’s Hamlet.

• The story was a poem intended to be heard and acted-out rather than read. It

was told in verse and accompanied by a balafon, a type of wooden xylophone.

• Jeli have passed down the tradition of this epic for the past eight hundred years.

• Drumming plays a big part in how Sunjata Kamalenya is told and helps set the atmosphere for the play.

• Some historians say Sunjata had 11 brothers!

• The version of the Sunjata story that served as the basis for our production is that of djeli Tassey Condé, a descendant of Sunjata’s mother, Sogolon Condé.

• Balla Kouyaté, who served as the composer and tours with this production,

is a direct descendant of Balla Fasseké Kouyaté, who was Sunjata Keita’s personal djeli, his praise singer.

• Sjunjata converted to Islam but did not require his subjects to change their religion, as many other kings and rulers did.

• Today Mali is the biggest country in West Africa. It is about twice the size of Texas.

• Salt was so valuable that people would trade a pound of gold for a pound of salt. Mali is famous for its salt mines.

• The Grand Mosque in the Malian city of Djenné, is described as “the largest adobe building in the world”. It was first built in 1204 AD.


History Sunjata (also known as Sundiata) was born around 1217 CE. His mother, Sogolon, was the second wife of King Maghan of Mali. Growing up, Sunjata was bullied because he was physically weak and couldn’t walk. However, King Maghan loved Sunjata and protected him. This made the king’s first wife, Sassouma, jealous of Sunjata and his mother. She wanted her son, Touman, to be king one day.

When Sunjata was three, the king died. Sunjata’s stepbrother, Touman, became king. Touman treated Sunjata badly, making fun of him and picking on him.

When Sunjata was a child, Mali was a small kingdom. The people from the more powerful neighboring kingdom of Soso came and took control of the land and government. Sunjata became a captive, living with their leader. At the age of seven, Sunjata began to gain strength. He exercised every day and learned how to walk. In a few years, he transformed himself. He was determined to be free and free Mali from the Soso. He escaped!

Sunjata became a famous and feared warrior and hunter. After several years, he decided to return to Mali. The people were fed up with the high taxes and were ready to revolt! Sunjata gathered an army and began to fight against the Soso. He won several small victories until he finally met the king of the Soso on the battlefield. Sunjata killed the Soso King and his army won.

Sunjata then marched on the Soso kingdom and took command. He established the Mali Empire, also conquering a lot of the Empire of Ghana. He took control of the very important gold and salt trades, helping Mali to become rich and powerful. Sunjata established the city of Niani as the capital of the empire. From Niani he ruled for 25 years, keeping peace in the region and expanding his empire. When he died, his son became King.

Griots or StorytellersThe role of the Griots, or storytellers, in Mali is to preserve and record the history and customs of their country by passing on its traditions. These can be in the form of a song, a poem, or a riddle. They will sometimes present their stories

in the form of a theatrical drama. They

use words as well as body language,

movement, and facial expressions. The

villagers will not have any speaking

parts but they will dress up to represent

characters by wearing masks, and

pantomime the motions and emotions

of the story. The Griot always narrates

these productions. The job of the Griot

is well respected and is passed down

each generation from the Griot to his

oldest son.

MasksMasks play an important part in African storytelling. They are meant to show the personalities and strengths of people from the village’s history. Typically, this is done through animal imagery. The behav ior and habits of various animals make us associate them with certain personality traits. For example, a sly character may wear a fox mask, a brave one a lion mask, or a fast runner could choose a cheetah.


Objectives

• Notebooks or Computers

Procedure 1. Have the students copy the following Malian proverb:

Doni doni kono be nyaga da. (Little by little, the bird builds its nest.)

2. Give the students several minutes to figure out its meaning and respond.

3. Share responses and discuss what lesson this proverb is trying to teach.

4. Tell the students that, in addition to the Griot, Grandmothers also play an important role in the oral

tradition of Mali. They share stories with their grandchildren each evening around the cooking fire when

the meal is finished. These stories are often fictional, are usually about animals, and always contain a

lesson. The stories may differ from village to village but the lessons remain the same. Grandmothers use

their stories as a way to help their grandchildren make good decisions as they grow up.

5. The proverb about the bird is an example of the type of lesson a Grandmother would tell to show her

grandchildren why it is important to take their time on a task and always do their best work.

6. Ask the class to get into small groups to discuss what they think the proverb means. Have one person

report for the class. Did everyone agree, or were there other interpretations? Discuss why it could mean

different things to different people.

7. Write two more Malian proverbs on the board:

a. Don o don jiri be ji la, a te ke bama ye. (No matter how long a log sits in the water, it will never

become an alligator.)

b. Don o don na kele aminye. (The same sauce every day is not good.)

8. In their small groups have them choose one of the sayings and figure out what lesson it is trying to

teach.

9. Next have them each create a fictional story based on any of the proverbs.

10. Let the students practice telling their stories with partners and then for the entire class.

Students will :

• appreciate the role of the Grandmother in a Malian family as storyteller;

• explore the differences between the types of stories passed from generation to

generation by the Griot and the Grandmother;

• record experiences through creative writing activities.

Little by Little the Bird Builds Its Nest Lesson 1

Grades 3 - 6

CCSSELA-Literacy.CCRA.L.3ELA-Literacy.CCRA.L.4

ELA-Literacy.CCRA.R.4ELA-Literacy.CCRA.R.7

Extensions/Modifications

Assessment

• During the storytelling, roasted ears of corn or peanuts in the shell would be in keeping with tradition

as a good snack for the audience.

• Have students bring in proverbs they gathered from their grandparents or other relatives. From whom

did they hear it first? Share its history and then have the class discuss what each means.

• Invite another classroom to join the storytelling circle.

• Quality of participation

Materials

http://www.corestandards.org/ELA-Literacy/CCRA/Lhttp://www.corestandards.org/ELA-Literacy/CCRA/Lhttp://www.corestandards.org/ELA-Literacy/CCRA/Rhttp://www.corestandards.org/ELA-Literacy/CCRA/R


Objectives

• corrugated cardboard (old cardboard box) or poster board • scissors, case cutter or X-Aacto knife • poster/

tempera paint, markers, crayons; make sure to have white • raffia, string and/or yarn • hole punch or awl• beads,

feathers, other decorative art supplies • White and colored paper • duct tape and/or glue

Procedure 1. Review some ideas of African shield designs and color meanings.

2. Discuss where they might have seen shields in other real cultures and popular films or stories. Ask what

characters do they know who use shields? (Rome, Greece, Africa, Wakanda, Vikings, Captain America,

Marvel’s Avengers, Wonder Woman’s bracelets are a type of shield, etc.)

3. Have students discuss what shields are used for and what the symbols on them mean.

4. Then have them decide:

a. The material it will be made from

b. The shape - round, oval, rectangular, pointed at the top and bottom

c. The size - will it cover most of their body, or just a part?

5. Students may sketch their designs first and plan the patterns and materials. Discuss the amount of time

they have for the project and help them plan their time management.

6. Cut the shape and size of the shield.

7. Body shields can have eye holes. In pairs or with the teacher’s help, hold the shield and gently mark the

eyes with a pencil. The shield maker decides the shape and size of the eye holes: slit, circle, square, etc.

Cut them out.

8. Decorate with stripes, squiggly lines, shapes, polka dots, etc. Use paint or colored paper. Hole punches

make great polka dots, as do jewel beads.

9. Poke or punch holes about one inch in from the edges of the shield.

10. Thread raffia, string, or yarn through the holes. Use tape or make a knot at the top to keep it in place.

Option: bead or otherwise decorate. Knot at the bottom.

11. Make a circle out of poster board or cardboard and tape together to form a handle. Then tape to the

middle of the back. Or use toilet paper rolls with one end cut in a fan shape and taped to the shield.

12. Have students display their shields and explain their choices.

Students will:

• identify shapes, patterns, and colors;

• become familiar with African art, symbols, and the purpose of a shield;

• practice decision making and time management.

Mali Warrior’s ShieldLesson 2

Grades 1 - 6

NMSSSContent Standard I

(History), Benchmark 1-C

Content Standard II (Geography),

Benchmark 2-E

NMCASMA:Cn10.1

VA:Cn10.1

CCSSELA-Literacy.CCRA.SL.1

ELA-Literacy.CCRA.SL.4

Materials

Extensions/Modifications

Assessment

• Cut out pieces of cardboard, poster board, or colored paper to make 3D facial features.

• Have students draw or cut out designs or pictures or choose their own power symbol and include it in

their design. Have them choose from animals, nature, weather, etc.

• Older students can research symbols from African cultures and compare and contrast with those of

Native Americans, First Nations people, or Austrailian aborigines.

• Paint or color your shield like Kente cloth using these colors and patterns.

• Quality of participation

https://kidworldcitizen.org/ghanian-kente-cloth-kids-art-project/https://webnew.ped.state.nm.us/wp-content/uploads/2018/01/SocialStudiesStandards_5-8.pdfhttps://webnew.ped.state.nm.us/wp-content/uploads/2018/01/SocialStudiesStandards_K-4.pdfhttp://www.nationalartsstandards.org/sites/default/files/Media%20Arts%20at%20a%20Glance%20-%20new%20copyright%20info.pdfhttp://www.nationalartsstandards.org/sites/default/files/Media%20Arts%20at%20a%20Glance%20-%20new%20copyright%20info.pdfhttp://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20-%20new%20copyright%20info.pdfhttp://www.corestandards.org/ELA-Literacy/CCRA/SLhttps://www.google.com/search?q=kente+cloth&es_sm=91&source=lnms&tbm=isch&sa=X&ei=EOupU_SsKcGOyASj-YC4Aw&ved=0CAgQ_AUoAQ&biw=804&bih=546


Bonus Explorations LESSONS & ACTIVITIES

Five minute videos from The Kennedy Center’s Arts Education Network:

African Dance and Dancing to a Drum

Dancer Rujeko Dumbutshena and drummer Farai Malianga show you how to dance traditional African dances.

African Drums and Drumming

Percussionist Farai Malianga talks about drums and their place in African history.

Sundiata, Mali’s Lion King Using the Malian tradition of festivals as a basis, students will create a festival to celebrate Sundiata.

Begin a discussion of Sundiata (Sunjata) by asking students what the word “hero” means. How does a hero differ from a star or celebrity? Who are some heroes from history? What traits do they have in common? Who decides if someone is a hero? Do they have a hero? What makes them their hero?

Sundiata is called the Lion King. What qualities do we associate with lions? How does Sundiata embody those qualities? (Direct students to think about the fact that lions are small and seemingly helpless when they are young cubs, but they grow up to be strong and brave.)

Many think the Disney movie, The Lion King, was based in part on the legend of Sundiata. Ask students if they have seen the movie, and if so, where do they see similarities between it and the story they saw on stage? Where is it different?

ResourcesBOOKS

Eisner, Will. Sundiata: A Legend of Africa. NBM Publishing Company, 2003.

Professor, Baby. When Sundiata Keita Built the Mali Empire. Baby Professor, 2017).

Wisniewski, David. Sundiata: Lion King of Mali. Clarion, 1992.

Zamosky, Lisa. Mansa Musa: Leader of Mali. Teacher Created Materials, 2007.

WEBSITES

Sunjata Kamalenya Plot Synopsis

Provides a detailed plot summary of the story.

The Mali Empire

Provides graphics, photos, and information on the Mali Empire.

The Gambia

Includes history, culture, crafts, and religious background and more of The Gambia, a nation which was once part of the Malian Empire.

Ancient Africa - Empire of Ancient Mali

History on Ancient Africa for elementary grade students.

Conde, Djanka, and Conrad, David. Sunjata: A West African Epic of the Mande Peoples

The partial manuscript of David Conrad and Djanka Conde’s book about the epic of Sunjata.

MEDIA/VIDEOS

Mansa Musa (3:54)

Learn about Mansa Musa, a Mali king and one of the wealthiest people who ever lived.

About the CompanyUnder the direction of Christopher Parks, the EXPERIENtial theater company is dedicated to creating high-quality theater opportunities for young audiences. While at the McCarter Theatre Center, Parks and some associates pioneered the interactive style which has become the company’s namesake. Student and family audiences typically come to the theater expecting to see a play, but what they find out very quickly is that they are there to be in a play. They are co-creators and collaborators who sing, dance, and act alongside professional performers. It is a safe environment, so whatever our audience’s interest in participating, everyone feels just as welcome to watch as those who come up and play.

Questions to Engage & ConnectDescribe how you felt being a part of the show. Was it the same at the end as how you felt at the beginning of the show?

What do you think are the qualities of a great hero?

Sunjata is called the Lion King. What qualities do we associate with lions? How does Sunjata embody those qualities?

Does your family have a favorite story they pass down from generation to generation? What is it?

Do you think Sunjata was bullied when he was a child? How do you think this made him feel? Why do you think people are bullies?

What musical instruments were used in the show? How were they used to move the story along and enhance it?

A storyteller has to be able to listen, learn, and remember. What makes a good listener?

https://artsedge.kennedy-center.org/multimedia/series/VideoStories/african-dancehttps://podcasts.apple.com/us/podcast/five-ish-minute-drum-lesson/id512983409?mt=2http://artsedge.kennedy-center.org/educators/lessons/grade-6-8/Sundiatahttps://www.yumpu.com/en/document/read/11318928/sunjata-plot-synopsispages-robin-klinger-entertainmenthttps://africa.si.edu/exhibits/resources/mali/index.htmhttps://www.encyclopedia.com/places/africa/gambian-political-geography/gambiahttps://www.ducksters.com/history/africa/empire_of_ancient_mali.phphttps://tinyurl.com/Sunjata-WA-Epichttps://tinyurl.com/Sunjata-WA-Epichttps://www.youtube.com/watch?v=O3YJMaL55TM

About the Schooltime SeriesThe Popejoy Schooltime Series brings national and international touring companies and performers to Albuquerque. Each company is selected for youth and family audiences from PreK to 12th grade. Our repertoire reflects the cultural diversity of our global community. The Schooltime Series is curated to include new plays, familiar stories, literary works, biographies, mythologies, folktales, science shows, music, dance, and puppetry. These professional performing artists create entertaining educational experiences designed to encourage literacy, creativity, communication, and imagination..

The Dreamcatchers Teaching GuidesBy their nature, the arts engage young minds in learning through observing, listening, creating, and moving, while offering various ways to acquire information and act on it in a dynamic world. They also offer a natural way to differentiate instruction through multiple modes of representation, expression, and engagement. Additionally, the arts are an authentic context in which students identify and solve problems, reflect, and create meaning. The Dreamcatchers help students embody the lessons and take-action on what they have learned. These guides introduce students to what they will see on stage, provide background information, a basic vocabulary associated with the show, fun facts, vetted resources, and activities providing a connection between the arts and classroom curriculum.

Popejoy HallPopejoy Hall is New Mexico’s premier nonprofit venue for the performing arts and entertainment. Our mission is to provide access to the performing arts for all New Mexicans.

House Policies & EtiquetteThe inside of a theatre where the audience sits is called a “house.” To get along, have fun, and enjoy the show, there are rules to follow. Schooltime is a wonderful opportunity to learn how good behavior in a live theater is different from watching television. For guidelines to practice with your class and chaperones, including safety, special needs, food and drink, backpacks, cell phones, photography, recordings, and more, go to schooltimeseries.com/house-policies.

Dreamcatcher CreditsThis play was first presented as a rehearsed reading in May 2010, at the John F. Kennedy Center for the Performing Arts, as part of New Visions/New Voices. This play was developed as a staged-workshop performance at the McCarter Theatre Center, as part of the 2010 McCarter Lab. Selected materials provided by EXPERIENTial theater company, Segerstrom Center for the Arts, Ducksters Education Site, Facts King, Lesson 1 adapted from Virginia Department of Education, Lesson 2 adapted from DLTK’s Crafts for Kids, The Kennedy Center’s Artsedge, and other resources noted in this guide.

The Schooltime Series is a proud member of

P O P E J OY H A L L : U N I V E R S I T Y F O U N D E D ~ C O M M U N I T Y F U N D E D

The Eugene & Marion Castiglia Popejoy

Children’s Schooltime Endowment

The Popejoy Schooltime Education Endowment

Judith Mersereau

The Popejoy Schooltime Series is supported in part

by awards from:
http://schooltimeseries.com/house-policieshttp://www.exptheater.org/sunjata-kamalenya.html)http://www.exptheater.org/sunjata-kamalenya.html)http://www.scfa.orghttps://www.ducksters.com/history/africa/sundiata_keita.phphttps://factsking.com/countries/mali/ http://www.doe.virginia.gov/instruction/history/mali/instructional-resources/elem-lesson-plans/index.shtmlhyperlink: https://www.dltk-kids.com/p.asp?p=https://www.dltk-kids.com/world/africa/pake_an_african_mask.asphttp://artsedge.kennedy-center.org/educators/lessons/grade-6-8/Sundiata#Instruction

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